Résumé:
New developments in the field of second language acquisition emphasized the central
importance of identity issue in foreign language learning. With Taylor’s hypothesis in which
she claimed that the components and type of learners’ identities will correlate strongly with
their declared achievements in the target language at any point in time and over the period of
the students’ secondary education, the present research study attempts to investigate the
relationship between secondary school students’ identity construction and their declared
achievements in learning English as a foreign language. The study followed a cross-sectional
methodology in the exploration of the progress in the adolescence learners’ identity
perceptions and achievement in English classes. To this end, the data are collected by dint of
an English and Arabic version of the same questionnaire administered to sixty students,
twenty from each class of first, second, and third year of Terkhouche Ahmed secondary
school of Jijel. The findings of the research revealed that the students’ identity perception is
strongly related to their declared academic achievement in learning English. Moreover, the
more students feel that their private selves are appreciated the more they will be successful in
learning English. The analyses of the research findings consistently evidenced the above
mentioned hypothesis. Based on the results obtained, pedagogical implications and
recommendations for further research are suggested
