Résumé: The present study investigated the impact of two factors influencing students’ use of strategies, namely ‘study year’ and ‘gender’. In addition, it aimed at finding out the extent to which the learners employ strategies. Besides, it sought to unveil the most frequently used type of strategy. Our sample comprises 75 learners of English belonging to Badji Mokhtar University- Annaba. This sample includes students from different study years and gender. The data collection tool employed was a questionnaire containing Oxford’s Strategy Inventory for Language Learning (1990). The findings revealed that the strategies are used to a medium degree; in which the most prevalent type is metacognitive. Furthermore, there was no significant effect of study year on strategy use; however, there was a partial impact of gender since the latter was significant only on memory and affective strategies.

Résumé: Accuracy in writing is paramount as it leads to better achievement. Among the features that play a role in its attainment is subject/ verb agreement. Our study aims at identifying the prevalent types of disagreement between the subject and verb; and the linguistic sources behind its occurrence. In doing so, data was gathered from an activity given to 163 first year students of English from Annaba University, and corpora of 65 quiz/exam sheets taken from the previous sample. As for data analysis, we used the quantitative method with the help of the statistical tool “Excel”. Findings of the activity revealed that the highest error type is notional disagreement; while corpora analysis reported omission error. Besides, the source of the investigated problem was mostly intralingual. Therefore, teachers are recommended to implement error analysis to find out the exact types and sources of subject/ verb disagreement error; then, they can devise extensive remedial activities.

Résumé: The integration of culture in foreign language learning, mainly oral classes, is not a novel issue as it has been investigated by various researchers. Despite prior studies‘ endeavours in demonstrating the interlink between language and culture, teachers continue to pay less attention to it. Therefore, through this research work, we first aim at exploring the perspectives of teachers from the English department at Badji Mokhtar University towards the importance of teaching target language culture; in aiding learners at reaching a cultural understanding that can accompany their linguistic knowledge. Second, we investigate teachers‘ familiarity with target language culture. And finally, we shed light on classroom practices used to address the cultural aspects. The data were collected from eleven oral expression teachers through the use of a questionnaire. The analyzed results firstly revealed that all teachers in the present study regard the incorporation of foreign language culture as paramount. Secondly, the subjects were found to be sufficiently familiar with the suggested cultural aspects. Lastly, they claimed to vary their classroom practices in order to introduce cultural aspects properly. Keywords Foreign language learning, integration, oral classes, oral expression teachers, target language culture.

Résumé: In order to meet the needs of learners of English for specific purposes ‘ESP’, teachers are required to design a relevant syllabus. To reach this goal, they should, first and foremost, apply Needs Analysis. However, the latter is absent in some ESP courses taught at Badji Mokhtar- Annaba University, mainly the ESP courses taught to Audit and Accountancy students at the department of Financial Sciences. Therefore, the objectives of the present study are twofold: First, we attempt to investigate the needs of Master One Audit and Accountancy Students at the aforementioned context. Second, we shed light on the status quo of ESP module taught to students of the Financial Sciences department, in terms of whether or not the approach of Needs analysis is practised by teachers, the type of English language used, the medium of instruction…etc. Taking our objectives into consideration, we hypothesize that the English teachers oriented to teach non-English major students do not implement Needs Analysis. Moreover, the current study has answered the research questions and tested the hypothesis through a questionnaire distributed to twenty four students. The major findings of the research work confirmed our hypothesis since almost all of the students reported that their teachers do not apply needs analysis. Also, the students expressed their preferences towards: a mixture of general English and ESP, the speaking skill, a combination of the Target language and the native language to facilitate understanding. In addition, teachers’ methods meet only some of the learners’ needs like the type of English to be taught, mediums of instruction; but do not match in-depth subskills and areas of the specialty. Depending on the results of the study, decision makers at the university are recommended to appoint ESP teachers not only competent in the English language, but also in the specialty of learners. Last but not least, they are recommended to return back to the mode of traditional learning instead of online learning that does not satisfy the needs of students under study. Keywords: ESP, specific needs, Audit and Accountancy, Financial Sciences, Badji Mokhtar- Annaba University, Needs Analysis.