Mémoires de Fin d’Etudes
Etablissement
Université de Mostaganem - Abdelhamid Ibn Badis
Affiliation
Département d’Anglais
Auteur
BELAIDOUNI, Djilali
Directeur de thèse
ABDELHAY , Bakhta (Docteur)
Filière
Didactique des Langues
Diplôme
Magister
Titre
Teacher versus Pupils-Centered Classrooms Secondary School of Ain Merane, Chlef as a Case Study
Mots clés
Teacher-centered classroom, Learner-centered classroom, Authority, Coercive, Expert, Proximity, Authoritarian, Authoritative, Necrophilous, Autonomy, Interposer, Paralinguistic, Empathetic, Trainee, Participants, partnership.
Résumé
The process of teaching/ learning a foreign language has become a worry requiring equilibrium between teachers’ and learners’ performances. This can be due to a holistic matrix of interrelated factors that hinder learners’ active contribution in monitoring the classroom environment. Indeed, the major concern of this observational reflection is the teaching/ learning process. The latter has taken the form of an ‘Either …Or’ Educational Situation: (Either the teacher or pupils) as the didactic axis around which classroom procedures revolve. This case study concerns the population of ten teachers and thirty (30) Third Year Foreign Languages pupils at the Secondary School of Ain Merane, Chlef. The aforementioned situation has created a monotonous teaching/learning environment, which is the continuous subject of complaint for both teachers and pupils. This has led to an urgent need for this kind of research, which aims at the depiction of factors behind such teacher-centered classrooms embodied in the domineering roles of the teacher. First, by being authoritarian in terms of his interactions with pupils i.e. discipline. Second, his authoritative character concerning the teaching style he implements in the process of knowledge transmission. It is also to supply or provide some effective classroom procedures and motivating roles within the teacher’s performances, for a more empathetic setting i.e. playing the learner’s role by providing a comfortable and stress-free classroom environment. Learners’ engagement is also concerned through promoting a cooperative, effective learning atmosphere, where learners’ effective roles are enhanced within learners-centered classrooms embodied in autonomy. The latter is to be implemented if not wholly, partially through a teacher-learner partnership. To do so, the research tools vary from questionnaires that are to be delivered to teachers and pupils, a class observation and an overview of third year textbook “New Prospects”. In fact findings confirm the absence of any communicative continuum embodied in the presence of teacher’s ineffective teaching. The latter is the consequence of subjection to the overburdened content. Pupils seem culturally negatively charged towards the foreign culture. This has led to their lack of interest in the teaching content. The previously stated facts have become detriments against learners’ initiative to be autonomous. After data are analyzed, recommendations are to be stated.
Statut
Signalé