Titre :	Self-repair of oral production in classroom : A case study of third years LMD students of english AT the university of CONSTANTINE
Type de document :	texte imprimé
Auteurs :	Fahima Aouiche, Auteur ; Karima Lakehal ayat, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2011
Importance :	100 f.
Format :	30 cm.
Note générale :	Une copie elelctronique PDF disponible en Buc.
Langues :	Anglais (eng)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Language Science  Production  self-repair  students  english
Index. décimale :	420 Langue anglaise
Résumé :	Spoken errors are natural discrepancies in any language learning process, but more interestingly, neglecting them as speech breakdowns has a negative effect on facilitating learning. Accordingly, this dissertation discusses the effective role of oral Self-Repair strategy (and Self Correction to some extent) to level up with both accuracy and fluency of English learners. Therefor, the underlying goal of this enquiry is particularly to highlight the actual level of Self-Repair application by English students at Constantine University, and better discern what patterns they follow during this application. Aiming to test our hypothesis, that the conscious employment of this strategy improves the quality of students’ oral production, we submitted a questionnaire to a group of teachers in the English department .We investigated also the repair behaviour of seventy students in the same department during two varied EFL courses, deploying a natural classroom observation. Using Hall’s types of repair (S.I.S.R, S.I.O.R, O.I.O.R, O.I.S.R), data was analyzed to reveal an “average” use of Self-Repair, resulting in an enhancement in the students accuracy. Furthermore, many statistically significant findings uncovered the students’ tendency to follow the patterns that allow the interference of other participants, particularly the teacher, during repair work. Self-Repair, as a learning strategy, has thus proved to be highly important to the improvement of oral production, confirming our hypothesis. Nevertheless, recommendations are made for further learners’ training and teachers’ action in the EFL classroom to emphasize improving Self-Repair awareness.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3451

Self-repair of oral production in classroom : A case study of third years LMD students of english AT the university of CONSTANTINE [texte imprimé] / Fahima Aouiche, Auteur ; Karima Lakehal ayat, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 100 f. ; 30 cm.
Une copie elelctronique PDF disponible en Buc.
Langues : Anglais (eng)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Language Science  Production  self-repair  students  english
Index. décimale :	420 Langue anglaise
Résumé :	Spoken errors are natural discrepancies in any language learning process, but more interestingly, neglecting them as speech breakdowns has a negative effect on facilitating learning. Accordingly, this dissertation discusses the effective role of oral Self-Repair strategy (and Self Correction to some extent) to level up with both accuracy and fluency of English learners. Therefor, the underlying goal of this enquiry is particularly to highlight the actual level of Self-Repair application by English students at Constantine University, and better discern what patterns they follow during this application. Aiming to test our hypothesis, that the conscious employment of this strategy improves the quality of students’ oral production, we submitted a questionnaire to a group of teachers in the English department .We investigated also the repair behaviour of seventy students in the same department during two varied EFL courses, deploying a natural classroom observation. Using Hall’s types of repair (S.I.S.R, S.I.O.R, O.I.O.R, O.I.S.R), data was analyzed to reveal an “average” use of Self-Repair, resulting in an enhancement in the students accuracy. Furthermore, many statistically significant findings uncovered the students’ tendency to follow the patterns that allow the interference of other participants, particularly the teacher, during repair work. Self-Repair, as a learning strategy, has thus proved to be highly important to the improvement of oral production, confirming our hypothesis. Nevertheless, recommendations are made for further learners’ training and teachers’ action in the EFL classroom to emphasize improving Self-Repair awareness.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3451