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.
