The Evaluation of the Instruction of EFL Pronunciation in the Algerian Secondary Schools A Case Study within Baccalaureate Candidates

Abstract

Pronunciation usually is the first noticeable skill while we speak. In Algeria, however, its teaching is granted the least attention despite the difficulty of its acquisition. This article seeks to elevate pronunciation teaching and assessment as it clarifies how teachers consider the use of the third year textbook of English in the secondary education. A survey questionnaire has been conducted among 70 teachers in the Wilaya of Bouira in middle Algeria. The results of the study have confirmed the researcher’s hypothesis that pronunciation is not having a worthy attention both in the textbook and in the official BAC exam