| LEADER |
05438nam a22003257a 4500 |
| 001 |
0282905 |
| 041 |
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|a ara
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| 100 |
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|9 85941
|a التكريتى، سعد رمضان سليمان
|e مؤلف
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| 245 |
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|a تحليل التفاعل اللفظى لتدريس اللغة الأنكليزية من قبل مدرسى المدارس المتوسطة
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| 260 |
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|a تكريت
|c 2011
|m 1432
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| 300 |
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|a 1 - 85
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| 336 |
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|a رسائل جامعية
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| 502 |
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|b رسالة ماجستير
|c جامعة تكريت
|f كلية التربية
|g العراق
|o 0494
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| 520 |
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|a EFL teachers play a vital role in the classroom environment. Interaction between teacher and students is an essential part of the teaching/learning process. Ned Flanders originally develops an instrument which is called Flanders Interaction Analysis System (FIAS). FIAS is designed to categorize the types, quantity of verbal interaction (VI) and direct and indirect influences of the teachers in the classroom and to plot the information on a matrix to be analysed and interpreted. The present study deals with measuring the classroom VI between EFL teachers and their students on the one hand, and among the students themselves on the other. It aims at: 1- pointing out the categories of FIAS. 2- assessing intermediate school teachers’ (ISTs, for short) and students’ performance in the different categories of VI . 3- finding out whether ISTs vary in their efficiency in terms of the various categories of VI . 4- finding out whether there are any significant differences among the 1st and 2nd grades ISTs in their VI efficiency inside their classrooms. 5- finding out whether there are any significant differences between male and female teachers in their VI efficiency inside their classrooms. 6- finding out whether there are any significant differences among 1st and 2nd grades intermediate school students in their VI efficiency inside their classrooms. The sample of study consists of seventeen (male and female) EFL teachers of ten intermediate schools in the city of Tikrit. Twenty lessons (ten of the 1st and other ten of the 2nd grade classrooms) have been analysed in terms of FIAS. The study reveals the following results: 1- Intermediate school teachers of the 1st grade accept the feeling, praise and encourage, and accept the ideas of their students less than the teachers of the 2nd grade and less than the required level. This means that there are significant differences between the efficiency of the two grades teachers in the first three VI categories and for the benefit of the 2nd grade teachers.
|a 2- ISTs of the 1st grade ask questions and lecture more than the teachers of the 2nd grade but the ratios of both are less than the required level. This means that there are significant differences between the two grades teachers’ efficiency in the two categories and for the benefit of the 1st grade teachers. 3- Teachers of the 1st grade criticize and justify the authority more than the teachers of the 2nd grade and both ratios are more than the average ratio. This means that there are significant differences between the efficiency of the two grades teachers in the category of “criticizes and justifies authority” and for the benefit of the 2nd grade teachers. 4- The silence or confusion ratio of the 1st grade is above the 2nd grade and it is even above the required level. This means that there are significant differences between the efficiency of the two grades teachers in the category of silence or confusion for the benefit of the 2nd grade teachers. 5- Students of the 1st grade response and initiate less than the students of the 2nd grade and both ratios are high. In comparison with the previous studies, these are the highest ratios of category number eight and nine. It indicates that teachers give chance to their students to work through situations. 6- There are significant differences between the efficiency of the male and female teachers in the categories of : accepts feelings, praises and encourages, criticizes and justifies the authority, unlimited response, and in constructive silence, and also in clusters: teacher talk ratio, pupil talk ratio, silence or confusion, and indirect teacher talk for the benefit of the male teachers. Finally and according to the most important results of this study, a number of recommendations and suggestions have been submitted.
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| 653 |
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|a تدريس اللغة الإنجليزية
|a معلمو اللغة الإنجليزية
|a التفاعل اللفظى
|a المعلمون و الطلاب
|a طلاب المدارس المتوسطة
|a طرق التدريس
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| 700 |
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|a الناصري، ناهدة طه مجيد
|g Al-Nasiry, Nahida Taha Majeed
|e مشرف
|9 305990
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| 856 |
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|u 9805-009-014-0494-T.pdf
|y صفحة العنوان
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| 856 |
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|u 9805-009-014-0494-A.pdf
|y المستخلص
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| 856 |
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|u 9805-009-014-0494-C.pdf
|y قائمة المحتويات
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| 856 |
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|u 9805-009-014-0494-F.pdf
|y 24 صفحة الأولى
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| 856 |
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|u 9805-009-014-0494-1.pdf
|y 1 الفصل
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| 856 |
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|u 9805-009-014-0494-2.pdf
|y 2 الفصل
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| 856 |
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|u 9805-009-014-0494-3.pdf
|y 3 الفصل
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| 856 |
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|u 9805-009-014-0494-4.pdf
|y 4 الفصل
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| 856 |
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|u 9805-009-014-0494-5.pdf
|y 5 الفصل
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| 856 |
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|u 9805-009-014-0494-6.pdf
|y 6 الفصل
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| 856 |
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|u 9805-009-014-0494-O.pdf
|y الخاتمة
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| 930 |
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|d n
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| 995 |
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|a Dissertations
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| 999 |
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|c 613813
|d 613813
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