According to several American and European scholars, intellectuals, and media experts in U.S. foreign policy, the American national security strategy had witnessed a reformulation in the 21st century after the 9/11 attacks. In reality, never after Pearl Harbor, America has experienced such a dramatic security event. For which the obvious question remains posed: President Bush’s National Security Strategy marked a new path to a universal American security measure? Did it develop a new policy process with new norms to fit the modern era? Accordingly, U.S. military intervention in Afghanistan aims to preserve; freedom, liberal values, deter terrorism, and protect the threatened American security; hence, we have come with this study to evidence that by the fact that Bush's unilateral preventive war strategy, which witnessed a blatant violation of International Law, Human Rights, and the United Nations Charter of State’s sovereignty, was no more than the natural reaction to their foreign policy adoption of duplicity. The American National Security Policy is, in reality, an overtly way of military expression policy to enforce duplicity.

Away from what we may believe, mastering writing and reading in English is far from being learners’ unique target in ESP instruction (English for Specific Purposes). Students want to understand what they hear in English and speak fluently in a way closer to that of English native speakers. However, the complexity which generally sketches the understanding and production of authentic English spoken language, in addition to teachers’ poor consideration of those aspects, lead learners to experience anxiety, lack of self-confidence, lack of motivation and, obviously, poor feedback. As a result, the English language instruction becomes so weighty for both teachers and learners. These concerns led us to a descriptive research design to shed the light on the ESP instruction’s actuality in the Faculty of Human and Social Sciences University of Batna1. A questionnaire was introduced to portray our first year PhD students' weaknesses in terms of English speaking and listening abilities. Also, we aimed to depict their attitudes towards introducing films in English as a support for their learning. Students’ positive positions on the introduction of films in English into the classroom leads us to strongly recommend them as quite supportive and efficient pedagogical means in ESP learning as well as teaching.