Exploring Teachers' Attitudes Towards Teaching Vocabulary To Algerian Tertiary Students Through The Use Of Short Stories
Résumé: In Algerian Tertiary teaching context, vocabulary considered the cornerstone of Second/Foreign language instruction. Teaching vocabulary using short stories deemed advantageous according to many researchers. The purpose of this paper is to explore composition teachers' teaching practices, and mainly their insightful perspectives towards using short stories as an instrument in teaching vocabulary based on students' exposure to short story texts. The paper aims also to address the position of vocabulary within the teaching of composition and particularly narration(short stories) at Algerian composition instruction. Additionally, it endeavors to explore teachers' integration of appropriate short story texts within Composition curriculum. Accordingly, a questionnaire administered to sixteen teachers of Composition instructing Third Year students at Larbi Ben M'Hidi University. Data treated statistically using statistical program(SPSS, Version: 23). Results demonstrated statistical difference regarding students' responses. Implications posit that short stories considered authentic material that could help students increase vocabulary knowledge.
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Publié dans la revue: الكَلِم
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