Using an Interactive Teaching Approach to Foster Communicative Competence in the Algerian EFL Context

Using an Interactive Teaching Approach to Foster Communicative Competence in the Algerian EFL Context

Proceedings of ‏The 2nd International conference on Advanced Research in Education, Teaching and Learning

Year: 2020

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Using an Interactive Teaching Approach to Foster Communicative Competence in the Algerian EFL Context

Maroua Rogti

 

ABSTRACT: 

This mixed methods study aimed at examining the use of the Interactive Approach along with the traditional use of literature as a source for language learning. Also, how it can affect Algerian EFL learners’ motivational awareness in learning a literary text by being communicatively competent. For, it depicted the approach’s impact on improving Learners communicative competence when learning literacy. Using a classroom observation as a research instrument, this research tempted to investigate two different teaching approaches used by two literacy teachers of two comparable groups. The observation aimed at assessing the challenges and benefits of teaching a literary text through these approaches, documenting learning in class, and monitoring the learners’ progress. Preliminary results of the study showed that using a traditional reading approach resulted in lack of interest and understanding from the part of the CG learners whereas EG learners who were familiarized with the Interactive approach had adequate understanding. For, this study revealed that the suggested approach for teaching literacy had a great potential for enhancing Algerian EFL learners communicative competence in learning and understanding a literary text in class.

Keywords: Algerian EFL context, communication, co-operative learning, interaction, literacy teaching.

Maroua Rogti

Teachers Higher Training College of Laghouat, Algeria

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