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People's Democratic Republic of Algeria Ministry Of PEOPLE'S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH UNIVERSITY OF DJILALI LIABES SIDI BEL ABBES FACULTY OF LETTERS LANGUAGES AND ARTS THE LINGUISTIC COMPETENCE OF THIRD-YEAR PUPILS IN FACULTY OF LETTERS,LANGUAGES AND ARTS ENGLISH BETWEENDEPARTMENT SUCCESS AND OF ENGLISHFAILURE IN THE ALGERIAN SECONDARY SCHOOL A A CASE STUDY OF THIRD-YEAR CLASSES AT MOHAMED BOUDIAF SECONDARY SCHOOL IN SIDI LAHCEN/SIDI-BEL-ABBES THESIS SUBMITTED TO THE DEPARTMENT OF ENGLISH LANGUAGE IN CANDIDACY FOR THE DEGREE OF PHD IN LINGUISTICS Submitted by Supervised by Ms.Nouria ALI RABAH Prof.Mohammed Yamin BOULENOUAR Board of Examiners President : Prof. Fewzia BEDJAOUI University of Sidi-Bel-Abbes Supervisor : Prof. Mohammed Yamin BOULENOUAR University of Sidi-Bel-Abbes Examiner :Prof. Fawzia BENAISSI University of Sidi- Bel-Abbes Examiner : Dr. Mohamed GRAZIB University of Saida Examiner :Dr. Djamel BENADLA University of Saida Examiner : Dr. Azzedine BOUHASSOUN University of Témouchent 2018 DEDICATIONS Thanks to the most graceful and compassionate, the Almightily(Allah) who provided me with strength and patience to pass through the exciting process of this research. I dedicate this thesis and everything I do to my mother for all the sacrifices she makes each day and of being a source of encouragement, inspiration and help to me throughout my life, to all the members of my family, a special feeling of gratitude for their support. This research is dedicated to the soul of my father Ⅰ ACKNOWLEDGEMENTS I would like to offer my gratitude and appreciation to my supervisor Prof. Mohammed Yamin BOULENOUAR for his patience and precious comments and advices. Special acknowledgements are conveyed to the board of examiners for accepting and most of all being patient in reading my dissertation. Thanks to Prof. Fawzia BEDJAOUI Pr. Fawzia BENAISSI. Prof Abbas OUERAD, Dr. Mohamed GRAZIB, Dr. Djamel BENADLA, Dr.Rabha RAOUTI, Mr.Ghalem BOUANAD, Mr Abdelkrim Talbi for their support. Thanks to my teachers and colleagues and students at Djilali Liabes University and Dr. Moulay Tahar University of Saida. I am also very grateful to the staff of the library at Djilali liabes University. I give special thanks to the staff of Mohamed Boudiaf secondary school especially third- year teachers and pupils for their collaboration. II ABSTRACT The current study investigates the changes and attitudes in the Algerian education that are due to a set of reformed programs and the introduction of competency-based approach which had been implemented few years ago in the secondary school and had a great impact on pupils' linguistic achievements. This research is intended to shed light on the changes that occurred in the Algerian education system and their influence on pupils' competence in English. This is a continuous, experimental research conducted at Mohamed Boudiaf school in Sidi Lahcen (wilaya of Sidi-Bel-Abbes) since 2012. The researcher will focus on the main reasons behind the major weaknesses in that language and the main causes which may be at the origin of pupils' deficiencies. The other motivating aim of this study is to explore pupils' performances that may be considerably affected, as well as to point out the strategies, approaches and methods used by the teacher in order to increase pupils' linguistic ability in class and the effectiveness of those means in learning this foreign language. Keywords :Linguistic achievements, competence, deficiencies performances, curriculum. Ⅲ LIST OF TABLES Table1.1: Aims Beyond Learning English in Algeria..........................................................................21 Table 1.1: Pupils' Interaction and Investment For Oral and Written Texts...........................................47 Table 2.1: Categorization of Language Competences according to Chomsky , Hymes, Cummins, Canale and Swain and Bachman...........................................................................................................58 Table 2.2 :The Results of a Class of 37 Pupils During the Academic Year 2013-2014….…………71 Table 2.3: Volume of Hours Planned for Third-Year Pupils For all Streams.................................... 73 Table 2.4: PROJECT N/1:Exploring the Rise and Collapse of Civilization………………………....82 Table 2.5: Proposed Themes for Projects Assessment.......................................................................88 Table 2.6: Selected Themes for 3rd -Year Pupils...............................................................................94 Table 3.1: Objectives of Learning a Foreign Language in the Current Educational System…..….120 Table 3.2: Pupils' Grades During the Academic Year 2015...........................................................124 Table 3.3: Baccalaureate Percentage in English for Literary and Philosophy Streams ( 2013/ 2016)..................................................................................................................................................127 Table 3.4:Terminology Taken from Beaugrande and Dressler (1981) ............................................129 Table 3.5: Wolter's Eight Strategies For Motivation and Evolution................................................134 Table 3.6: Percentage of Third-Year Pupils' Results in English Experimental Sciences From 2013 to 2016…………………………………………………………………………………………………136 Table 3.7: The Results of a Class of 37 Pupils During the Academic Year 2016………………138 Table 3.8: Reading Tasks For the Pupils' linguistic Improvement ......................................134 Table 4.1: Meta Strategies For General Management and Control of Learning.................166 Table 4.2: Competency Based English Learning and Teaching Curricular Change and Competency Based-Approach. A worldwide Perspective. Educational Encyclopedia 2011......................................................................................................................................172 V LIST OF FIGURES Figure 1.1: Objectives of The Algerian National Charter 1976...................................20 Figure 2.1:The Colloquial Language and the importance of its contextual use...................63 Figure 2.2: The Main Types of Competencies.............................................................64 Figure 2.3: The Situation of Integration in Raising Pupils's Competence …………..67 Figure2.4: Bachman's (1990 Model of language use...................................................84 Figure 3.1: The Impact of the Timing of the English Session on Pupils…...............103 Figure 3.2: Pupils' Attitude about their Results During the Academic Year…….....104 Figure 3.3: The Results of the BAC 2014-2015 at Mohamed Boudiaf School…...105 Figure 3.4: Pupils' Reaction about the Topics of Third Year Course-book……....107 Figure 3.5: Pupils' Impression on the 3rd -year Syllabus……………………….....107 Figure 3.6 :Pupils' Suggestions about the Coefficient of English..............................109 Figure 3.7: Pupils' Position about the Academic Planning of English…………......112 Figure:3.8: The Attitudes of Pupils towards the Program of English........................112 Figure:3.9: The Psychological Components to improve Pupils' Linguistic Abilities…………………………………………………………………………….114 Figure:3.10: The Fundamental Aspects of Linguistic Competence………………..118 Figure:3.11: Teachers' Views about Pupils' Learning Performances........................121 Figure:3.12: The Role of ICT's For The Improvement of Pupils' Linguistic Competence ...............................................................................................................123 Figure3.13: Guiding Principles For Dealing with English in Algeria in the Current System…………………………………………………………………………….…135 Figure 4.1:Pupils' Responsibility For Own Learning……………………………....151 Figure 4.2: Updating Teachers' Professional Knowledge and Skills………………179 Figure 4. 3: Instructions For Avoiding Learning Obstacles in 3rd-Year Classes…..182 Figure 4.4 : Educational Measures For Future Opportunities....................................184 VI LISTE OF ABBREVIATIONS Abbreviations Meaning AF Fundamental Year. BAC British American Commonwealth. BEM (Middle Teaching Certificate). BEF (Basic Teaching Certificate). CBA Competency Based Approach. CC Communicative Competence. EL English Language. FL Foreign Language. ELT English Language Teaching. LP Language Planning. ICT Information Communication Technologies. LC Linguistic Competence. L1 First Language. L2 Second Language. LMD License- Master- Doctorate. UNESCO United Nations Educational, Scientific and Cultural Organization. NCESR National Commission of Education System Reforms.( regulation and organization of the educational system) VII Abbreviations for the main streams in Education Abbreviations Meaning CE Civic Engineering. EGM Engineering Management. HMS Human sciences. Ph L Philosophy and Literature. TM Technical Math. EXP SN Experimental Sciences. VII TABLE OF CONTENTS Dedications...........................................................................................................................Ⅰ Acknowledgements.............................................................................................................. Ⅱ Abstract ............................................................................................................................... Ⅲ Table of contents................................................................................................................. Ⅳ List of tables............................................................................................................................Ⅴ
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