Résumé:
The study in hand investigates the place of grammar in the Algerian second generation
curriculum textbook of the first year middle school, “My Book of English, Year One”. More
specifically, the essence of this study is twofold: analysing the treatment of grammar in the
textbook and gauging the teachers’ attitudes and practices regarding this component. Thus, it
is hypothesised that grammar teaching in “My Book of English, Year One” would be
effective if the teachers had positive attitudes towards the presentation of grammar in the
textbook and practised grammar teaching in their classes as suggested in the textbook. To
achieve the aims of the study, the data are collected by means of a content analysis based on a
evaluative checklist adapted from three recognised evaluative checklists and a questionnaire
designed and administered to 36 first year middle school teachers in Jijel. The findings
revealed that even though the teachers called for the need of modifying some aspects of
grammar presentation, namely reducing the grammar load of some sequences and including
more activities that help pupils to apply the acquired knowledge of grammar for
communicative purposes, the teachers had positive attitudes towards grammar teaching in the
textbook and also in their classes. They followed the approach suggested in the textbook.
Therefore, the findings confirmed the research hypothesis and revealed that grammar teaching
is effectively presented in the textbook. Based on the results obtained, some pedagogical
recommendations are suggested.
