Titre : |
SELF Confidence and pronunciation training to enhance the EFL learners speaking competence : a classroom oriented research on first year LMD students at abu bekr belkaid university tlemcen |
Type de document : |
texte imprimé |
Auteurs : |
zakia, djebbari, Auteur ; BELMEKKI, AMINE, Directeur de thèse |
Année de publication : |
2013-2014 |
Importance : |
347 p. |
Présentation : |
ill. |
Format : |
30 cm. |
Accompagnement : |
cd. |
Langues : |
Français (fre) Langues originales : Anglais (eng) |
Mots-clés : |
anglais |
Résumé : |
(…) The classroom is the crucible—the place where teachers and learners
come together and language learning, we hope, happens.
It happens, when it happens, as a result of the reactions among the
elements that go into the crucible—the teachers and the learners’’.
Gaies (1980) in Allwright and Bailey (1991:18)
In Practice, this may denote that an essential pyramid process exists
within the teaching-learning process; namely between the teacher, the
learner and the classroom. None of these elements go into the classroom
with ‘empty-handed’, but rather every one brings into the classroom a
number of influencing factors. The learner, on the one hand, will recall in
the classroom his own learning experience, his life, his style, his emotions
and his personal differences. The teacher, on the other hand, will bring
into the classroom his learning/teaching experience, his personal
character, and his course entailing all its connected variables. Various
interactions take place between the teacher and the learner within the
classroom setting. Chemistry of variables may come to light in the
classroom setting, even the best laid-out lesson plans are subject to far
reaching modifications as a result of the manifold existing challenges. |
SELF Confidence and pronunciation training to enhance the EFL learners speaking competence : a classroom oriented research on first year LMD students at abu bekr belkaid university tlemcen [texte imprimé] / zakia, djebbari, Auteur ; BELMEKKI, AMINE, Directeur de thèse . - 2013-2014 . - 347 p. : ill. ; 30 cm. + cd. Langues : Français ( fre) Langues originales : Anglais ( eng)
Mots-clés : |
anglais |
Résumé : |
(…) The classroom is the crucible—the place where teachers and learners
come together and language learning, we hope, happens.
It happens, when it happens, as a result of the reactions among the
elements that go into the crucible—the teachers and the learners’’.
Gaies (1980) in Allwright and Bailey (1991:18)
In Practice, this may denote that an essential pyramid process exists
within the teaching-learning process; namely between the teacher, the
learner and the classroom. None of these elements go into the classroom
with ‘empty-handed’, but rather every one brings into the classroom a
number of influencing factors. The learner, on the one hand, will recall in
the classroom his own learning experience, his life, his style, his emotions
and his personal differences. The teacher, on the other hand, will bring
into the classroom his learning/teaching experience, his personal
character, and his course entailing all its connected variables. Various
interactions take place between the teacher and the learner within the
classroom setting. Chemistry of variables may come to light in the
classroom setting, even the best laid-out lesson plans are subject to far
reaching modifications as a result of the manifold existing challenges. |
|