| Titre : | Developing students’oral production through improvised performances the case study:the third year students of department of English .Dr:Moulay Tahar Saida university |
| Auteurs : | H. M. BABES, Auteur |
| 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 : | 36p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | critical thinking, EFL classroom, improvisation, motivation, oral production, self- confidence. |
| Résumé : | Improvisation is a key curricular concept in learning that requires a broad knowledge foundation. This knowledge is believed to assess the learners in his communication skills, especially his oral skills.Hence, this study scrutinizes the relationship between oral production in EFL classrooms and improvisation. More specifically, the main objective is to investigate the interrelation of improvisation and critical in developing students’ oral production. Thus, this work adopts the triangulation method by using a questionnaire, an interview, and a classroom observation with the third-year students in the English department at Dr. Moulay Tahar University of Saida. The results of this study emphasize the effectiveness of critical thinking on improvisation and how students rely on both to engage in oral activities. Moreover, the findings reveal that improvisation in oral courses is highly dependent on various psychological, cognitive, and linguistic competencies. According to this study, some students are extroverts and easy-going, so they felt spontaneous during oral courses and engaged effectively in interaction. On the other hand, other students who lack confidence and face great anxiety and stress issues rarely communicate their ideas and feelings to their classmates and teachers. Finally,this research highlights the significance of motivation and self-confidence in developing students’ oral performance and emphasizes that they are key elements in fostering interaction in EFL classrooms. |
| Note de contenu : |
Table of Contents
Declaration of Originality II Dedication III Acknowledgements IV Abstract V Table of Contents VI List of Tables IX List of Figures X List of Abbreviations XI List of Acronyms XII List of Appendices XIII General Introduction 01 Chapter One: literature review 1.1 Introduction 05 1.2 oral production 05 1.2.1 definition of listening skill 06 1.2.2 objectives of teaching listening skill 08 1.2.3.definition of speaking skill 09 1.2.4.elements 09 1.2.5.objectives of teaching speaking skill 10 1.2.6. interaction listening and speaking 11 1.2.7. strategies used in EFL classroom to enhance oral production 12 1.2.8. strategies used in EFL classroom to enhance oral production 12 1.3.definiton of self-confidence 13 1.3.1.motivation 14 1.3.2. The interrelationship between self-confidence and motivation 15 VI 1.4.definition of improvisation 16 1.4.1.principles of improvisation 17 1.4.2 the teacher’s role in improvisation 18 1.4.3.the students in improvisation 19 1.6critical thinking 19 1.6 .2 the relationship between critical thinking and oral production 22 1.7 Conclusion 24 Chapter Two: research methodology 2.1 Introduction 26 2.2 the case study 27 2.3 research instruments 27 2.3.1 questionnaire 27 2.3.2 class room observation 28 2.3.3 intervew 29 2.4 conclusion 30 Chapter Three: Data Analysis and Interpretation 3.1 Introduction 32 3.2 findings 32 3.2.1 students’ questionnaire 32 3.2.2 class room observation 49 3.2.3 the teacher’s interview 51 3.3.overall analysis 56 3.4.recommandations 56 3.5. Conclusion 57 General Conclusion 59 Recommandations 62 References Appendices |
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