FAILURE IN LANGUAGE LEARNING IN SECONDARY SCHOOLS: A PSYCHOPEDAGOGICAL APPROACH

Abstract

It became a paradigm shift to say that dealing with educational issues is a hard, complex task for researches, whether at a professional level in universities or at a smaller scale in lycées. Thus, language learning problematics are not exceptions. Through the present tentative to comprehend failure in language learning, a correlation with the teachers' psycho-pedagogical in-service training (IST) seems to be theoretically a relative good track to follow. Besides, the role of universities in that in-service training could be another avenue to explore. It is also well documented that learning is effective if affective, however do affectivists have the means of their policy, if we know that a single secondary teacher in Algeria deals with an average of 100 pupils daily? What if it is simply a problem of feasibility and transferability of those theories in our classrooms? They may be successful beyond our frontiers where teachers are not as overloaded as ours, whereas implementing them in our schools with all the implications and complexities that can crop up is another story. Teachers are aware of the huge responsibility and the tremendous complexity of their tasks at school. That is why they are disarmed to face their daily problems whether at a cognitive level or affective one. So, a reinvented in-service training added to long life learning is a necessity to prevent their deprofessionalization and their helplessness to face failure at different stages of teaching and learning .Yet, there is still confusion about what to learn and what to unlearn as well. Throughout this thesis, one could just raise problematics and try to approach them through reflection, analysis, possible recommendations, and momentary « solutions » that paradoxically might become « problematics » someday. For, meanwhile these lines are written new concepts would have replaced the fashionable concepts of affectivism or even the outmoded concept of motivation or school itself to be replaced by other « newest » ones that nobody can predict .