The Textual Approach In Teaching Grammar In Algerian High Schools

Abstract

The educational process in Algeria has gone through various and distinct stages; initially, it relied on the lecturing method which considers the teacher as the center of the educational process. It then shifted to the inductive method that focuses on deduction. With the development witnessed in the world and cognitive sciences, the textual approach was activated and invested in the field of education, serving both the educational process and the learner, who has become a central figure and contributor to the process. Accordingly, this article seeks to introduce the textual approach in teaching grammar at the secondary level in Algeria, its positioning within the educational field, its impact on the overall output of the two poles of the learning process, how it is represented and understood in grammar activities, and the extent to which it achieves communicative competence among learners.