التعليمية
Volume 15, Numéro 3, Pages 889-903
2025-12-26

Reconsidering Semantic Awareness In Algerian Efl Classrooms: A Theoretical Exploration Of Meaning Construction And Pedagogy



Authors : Rabahi Hanane . Makhlouf Abdelkader .

Abstract

The current theoretical study explores the contribution of semantic awareness towards meaning construction in Algerian English as a Foreign Language (EFL) classrooms. Despite frequent developments in Algerian EFL instruction, the learners are likely to face frequent difficulties in processing advanced words, dealing with pragmatic inferences, and understanding context-dependent meanings. Drawing on foundational semantic theories that range from perceptual abstraction and syntax-semantics interfaces to relevance-based and sociocultural models, this study examines how meaning is processed, constructed, and stored during second language acquisition. It examines the semantic concerns particular to Algerian learners, including morphological bottlenecks, input exposure constraints, and cultural mismatches, and explores how these can be addressed through theoretically driven yet contextually sensitive pedagogic practice. A focus is made on merging semantic theory with intercultural competence and on determining non-tech- and native speaker model-dependent instructional strategies. By descriptive-analytical review, the article connects global semantic studies with localised educational contexts, presenting pedagogical implications for teacher training and curriculum design in Algeria's multilingual EFL context.

Keywords

Semantic Awareness ; Second Language Acquisition ; Intercultural Competence ; EFL Pedagogy ; Algerian Education

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