مستوى تطبيق إجراءات تدريس مهارة التحدث باللغة الانجليزية وفق المقاربة التواصلية دراسة ميدانية

Abstract

This study questioning the general level of teacher in applying the procedures, and hypothesizes that the difference between teachers who have low and high level of understanding Communicative Approach language principles, and difference between teachers who graduated from technological institute of education and those who graduated from university, and the difference between teachers who have less than 5 years of career and between those having 5 to 10 years and those having more than 10 years are not statistically significant. The researcher did not find the instruments needed to measure the study variables. So he built it by himself, the first instrument is a direct observation of the English speaking teaching procedures on basis the Communicative Approach, the second is a test to their understanding of the Communicative Approach principles. The sample of the study consisted of (35) official teachers, chosen intentionally from Ouargla city. The study lasted from November 2007 to April 2008, and he attended tow sessions for each teacher. For data analysis the researcher used the Independent sample T-Test, one-way ANOVA, means, percentages. All these are used by SPSS 16.0 program. The findings of the study show that application levels of teaching English speaking on the basis the Communicative Approach by teachers of fourth level at middle school is low, and that there are no differences between the teachers who have high and low levels of understanding of communicative approach language principles, and between those who graduated from the technological institute of education and those who graduated from university, and between those who have less than 5 years of career, and those who have from 6 to 10 years of career, and who have more than 10 years. Key words: instructional procedures, English speaking skill, communicative approach, official teachers of fourth level in the middle school, level of understanding of the language principles of communicative approach, formation pattern.