Pupils’ Mother Tongue in Elementary EFL Classes: Teachers’ Practices.
| dc.contributor.author | Azzouz Salim | |
| dc.contributor.author | Bouchiba Massinissa | |
| dc.date.accessioned | 2024-09-18T09:41:14Z | |
| dc.date.available | 2024-09-18T09:41:14Z | |
| dc.date.issued | 2023 | |
| dc.description | 56p. : Ill. en coul. ; 30cm(+CD-Rom) | |
| dc.description.abstract | The current study addresses the issue of pupils’ Mother Tongue interference in the development of proficiency in the practice of EFL in Algeria. This study aims to explore how pupils’ first languages, Arabic and Berber, hinder their ability to acquire a foreign language. We adopted two theories in relation to language acquisition. The first one is Piaget’s theory and cognitive development in relation to language transfer and the second one is called Error Analysis (EA), which can be helpful to teach language and to understand the types of errors that pupils make when they produce speech. The aim of this study is to investigate how teachers overcome the mother tongue interference during the learning process and which techniques they use to help their pupils to master and use only English during class. In this research study two data collection tools are used : nine classroom observation sessions were conducted on 3rd and 4th year Elementary pupils in BELHOCINE Hocine and HAMMOUTENE Ali Elementary schools of TIZI-OUZOU, and EL MOKRANI, and AMAR Khelloufi Elementary schools of TIGZIRT. A questionnaire designed to elementary teachers was also submitted and sent via the social media ‘Facebook’ to teachers around Algeria. The collected data were analyzed by using the descriptive statistical method to turn the quantitative data into percentages, and the qualtitative data were analyzed by using Discourse Analysis (DA). The results of the study show that 3rd and 4th year Elementary school pupils make errors due to the interference between English, Arabic and Berber dialects because of the lack of proficiency since their early childhood, and that teachers tend to make use of Realia and concrete situations to help the pupil understand better the concepts and the nuances between each language. | |
| dc.identifier.citation | Language and Communication | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/24386 | |
| dc.language.iso | en | |
| dc.publisher | Mouloud Mammeri University | |
| dc.subject | Cognitive Development | |
| dc.subject | Mother Tongue Interference | |
| dc.subject | Error Analysis | |
| dc.subject | Discourse Analysis | |
| dc.title | Pupils’ Mother Tongue in Elementary EFL Classes: Teachers’ Practices. | |
| dc.type | Thesis |