Lecturing still remains today the most common form of teaching in Higher Education notwithstanding its critics. Giving lectures has both strengths and limitations. This paper reports on the outcomes of a study that investigates the lecturing mode at the
The cultural component has become as important as the other language components in foreign language instruction. Teaching materials in general and coursebooks in particular are required to assist learners to develop intercultural communicative competence in today’s globalisation era. This work is an attempt to analyse ‘My Book of English-Year One’, one of the “second generation” coursebooks introduced recently at the Algerian middle school level, to see to what extent it incorporates the necessary ingredients for intercultural teaching/learning to take place. The analysis revealed that ‘knowing oneself’ is predominant in the book and pupils are not encouraged to consider cultural information in a comparative frame of reference, facts which do not promote the development of intercultural understanding.
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Learning styles and brain-dominance preferences continue to attract, today, the attention of both researchers and practitioners in the field of education. Learners are different from each other and this difference matters in learner-centred instruction. This work is an attempt to identify the students' learning-style and brain-dominance profiles at the Department of English, Larbi Ben M'hidi University, Oum el Bouaghi, Algeria. Seventy two Master Two-level students took part in this study. The Barsch Learning-Style Inventory and the Brain-Dominance Inventory were used as data collection tools. The results show that most of the participants have a visual mode of learning, whether predominantly or in combination with the auditory mode. In addition, the majority of the students are found to have a slight preference either to the left-or the right-brain hemisphere. The paper eventually discusses ways to enable teachers to tailor classroom instructional strategies to students' learning preferences, and hence capitalize on their learning strengths.
Although the native/non-native speaking teacher dichotomy has stirred up ample scholarly consideration and debate in the field of English language teaching, insufficient attention has been devoted to the interactional features that characterize teacher talk, primarily teachers' questioning behavior. This study sought to determine the extent to which native and non-native English-speaking teachers diverge in terms of the different types of questions they employ in their classes. Accordingly, eight classes of a native and a non-native speaking teacher at the department of English of Constantine Teachers' College, Algeria, were audio recorded, transcribed and analyzed according to the different types of questions. The analysis of the results reveals that the native-speaking teacher is more inclined toward promoting a genuine classroom interaction by employing more procedural and referential questions along with an extensive use of comprehension checks, whereas the non-native speaking teacher tended to foster students' participation through an extensive use of display and convergent questions combined with an abundance of clarification requests and confirmation checks.
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