The Relevance of Incorporating Strateg- Training ActiviÉies within Third-Year EF.L §ecendary Edu**tian Ccursebaek : Ar I*vestigatian of Teachers and §tudents' Beliefs. A Case Stud"v af jijel Secondar,v' Schools

Abstract

Learning strategies have played a fundamental role in the field of language learning and teaching, especially in EFL contexts where exposure to input is not always sufficient . And for the development of these strategies in EFL classes, teachers can train their students to become more active, reflective, and aware of what they learn through strategy trainingactivities. It is within this perspective that the present study investigates the status of strategy use and training within the Algerian third year seco ndary education textbook ‘New Prospects’. In the Algerian educational system, the textbook is still accorded much importance, no wonder that it merits careful examination. In order to collect the necessary data for the study, a qualitative analysis of the textbookis carried out following a checklist that was designed to fit the purposes of the research. Additionally, a questionnaire was given to third year secondary education students in order to explore their views and beliefs about strategy use and training. Also, an interview was conducted with English secondary education teachers to get more information about this issue. The findings of our study have revealed that the textbook ‘New Prospects’ does not cover a large number of strategies which are considered necessary in an EFL setting. Both students and teachers are aware and approve of the usefulness of strategy use and training in the textbook ‘New Prospects’.