FORUM DE L' ENSEIGNANT منتدى الأستاذ
Volume 7, Numéro 1, Pages 42-61
2011-06-01
Authors : Keskes Said .
This paper attempts to understand the potential reasons for learners’ low participation in class. It explores the relationship between some interactive patterns of teacher’s pedagogical discourse and learners’ involvement in interactive communication, because research stresses the importance of committing learners in the learning process to achieve efficient learning. And committing learners means favouring participation. One way of dealing with the issue is to de-structure teacher talk and diagnose factors in it that potentially impede learners’ participation in class, focusing on some specifically psycho-affective traits of teacher, such as turn-allocation, interaction patterns, participation roles and quality of teacher’s and learners’ pedagogical acts. The underlying hypothesis is that the quality of teachers’ talk in terms of psycho-affective features would likely affect learners’ participation in class.
literature review- classroom-interaction –hypothesis.
Hadjeris Fadhila
.
pages 215-233.
Dine Radia
.
pages 149-162.
Dehbia Gaoua
.
pages 1-12.
Khaldi Zeyneb
.
Boukhentache Slimane
.
pages 673-698.
Mameri Y
.
Debbache N
.
Seraghni N
.
Sehili T
.
pages 83-89.