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Auteur Fethi Belkheir Bouhadjar |
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On the Relationship Between Teaching Pronunciation and Teaching Speaking: From Technicality to Fluency: Case of First-Year LMD EFL Students / Fethi Belkheir Bouhadjar
Titre : On the Relationship Between Teaching Pronunciation and Teaching Speaking: From Technicality to Fluency: Case of First-Year LMD EFL Students Type de document : texte imprimé Auteurs : Fethi Belkheir Bouhadjar, Auteur Editeur : Tlemcen : University Aboubakr Belkaid Année de publication : 2019 Importance : 391p. Format : 21/27 cm. Langues : Anglais (eng) Résumé : Oral/aural communication represents a pivotal area to develop amongst learners of English.
EFL learners’ communication expertise draws greatly on the mastery of listening,
speaking, and pronunciation skills. At the tertiary level, departments of English are
concerned about several challenges including the improvement of communication in
spoken English. The present research seeks to determine whether the modules devoted to
this particular aspect of the language and their content, the approach adopted, and the
teaching practices are appropriate for and consistent with the set aims and objectives for
oral/aural communication training. The methodology adopted obeys a mixed method
design in order to gather qualitative and quantitative data. One aspect of the research is
quasi-experimental based on the study of two groups of EFL freshmen. These two groups,
experimental and control, were taught differently to decide on the causal impact of the
approach suggested to teaching oral expression in general and pronunciation in particular.
The corpus, therefore, comprises recorded performances of students from the two groups
of a skit before and after the treatment. The other aspect of the research employs an
interview administered to teachers of Oral Expression and Phonetics. This research design
helped us reach some noteworthy findings. We could empirically demonstrate how
effective a top down approach can be to teaching pronunciation. Although listening skills
are important to oral-aural communication, they are not given any room in the learners’
training. Teachers underestimate listening skills instruction believing that such skills can
be acquired without any direct pedagogic treatment and are left to soak in through mere
exposure. The instruction of speaking is not based on a well-defined nor structured course.
An absence of collaboration and coordination amongst teachers characterises the sphere of
oral expression instruction.On the Relationship Between Teaching Pronunciation and Teaching Speaking: From Technicality to Fluency: Case of First-Year LMD EFL Students [texte imprimé] / Fethi Belkheir Bouhadjar, Auteur . - Tlemcen : University Aboubakr Belkaid, 2019 . - 391p. ; 21/27 cm.
Langues : Anglais (eng)
Résumé : Oral/aural communication represents a pivotal area to develop amongst learners of English.
EFL learners’ communication expertise draws greatly on the mastery of listening,
speaking, and pronunciation skills. At the tertiary level, departments of English are
concerned about several challenges including the improvement of communication in
spoken English. The present research seeks to determine whether the modules devoted to
this particular aspect of the language and their content, the approach adopted, and the
teaching practices are appropriate for and consistent with the set aims and objectives for
oral/aural communication training. The methodology adopted obeys a mixed method
design in order to gather qualitative and quantitative data. One aspect of the research is
quasi-experimental based on the study of two groups of EFL freshmen. These two groups,
experimental and control, were taught differently to decide on the causal impact of the
approach suggested to teaching oral expression in general and pronunciation in particular.
The corpus, therefore, comprises recorded performances of students from the two groups
of a skit before and after the treatment. The other aspect of the research employs an
interview administered to teachers of Oral Expression and Phonetics. This research design
helped us reach some noteworthy findings. We could empirically demonstrate how
effective a top down approach can be to teaching pronunciation. Although listening skills
are important to oral-aural communication, they are not given any room in the learners’
training. Teachers underestimate listening skills instruction believing that such skills can
be acquired without any direct pedagogic treatment and are left to soak in through mere
exposure. The instruction of speaking is not based on a well-defined nor structured course.
An absence of collaboration and coordination amongst teachers characterises the sphere of
oral expression instruction.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité 199 BEL Thése Salle des théses Doctorat Anglais Exclu du prêt