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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

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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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