| Titre : | Students’ Affective Aspects and EFL Learning The Case of Third Year English Students - University of Saida |
| Auteurs : | Mokhtar DOUINI, Auteur ; P/ LLA Dr. Ahmed Hichem GHEMBAZA, 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, 2016-2017 |
| Format : | 75p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Dedications…………………………………………………….....…......……..I
Acknowledgements……………………………………….……...……….…...II List of Acronyms …………………......…………………………..………..…III List of Bar-graphs ………………………………………….…………….…...IV List of Diagrams ………………………………………………..………….….V List of Pie-charts………………………………………………………………VI List of Tables ……………………………………………………….….….…VII Abstract …………………………………………………………….……..…VIII Table of Contents……………………………………………………..………IX General Introduction……………………………………………….…..….…..1 Chapter One: General Description of EFL Studies and Affect……………4 1.1 Introduction……………………………………………………………...... 5 1.2 Methodology and Tools………………………………………….………….5 1.2.1 Aim of the Study……………………………….………….……...6 1.2.2 Population of the Study………………………….….……........... 6 1.2.3 Research Procedures………………………………………………9 1.2.4 Difficulties Encountered in the Study............................................10 1.3. EFL in Algeria……………………………………………………………..10 1.4. Department of English language and Literature at Saida…………………12 1.5. What is affect?.....................................................................................13 1.6. Krashens’ Affective Filter Hypothesis…………………………………….14 1.7. What is the relationship between affect and cognition?..........................14 1.8. Is attention to affect really new in EFL learning process?.......................17 Chapter Two: Student’s Affective Aspects and Their Importance in the EFL Classroom ……………………………………………………..……….19 2.1. Introduction………………………………………………………………..20 2.2. Student’s Affective Aspects……………………………………………….20 2.2.1. Motivation…………………………………………………..……….20 2.2.2. Self-Esteem……………………………………………….…………23 2. 2.3. Anxiety……………….…………………………………………….24 2.2.3.1. State/ trait anxiety…………………………………………….25 2.2.3.2. Debilitative/ facilitative anxiety………………………………25 2.2.3.3. Correlates of language anxiety………………………………..26 2.2.4. Extroversion/ Introversion………………..………………………….28 2.3. Ways to give more attention to affect in the classroom………………….29 2.3.1. What would be an example of work with the learner’s inside?..........30 2.3.1.1. Humanistic Approach (the whole person engagement)………...30 2.3.1.2. Self esteem concerns………………………………………….31 2.3.1.3. Motivation concerns …………………………………………..33 2.3.1.4. Anxiety concerns ………..…………………………………...34 2.3.2. And what about the between……………………………………………...35 2.3.2.1. Diversity……………………………………………………….35 2.3.2.2. Team work …………………………………………………....36 2.3.2.3. Teacher affective factors………………………………………37 Chapter Three: Data Collection and Analysis …………………….………..39 3.1. Introduction…………………………………………………………….….40 3.2 Students Questionnaire……………………………………………………..40 3.2.1 Results Analysis……………………………………………………………..41 3.2.1.1 affect-related factors in EFL classroom………………….….…41 3.2.1.2. Classroom atmosphere and students’ interaction……….……48 3.2.2 Results interpretation…………………………………………………52 3.3 Teachers Questionnaire…………………………………………………….53 3.3.1 Results Analysis……………………………………………………...54 3.3.2 Results interpretation…………………………………………………63 Chapter Four: Concerns of Affect and EFL Learning …………...….64 4.1. Introduction………………………………………………………………..65 4.2. Promoting students’ motivation ………………………………………….65 4.3. Raising Students’ Self-Confidence during Learning Process …………….66 4.4. Enhancing students’ personal security ……………………………………66 4.5. Treating EFL students holistically (as whole persons) …………………67 4.6. Involving students’ personal experiences within learning activities ……..68 General Conclusion…………………………………………………………….70 Bibliography………………….………………………………...…...……...….72 Appendices…………………………………………………....…......………...74 Appendix I: Students’ Questionnaire……………………………….….……...75 Appendix II: Teachers’ Questionnaire……………………………….…..…....78 |
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