Integrating Mass-Media Discourse in Algerian EFL Classrooms: Pedagogical Insights and Challenges.  

The present investigation studies the influence of mass-media discourse on foreign language instruction. In fact, the phenomenon largely known as the ‘information explosion’ has already been with us for some time, however, due to the widening spectrum of related problems it has increasingly turned into a matter of real concern in scientific discussions. If one tries to reduce the subject to FL instruction, one cannot but confirm a general feeling of uneasiness with regard to the multiple difficulties that the teacher encounters in the use of mass-media means in the FL class. Consequently, we advance that problems like imbalances in information, intercultural unawareness and imported programmes that are politically bias represent a real challenge to the effective employment of media in FL education. In an attempt to provide some solutions to such questions, we have undertaken a field work study with the collaboration of FL teachers and Master students of English studies at Mohamed Kheider University of Biskra. A mixed research methodology has been adopted and, accordingly, two research tools have been used, namely a needs analysis questionnaire that has been submitted to the students enrolled in Discourse Studies, and the organisation of a workshop with a sample study of FL teachers at the Department of English Studies and Literature. The principal objective that we have reached- after the elaboration of a needs analysis procedure and workshop activities with teachers- is the efficient and advantageous use of mass-media discourse as an educational tool in teaching English as a foreign language. In sum, the process of careful selection and appropriate exploitation constitutes the necessary prerequisite of the utilization of mass-media language in FL.

mass-media discourse- FL instruction- difficulties- advantages- needs analysis.

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