An Evaluation of Grammar Learning Tasks in the Algerian Third Year Secondary School Textbook “New Prospects

Abstract

This study aims to examine the effectiveness of grammar learning tasks in the third year secondary school textbook “New Prospects”. It attempts to investigate whether the third year secondary school English textbook "New Prospects" address adequately students’ grammar learning needs . The study also seeks to know if secondary school students and teachers are satisfied with the effectiveness of textbook under study in relation to grammar tasks. Three (03) research tools were used to conduct this research namely, an assessment of the third year secondary school textbook "New Prospects" (the first unit "Ancient Civilization"), a questionnaire for third year students, and another for teachers who have taught third year classes. The study was conducted at "Draâ Mohammed Essadek" secondary school in Jijel, with the participation of 3AS learners from the same school, and eight (08) English teachers from different schools. The evaluation of the textbook proves that the grammar lessons are exhausting, for it is hard for students to have up to three consecutive grammar lessons. It also demonstrates that not providing students with any rules and giving them references to check instead is impractical, all the more that some references are not readily available. In addition, the questionnaire for teachers reveals that they are not satisfied with the course book in general and the way grammar is presented, tested and assessed in particular. They complain that the textbook is overloaded for both teachers and pupils, and does not give the chance to pupils to practice grammar in context