Résumé:
The present study aims at investigating the effects of students’ presuppositions related
to teachers’ behaviour on their fluency. It attempts to achieve insights into these
presuppositions and whether they have an effect on students’ fluency. For the purpose
of verifying the validity of the research hypothesis which states that positive students’
presuppositions that are related to teachers’ positive behavior are key factors for
enhancing learners’ fluency. A descriptive research design was implemented in which
a questionnaire was directed to third year LMD students in the Department of English
at Mohammed Seddik Ben Yahia University of Jijel. From the results obtained, it is
evident that students’ presuppositions related to teacher’s behaviour have an
enormous influence on their fluency. When students have positive presuppositions
related to teachers’ behaviour, this helps them to enhance their fluency, while when
they have negative presuppositions, this latter affects their fluency in a non desirable
way. Therefore, teachers should provide a comfortable environment inside the
classroom that encourages students to discuss and negotiate their ideas and opinions
freely. Hence, effective learning and a good fluency will be achieved.
