People‟s Democratic Republic of Algeria Ministry of Higher Education and Scientific Research ...

91 Pages·2010·0.63 MB·English

People‟s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

Mentouri University, Constantine

Faculty of Letters and Languages

Department of Foreign Language

The Role of Peer Interaction in

Developing Communicative Competence

The Case of Second –Yea r Students, Mentouri

University, Constantine

Dissertation Submitted to the Department of Language

for the degree of Master in Language Science

Submitted by: Supervisor:

Miss. RAZIKA BOUCHECHE Prof. AHMED MOUMENE

Board of examiners

Chairman Dr. El-Kolli El-Arbi Mentouri University, Constantine

Supervisor Prof. AHMED MOUMENE Mentouri University, Constantine

2010
DEDICATION

I dedicate this work:
To my parents
To all my family, especially my sisters and brothers
To all my teachers and friends.

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ACKNOWLEDGMENTS
I would like to express my hearty gratitude to Professor AHMED MOUMENE who
guided this research and gave me his time and expertise. I thank him not only for his
comments and valuable suggestions, but also for his encouragement and understanding.
I would like to thank all the teachers and learners without their generous cooperation
this work would not have been possible.
A final word of thanks is due to my sister whose efficient typing saved me much toil in
the final stages.

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List of Tables and Figures
Table1: Students‟ Age
Table2: Students‟ Sex
Table 3: Learners choice of English
Table 4: The Level of Language Speaking
Table 5: Classroom Participation
Table 6: The Way Learners Work in the Classroom
Table 7: Learners‟ Justifications
Table 8: Learners situation in the Classroom
Table 9: Learners‟ Participation
Table 10: Opinions about Classroom Activities
Table 11: Teachers‟ and Learners‟ Relationship
Table 12: Classroom Atmosphere
Table 13: Mistakes Correction
Table 14: The Nature of Language Learning
Table 15: Justification about the Nature of Language Learning
Table 16: Learners‟ Preference in the Classroom
Table 17: Reasons
Table 18: Types of Activities
Table 19: Opinions about Peer Work
Table 20: Learners‟ Suggestions
Table 21: Teaching Experience
Table 22: Teacher Approach
Table 23: The Nature of Language
Table24: Language Learning
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Table 25: The Teacher Role
Table 26: Classroom Management
Table27: Classroom Activities
Table 28: Communicative Explanation
Table 29: Communicative and Structural Activities
Table 30: Learners‟ Participation
Table 31: Classroom Atmosphere
Table 32: Learners‟ Relationship
Table 33: The Role of 'Controller'
Table 34: Learners‟ Communicative Needs
Table 35: Students‟ Mistakes
Table 36: Further Suggestions
Figure1: Components of Communicative Language Ability in Communicative Use
Figure 2: Long’s Model of the Relationship between Type of Conversational Task and
Language Acquisition.
Figure3: A Model of the Relationship between Negotiated Interaction and Language
Acquisition.

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List of ABBREVIATIONS
CLT: Communicative Language Teaching
CC: Communicative Competence
L2: Second Language Learning
N: Number of Students and Teachers
%: Percentage
Q: Question

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ABSTRACT
The present dissertation attempts to investigate the role of peer interaction in
developing students‟ communicative competence. The main problem underlying this
endeavor resides in second-year students‟ inability to carry on a spontaneous
communication either in the classroom or in any natural setting. This is a puzzling issue
that may moans and groans on the part of teachers, researchers and pedagogues have been
highly heard. It is hypothesized in this research work that through peer interaction,
learners could boost up their communicative competence.
The main objective of this work then is to enable learners to use meaningful and
purposeful utterances through communication in the classroom with their peers. It also
presents learners with some communicative activities in order to develop their speaking
ability.
In this case, teachers should cease from the traditional approaches which focus on
developing the grammatical system of the language and to follow the theoretical
foundations of communicative language teaching methodology to give learners the
opportunity to use the language without fear and reticence.
Through two questionnaires administered to second-year students and to teachers at
the department of English, University of Constantine, we intended to explore both learners‟
and teachers‟ opinions about the nature of language learning and the mechanics of
developing communicative competence through peer interaction.
The results of the study show that most, if not all; teachers strongly believe that
through interaction learners could build up communicative competence in using the target
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language. In addition, the results demonstrate that learners need more exposure to
interaction with their peers in order to promote accuracy as well as fluency.

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The Role of Peer Interaction in Developing Communicative Competence
CONTENT
Dedication 1
Acknowledgment 2
Tables and Figures 3
List of Abbreviations 5
Abstract 6
Content 8
GENERAL INTRODUCTION 11
Statement of the Problem 11
Aim of the Study 11
Research Question 12
Hypothesis 12
Tools of Research 12
Structure of the Study 13
CHAPETER ONE: COMMUNICATIVE COMPETENCE
Introduction
1.1 Communicative language Teaching 14
1.1.1The Role of the learner 17
1.1.2 The Role of the Teacher 18
1.2 Communicative Competence 18
1.2.1 Communicative Ability 23
1.3. Developing Communicative Methodology 24
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1.3.1 Principles of Communicative Methodology 27
1.3.2 Fluency vs. Accuracy 28
Conclusion

CHAPTER TWO: PEER INTERACTION
Introduction
2.1 Peer Interaction 32
2.1.1The Management of Interactive Learning 35
2.1.2 Cooperative and Collaborative Learning 36
2.2 Communicative activities 38
2.2.1 Functional Communicative Activities 39
2.2.1.1 Peer Feed back 40
2.2.1.2 Advantages of Using Peer Feedback. 41
2.2.1.3 Negotiation of Meaning 42
2.2.1.4 Comprehensible Input 43
2.2.2 Social Interactive Activities 45
2.2.2.1 Role Play 45
2.2.2.2 Group Work 46
2.2.2.3 Discussion 46
Conclusion

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