اللسانيات التطبيقية
Volume 9, Numéro 2, Pages 88-98
2025-12-21
The Consequences Of Ignoring Discourse Markers And Oral Performance In Algerian Classrooms
Authors : Guendouzi Abdelhak . Babou Sekkal Meryem .
Abstract
This study examines the drawbacks of neglecting discourse markers and spoken language in Algerian classrooms. Most Algerian secondary school teachers tend to focus on grammar, vocabulary, reading texts and doing activities. The main aim of this study is to investigate the negative impacts of neglecting discourse markers and spoken language on learners’ fluency in English and their language pronunciation. To conduct this study, the researcher adapted a mixed method approach and selected 50 pupils from third year foreign language and scientific class in Mohammed Laamari secondary school. Accordingly, the researcher used three instruments, starting with spoken task, learners’ questionnaire then classroom observation. The study revealed that the neglect of discourse markers and spoken language in classrooms has significant drawbacks on learners’ communicative competence. Also, most of the learners do not really know how to use discourse markers correctly in Algerian classrooms. These results underscore the urgent need for pedagogical reforms
Keywords
Communication ; Discourse markers ; Fluency ; Language ; Pronunciation ; Spoken language
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