Titre :	Using storytelling as a classroom technique to enhance speaking fluency : A case study of third-year students of english at the university of constantine 1
Type de document :	texte imprimé
Auteurs :	Asma Benlassoued, Auteur ; Nacif Labed, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2013
Importance :	93 f.
Format :	30 cm.
Note générale :	Une copie électronique PDF disponible en BUC.
Langues :	Anglais (eng)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Language Sciences  Storytelling  Technique  Speaking Fluency
Index. décimale :	420 Langue anglaise
Résumé :	Storytelling is an ancient technique which has many advantages such as increasing students‟ acquisition of vocabulary, motivating them, building self- confidence. So, this study aimed at investigating the effects of using storytelling on enhancing the third year English students‟ speaking fluency. We have hypothesized that “If the teachers use storytelling, their students will become fluent speakers”. For checking the research hypothesis, the researcher relied on two means of research: two questionnaires, one for teachers, and one for students, and a test. The teachers‟ questionnaire was designed to collect data about the techniques they use when teaching the speaking fluency, their attitudes toward storytelling, and their opinion about the effects of storytelling on speaking fluency. The students‟ questionnaire was designed to explore the difficulties that they face during speaking techniques, their attitudes toward the different used activities, and their opinion about the use of storytelling in O.E session, their opinion of its effects on fluency. Secondly, an experiment was conducted in order to see the effects of storytelling on fluency, in which we took the marks of two groups: the experimental group was taught through storytelling and the control group was taught using other technique. Then, we analysed those marks using a t-test. The results of the two questionnaires show that storytelling can affect the third year students‟ fluency and motivate them to learn speaking, however, the results of the test show that the obtained value 0.06 is lower than the critical value 1.67 of the degree of freedom t 58; which means that storytelling did not have a significant effect on the speaking fluency of our sample. We hope that for a future research, we would re-conduct the same experiment to re-verify again our hypothesis
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5541

Using storytelling as a classroom technique to enhance speaking fluency : A case study of third-year students of english at the university of constantine 1 [texte imprimé] / Asma Benlassoued, Auteur ; Nacif Labed, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 93 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Language Sciences  Storytelling  Technique  Speaking Fluency
Index. décimale :	420 Langue anglaise
Résumé :	Storytelling is an ancient technique which has many advantages such as increasing students‟ acquisition of vocabulary, motivating them, building self- confidence. So, this study aimed at investigating the effects of using storytelling on enhancing the third year English students‟ speaking fluency. We have hypothesized that “If the teachers use storytelling, their students will become fluent speakers”. For checking the research hypothesis, the researcher relied on two means of research: two questionnaires, one for teachers, and one for students, and a test. The teachers‟ questionnaire was designed to collect data about the techniques they use when teaching the speaking fluency, their attitudes toward storytelling, and their opinion about the effects of storytelling on speaking fluency. The students‟ questionnaire was designed to explore the difficulties that they face during speaking techniques, their attitudes toward the different used activities, and their opinion about the use of storytelling in O.E session, their opinion of its effects on fluency. Secondly, an experiment was conducted in order to see the effects of storytelling on fluency, in which we took the marks of two groups: the experimental group was taught through storytelling and the control group was taught using other technique. Then, we analysed those marks using a t-test. The results of the two questionnaires show that storytelling can affect the third year students‟ fluency and motivate them to learn speaking, however, the results of the test show that the obtained value 0.06 is lower than the critical value 1.67 of the degree of freedom t 58; which means that storytelling did not have a significant effect on the speaking fluency of our sample. We hope that for a future research, we would re-conduct the same experiment to re-verify again our hypothesis
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5541