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dc.contributor.author |
Boukhedoua, Soumia |
|
dc.contributor.author |
BOUKHENTACHE, Slimane (supervised |
|
dc.date.accessioned |
2021-02-07T13:03:36Z |
|
dc.date.available |
2021-02-07T13:03:36Z |
|
dc.date.issued |
2016 |
|
dc.identifier.uri |
http://dspace.univ-jijel.dz:8080/xmlui/handle/123456789/5616 |
|
dc.description.abstract |
Results show that the most frequent
turn-allocation strategies are teachers’ permission for learner self-selection, bodily gestures,
general nomination, individual nomination, and invitations to bid, respectively. However, the
amount of student talk prompted by these strategies exhibits discrepancies with their
frequencies. Learner self-selection yielded the lowest amount of student talk, while individual
nomination was found to trigger the utmost amount of it. The study also suggests that student
nomination, standing next to a student, and to some extent gestures are the most optimal turn-
allocation strategies in terms of the amount of talk they generate. Finally, the study points out
the necessity of an examination of gestural turn-allocation strategies through video-taping,
noting the frequency of each single strategy, and considering which ones are optimal for
increasing student talk than others. |
fr_FR |
dc.publisher |
university the jijel |
fr_FR |
dc.subject |
Teacher Turn-Allocation |
fr_FR |
dc.title |
Teacher Turn-Allocation behaviour and its effect on learner involvement in oral interaction:The case EFL speaking classes at Mohamed Seddik Ben Yahia University-Jijel |
fr_FR |
dc.type |
Thesis |
fr_FR |
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