Résumé:
The present study evaluates the vocabulary components in the fourth-year Algerian primary
school textbook of English „My Book of English 4PS‟. It attempts to explore Algerian EFL
teachers' attitudes towards the newly designed textbook and its effectiveness in vocabulary
instruction. The present research intends to examine whether the textbook presentation of
vocabulary items satisfies teachers, whether the vocabulary components are sufficiently
introduced, and whether they align with the competency-based approach objectives. A
descriptive research design utilizing a mixed-methods approach was adopted to achieve these
aims. Quantitative data were collected through a questionnaire administered to 57 out of 180
primary school teachers across various primary schools in Jijel state, while qualitative data
was obtained from a textbook analysis using Cunningsworth‟s (1995) vocabulary checklist.
The findings revealed that the textbook‟s presentation of vocabulary satisfies most teachers,
and the vocabulary items are sufficiently introduced within the textbook, aligning with the
objectives of competency-based approache
