Does teacher talk promote effective classroom interaction ? : an application of self evaluation of teacher talk in Efl classes at the tertiary level
Author
Source
Issue
Vol. 2019, Issue 51 (30 Jun. 2019), pp.245-254, 10 p.
Publisher
Publication Date
2019-06-30
Country of Publication
Algeria
No. of Pages
10
Main Subjects
Languages & Comparative Literature
Abstract EN
Classroom interaction has long been considered pertinent to the acquisition/ learning of any foreign language.
Thus, numerous researchers laid emphasis on the characteristics of teacher talk by assuming that it is the chief variable which more likely affects learners’ comprehension and production of the target language.
Starting from this principle, the aim of this paper is to analyze and evaluate the features of EFL teacher talk in the Algerian context, and to explore the extent to which they meet the requirements of an effective talk that promotes students’ involvement.
To this end, two experienced EFL teachers at Oum El Bouaghi University, were chosen to be the participants in the study.
Their talk was observed during three successive sessions, and then analyzed according to observation sheets comprising the interactional features proposed by Self Evaluation of Teacher Talk (SETT) designed by Walsh (2006).
The analysis is based on the premise that teacher talk embraces interactional features which may either foster or hinder the acquisition of the target language
Abstract FRE
L’interaction en classe a été pour longtemps considérée importante pour l’acquisition/ l’apprentissage de toute langue étrangère.
Ainsi, de nombreux chercheurs ont mis l’accent sur les caractéristiques du discours de l’enseignant en assumant qu’il est probablement la variable dont l’effet est le plus essentiel sur la compréhension et la production de la langue cible par les étudiants.
Partant de ce principe, l’objectif de cet article est d’analyser et d’évaluer les caractéristiques du discours de l’enseignant d’anglais comme une langue étrangère dans le contexte algérien et d’explorer dans quelle mesure elles répondent aux exigences d’un discours efficace qui favorise la participation des étudiants.
Dans ce but, deux enseignants d’anglais expérimentés de l’université d’Oum el Bouaghi ont été choisis pour participer à cette étude.
Leurs discours a été observé pendant trois séances successives, et ensuite analysé selon des fiches d’observations comprenant les caractéristiques interactionnelles proposées par l’auto évaluation du discours de l’enseignant conçues par Walsh (2006).
L’analyse est basée sur le principe que le discours de l’enseignant inclut des caractéristiques interactionnelles qui peuvent encourager ou empêcher l’acquisition de la langue cible.
American Psychological Association (APA)
Hadjeris, Fadilah. 2019. Does teacher talk promote effective classroom interaction ? : an application of self evaluation of teacher talk in Efl classes at the tertiary level. Revue Sciences Humaines،Vol. 2019, no. 51, pp.245-254.
https://search.emarefa.net/detail/BIM-890765
Modern Language Association (MLA)
Hadjeris, Fadilah. Does teacher talk promote effective classroom interaction ? : an application of self evaluation of teacher talk in Efl classes at the tertiary level. Revue Sciences Humaines No. 51 (Jun. 2019), pp.245-254.
https://search.emarefa.net/detail/BIM-890765
American Medical Association (AMA)
Hadjeris, Fadilah. Does teacher talk promote effective classroom interaction ? : an application of self evaluation of teacher talk in Efl classes at the tertiary level. Revue Sciences Humaines. 2019. Vol. 2019, no. 51, pp.245-254.
https://search.emarefa.net/detail/BIM-890765
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 254
Record ID
BIM-890765