An Investigation of the Effect of Students’ Presuppositions Related to Teachers’ Behavior on their Fluency from the Students’ Perspective

Abstract

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.