الخلاصة:
Since 2003, the Algerian school is adopting the competence approach to organize and
structure the new programs, but the latter should be accompanied with a different method of
teaching and managing the relations into the classroom. In a kind of curiosity we highlight to
figure out how the teachers’ practices of the French Language as a foreign language in
Algeria evolve in this new context?
In this study we try to verify whether teachers do really take in consideration the
recommendations submitted by the official institutions, while we are seeking a clear concept
of the teachers’ practices adopted during grammar classes. The concept of the teachers’
practices indicates an observation of the teacher’s actions in the bottom of the didactic
triangle and an analysis of the used devices also looking for the taught knowledge or
analyzing the obstacles that both teachers and students face during the construction of the
taught object, therefore we can see how to reform the grammatical objects in a teaching
situation.
