University Teachers Attitudes on the Efficiency of Classroom Discourse

Attitudes des enseignants d’université sur l’efficacité du discours en classe

Abstract

The study aims at highlighting perspectives on classroom discourse effects on students’ academic achievement. It stresses the role of classroom language to promote learners’ communicative skills, critical thinking and linguistic competence, which consequently lead to better academic outcomes. Primarily, it insists to prove whether teachers are aware that oriented-discourse can help learners to gain higher self-esteem to affect learning positively. It assumes that language in classroom is used purposefully to meet with the teaching objectives. A questionnaire is directed to university teachers to share experience of classroom discourse for
either academic purposes or social communicative ones and its influence on leaners. Results confirm that interaction is very vital in the language-learning environment to enlarge knowledge and build mature teacherstudents contact. A good orientation of classroom discourse makes learners feel comfortable, belonging, and important; such qualities get them committed and motivated to perform better and rank higher academically.