Meaning géneration through teacher/student interaction.

Simple item page
dc.contributor.authorMouaici, Narimane Fatima
dc.date.accessioned2024-05-19T14:03:46Z
dc.date.available2024-05-19T14:03:46Z
dc.date.issued2023
dc.description325 f. : ill. ; 30 cm. + CD Rom
dc.description.abstractThe foreign language class is a complex learning environment, where language is used as the means and purpose of instruction.This complexity can be confusing both for teachers and EFL students, and calls for further research on effective teaching strategies likely to cater for the eventual learning difficulties that arise in class. As a result, the responsibility is put on teachers to design interaction strategies flexible enough to be incorporated in the middle of a conversation, and reliable enough to be adapted as learning frameworks. Exploring therole of classroom interaction in meaningful EFL learning relies on identification and analysis of the role of Teacher-Student Interaction' (T/S interaction) in the process of meaning-making in the EFL class. A mixed case study research is undertaken in three different secondary schools. Classroom observations and unstructured interviews are used in five EFL teachers' classes. Ten one hour long lessons were recorded, transcribed and analysed quantitatively and qualitatively for the sake of this study. The aim of this research is threefold. A- To explore the patterns and roles of T/S interaction in inductive teaching. B- To determine how T/S interaction strategies impact the students' meaning-making processes within inductive teaching. C- To analyse the semiosis of vocabulary learning in EFL classes. The results show a higher rate of T/S interactions within three plenary lesson phases which prioritise inquiry. That indicates that T/S interactions are conducted strategically to guide learners' inquiry processes toward solving their learning difficulties. The lesson scripts were analysed pragmatically using an interaction analysis model that takes into account the problem-solving aspect of T/S interaction. Particular attention is given to the thinking processes and the lesson procedures involved in meanings generation, as a semiotic model is applied to the vocabulary lessons to analyse the learning progression of learners. The resulting model helps schematise how learners' inference is guided toward a systematic interpretation of classroom verbal and visual signs.
dc.identifier.citationLanguage Sciences and English Literature
dc.identifier.urihttps://dspace.ummto.dz/handle/ummto/23594
dc.language.isoen
dc.publisherUniversity MouloudMammeri , TiziOuzou
dc.subjectStudent interaction
dc.subjectMeaningful learning
dc.subjectMeaning : génération
dc.titleMeaning géneration through teacher/student interaction.
dc.typeThesis

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Meaning Generation through Teacher-Student Interaction BY Mouaici Narimane Fatima.pdf
Size:
10.45 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Département d'Anglais