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Partager le résultat de cette recherche Interroger des sources externesInvestigating the scaffolding strategies related to risk-taking during classroom interaction / Redouane Naili
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 AnglaiseTags : 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 : 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 AnglaiseTags : 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 : 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
Titre : The effect of classroom interaction on developping the learner's speaking skill : The case of third year LMD students of English at Constantine university Type de document : texte imprimé Auteurs : Khadidja Kouicem ; Univ. de Constantine, Éditeur scientifique ; Hacene Saadi, Directeur de thèse Année de publication : 2010 Importance : 92 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Classroom interaction Third year LMD students of English Effect Learner's speaking skill Developping Constantine university Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/KOU1159.pdf Permalink : index.php?lvl=notice_display&id=4852 The effect of classroom interaction on developping the learner's speaking skill : The case of third year LMD students of English at Constantine university [texte imprimé] / Khadidja Kouicem ; Univ. de Constantine, Éditeur scientifique ; Hacene Saadi, Directeur de thèse . - 2010 . - 92 f. ; 30 cm.
01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Classroom interaction Third year LMD students of English Effect Learner's speaking skill Developping Constantine university Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/KOU1159.pdf Permalink : index.php?lvl=notice_display&id=4852 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité KOU/1159 KOU/1159 Thèse Bibliothèque principale Thèses Disponible
