Résumé:
The initiatives of including English as a compulsory course in public Algerian primary schools, prompts the need for the development of a national curriculum that insures a satisfactory learning experience. Culture is one of the core elements for teaching/learning a foreign language as it intervenes with all language skills including speaking. Accordingly, this study seeks to improve young learners speaking proficiency in English through the use of culture-based techniques. It aims to gather the views of EFL teachers at private languages schools in Algeria towards the effect of teaching culture on learners’ speaking proficiency. Furthermore, it targets teachers’ evaluation concerning the efficacy of different culture-based techniques, activities, and approaches in promoting young EFL learners’ speaking proficiency. Therefore, it is assumed that teachers regard the integration of culture in young EFL classes beneficial for promoting learners speaking proficiency. Furthermore, it is assumed that teachers assert the efficacy of the audio motor unit, the slice of life, the role play, and cultural island techniques; songs, pictures description, games, and language chunks activities; and the comparative approach in promoting young EFL learners’ speaking proficiency. To this end, a descriptive research design and a mixed method approach of data analysis are adopted. As such, a questionnaire was administered to 13 private languages schools’ teachers. The data obtained were analyzed statistically in terms of frequencies, percentages, mean and mode values. They disclosed the following main results. First, teachers consider developing young learners’ speaking skill a priority. Second, they believe that teaching culture to young learners is beneficial and valuable for promoting proficiency in such a skill. Finally, teachers appraise the efficacy of all the proposed culture-based techniques, activities, and multicultural approach in promoting young EFL learners’ speaking proficiency.
