Discourse Social Theories and their Potential Relevance in Language Teaching: Exploring the Place of Discourse in Algerian Secondary Education

Abstract

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.