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People’s Democratic Republic of Algeria Ministry of Higher Education and Scientific Research Mohamed Lamine Debaghine Sétif 2 University Faculty of Letters and Languages Department of English Language and Literature Thesis Submitted in Candidacy for the Degree of Doctorat En-Sciences in Psychopedagogy and Foreign Languages Teaching HOW DOES LEARNERS’ GRAMMATICAL ACCURACY COME ABOUT WHEN LEARNING OCCURS COOPERATIVELY? The Case of First Year Students at the Department of English at M’sila University By: BAGHDADI Assia Board of Examiners: Chairman: Prof. SAADI Hacène Professor Constantine 1 University Supervisor: Prof. KESKES Said Professor Setif 2 University Examiner: Prof. NEMOUCHI Abdelhak Professor Constantine 1 University Examiner: Prof. LARABA Samir Professor Constantine 1 University Examiner: Dr. ABDELATIF Naouel MCA Setif 2 University 2015 Abstract With the growing interest in classroom communicative language learning and teaching techniques, a much greater interest has been attributed to the interactive group activities. In an attempt to investigate the impact of small group interaction on EFL learners’ grammatical accuracy achievement, methodological field experiments had been carried out with a sample of 30 students in the Department of English Language and Literature at M’sila University. And for the purpose of extending the research scope into the social and cognitive dimensions, we went further through firstly analysing the learners’ interactive contexts using the Interaction Analysis method to investigate the existence and the frequency of the speech functions that might account for this effectiveness; and secondly through exploring the effect of that interactive context on the involvement extent of some of the cognitive processes underlying grammar learning. The obtained results indicated that learners’ cooperative work had a positive effect on EFL learners’ grammar achievement, and that factors such as the group size, the nature of the interaction, the role of the learner, and the type of the task-based grammatical structure had an influential effect on EFL learners’ grammar performance. The extent of the cognitive abilities involvement depended on many factors such as the nature of the interactional context, the time factor which indicated the long-term effect of the interactional context upon the learners’ internal processes, the impact of task design on learners’ learning, and the type of the target structure itself which may intervene to make one specific cognitive process more or less demanding. Dedication This work is dedicated To my parents, To my wonderful husband Mahmoud, and to my children: Manaf , Ilef, and Ayham To my brothers and sisters Acknowledgements All my gratitude goes to my supervisor Professor Said Keskes whose sound advice and intellectual guidance contributed to the elaboration and completion of this work. I am awfully grateful to my husband Dr. Ibrahimi Mahmoud without his unwavering support at different levels bringing this thesis to its end would have never been possible. Thanks are due to my students at the Department of English at M’sila University who participated in the practical aspects of the research. I would like to extend my sincere thanks to all members of the jury for agreeing to read the manuscript and to participate in the defense of this thesis. List of Abbreviations BIAS: Brown Interaction Analysis System CIRC: Cooperative Integrated Reading and Composition. CLT: Communicative Language Teaching EFL: English as a Foreign Language ESL: English as a Second Language GI: Group Investigation. IA: Interaction Analysis IH : Interaction Hypothesis IQ: Intelligence Quotient LAD: Language Acquisition Device L2 : Second Language LT: Learning Together PG: Pedagogical Grammar SCT: Sociocultural Theory SD: Syllabus Design SLA: Second Language Acquisition STAD: Student Teams Achievement Divisions TAI: Team Assisted Individualization TGT: Teams-Games-Tournament ZPD: Zone of Proximal Development I List of Tables Table 1. The Revised Cognitive Domain ....................................................................... 24 Table 2. Left –and Right-Brain Characteristics. ........................................................... 46 Table 3. Communication Strategies .............................................................................. 58 Table 4. Differences Between Cooperative Learning and Collaborative Learning ...... 85 Table 5. Effects of Self-Efficacy. .................................................................................. 89 Table 6. Summary of Expectancy-Value Theories ....................................................... 91 Table 7. Factors Influencing Goal Setting and Goal Commitment ............................... 92 Table 8. Motivated Behaviors by the Degree of Internalization. .................................. 95 Table 9. Some Definitions of the Word Group. ......................................................... 101 Table 10. Roles in Groups. ........................................................................................... 114 Table 11. A Summarizing Table of Grammar Definitions Following Chronological Order ..................................................................................................................... 173 Table 12. Conceptual Levels Underlying Grammar Teaching .................................... 193 Table 13. The Results Obtained by the Experimental and the Control Groups During the Whole Empirical Work. .................................................................................. 218 Table 14. The Frequency of the Speech Functions Found in the Tape of Five Learners Group Interaction. ................................................................................................. 226 Table 15. The Frequency of the Speech Functions Found in the Tape of Ten Learners Group Interaction .................................................................................................. 227 Table 16. The Frequency of the Speech Functions Found in the Tape of Fifteen Learners Group Interaction. .................................................................................. 229 Table 17. Descriptive Statistics for the First Pre-Test and Post-Test Outcomes ......... 239 Table18. Correlation Between the Student’s Grammar Performance and Some Selected Cognitive Processes (Linking Verbs) ................................................................... 240 Table 19. Descriptive Statistics for the Second Pre-Test and Post-Test Outcomes ..... 250 Table 20. Correlation Between the Student’s Grammar Performance and Some Selected Cognitive Processes (Passive Sentence) ............................................................... 250 Table 21. Descriptive Statistics for the Third Pre-Test and Post-Test Outcomes ........ 260 II Table 22. Correlation Between the Student’s Grammar Performance and Some Selected Cognitive Processes (Was/Were + Past participle+Ing; Past simple +Being+Past.Participle) ........................................................................................ 260 Table 23. Descriptive Statistics for the Fourth Pre-Test and Post-Test Outcomes ..... 269 Table 24. Correlation Between the Student’s Grammar Performance and Some Selected Cognitive Processes (the Passive form: the Verb + To Be +P. Participle) ........... 270 Table 25. Descriptive Statistics for the Fifth Pre-Test and Post-Test Outcomes ......... 280 Table 26. Correlation Between the Student’s Grammar Performance and Some Selected Cognitive Processes (Tenses in Reported Speech) ............................................... 280 III List of Figures Figure 1. Example of propositional networks. ............................................................... 32 Figure 2. The diagram of the systems model. ................................................................ 40 Figure 3. Diagram of the strategy system showing the memory strategies. ................. 52 Figure 4. Diagram of the strategy system showing the cognitive strategies. ................. 53 Figure 5. Diagram of the strategy system showing the compensation strategies. ......... 54 Figure 6. Diagram of the strategy system showing the metacognitive strategies. ......... 55 Figure 7. Diagram of the strategy system showing the affective strategies. .................. 56 Figure 8. Diagram of the strategy system showing the social strategies ....................... 57 Figure 9. A stage model of memory ............................................................................. 63 Figure 10. Tuckman’s theory of group development stages. ....................................... 106 Figure 11. Types of group interdependence. ............................................................... 111 Figure 12. Joseph E. McGrath’s task circumplex eight Bbsic group activities. ... …. 113 Figure 13. The dynamic effects of the approach design-procedure framework .......... 139 Figure 14. A framework for analyzing communicative tasks ...................................... 168 Figure 15. Types of grammar ....................................................................................... 190 Figure 16. Descriptive grammar as a source of other grammars ................................. 191 Figure 17. Conceptual levels underlying grammar teaching. ...................................... 194 Figure 18.The sampling procedure .............................................................................. 215 IV List of Graphs Graph 1. The developmental stages of the whole empirical work .............................. 219 Graph 2. The frequency of the speech functions found in the tape of five learners group. .................................................................................................................... 226 Graph 3. The frequency of the speech functions found in the tape of ten learners group .......................................................................................................................... .. 228 Graph 4. The frequency of the speech functions found in the tape of fifteen learners group. .................................................................................................................... 229 Test(1) Graphs: Correlation between learners' cognitive abilities and their grammar performance. (Linking verbs)……………………………………….….………240 Graph 5. Correlation between analogy and learners’ pre-test outcomes ..................... 240 Graph 6. Correlation between analogy and learners’ post-test outcomes ................... 241 Graph 7. Correlation between associative thinking and learners’ pre-test outcomes .. 241 Graph 8. Correlation between associative thinking and learners’ post-test outcomes 242 Graph 9. Correlation between memory and learners’ pre-test outcomes .................... 242 Graph 10. Correlation between memory and learners’ post-test outcomes ................. 243 Graph 11. Correlation between attention and learners’ pre-test outcomes ................. 243 Graph 12. Correlation between attention and learners’ post-test outcomes ................ 244 Graph 13. Correlation between classification and learners’ pre-test outcomes .......... 244 Graph 14. Correlation between classification and learners’ post-test outcomes ......... 245 Graph 15. Correlation between analytical thinking and learners’ pre-test outcomes .. 245 Graph 16. Correlation between analytical thinking and learners’ post-test outcomes 246 Graph 17. Correlation between creativity and learners’ pre-test outcomes ................ 246 Graph 18. Correlation between creativity and learners’ post-test outcomes ............... 247 V Test(2) graphs: Correlation between learners' cognitive abilities and their grammar performance. (The Passive form structure)……………………………...…..……….250 Graph 19. Correlation between analogy and learners’ pre-test outcomes ................... 251 Graph 20. Correlation between analogy and learners’ post-test outcomes ................. 251 Graph 21. Correlation between associative thinking and learners’ pre-test outcomes 252 Graph 22. Correlation between associative thinking and learners’ post-test outcomes .............................................................................................................................. 252 Graph 23. Correlation between memory and learners’ pre-test outcomes .................. 253 Graph 24. Correlation between memory and learners’ post-test outcomes ................. 253 Graph 25. Correlation between attention and learners’ pre-test outcomes ................. 254 Graph 26. Correlation between attention and learners’ post-test outcomes ................ 254 Graph 27. Correlation between classification and learners’ pre-test outcomes .......... 255 Graph 28. Correlation between classification and learners’ post-test outcomes ......... 255 Graph 29. Correlation between analytical thinking and learners’ pre-test outcomes .. 256 Graph 30. Correlation between analytical thinking and learners’ post-test outcomes 256 Graph 31. Correlation between creativity and learners’ pre-test outcomes ................ 257 Graph 32. Correlation between creativity and learners’ post-test outcomes ............... 257 Test (3) graphs: Correlation between learners' cognitive abilities and their grammar performance ( Was/Were + Past Participle + Ing; Past Simple+ Being+ Past Participle) ……………………...……………………………………………..…………………260 Graph 33. Correlation between analogy and learners’ pre-test outcomes ................... 261 Graph 34. Correlation between analogy and learners’ post-test outcomes ................. 261 Graph 35. Correlation between associative thinking and learners’ pre-test outcomes 262 Graph 36. Correlation between associative thinking and learners’ post-test outcomes .............................................................................................................................. 262 Graph 37. Correlation between memory and learners’ pre-test outcomes .................. 263 Graph 38. Correlation between memory and learners’ post-test outcomes ................. 263 VI

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By: BAGHDADI Assia. Board of between facts and inferences. tasks for interpretation of data necessitated the researcher's inference. Most of
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