Résumé:
The current study is an investigation of the relationship between interpersonal EFL
teacher’s behaviours and students’ talk. It is hypothesised that there is a positive
relationship between interpersonal EFL teacher’s behaviours and students’ talk. In order to
test this hypothesis, two research instruments were applied; a classroom observation and a
students’ questionnaire. The former was implemented to investigate the different
interpersonal teacher’s behaviours, students’ talk features, and amount of classroom talk in
OE sessions. Besides, a students’ questionnaire was administered to 64 out of 268 first
year EFL license learners at Mohamed Seddik Ben Yahia University, Jijel. Its purpose is to
reinforce the data obtained from the first research tool concerning the interpersonal
teacher’s behaviours. Interestingly, the findings of this study have confirmed the suggested
hypothesis; in which the students talked more when their teacher was either highly
cooperative or exhibited nearly identical degrees of cooperativeness and domination.
However, when the teacher displayed a high degree of domination, he/she hindered the
students from talking. Consequently, the previous stated results are significant in raising
EFL teachers’ awareness about their interpersonal behaviours and their impact on the
students’ talk. Moreover, the findings would help creating an interactive supportive
learning environment. As for further studies, the researchers recommended implementing
this research in other contexts, such as secondary schools.
