The Place of Phonological Awareness in Algerian Middle School EFL Instruction

Abstract

The present study explores the place of phonological awareness in middle school EFL instruction in Algeria. It also scrutinizes Algerian middle school EFL teachers’ perceptions on phonological awareness instruction as well as its presence in fourth year English textbook. To this end, two research instruments were used: a document analysis and a questionnaire. The sample study consisted of (20) teachers from different middle schools in Medea province. The findings revealed the dearth in phonological awareness skills especially syllable and onset-rime skills at the level of the school manual. Besides, the majority of participants seemed not realizing the important role of phonological awareness in EFL teaching/learning. Thus, there is an urgent need for integrating more phonological awareness activities in Algerian middle school English textbooks, as well as a call for teacher training to introduce phonological awareness efficiently in classroom practices.