Résumé:
Language teaching has undergone numerous changes due to the various global
transformations of recent decades. The debate over what should be included in such teaching
has gone unabated. Foreign language educators have long advocated that language and culture
should be integrated in the language classrooms. This study sheds light on the difficulties and
obstacles that the teachers and the learners face with the foreign cultural items included in the
third–year secondary English language Textbook ‘New Prospects’ and the curriculum in
general. It is hypothesized in this research that culture is not well-covered in the textbook,
that the teachers are not fully conversant with foreign culture, that they lack effective
techniques with regard to English language culture teaching, and that the learners are not
really motivated to learn foreign culture. In order to verify these hypotheses, an empirical
study was conducted in the secondary schools of Laabani Ahmed and Boumendjel Ahmed in
Taher. The empirical study made use of a questionnaire that was administered to the teachers
of both secondary schools. The findings show that culture is not well-covered in the third year
textbook ‘‘New Prospects’’. The answers collected from the questionnaire converge on the
fact that the learners are not motivated due to the ineffective techniques that are used by the
teachers. The hypotheses have thus been confirmed.
