Résumé:
This descriptive study aims to help improve the quality of interaction in the teaching of
English in third-year secondary school classes in Algeria. More specifically, it investigates the
place of English spoken discourse at Ali Chachou and Bouzar Essaidi’s secondary schools
(Chlef, Algeria). In other words, our focus is on the reasons behind learners’ difficulties in
expressing themselves correctly in English. To conduct this research study, six teachers with
six classes, with more than 200 students in three different streams, foreign languages, literary
and scientific, were observed. Data were collected using three research tools a survey
questionnaire, a classroom observation, and a textbook evaluation, then were analysed, taking
stock from teachers’ views on EFL teaching in the questionnaire and the amount of teacher’s
talk, the types of classroom discourse structure and the teacher’s questioning. The lessons
were recorded in audio to obtain valid information. Based on data analysis, the findings
showed that most of the talk in all classroom aspects is almost initiated by the teacher who
intervenes in both the discourse structure IRF (Initiation-Response-Feedback) and the display
questions. The EFL teacher’s control over classroom talk patterns limits learners’ critical
reflection and decreases their opportunities to take part in classroom interaction. On the basis
of the present findings, some pedagogical guidelines are suggested for secondary school
teachers to overcome the weaknesses among EFL learners’ outcomes in order to improve their
discourse patterns development.
