The Action Approach/The Communication Approach, between Breakdown and Continuity as Perceived by Secondary School Teachers in Algeria

Abstract

The action approach, advocated by the CECRL, is a new approach in foreign language didactics, which tends to redefine the role and the actions of the teacher and the learner in society. They now become social actors who act and co-act on their environment. However, this new perspective is not yet established in Algeria, despite the appearance of concepts belonging to this perspective in the curricula and accompanying documents of French in secondary education, such as: tasks, action, social context... we want, through this work, to conduct a comparative study between the action approach and the communicative approach, which is adopted in Algeria since 2002. Thus, we will conduct a field survey to see knowledge of secondary school French teachers on the approaches cited.