Incorporating the Humanistic Language Teaching Approach in the EFL Classroom The Case of Third Year EFL Pupils at Daoudi Mohamed high School, Ain Temouchent

Abstract

This study endeavours to explore the role of humanistic language teaching (HLT) and implementing it for third year EFL pupils at Daoudi Mohamed High School. Also, this work aims at highlighting the influence of HLT as a significant alternation to improve the teaching / learning environment and to reach a better level of education by omitting the traditional methods and incorporating alternative approaches as an innovation to enhance the teaching learning process. Questionnaire and Interview were used as authentic tools for this purpose, the respondents of the questionnaire consist of 80 pupil’s females and males, on the other hand, the answers were completed and returned from five English female teachers. In addition, face to face, semi structured interview was conducted with the same teachers. The results obtained from the gathered data shows that the participants were applying the traits of the HLT intuitively, since it is naturally a human desire itself. However, curriculum issue, psychologically and physically unsteadiness for both teachers and learners, as well as a vast lack of knowledge and drills about this approach, teachers are still skeptical about adopting officially HLT’s methods, but they still believe that certain implementations would be taking into account so to facilitate and pave the ways of this approach’s success.