II-The Algerian Educational System and approaches to
English Teaching
8-Conclusion
The Algerian Educational System had made objectives to be reached
and had provided the necessary human, material, teaching approaches, but as any
other educational system it is in continuous enhancement with regard to its
international and national environment.
We consider that the endeavor is well accepted by either teachers
or learners and by other parties that had used communication in English to tie
various relations with partners outside of Algeria mainly in international
trading and some cultural concerns.
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III-Data Collection , Interpretation ,Findings and
Solution
1-Introduction
This practical part aims to bring face to face theory and real
situation in matter of learner autonomy and thus to determine its level among
learners as viewed by their daily teachers.
This part begins with the presentation of the teacher's
questionnaire, then the presentation of collected answers, followed by the
interpretation of these results and finally by the presentation of the findings
of this research and suggests another solution to learner autonomy.
2-The Teacher's questionnaire
The learner autonomy context is perceived in this research as
composed from 4 main elements that are :
· the teacher;
· the learner;
· the classroom;
· the outside of classroom;
These elements are supposed to be enough sufficient to assess
the learner autonomy level as precisely as possible, and thus the teacher's
questionnaire was built on such elements in a set of questions for each
category as follows:
2-1-Teacher
Q1: What do you think are the teacher's roles in
promoting an autonomous class?
· Guide.
· Neutral: little engagement in making instructions.
· Active: the teacher is the only responsible.
· Passive: not active and students are responsible.
· Motivator.
Q2: Do you see teaching as an objective process
?
· Yes.
· No, it is a subjective one.
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III-Data Collection , Interpretation ,Findings and
Solution
Q3: In general, do inspectors prevent you from getting
out of the box and use entertaining games and activities?
· Yes
· No, they encourage me to be more creative in teaching.
Q4: Algerian inspectors in general are:
1. Traditional School Pioneers.
2. Non Traditional School Pioneers.
Q5: How do you consider the notion of responsibility in
the language classroom?
· Teacher's responsibility.
· Shared between teacher and student.
· Student's responsability.
Q6:Do you let your students evaluate their performance
during class-interaction to themselves ?
· Yes.
· No, it's the teacher's task .
Q7:When your student commit an error:
· I correct it immediately because errors are not
allowed.
· I guide him to correct it by himself because errors are
allowed.
Q8: Do you use Arabic language in explaining the
lesson
· Never
· Rarely
· often
Q9: Do you add, eliminate or modify the course book
tasks?
· Never
· Sometimes
· Rarely
Q10-Do you usually attend teacher training programs
about promoting learner autonomy?
· Never
· Occasionally
· Always
2-2-Learner
Q11: In general, secondary school students are supposed
to be:
· decision makers: they are involved in making a map for
the lesson.
· decision takers: they have the free will to choose among
a list of proposals about what they will to learn.
· neither decision makers nor decision takers.
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