| عنوان : |
Evaluation of Culture-Based Contents of Algerian English Foreign Language Classroom in Relation to Teachers, Learners, and Textbooks: The Case of Setif Secondary schools |
| نوع الوثيقة : |
نص مطبوع |
| مؤلفين : |
Mouloud Ait Aissa, مؤلف ; Prof. Sad KESKES, Directeur de thèse |
| ناشر : |
University Sétif2 |
| تاريخ النشر : |
2016 |
| عدد الصفحات : |
531 ص |
| Ill. : |
غلاف كرتوني |
| الأبعاد : |
21*28 سم |
| الماديات المرافقة : |
قرص مضغوط CD |
| اللغة : |
Anglais moyen (ca.1100-1500) (enm) لغة اصلية : Anglais moyen (ca.1100-1500) (enm) |
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي : big "C" culture, small "c" culture, target cultures, source culture |
| خلاصة : |
The present study is concerned with the evaluation of the culture-based contents in the Algerian EFL secondary school levels in relation to teachers, learners, and textbooks. More specifically, focus is paid to the types of culture (big "C" and small "c" cultures) and categories of culture (target cultures and non-target cultures). The overall aim of the study is threefold; to comprehend teachers' opinions towards culture teaching, to assess learners' knowledge to culture, and to explore the distribution of types and categories of culture in the three in-use EFL textbooks. The study is conducted through qualitative and quantitative approaches. It is made up of three surveys in which each one is concerned with one classroom element. The research samples are 60 EFL teachers, 120 EFL learners, and the three in-use EFL textbooks. A questionnaire's survey is done with EFL teachers, a compilation of questionnaire and culture-based test survey is conducted with EFL learners and a content analysis survey is dealt with the three in-use textbooks "At the Crossroads", "Getting Through" and "New Prospects". The main results show that the culture-based contents in EFL classroom do not help learners to communicate in intercultural communication situations. In particular, the study reveals that teachers focus more on the linguistic competence than culture competence, learners score better in big "C" themes than small "c" themes and textbooks are overloaded with big "C" themes than small "c" themes. On the basis of the findings, recommendations are suggested to the EFL teachers, EFL learners, textbooks writers, syllabus designers, and curricula developers to remedy the deficiencies. Finally, a number of trends for future research are highlighted. |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/setif2/669 |
Evaluation of Culture-Based Contents of Algerian English Foreign Language Classroom in Relation to Teachers, Learners, and Textbooks: The Case of Setif Secondary schools [نص مطبوع ] / Mouloud Ait Aissa, مؤلف ; Prof. Sad KESKES, Directeur de thèse . - University Sétif2, 2016 . - 531 ص : غلاف كرتوني ; 21*28 سم + قرص مضغوط CD. اللغة : Anglais moyen (ca.1100-1500) ( enm) لغة اصلية : Anglais moyen (ca.1100-1500) ( enm)
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي : big "C" culture, small "c" culture, target cultures, source culture |
| خلاصة : |
The present study is concerned with the evaluation of the culture-based contents in the Algerian EFL secondary school levels in relation to teachers, learners, and textbooks. More specifically, focus is paid to the types of culture (big "C" and small "c" cultures) and categories of culture (target cultures and non-target cultures). The overall aim of the study is threefold; to comprehend teachers' opinions towards culture teaching, to assess learners' knowledge to culture, and to explore the distribution of types and categories of culture in the three in-use EFL textbooks. The study is conducted through qualitative and quantitative approaches. It is made up of three surveys in which each one is concerned with one classroom element. The research samples are 60 EFL teachers, 120 EFL learners, and the three in-use EFL textbooks. A questionnaire's survey is done with EFL teachers, a compilation of questionnaire and culture-based test survey is conducted with EFL learners and a content analysis survey is dealt with the three in-use textbooks "At the Crossroads", "Getting Through" and "New Prospects". The main results show that the culture-based contents in EFL classroom do not help learners to communicate in intercultural communication situations. In particular, the study reveals that teachers focus more on the linguistic competence than culture competence, learners score better in big "C" themes than small "c" themes and textbooks are overloaded with big "C" themes than small "c" themes. On the basis of the findings, recommendations are suggested to the EFL teachers, EFL learners, textbooks writers, syllabus designers, and curricula developers to remedy the deficiencies. Finally, a number of trends for future research are highlighted. |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/setif2/669 |
|
Affiner la rechercheEvaluation of Culture-Based Contents of Algerian English Foreign Language Classroom in Relation to Teachers, Learners, and Textbooks: The Case of Setif Secondary schools / Mouloud Ait Aissa
