2018 — Table 2 1 English Textbooks in Algeria From 1968 to 2003 existence of learner autonomy in fourth year EFL classrooms at Guettaf teachers can focus on the use of homework for autonomy development
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MY BOOK OF ENGLISH MIDDLE SCHOOL
S DEMOCRATIC REPUBLIC OF ALGERIA ةينطولا ةيبترلا I do my homework — I respect my 4 The fourth The 4th 5 The fifth The 5th Name Year of birth Yacine 1998
An Evaluation of the Algerian Middle School English
syllabi and the four textbooks that are designed to achieve the course objectives The research
Teaching EFL Grammar in the Algerian Secondary School
Cité 1 fois — English, learners‟ low level, in addition to teachers‟ assessment procedure have indirectly With regard to such a deceiving outcome of a quite lengthy grammar learning (4 years at
ABSTRACTS - école normale supérieure dOran (ENS dOran )
FOSTERING CRITICAL PEDAGOGY IN THE ALGERIAN Official conference languages: English and French In recent years, there has been a growing interest among educators in quality
LMD MASTER ACADEMIQUE - Université de Bejaia
e 3 : Didactics of English (New Approches and Methods) (DE) 2 1 30 4 * * Matière 4
The Notion of Learner Autonomy in the Algerian EFL Classrooms
2018 — Table 2 1 English Textbooks in Algeria From 1968 to 2003 existence of learner autonomy in fourth year EFL classrooms at Guettaf teachers can focus on the use of homework for autonomy development
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Democratic and Popular Republic of Algeria
Ministry of Higher Education and Scientific ResearchDjillali Liabes University Sidi Bel Abbes
Faculty of Letters, Languages and Arts
Department of English
Dissertation Submitted to the Department of English as a Partial Fulfillment for the Degree of "Magister" in PsychopedagogyPresented by:
Under the Supervision of: - Mrs. Zohra KADI - Pr. Fewzia BEDJAOUI
Board of Examiners:
President: Pr. Zouaoui MERBOUH (DLU), Sidi Bel Abbes. Supervisor: Pr. Fewzia BEDJAOUI (DLU), Sidi Bel Abbes. Examiner: Dr. Hind MOSTARI (MC-A) (DLU), Sidi Bel Abbes. Academic Year: 2017- 2018 The Notion of Learner Autonomy in the AlgerianEFL Classrooms:
The Case of 4
thYear Pupils in
Guettaf Mansour Middle School (El-Bayadh)
IDedication
s I dedicate this research work to my parents who switch candles of hope around me, and devoted their lives to see me succeedTo my beloved husband
Slimane
who gave me support and help when I was really in need of them.To my lovely families
KADI and DJOUDI
To all my teachers from the primary school to the university and to all my pupils Special dedication to my friends who stand by me in my hour of grief and give me belief, to my intimate friends Zahra and Fatima IIAcknowledgments
First and foremost, I would like to express my deep recognition to Allah, for giving me ambition, determination, and strength to finish this work. Sincere gratitude, deepest appreciation and heartfelt thanks to my supervisor Pr. Fewzia BEDJAOUI for her assistance, patience and guidance in the writing of this dissertation.A deepest appreciation goes also to
Pr. MERBOUH, Pr.
MELOUK, Pr. OUERRAD, and Dr. BENAISSI for their valuable lectures during the theoretical year, beside a ll my teachers of the D epartment of English at the university of Sidi Bel Abbes and Saida. IIIAbstract
This research is concerned with learner autonomy in the Algerian EFL context in general and middle education in particular. Through this study, the researcher aims to discover to wh ich extent the notion of learner autonomy exists in our middle schools. Therefore, a case study has been designed to investigate both teachers' and lear ners' perceptions and attitudes towards autonomous learning in EFL classroom.The current
study contains four chapters: Chapter one is a literature review that covers general areas of learner autonomy; definitions, characteristics, principles and approaches. Chapter two provides an overview of ELT situation in Algeria, EFL status in the Algerian middle education and the newly introduce d approach, i.e. the Competency- Based Approach with reference to the notion of learner autonomy in this approach. In addition, the second chapter deals with a methodological design in order to answer the research questions. A triangulation method is used in this work; it includes data collection from questionnaires that have been put to middle school teachers and pupils, a classroom observation and an interview with the inspector of English in the city of El-Bayadh. The data collected from these research instruments were analysed quantitatively and qualitatively in the third chapter where some general findings have been drawn. Chapter four provides suggestions and recommendations about how to promote learner autonomy in Algerian EFL classroom .In fact, the research findings show that the notion of learner autonomy is still considered as a challenge for learners as well as teachers in Algeria n middle schools. Therefore, this work is an attempt to reveal the hindrances that impede our pupils from being autonomous in their learning proce ss, and to provide practical implications for both EFL teachers and learners to overcome the barriers they commonly meet when trying to be involved in autonomous learning. IVTABLE OF CONTENTS
Dedications
IAcknowledgements
Abstract ................................................................................................ III
Table of Contents
.I VList of Tables, Diagrams,
Pie Charts and
Graphs .........................................XII Key to Abbreviations and Acronyms..............................................................XV GENERAL INTRODUCTION............... .................................................... 1CHAPTER ONE: LITERATURE REVIEW
1.1Introduction
1.2 The Historical Background of the Term "Autonomy"
................................51.3 Autonomy in
the Educational Context1.4 Definitions of Learner Autonomy...........................................................8
1.5 Characteristics of Autonomous Learner ................................................10
1.6Teacher Autonomy
............11 1.6.1Characteristics of
Teacher Autonomy................................................14 1.6.2 Teacher Autonomy and Learner Autonomy..........................................15 1.7The Autonomous Classroom
16 1. 8 The Learner's Roles in Autonomous Classroom .....................................18 V 1.8.1Responsible for Learning
18 1.8.2Involved in the Learning Process
18 1.8.3 Being Aware..............................................................................18 1.8.4 1.8.5Creative
19 1.9 Learning
Strategies and Learner Autonomy..........................................191.10 Language Learning Strategies (LLS)
1.10.1
Direct Strategies........................................................................211.10.2
Indirect Strategies
221.10.3
Metacognitive Strategies
2 21.10.4
Cognitive Strategies
2 21.10.5
Social Affective Strategies............................................................22 1.11 Language Learning Strategies for Learner Autonomy...............................23 1.12 Strategy Training.............................................................................24 1.1 3 Individual Autonomy and Group Autonomy...........................................26 1.1 4 Fostering Learner Autonomy.............................................................26 1.1 4 .1 Definition of Fostering Learner Autonomy.........................................26 1.1 4 .2 Tips to Foster Learner Autonomy....................................................27 1.1 4 .3 Approaches to Foster Learner Autonomy...........................................30 1.1 4 .4Principles to Foster Learner Autonomy
..........32 VI 1.1 4 .5Reasons for Foste
ring Learner Autonomy.............................................34 1.1 4 6 Benefits of Promoting Learner Autonomy in EFL Classroom.....................35 1.1 5 CHAPTER TWO: SITUATION ANALYSIS AND RESEARCH METHODOLOGY2.1 Introduction ....................................................................................38
2.2 The Status of the English Language........................................................38
2.3 Algerian
Educational
2.3.1Primary Education
2.3.2 Middle Education.......................................................................... 40 2.3.3 Secondary Education.....................................................................40 2.3.4 Higher Education............................................................................40 2.3.5Education Institutions
412.4 Algerian Educational Reforms
2.5 English Language Teaching in Algeria.....................................................42 2. 5 .1The Objectives of ELT in Algeria
442. 5 .2 The Objectives of ELT in Middle Education..........................................47 2. 5 .3
Final Objectives of ELT for Fourth Year Pupils
482. 5 .4 ELT Textbooks in Algerian Middle School ..........................................50 2. 5 .5