Titre :	Importance of Cultural Dimensions in Improving Teachers’ Management of Classroom Interaction: Case Study of Second Year Students of English at the University “Frères Mentouri”, Constantine 1
Type de document :	texte imprimé
Auteurs :	Sofia Nemouchi, Auteur ; Farida Abderrahim, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2019
Importance :	92 f.
Format :	30cm.
Note générale :	Une copie electronique PDF disponible au BUC.
Langues :	Français (fre)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	The place of culture in teaching foreign languages is undeniable. In the process of learning a foreign language, learners bring to the classroom diverse beliefs that take roots in their families and societies. Accordingly, different preferences and expectations about teaching/learning are likely to take place. In this context, our study aims at identifying, through the teachers‘ opinions, the students‘ involvement in G. Hofstede‘s two cultural dimensions (individualism/collectivism and Power Distance) which we expect to improve the teachers‘ management of classroom interaction. The questions that this research seeks to answer is whether the students at the Department of Letters and English, University ―Frères Mentouri‖, Constantine 1, belong to the individualism or collectivism dimension, small or large power distance dimension. We also seek to know, according to the teachers, whether classroom interaction is tribute to G. Hofstede‘s cultural dimensions. In this respect, the hypothesis is that taking into consideration students‘ preferences, beliefs and expectations based on G. Hofstede‘s Individualism/collectivism and Power Distance dimensions, would probably encourage classroom interaction. In order to answer our questions and check the validity of our hypothesis, we have designed a Teachers‘ Questionnaire to explore the students on G. Hofstede‘s two dimensions and unveil the teachers‘ attitudes towards the impact of knowing the students‘ culture on classroom interaction. The results obtained from the study confirmed that the students are collectivists; however, because of the teachers‘ efforts to much up with the modern approaches to teaching foreign languages, the learners are to become individualists. We have also confirmed that both teachers and students are classified within small power distance dimensions. From the teachers‘ questionnaire, we can certify the role of cultural dimensions of the improvement of classroom interaction
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12514

Importance of Cultural Dimensions in Improving Teachers’ Management of Classroom Interaction: Case Study of Second Year Students of English at the University “Frères Mentouri”, Constantine 1 [texte imprimé] / Sofia Nemouchi, Auteur ; Farida Abderrahim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2019 . - 92 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Français (fre)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	The place of culture in teaching foreign languages is undeniable. In the process of learning a foreign language, learners bring to the classroom diverse beliefs that take roots in their families and societies. Accordingly, different preferences and expectations about teaching/learning are likely to take place. In this context, our study aims at identifying, through the teachers‘ opinions, the students‘ involvement in G. Hofstede‘s two cultural dimensions (individualism/collectivism and Power Distance) which we expect to improve the teachers‘ management of classroom interaction. The questions that this research seeks to answer is whether the students at the Department of Letters and English, University ―Frères Mentouri‖, Constantine 1, belong to the individualism or collectivism dimension, small or large power distance dimension. We also seek to know, according to the teachers, whether classroom interaction is tribute to G. Hofstede‘s cultural dimensions. In this respect, the hypothesis is that taking into consideration students‘ preferences, beliefs and expectations based on G. Hofstede‘s Individualism/collectivism and Power Distance dimensions, would probably encourage classroom interaction. In order to answer our questions and check the validity of our hypothesis, we have designed a Teachers‘ Questionnaire to explore the students on G. Hofstede‘s two dimensions and unveil the teachers‘ attitudes towards the impact of knowing the students‘ culture on classroom interaction. The results obtained from the study confirmed that the students are collectivists; however, because of the teachers‘ efforts to much up with the modern approaches to teaching foreign languages, the learners are to become individualists. We have also confirmed that both teachers and students are classified within small power distance dimensions. From the teachers‘ questionnaire, we can certify the role of cultural dimensions of the improvement of classroom interaction
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12514