| Titre : | The implementation of competency approach in Algerian foreign Language classroom : the impact of social interactions on knowledge construction process and the development of learning competences |
| Auteurs : | Chahrazed Mirza, Auteur ; Keskes, Said, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Université de Mohamed Lamine Debaghine Sétif 2 Faculté des Lettres et des Langues, 2017 |
| ISBN/ISSN/EAN : | TS4/8494 |
| Format : | 1 vol. (xxi-312 f.) / ill. |
| Note générale : | Bibliogr. Annexes. Tableaux |
| Langues: | Français |
| Catégories : | |
| Résumé : |
Researchers Suggest that successful implementation of the CBA leads to the creation of different types of mediated socio-educational interactions that support the collaborative process of knowledge construction. However, the existing literature does not indicate whether the qualities of socio-educational interactions, as well as the affordances of use of the CBLT by teachers in Algeria offer the social and cognitive support necessary for the collaborative knowledge construction process to take place. The aim of the present study is to examine the extent to which classroom discussions, mediated by the affordances of the scaffolding of teachers and the new program, reach high levels of collaborative knowledge construction. This thesis develops two methodological frameworks for the presentation of structural patterns of classroom interactions and the analysis of the impact of the affordances of teachers’ efforts to implement the CBLT on learners’ learning opportunities from a socio-constructivist perspective. This study examines through interviews with inspectors and teachers and video recordings of classroom lessons, the quality of training, teaching, and learning experiences of two different middle school groups of learners of English in Algerian schools, taught by two different teachers with different teaching backgrounds. Results show that teachers provide different types of scaffolded interactions which lead to the creation of different patterns of classroom interactions and exchanges that affect differently learners’ engagement in the collaborative knowledge construction process. Trained teachers have a better understanding of the learning principles of the CBLT. They could create interactions with positive affordances for learners to perform different interactive and negotiation roles for active engagement in the collaborative knowledge process. However, results show that untrained teachers failed at providing their learners with the socio-cognitive support they needed to create ZPD for collaborative knowledge construction. Besides, results show that teachers’ teaching styles, task design and size of classes play an important role in supporting the collaborative knowledge construction process. |
Exemplaires (1)
| Cote | Support | Localisation | Disponibilité |
|---|---|---|---|
| TS4/8494 | Thèse | Bibliothèque centrale | Disponible |
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