Teaching English in Algeria and Educational Reforms : An Overview on the Factors Entailing Students Failure in Learning Foreign Languages at University

This paper examines the factors behind the weak performance of a big number of Algerian English learners at university despite their high motivation to learn that language in reference to the educational reforms implemented at all educational levels since 2000 to the present day and the learners complex linguistic background. The study aims basically at tracing the link between the students linguistic and educational background that had undergone successive changes in the span of 10 years and their weak achievement at university level. We opted for two reseach techniques: 1-A questionnaire adressed to first year students (200/600 registered) to gather data about their attitude to learn English and their motivation. 2-A proficiency test to measure students level in English. Students scores in proficiency test were correlated with their scores in their final exams and their answers to the questionnaire. Over 80 % of the sample have a positive attitude towards the English culture and language. 70 % of the students having positive attitude and failed in the entrance test, failed in the final exam. 65 percent of the students who have a negative attitude and passed the entrance test, could pass the final exam. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari.