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Auteur BAGUI, hayat |
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Linguistic Behaviour of Arabic Language Teachers in Tlemcen Middle School Classroom Interaction / BAGUI, hayat
Titre : Linguistic Behaviour of Arabic Language Teachers in Tlemcen Middle School Classroom Interaction : Reasons and Attitudes Type de document : texte imprimé Auteurs : BAGUI, hayat, Auteur ; BELMEKKI, AMINE Editeur : Université tlemcen Année de publication : 2017 Importance : 312 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Langues originales : Anglais (eng) Résumé : Based on the Revisited version (1991) of Ferguson’s classical diglossia, the
present dissertation aims fundamentally at highlighting the impact of diglossia on
formal education in general, and in teaching the Arabic course in particular. It
endeavours at examining linguistic behaviour of Arabic language teachers in classroom
interaction in a situation of diglossia; where Modern Standard Arabic (hereafter MSA),
the High ‘H’ variety, is the prestigious variety and the official language to be used as a
medium of instruction; whereas, the Algerian Arabic (AA, henceforth), the low ‘L’
variety, is reserved for daily speech and informal settings. Both varieties are
employed for different communicative purposes, highly governed by their situational
contexts. Real classroom interactions, in fact, unveil that the middle variety and/or
colloquial forms of Arabic seem to be the predominant varieties of instruction and
interaction inside classrooms. Through the use of a mixed-methods approach to data
collection, namely recording classroom observation, questionnaires, and interviews, this
empirical work is based on identifying the different linguistic behaviours of Tlemcen
middle school Arabic language teachers in the Arabic session and uncovering the social
forces that motivate the teachers to select which code of their verbal repertoire to use. It
is believed that teachers’ switch to the middle variety or towards AA, in Arabic
language classroom sessions, can be done in a spontaneous way, according to the topic
discussed, or for the sake of enhancing pupils’ assimilation. All middle school pupils
display positive attitudes towards teachers’ use of a middle variety or AA. Despite
their switch in the classroom, teachers showed some negative attitudes towards it;
recognizing that teaching Arabic in such a way has its impact on learning the Arabic
course and quality of education as a whole.Linguistic Behaviour of Arabic Language Teachers in Tlemcen Middle School Classroom Interaction : Reasons and Attitudes [texte imprimé] / BAGUI, hayat, Auteur ; BELMEKKI, AMINE . - Université tlemcen, 2017 . - 312 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng) Langues originales : Anglais (eng)
Résumé : Based on the Revisited version (1991) of Ferguson’s classical diglossia, the
present dissertation aims fundamentally at highlighting the impact of diglossia on
formal education in general, and in teaching the Arabic course in particular. It
endeavours at examining linguistic behaviour of Arabic language teachers in classroom
interaction in a situation of diglossia; where Modern Standard Arabic (hereafter MSA),
the High ‘H’ variety, is the prestigious variety and the official language to be used as a
medium of instruction; whereas, the Algerian Arabic (AA, henceforth), the low ‘L’
variety, is reserved for daily speech and informal settings. Both varieties are
employed for different communicative purposes, highly governed by their situational
contexts. Real classroom interactions, in fact, unveil that the middle variety and/or
colloquial forms of Arabic seem to be the predominant varieties of instruction and
interaction inside classrooms. Through the use of a mixed-methods approach to data
collection, namely recording classroom observation, questionnaires, and interviews, this
empirical work is based on identifying the different linguistic behaviours of Tlemcen
middle school Arabic language teachers in the Arabic session and uncovering the social
forces that motivate the teachers to select which code of their verbal repertoire to use. It
is believed that teachers’ switch to the middle variety or towards AA, in Arabic
language classroom sessions, can be done in a spontaneous way, according to the topic
discussed, or for the sake of enhancing pupils’ assimilation. All middle school pupils
display positive attitudes towards teachers’ use of a middle variety or AA. Despite
their switch in the classroom, teachers showed some negative attitudes towards it;
recognizing that teaching Arabic in such a way has its impact on learning the Arabic
course and quality of education as a whole.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T07712 EDOC420-30/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt