| Titre : | Investigating Challenges Encountered by EFL Teachers at Saida Primary Schools in Algeria: Third Year Pupils as a Case Study |
| Auteurs : | GUENDOUZ Chahinez, Auteur ; P/LLA Dr. Hadjira HICHOUR, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2024-2025 |
| Format : | 70p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Declaration of Originality………………………………………………………………………
I Dedication…………………………………………………………………………………….... II Acknowledgments……………………………………………………………………………… III Abstract………………………………………………………………………………………… IV Table of content ………………………………………………………………………………... V List of Figures………………………………………………………………………………….. VIII List of Tables ………………………………………………………………………….………. IX List of Acronyms………………………………………………………………………………. XI List of appendices………………………………………………………………………………. XII General Introduction…………………………………………………………………………… 1 Chapter One: Literature Review 1.1 Introduction………………………………………………………………………………... 4 1.2 An overview of The Sociolinguistic Landscape of Algeria: ……………………………... 4 1.2.1 Arabic………………………………………………………………………………… 4 1.2.1.1 Modern standard Arabic………………………………………………………. 5 1.2.1.2 Algerian Arabic (dialectal or colloquial Arabic) ……………………………... 5 1.2.1.3 Tamazight or Berber language in Algeria……………………………………... 7 1.2.1.4 French language……………………………………………………………….. 9 1.3 The current status of English in Algeria: in both sociolinguistic and educational setting…. 9 1.3.1 English language in Algerian primary level………………………………………... 11 1.3.1.1 The first introduction of English in the primary level in 1993………………... 11 1.3.1.2 The second introduction of English in the primary level……………………… 11 1.3. English young learners ……………………………………………………………………. 1.3.1. The role of the teacher in 21 st century …………………………………………………... 13 6 1.3.2. The meaning of young learners ……………………………………………………….… 14 1.3.3 Young learners’ characteristics………………………………………………………….. 15 1.3.1 They have no reason to learn English………………………………………………. 15 1.3.2 The undeveloped Children’s ability to self-regulate………………………………... 16 1.3.3 YLs tendency to know the meaning rather than form………………………………. 16 1.3.4 Learning through experience and activity…………………………………………... 16 1.3.4. The importance of teaching English at an early age……………………………….…… 17 1.3.5. How do children/YLS learn …………………………………………………………… 19 1.3.5.1 Sensory motor …………………………………………………………………... 19 1.3.5.2 pre-operational stage……………………………………………………………... 19 1.3.5.3 Concrete operational stage ………………………………………………………. 19 1.3.5.4. Formal operational stage ………………………………………………………… 19 1.3.6. The main challenges of teaching English to YLs/ in primary school…………………... 19 A-Large classes …….………………………………………………………………. 19 B-Time constraints…………………………………………………………………... 20 C-Limited access to teaching resources ……………….……………………………. 20 D- Pupils’ motivation………………………………………………………………... 23 E-Lack of teacher’s qualifications and pedagogical training………………………... 24 1.3.7. Age- appropriate active teaching methods for YLs……………………………………... 26 1.3.7.1 Gamification and play based teaching method…………………………………... 26 1.3.7.2 TPR the Total physical response teaching method………………………………. 26 1.13.7.3 Technology integration in language teaching…………………………………... 27 1.3.7.4 Narrative Instructional Methods…………...…………………………………….. 28 1.8. Conclusion………………………………………………………………………………... 28 Chapter Two: Analysis and Discussion 2.1. Introduction………………………………………………………………………………... 30 2.2. Research Methodology……………………………………………………………………. 30 2.3 Mixed Method Research…………………………………………………………………… 30 2.4 Qualitative Method………………………………………………………………………… 31 2.5 Quantitative Research……………………………………………………………………… 31 2.6. Research Instruments……………………………………………………………………… 32 2.6.1 Questionnaire………………………………………………………………………. 32 2.6.2 Interview……………………………………………………………………………. 32 2.6.3 Observation…………………………………………………………………………. 32 7 2.6.4 Procedures…………………………………………………………………………... 33 2.6.5 Data Analysis……………………………………………………………………….. 33 2.7 Ethical Considerations……………………………………………………………………... 33 2.8. Analysis 2.8.1. Observation Analyses…………………………………………………………………… 34 2.8.2. Questionnaire analysis…………………………………………………………………... 37 2.8.3. Interview analysis ……………………………………………………………………... 49 2.9. Interpretation 2.9.1 Observation Interpretation 52 2.9.2 Questionnaire interpretation……………………………………………………………… 2.9.3 Interview interpretation…………………………………………………………………... 2.10. Conclusion Chapter Three: suggestions and recommendations 53 3.2 Best practices, solutions and strategies for EFL primary school teachers to teach effectively and have the ability to handle any teaching challenge…………………………………………... 60 3.2.1 Professional development strategy………………………………………………….......... 60 3.2.2 Cooperative learning strategy…………………………………………………………….. 61 3.2.3 Differentiated instruction strategy………………………………………………………... 61 3.2.4 Establishing clear routines and expectations……………………………………………… 62 3.2.5 Build a strong teacher-learner relationship………………………………………………. 62 3.3. Suggestions and recommendations………………………………………………………… 63 3.3.1 Recommendations for teachers…………………………………………………………… 63 3.3.2 Recommendations or policymakers………………………………………………………. 64 3.4 Conclusion…………………………………………………………………………………. 65 General Conclusion……………………………………………………………………………. 66 References……………………………………………………………………………………… 68 Appendices……………………………………………………………………………............... 71 |
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