Discussing the Present Condition of Teaching Literature Dialogically in Algerian Higher Education for EFL and why we Should Strive for Improvements
| المصدر: | مجلة العلوم الانسانية |
|---|---|
| الناشر: | جامعة محمد خيضر بسكرة |
| المؤلف الرئيسي: | Saadi, Takoua (Author) |
| المجلد/العدد: | س24, ع1 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الشهر: | جوان |
| الصفحات: | 567 - 594 |
| DOI: |
10.37136/1003-024-001-030 |
| ISSN: |
1112-3176 |
| رقم MD: | 1521663 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Dialogue | Teacher Training | Curriculum | Literature | Monologic
|
| رابط المحتوى: |
| المستخلص: |
This research paper examines the present condition of teaching literature dialogically in Algerian higher education for EFL context with the aim of striving for change in the current methods followed in teaching English literature in Algerian universities, shifting to a more dialogic approach. Through an extensive literature review and empirical analysis, this study investigates literature teachers‟ knowledge of dialogism and to what extent they are using it in their literary discussions. The research methodology involved is based on interviews held via Zoom meetings with teachers of literature around different Algerian Universities‟ English departments. There were five teachers in total, and there were 11 questions that were analyzed based on the theoretical framework and didactical implications. The analysis was scaled on how many teachers out of five agreed on certain answering criteria. The findings of this study reveal teachers‟ lack of knowledge of dialogic teaching. The results highlight that there are so many shortcomings in the current literature on teaching approaches, arranging from curriculum design, time management, students‟ demotivation, teachers‟ lack of training, and teaching objectives. These findings contribute to the existing knowledge in the rise of literature teaching dialogically, providing insights into how to change for the best and upgrade different teaching practices. |
|---|---|
| ISSN: |
1112-3176 |
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