Résumé:
In English as a Foreign Language (EFL) settings, accurate pronunciation is fundamental for
an effective language acquisition affecting learners' confidence, intelligibility and
communicative success in real-life contexts. However, pronunciation instructions in the
Algerian EFL coursebook receive limited attention and remain inadequately addressed. This
study explores how pronunciation instructions are integrated into the official fourth year
middle school coursebook My Book of English, and the extent to which they align with the
principles of the Competency-Based Approach (CBA). A mixed-methods approach was
adopted, combining a structured questionnaire distributed to 21 EFL teachers, with content
analysis of the coursebook. The questionnaire explored fourth year middle school teachers’
perceptions of the adequacy, clarity, and effectiveness of these components. The coursebook
analysis examined the pedagogical design of pronunciation components. Findings indicate
that while pronunciation tasks are present, they are often mechanical, inconsistently
implemented, and poorly integrated into communicative contexts, with an uneven focus on
supra-segmental features. Teachers also reported limited training and a lack of resources to
teach pronunciation effectively. The study concludes that coursebook content should be
revised to include more communicative, interactive, and multimodal pronunciation
instructions. Furthermore, recommendations include the integration of audio-visual aids,
context-based practice, and increased teacher training. Overall, the study offers practical
insights for curriculum developers, coursebook authors, and teacher educators aiming to
enhance pronunciation instructions in Algerian EFL contexts.
