Abstract:
Teaching Linguistics for first year classes of the English Branch at Mohamed Khider
University of Biskra is a challenging task for most teachers. The majority of students have
difficulties in achieving satisfactory results in Linguistics tests. The present study aims at
investigating the reliability and validity of the testing models of Linguistics taking the case of
first year students of English at Mohamed Khider University of Biskra. The study targets first
year classes of the academic year 2011/2012 of the English Branch including 12 groups. The
sample concerns 7 groups out of 12 and 8 teachers of Linguistics (7 full-time teachers and 1
part-time teacher). The researcher utilized a triangulated research method encompassing four
data collection tools: questionnaires for both teachers of Linguistics and first year students, an
interview with teachers, a focus group discussion with students, and a classroom observation.
The result those students’ deficiencies in Linguistics do not lie in the reliability and validity
of the tests themselves, but rather in the teaching environment/ context, namely the class size
and the teaching methods in the first place. Finally, from an insider perspective and after
living the experience of teaching Linguistics with the implementation of ICTs (namely the
Language Laboratory and the Data Show), the researcher recommends the reduction of the
class size and the provision of sufficient ICT tools to permit teaching Linguistics in a new
setting which has proved its efficiency and positive impact on students’ achievement/ test
results
