Teachers and students' attitudes towards the role of classroom interaction in developing students' oral proficiency level

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dc.contributor.authorBoukhari, Soumia
dc.contributor.authorBeddiaf, Abdelghafour
dc.date.accessioned2018-03-18T09:00:26Z
dc.date.available2018-03-18T09:00:26Z
dc.date.issued2014
dc.description.abstractBy far, language serves as the foremost employed medium by means of which people communicate and, thus, interact with one another. Importantly, it is virtually certain that the corner stone of mastering a foreign language is to manage conversing both accurately and fluently in that language.Therefore, teaching the speaking skills of a language can be very challenging for many english foreign language teachers and learners. Educators might have to adapt various strategies and approaches in order to enhance students' oral proficiency level; including, classroom interaction. The current study tends to explore teachers and students' attitudes towards the role of classroom interaction in developing students' oral proficiency level. In order to investigate the presumed correlation between classroom interaction and oral proficiency level, we have hypothesized that classroom interaction develops students' oral proficiency level. To test the validity of the formulated hypothesis, two questionnaires were conducted; one for teachers and another one for learners from the department of english at Larbi Ben M'Hidi university.The questionnaire assigned to teachers was administered to ten teachers instructing oral expression in order to investigate their attitudes towards the role of classroom interaction as a pedagogical construct in improving students' oral proficiency level. likewise, the questionnaire assigned to students is directed to thirty-nine english LMD students of third year (language sciences) in order to examine their attitudes concerning the role of classroom interaction in developing their oral proficiency level. consequently, in the light of the obtained results; theory and practice, it appears that there is some significance. Further, the analytical work particularly offered some scope to believe that the hypothesis set forth, after tested, turns out to be positive. Hence, it would be safe to round out that using classroom interaction as a pedagogical technique enhances students' oral proficiency level.ar
dc.identifier.urihttp://hdl.handle.net/123456789/2517
dc.language.isoenar
dc.publisheruniversity of Oum-El-Bouaghiar
dc.subjectForeign language : englishar
dc.subjectTeaching : EFL : classroom interactionar
dc.titleTeachers and students' attitudes towards the role of classroom interaction in developing students' oral proficiency levelar
dc.title.alternativethe case of third year LMD students of english at Larbi Ben M'Hidiar
dc.typeOtherar
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