| Titre : | Exploring Students’ Engagement Levels through the Speech Politeness Theory Case Study: Second Year EFL Students at Moulay Tahar University, Saida. |
| Auteurs : | A. MAHBOUBI, Auteur ; Dr. N. REMIL, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 61p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Academic Performance, EFL Classrooms, Moulay Tahar University, Speech Politeness Theory, Student engagement, TEFL |
| Résumé : | The field of Teaching English as a Foreign Language (TEFL) has seen a significant shift in recent years, moving away from teacher-centered instruction and towards approaches that emphasize student participation. In the same vein, the focus on student engagement has led to a growing recognition of the importance of creating a positive and interactive classroom environment. The speech politeness theory emerges as a framework for exploring politeness strategies within EFL classrooms. The case study of this work is students and teachers of second year English language at the department of English, University of Saida, Dr. Moulay Tahar. A set of sixty five (65) students and seven (7) teachers participated in this research. By applying Brown and Levinson's (1987) politeness theory, the study investigates how teachers' use of polite language strategies can enhance student engagement and participation. This work has the potential to significantly improve the learning environment for EFL learners, ultimately leading to better academic outcomes. The results of this research showcase a positive correlation between increased awareness of politeness strategies and high student engagement, Moreover; the findings indicate that the implementation of a tailored set speech politeness strategies fosters higher student engagement levels. Lastly, a higher awareness of these strategies leads to better engagement in the classroom. |
| Note de contenu : |
Table of Contents:
Declaration of Originality II Dedication III Acknowledgements IV Abstract V Table of Contents VI List of Tables XI List of Figures XII List of Abbreviations XIII General Introduction 01 Chapter One: Literature review 1.1. Introduction 2 1.2. Engagement Definition 2 1.2.1. Behavioral Engagement 4 1.2.2. Cognitive Engagement 5 1.2.3. Emotional Engagement 5 1.3. Difference between engagement and other constructs 7 1.3.1. Engagement and Flow 7 1.3.2. Engagement and Motivation 8 1.3.3. Engagement and Interest 8 1.4.Engagement in EFL Context 8 1.5.Disengagement 9 1.6.Politeness Theories 10 1.6.1. Brown and Levinson Theory 10 1.6.2. Theory Elements 11 1.6.3. Geoffrey Leech Theory 12 1.6.4. Paul Grice Maxims 14 1.7.Brown and Levinson Politeness Strategies in EFL Classrooms 15 1.7.1. Bald-On-Record 15 1.7.2. Positive Politeness Strategies 16 1.7.3. Negative Politeness 16 VII 1.7.4. Off-Record 16 1.8.The effectiveness of politeness strategies on EFL classrooms 17 1.9.Previous Studies 17 1.10. Conclusion 19 Chapter two: Research Methodology 2.1. Introduction 21 2.2.Research Design 21 2.3.Data Collection Methods 22 2.3.1. Quantitative Data Collection 22 2.3.2. Qualitative Data Collection 22 2.4.Population and Sampling 25 2.5.Data Analysis Method 26 2.5.1. Qualitative Data Analysis 26 2.5.2. Quantitative Data Analysis 27 2.6.Ethical Considerations 27 2.7.Conclusion 28 3. Chapter three: discussion and interpretations: 3.1.Introduction 30 3.2.Analysis of The Findings 30 3.3.Quantitative Findings 30 3.3.1. The Students’ Questionnaire Findings 30 3.4.Qualitative Findings 36 3.4.1. The Teacher Interview Findings 37 3.4.2. Description Of The Observation Guide 41 3.4.3. The Observation Grid Findings 41 3.5.Discussion and interpretations of the result 43 3.6.Conclusion 45 General Conclusion 46 Reference 48 Appendices 55 |
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