"The relationship between classroom interaction and success"

النوع : Mémoire

This thesis aims to explore what relationship could exist between the success of two groups of Lebanese learners, an elementary and an intermediate level group, and some aspects of classroom interaction. For this purpose the learners' quantitative and qualitative participation was determined and correlated with their final school exam scores. Teachers’ behavior, mainly teachers' address, was also determined and correlated with the learners' final school exam scores. To cover these issues, observation and audio recording of 35 sessions of classroom interaction were carried out in a period of five months over two years. The results of this research revealed that participation was closely related to success. The quality of participation was not more important than the quantity contrary to the claims of some studies. Moreover, both the quantity as well as the quality of participation had a strong connection with the teacher's style and the learners' proficiency level. Successful learners participated more and were addressed by the teacher more than unsuccessful ones irrespective of their gender. However, the causal direction of the relationship between participation and success was not determined.