AWEJ Arab World English Journal INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 جمةل اللغة الانلكزيية يف العامل العريب First International Conference Proceedings - 2015 Bejaia University, Algeria AWEJ August - 2015 www.awej.org Arab World English Journal, August 2015 Bejaia University, First International Conference Proceedings - 2015 The Team of this Proceedings Editor Prof. Dr. Khairi Al-Zubaidi Associate Editor Dr. Nadia AHOUARI-IDRI Department of English, Faculty of Arts and Languages, University of Bejaia, Algeria ACKNOWLEDGEMENT We would like to thank all those who contributed to this volume as reviewers of papers. Without their help and dedication, this volume would have not come to the surface. Among those who contributed were the following: Prof. Farouk Bouhadiba Faculty of Foreign Languages, University of Oran II, Algeria Prof. Hacene Hamada Department of English-ENS Constantine (Constantine-Algeria) Prof. Nacif Labed University Mentouri Bros. Constantine, Algeria Prof. Abdelhak Elaggoune University of 8 May 1945 – Guelma Prof. Mohamed Mellouk Djillali Liabes University of Sidi Bel-Abbes, Algeria. Dr. Anita Welch Curriculum, Instruction & Educational Technology Division, Emirate College for advanced Education, Abu Dhabi Arab World English Journal www.awej.org ISSN: 2229-9327 Arab World English Journal (AWEJ) August 2015 Dr. Mohamed Amine Boulenouar Djillali Liabes University of Sidi Bel-Abbes, Algeria. Dr. Amine Belmekki University of Tlemcen Dr. Judit Papp Department of Literary, Linguistics and Comparative Studies, University of Naples “L’Orientale” Dr. Abdel-Rahman H. Abu-Melhim Al-Balqa’ Applied University, Irbid, Jordan Dr. Amar Guendouzi University of tizi Ouzou Dr. Hamid Ameziane University of tizi Ouzou Dr. Fodil Sadek University of tizi Ouzou Dr. Hanane Sarnou University of Mostaganem Dr. Dalal Sarnou University of tizi Mostaganem Arab World English Journal www.awej.org ISSN: 2229-9327 Arab World English Journal AWEJ INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 جمةل اللغة الانلكزيية يف العامل العريب Arab World English Journal, August 2015 Bejaia University, First International Conference Proceedings - 2015 Pp.1-2 Contents Article Titles & authors Pages Team of this issue 1 Contents 1-2 The Implementation of the CBLT in Algeria: from Euphoria to Bitter Criticism 3-16 Farouk A.N. BOUHADIBA Towards an Alternative Form of Teaching Pragmatics: Cues to Unfold the Untold. 17 –24 TEFL and Cognitive Niche Considerations Nacif Labed Student-Centered Teaching Practices: Focus on The Project-Based Model to Teaching 25 – 41 in the Algerian High-School Contexts Nacera Boudersa & Hacene Hamada Suggesting a Support Centre for Dissertation Writing in EFL at Bejaia University 42-53 Nadia Idri Investigating the Effectiveness of Systematic Desensitization in Reducing Anxiety 54 –60 among Jordanian EFL Learners Mohammad H. Abood & Abdel-Rahman H. Abu-Melhim Integrating the Content-based Instruction into the American Civilization Class 61 –69 Abdelhak Elaggoune Algerian EFL Course, the Digital Competence, and Critical Thinking 70-77 Skills Hamid Amziane & Amar Guendouzi The Teacher’s Role and the Students ‘Autonomy under the LMD and the Integration of ICT 78 –83 Hanane SARNOU Issues on the Enhancement and Evaluation of Oral Communication in the Foreign 84 –91 Language Clas Fawzia Bouhass Benaissi & Noureddine Guerroudj Integrating Strategy Training to Enhance Foreign Language Learning. 92 –99 Ouerrad Belabbas Developing First year EFL Students’ Learning Skills through Adopting Task-Based Learning in the Study Skills Session 100–111 Nesrine Ghaouar A Morphosyntactic Study of EFL Students’ Written Compositions: A Corpus Based Analysis 112 –126. Sofiane Mammeri Assessing Professional Quality in EFL Pre-service Training Programme at the 127 – 147 Departmen of English at Tlemcen University Messaoudi Youcef & Djennane Taoufik An Exploratory Study of the Effectiveness University Website of Mohamed Lamine 148 – 163 Debaghine-Sétif-2- Arab World English Journal www.awej.org ISSN: 2229-9327 Arab World English Journal (AWEJ) August 2015 Cont ents Ikhlas Gherzouli Autonomous Continuing Professional Development for Algerian University Teachers 164-179 of English Maamar Missoum The Effects of Electronic Dictionary Use on Reading Comprehension and Vocabulary Retention of EFL Students 180 –191 Chaker Hamdi The Implementation of a Linguistic Ability Test as a Selection Basis in Learning 192-205 English as a Foreign Language Lamia ELMECHTA The Impact of an Extrinsic Reward in Intensive Reading Activities on Learners’ Intrinsic Motivation and Performance 206 – 218 Imene BILOUK Epistemological Beliefs and University English Learning Demands: The Case of First- year Students 219-227 Rania Boudaoud ICTs Implementation in Teaching Linguistics and Students’ Test Achievement. 228-240 Case of Biskra University Salima RABEHI Arab World English Journal www.awej.org ISSN: 2229-9327 Arab World English Journal, August 2015 Bejaia University, First International Conference Proceedings - 2015 Foreword It gives us great pleasure to introduce you to the Bejaia University, First International Conference Proceedings – 2015 published in collaboration with Department of English, Faculty of Arts and Languages, University of Bejaia, Algeria. The conference took place at University of Abderrahmane Mira of Bejaia, Algeria on 21-22 April 2015. Presenters were invited to submit their full papers to be considered for publication in the conference proceedings. Based on our review guidelines and the recommendations of our reviewers we accepted for the current publication those papers which appear here. Our sincere apologies go to those whose papers did not get selected this time. Editorial Board August 2015 Arab World English Journal www.awej.org ISSN: 2229-9327 Arab World English Journal, August 2015 Bejaia University, International Conference Proceedings - 2015 Pp. 3-16 The Implementation of the CBLT in Algeria: from Euphoria to Bitter Criticism Farouk A.N. BOUHADIBA Faculty of Foreign Languages, Department of English University of Oran II, Algeria Abstract: This article explores the gap which exists between the spirit, principles and objectives of the Competency Based Approach to Language Teaching (henceforth, CBLT) and its implementation in the Algerian educational context. The euphoria that prevailed in Algeria around the CBLT and the Educational Reform led, later on, to bitter criticism on its official implementation and its actual application and practices. Some observations are made on how this approach has been implemented since September 2003. These are based on issues related to what has been done for the CBLT at the institutional level and what the reality is at school. Classroom observation and practices and outside school behaviours of both pupils and teachers are indicative of the distancing between institutional decisions and field realism. Some factors related to the socio- educational environment in which this approach was introduced are examined and discussed. The article raises the question on the hiatus between myth, reality and challenges concerning the issue on the CBLT in Algeria. Key words: Algeria, competencies, education, foreign languages, teacher-training Arab World English Journal www.awej.org 3 ISSN: 2229-9327 Arab World English Journal (AWEJ) August 2015 The Implementation of the CBLT in Algeria BOUHADIBA Introduction The aim of this article is to examine the impact of an ‘abrupt’ shift in the teaching and learning attitudes, methods, materials and behaviours that prevailed prior to 2003 towards the CBLT which was instituted in the Algerian educational system since the school year of 2003- 2004. The issues raised here relate to some decision making actions that were taken then by means of ministerial instructions for a shift from the Communicative Approach to the Competency Based Approach to Language Teaching. Needless to mention here that at school, all the other subject matters (Music, Sports, Arithmetic, etc.) are taught under the Competency Based Approach (CBA). This sudden transition did not actually prospect in detail the socio- educational and cultural environment in which this approach was initially carried out. The effect and affect of this change on the teachers’ and the learners’ attitudes and motivations are discussed in the light of the use of the new pedagogies (CBLT) in actual classroom situations. In fact, neither the teachers nor the pupils had been prepared in advance for the move towards the CBLT. They remained, so to speak, unfamiliar or alien to this mode of teaching and learning, not to say, resistant to change. Most of them preferred to stick to their usual teaching/learning behavioursi. Instead of proceeding upstream to an evaluation in terms of the teachers’ and the pupils’ entry and exit profiles before injecting the CBLT into the educational system, decision makers limited themselves to top-down instructions as to how this approach had to be carried out. This situation triggered off divergences in the educational arena in Algeria. For example, the logistics put in place for the CBLT in Algeria in September 2003 included new textbooks at primary school for the teaching of Englishii and the teacher’s booklet with guidelines on his new ‘role’ and on how to lead the learner to think and act in order to work out a project in the form of collaborative learning. Some seminars for a better understanding of the CBLT prospects and perspectives were organised in some parts of the country. At the same time, a number