Teachers’ Practice of Affective Strategies in Teaching Foreign Language Oral Tasks

  • KHOUNI Ouarda University of Biskra


تهدف الدراسة الى الاطلاع على ممارسة الاستاذ لاستراتيجيات التأثير في تدريس التطبيقات الكلامية للغة. انطلقنا من قناعة لكي يكون الاستاذ مؤثرا يجب ان يكون فعالا ويكون لديه بعض الخصائص والتي تم تصنيفها من طرف المتخصصين الي صفات شخصيه تسيير ألقسم تطبيق الدروس ومراقبة النجاح والتقدم. في هده ألدراسة تقم تقسيم الاستراتيجيات الي ثلاث مستوىات مستوى أللغة المتعلم ومحيط التعلم. لكي يكون الاستاذ مؤثرا ويحصل على نتائج جيدة  يجب ان تكون لديه صفات معينة في المستويات الثلاث. تمت الدراسة مع 15 استاذ لمادة التعبير الشفهي في ثلاث جامعات جزائرية باستعمال الملاحظة. اكدت النتائج بان المشاكل لا تتعلق بالصفات الشخصية للأستاذ بل الصفات المتعلقة بالتخطيط والأهداف مما يعكس فجوة في تعليم الاستاذ وتدريبه. لهدا الاصلاحات يجب ان تكون على مستوىين: مستوى تدريب الاستاذة ومستوى تحسين ظروف التعليم في الجامعة الجزائرية


        The aim of this study is to explore teachers’ practice of affective strategies in teaching foreign language oral tasks. We started with the conviction that “to be affective, the teacher must be effective” and have certain qualities which are classified by most research in literature into four types: personal attributes, classroom management, implementing instruction and monitoring learners’ success. The participants are fifteen Oral expression teachers from three Algeria universities. The study is conducted through classroom observation. The Results reveal that problems are not related to the teacher as person but those qualities related to pedagogy; along recorded observation, there was a reflection of gap in teacher education and training which is represented in the lack of clear objectives, planning, variation, appropriate feedback and monitoring which are all essential for an effective teaching to take place. Therefore, recommendations should be made at two levels: teachers’ education and training and improving classroom conditions in the Algerian university.



• Borich, G.D (2010). Effective teaching methods. Pearson Prentice Hall
• Danielson. C (2010). Evalaution that help teachers learn. the effective educator, Dec2010/Jan 2011, volume 68 Num 4
• Danielson .C (2012). Observing classroom practice. Educational leadership. Nov 2012.Vol 70 number 3
• Danielson, C (2013). The framework for teaching evaluation instrument
• Didau , D (2014 ). Classroom practice – Forget about assessing learning after lessons https://www.tes.co.uk/article.aspx?storyCode=6443138
• Donsbach, W (editor) (2008). The International Encyclopaedia of Communication
• Dynneson, T.L (2009) task orientation in social diary
• Griffin P and E. Care (2015). Assessment and teaching of 21st century skills: methods and approaches Education reform group http://edglossary.org/21st-century-skills/
• Guilloteaux & Z. Dörnyei (2009) Motivational Orientation of Language Teaching (MOLT) Observation Scheme
• Hattie J and H Timperley (2007). The Power of Feedback. Review Of Educational Research 77: 81
• Heick, T (2014) The Characteristics of a Highly Effective Learning Environment
http://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning- environment/
• Hill J. D and K.M. Flynn, (2006). Instruction that works for English language learners 2006
Association for supervision and curriculum development. USA
• Hunbbel, M.S (2012). Qualities in a Good and Ideal Classroom
• Kelly, M. Characteristics of an Effective Classroom How to tell if a classroom is well-managed
• Marshall, K (2009). Teacher evaluation rubrics
• Marzano. J.R, D.J Pickering, J. E Pollock (2001) classroom instruction that works
Association for supervision and curriculum development. USA
• Scheuerman, R (2013). Effective teaching and helping behaviour. Course lecture
• Miller S, (2001). Greater Expectations To Improve Student Learning
• Piirto, J (2011). Creativity for 21st century skills, how to embed creativity into the curriculum
• Rivers, W (Editor) (1987). Interactive Language Teaching. Cambridge Language Teaching Library
• Rydahl, R(2005). Oral Feedback in the English Classroom Teachers’ Thoughts and awareness. http://kau.diva-portal.org/smash/get/diva2:6576/FULLTEXT01.pdf
• Sadler, R (2010). Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education Vol. 35, No. 5, August 2010, 535–550. Routledge.
• Saxena, S (2013). Top 10 Characteristics of a 21st Century Classroom
• Thompson G. 5 Characteristics of a Well-Managed 21st Century Classroom
http://teaching.monster.com/benefits/articles/9724-5-characteristics-of-a-well-managed-21st-century- classroom?page=2
• Trilling, B and C, Fadel, (2009). 21st century skills.
Comment citer
OUARDA, KHOUNI. Teachers’ Practice of Affective Strategies in Teaching Foreign Language Oral Tasks. Sciences humaines, [S.l.], v. 42, juin 2016. ISSN 1112-3176. Disponible à l'adresse : >http://revues.univ-biskra.dz/index.php/sh/article/view/1719>. Date de consultation : 27 avr. 2017