The Implementation of Communicative Language Teaching in Algerian Secondary School

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General Introduction
Chapter one: Communicative Language Teaching and theories
1 The concept of communicative competence
1_1 Chomsky’s definition of competence and performance
2.2 Dell Hymes’s construct of « communicative competence »
2. Competency and language pedagogy
2.1 The conception of CC in language teaching according to Widdowson’s
2.2 Theoretical framework of communicative competence of Canal and Swain
2.2.1. Grammatical proficiency
2.2.2. Sociolinguistic skills.
2.2.3. Technical skills:
3. Implementations of Canal and Swain’s CC Framework for CLT
3.1 Instruction in grammatical proficiency.
3.2 The instruction of sociolinguistic competency.
3.3 Teaching Communication Skills
3.4 Teaching Discursive Competence
4. Communicative Language Teaching
4.1. Definitions of CLT
4.2. The roots of communicative language teaching
4.3. Principles of CLT
4.4. Misunderstandings about CLT
5. Skills-based approach to ESL
5.1 Background and definition of CBA/CBALT
2.2 Features of CBALT:
5.3. CBALT and language learning requirements.
5.4. CBALT and CLT
5.4.1. Learning theories behind CBALT
5.4.2 Psychological Cognition
5.4.3 Psychological Cognition and the Constructivist Motion
5.4.4 Community Interactionism
5.4.5. Assessment in CBALT
5.4.6. Theories of language supporting CBALT
Chapter two: Communicative language teaching in Algeria
2-1 the reform of the Algerian educational system
2-1-1 context
2-1-2 High Education’s Obstacles
2-1-3 Pedagogical Reform
2-2 An Overview Teaching Methodology in Algeria
2-2-1 The Grammar-Translation Method
2-2-2The Direct Method
2-2-3 The Structural Approach
2-2-4 Language Teaching Using a Communicative Approach
2-2-5The Competency-Based Approach
2-3 The objectives of ELT in Algerian secondary schools
2-3-1 linguistic objectives
2-3-2 Methodological Objectives
2-3-4 Professional and Social objectives
2-4 EFL Teaching’s Finalities
2-5 Teaching English language to the 3rd Year Secondary students
2-6 Teaching Communicative Skills in the Algerian secondary school
2-7 student’s English textbook
2-7-1 EFL textbooks objectives
2-7-2 organization of EFL classroom textbooks
2-8- Definitions of the Main Concepts Related to communicative skills
2-8-1 Fluency
2-8-2 Accuracy
2-8-3 Grammar
2-8-4 Vocabulary
2-8-5 Pronunciation
2-9 Activities to Improve Communication Skills
2-9-1 Discussion
2-9-2 Role Plays
2-9-3 Storytelling
2-9-4 Story Finishing
Conclusion
Chapter three: Field work
3.2 Data Analysis Procedures
3.3 leaners’ Questionnaire
3.3.1 Findings
3.4 Results Interpretation
3-5 Teachers questionnaire
3-5-1 Results
3-5.2 Interpretation
3-5-3 The general inspector’s interview :
3-5-4 results
3-5-5 interpretation
3-5-6 Recommendations and Suggestions
General conclusion
References

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