Enhancing the Effetieess of EFL Teahers’ Disourse Arrangements within EFL Contexts

Abstract

Enhancing the effectiveness of EFL teachers’ discourse arrangements within EFL context is a straight forward path overlapped with several challenging tasks. In the TEFL field, some EFL teachers may have particular confusions in following the appropriate transaction that would help them in their EFL assignments within EFL classes. The research’s objectives fall at building a compatible EFL discourse model that can fit any EFL context within any EFL classroom. The current academic research paper includes a theoretical part in which the researcher presents the interactional, the conversational, the functional, and the socio-cultural works to discourse analysis. It includes particular ESL discourse models that have the use of Speech-Act’s Illocutionary-Acts, the use of Speech-Act-Classifications, the use of Conversational-Analysis, the use of the Teachers-pupil-Talk ESL discourse model, and the use of Politeness Strategies. Moreover; in the analytical part, only one questionnaire has been divided into three parts and was accessed randomly by EFL teachers’ response in the department of English at the University of Abdelhamid-Ibn-Badis for the academic year 2016-2017 to accomplish the research’s objectives. Consequently, in the result and discussion part, several conclusions and recommendations have been drawn as final salvations to the discourse standing problems for enhancing the effectiveness of EFL teachers’ discourse arrangements within EFL contexts.