A sociocultural study of classroom in the module of oral expression: the case of third year license students of english at mohammed saddik ben yahia university jijel

Abstract

The analysis of the results enabled us to generate these hypotheses about different aspects of instruction in the oral classes that had been subject to our observation. First, the teacher of oral expression does not establish a fixed, clear, and principled sequencing of tasks in his classes, which affects negatively the effectiveness of his instruction. Second, an experienced teacher with no knowledge of sociocultural theory may unconsciously apply the principles of the teaching-learning cycle, which attest that it is a sound pedagogy built on well-founded principles. Third, as far as interactional patterns are concerned, the nature of the task promoted by the teacher in the oral classes resulted in the prevalence of one interaction pattern initiation-responsefeedback sequence, which deprives the students from experiencing a smooth, principled and gradual move from other-mediation to self-mediation. Finally, Training in A Sociocultural Study of Classroom Interaction in the Module of Oral Expression IV sociocultural theory will enable the teacher of oral expression to become more effective in developing learners’ oral proficiency.