Catalogue des Mémoires de master

Titre : |
the role of classroom discourse and teacher's strategies in fostering students commubicative competence |
Type de document : |
texte imprimé |
Auteurs : |
Marwa Amel Beziane, Auteur ; Azeddine Boulfelfel, Directeur de thèse |
Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
Année de publication : |
2021 |
Importance : |
78 f. |
Format : |
30 cm. |
Note générale : |
Une copie electronique PDF disponible au BUC. |
Langues : |
Anglais (eng) |
Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
Tags : |
A Background on Classroom Discourse Teachers Teaching Strategy Verbal and non-verbal Communication. |
Index. décimale : |
420 Langue anglaise |
Résumé : |
The current study aims at determining the significant role that classroom discourse
plays in the development of students’ communicative competence in Mentouri Brothers
University of Constantine 01, department of letters and English Language. It focuses on
learners’ interaction during classroom discussions and its impact on students’ development of
communicative competence. It also highlights teachers’ tools and strategies implemented in
the classroom to help students’ overcome their difficulties in speaking English. To reach the
objectives of this study, quantitative and qualitative research design were used. First, a
questionnaire was administered to second year EFL learners at the University of Mentouri
Brothers in order to report the quality of classroom interaction that occurs between teacher
and students or among students themselves. The second data used was teachers’
questionnaire. This questionnaire was directed to teachers in order to demonstrate the causes
that hinder students’ poor communication abilities, as well, to find out the methods teachers
implement to help students overcome their difficulties in developing their English
communication competence. It is hypothesized that the application of classroom discourse in
EFL classes improves the students’ communicative competence. It is also hypothesized that
the teachers’ use of techniques and strategies in class enables students to improve their
communicative competence. The analysis of the findings of both students’ and teachers’
questionnaires, indeed, reveals that, on the one hand, classroom interaction has favored a lot
the enhancement of students’ communicative competence and, on the other hand, the methods
provided by teachers have been effective to develop students’ communicvative competence. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15395 |
the role of classroom discourse and teacher's strategies in fostering students commubicative competence [texte imprimé] / Marwa Amel Beziane, Auteur ; Azeddine Boulfelfel, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 78 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais ( eng)
Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
Tags : |
A Background on Classroom Discourse Teachers Teaching Strategy Verbal and non-verbal Communication. |
Index. décimale : |
420 Langue anglaise |
Résumé : |
The current study aims at determining the significant role that classroom discourse
plays in the development of students’ communicative competence in Mentouri Brothers
University of Constantine 01, department of letters and English Language. It focuses on
learners’ interaction during classroom discussions and its impact on students’ development of
communicative competence. It also highlights teachers’ tools and strategies implemented in
the classroom to help students’ overcome their difficulties in speaking English. To reach the
objectives of this study, quantitative and qualitative research design were used. First, a
questionnaire was administered to second year EFL learners at the University of Mentouri
Brothers in order to report the quality of classroom interaction that occurs between teacher
and students or among students themselves. The second data used was teachers’
questionnaire. This questionnaire was directed to teachers in order to demonstrate the causes
that hinder students’ poor communication abilities, as well, to find out the methods teachers
implement to help students overcome their difficulties in developing their English
communication competence. It is hypothesized that the application of classroom discourse in
EFL classes improves the students’ communicative competence. It is also hypothesized that
the teachers’ use of techniques and strategies in class enables students to improve their
communicative competence. The analysis of the findings of both students’ and teachers’
questionnaires, indeed, reveals that, on the one hand, classroom interaction has favored a lot
the enhancement of students’ communicative competence and, on the other hand, the methods
provided by teachers have been effective to develop students’ communicvative competence. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15395 |
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MSENG210079 | MSENG210079 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
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