Résumé:
The present dissertation is a tentative analysis to shed light on a number of obstacles
and constraints which are likely to impede the attainment of learners’ competencies targeted
by the Competency-Based Approach in the Algerian Middle School.
Seven years after the implementation of the Competency-Based Approach, middle
school teachers still face problems to adapt their teaching practices to the principles and
objectives underlying the Competency-Based Approach. The possible reasons behind this
impediment could be either the teachers’ lack of the mastery of the theoretical basis in
connection with the approach, learners’ lack of motivation towards English Language
Learning (ELL), or the inadequacy of the proposed didactic materials.
Based on a field work including two questionnaires and a checklist administered to 400
4AM learners, 300 middle school teachers and 20 inspectors, the collected data demonstrate
that the implementation of the CBA depends on an appropriate management of the
practitioners’ training.
