Investigating teachers' and students' attitudes towards the effect of classroom interaction on enhancing student's vocabulary knoledge
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Date
2017
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university of Oum- El- Bouaghi
Abstract
The current study tends to explore teachers' and students' attitudes towards the role of classroom interaction in developing students' vocabulary knowledge. It aims at offering answers to the question of whether teachers and students have positive attitudes towards the effect of classroom interaction on students' vocabulary knowledge, or no. In order to provide answer for the research question, we hypothesized that classroom interaction develops students' vocabulary knowledge. To test the validity of the formulated hypothesis, two questionnaires were used; one was handled to ten teachers who were randomly selected from the teachers of English Department. For the second questionnaire, it was directly administered to thirty-nine third year students majored in language sciences at the same department. In the light of the obtained results; from theory and practice, it appears that both teachers and students attitudes are positive towards the role of classroom interaction in developing students' vocabulary knowledge. In other words, the analytical work particularly offered some scope to believe that the hypothesis set forth, after being tested, turns out to be positive. Hence, it would be safe to say that using classroom interaction as a pedagogical technique enhances students' English vocabulary knowledge.
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Classroom interaction