First Year Middle School Teachers’ Perceptions of Grammar Teaching in the Second Generation Curriculum Textbook ‘My Book of English, Year One’

Abstract

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.