Investigating the scaffolding strategies related to risk-taking during classroom interaction / Redouane Naili  

Public ISBD Titre : Investigating the scaffolding strategies related to risk-taking during classroom interaction : Case Study: First Year LMD Students at Constantine University Type de document : texte imprimé Auteurs : Redouane Naili, Auteur ; Sa?d Keskes, Directeur de thèse Editeur : constantine [Algérie] : Université Constantine 1 Année de publication : 2014 Importance : 269 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles Langues : Français (fre) Catégories : Français - Anglais Langue Anglaise Tags : Language teaching methods and methodology  Echaffadage  prise de risque  interaction en classe  participation  questions référentielles  questionnel  duration de pause  stratégies de réponses  IRF  théorie socio- culturelle  scaffolding  risk taking  classroom interaction  referntial questions  display questions  questioning  wait time  prompting-answer strategies  giving- answer stretegies  socio-cultural theory  الدعامات  المجازفة  التفاعل الصفي  المشاركة  الأسئلة المرجعية  إستراتيجيات الإجابة  مبادرة  إجابة  تعليق(IRF)  ،النظرية الإجتماعية  الثقافية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study purports to investigate how some selected aspects of the teacher’s interactional behaviour can serve as scaffoldings for students’ risk-taking. This latter is a construct that, if adopted by students, leads to an increase in both the quality and the quantity of their participation in classroom interaction. It is found that teacher’s use of referential questions is positively related to a surge in risktaking. Moreover, the provision of varied pauses in the forms of extended wait times before students’ responses and short wait times after students have finished responding to questions co-occurred with relatively more risk-taking. It was also established that using strategies prompting students to respond or answer questions such as clarification requests and clues relates positively to better risk-taking. Such interactional behaviours are deemed scaffoldings insofar as they mediate students’ risk taking within their zone of proximal development as suggested by the socio-cultural theory on interaction. This is so because the results of this study suggest that students take more turns at speaking, provide more one-word and multi-word responses and self-initiations, and their productions are to a higher extent relevant, correct and/or complete than when the teacher relies on other alternatives to these aspects of interaction. Recommendations are directed to teachers to be constantly adaptive, to use interactional behaviours that assist students in taking better risks. As for students, it is worthwhile to adopt such a strategy which is established to be characterizing good and successful language learners. Diplôme : Magistère En ligne : ../theses/anglais/NAI1377.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=9965 Investigating the scaffolding strategies related to risk-taking during classroom interaction : Case Study: First Year LMD Students at Constantine University [texte imprimé] / Redouane Naili, Auteur ; Sa?d Keskes, Directeur de thèse . - constantine [Algérie] : Université Constantine 1, 2014 . - 269 f. ; 30 cm. 2 copies imprimées disponibles Langues : Français (fre) Catégories : Français - Anglais Langue Anglaise Tags : Language teaching methods and methodology  Echaffadage  prise de risque  interaction en classe  participation  questions référentielles  questionnel  duration de pause  stratégies de réponses  IRF  théorie socio- culturelle  scaffolding  risk taking  classroom interaction  referntial questions  display questions  questioning  wait time  prompting-answer strategies  giving- answer stretegies  socio-cultural theory  الدعامات  المجازفة  التفاعل الصفي  المشاركة  الأسئلة المرجعية  إستراتيجيات الإجابة  مبادرة  إجابة  تعليق(IRF)  ،النظرية الإجتماعية  الثقافية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study purports to investigate how some selected aspects of the teacher’s interactional behaviour can serve as scaffoldings for students’ risk-taking. This latter is a construct that, if adopted by students, leads to an increase in both the quality and the quantity of their participation in classroom interaction. It is found that teacher’s use of referential questions is positively related to a surge in risktaking. Moreover, the provision of varied pauses in the forms of extended wait times before students’ responses and short wait times after students have finished responding to questions co-occurred with relatively more risk-taking. It was also established that using strategies prompting students to respond or answer questions such as clarification requests and clues relates positively to better risk-taking. Such interactional behaviours are deemed scaffoldings insofar as they mediate students’ risk taking within their zone of proximal development as suggested by the socio-cultural theory on interaction. This is so because the results of this study suggest that students take more turns at speaking, provide more one-word and multi-word responses and self-initiations, and their productions are to a higher extent relevant, correct and/or complete than when the teacher relies on other alternatives to these aspects of interaction. Recommendations are directed to teachers to be constantly adaptive, to use interactional behaviours that assist students in taking better risks. As for students, it is worthwhile to adopt such a strategy which is established to be characterizing good and successful language learners. Diplôme : Magistère En ligne : ../theses/anglais/NAI1377.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=9965

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
NAI/1377	NAI/1377	Thèse	Bibliothèque principale	Thèses	Disponible

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