Résumé:
The present dissertation explores the teachers’ roles towards the application of verbal and
non-verbal instructions to improve EFL students’ oral interaction in classroom setting.
Teachers tend to exchange messages with the students verbally (or through words) and
non-verbally (or via body language) when performing communicative tasks. It has been
noticed that the students may encounter some hurdles when communicating orally in
English which may cause communication breakdowns and result in misunderstandings. In
an attempt to overcome this problem, teachers provide communicative instructions to
enable the students ameliorate their speaking and interaction competences. Therefore, this
study endeavors to investigate the teachers’ views and practices towards the use of these
communicative cues. In light of this, the research adopts the descriptive method which
involves the qualitative and quantitative tools. The qualitative semi-structured interviews
were conducted during the second semester with ten (n=10) EFL teachers and the
quantitative classroom observations were realized with teachers of three Master one
groups (n=3) at the Department of English, University 8 Mai 1945, Guelma. As such, the
collected data confirm the hypothesis which implies that teachers’ instructive use of verbal
and non-verbal communication affects the students’ classroom oral interaction. The
findings demonstrated that the teachers recognize the significance of communication when
conveying meanings with the use of linguistic and paralinguistic features, which may
influence positively the EFL students’ classroom oral interaction, in which the latter is
regarded as a pivotal contributor to their academic success.
