• BENMOUSSAT Smail

  Author

• BENMOUSAT Nabil Djawad

  Author

The present paper is an attempt to redraw the boundaries of English Language
Education from a teaching-testing perspective. Though the crux of the problem in language
teaching has always been the general principles and guidelines underpinning the methodologies
relating to the teaching-learning process, the ‘what-to-teach’ and the ‘what-to-test’ questions
have always been omnipresent in the minds of most stakeholders. Parents would most probably
argue about what is best to be taught to their children as well as about the most appropriate and
effective learning path leading to their offspring success, whereas the others, not least, teachers,
strive to cope with a delicate intertwined questioning of how to strike the balance between an
effective teaching and an efficient testing. However, this thorny issue, so to speak, is not a new
one. The relationship between teaching and testing has called into question the communicative
abilities of Algerian EFL learners. To score high, through a teach-to-the-test-oriented approach,
in an EFL exam does not necessarily mean to speak fluently and to write accurately the English
language. EFL learners in public schools are in most need of a well-rounded education.

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