THE CHANGES OF DISRUPTIVE BEHAVIOR DURING THE TEACHING OF FOREIGN LANGUAGES

Studying of foreign languages is aimed to the linguistic, intellectual and cultural development of the pupils. It gives them the opportunity to get, know and understand the way of thinking and the behavior of other people. It facilitates communication between the people in a multicultural world. Apart from the importance given to the foreign language learning, there are no studies in Albania on the possible disruptive behavior happening as result of the attitude towards the learning a foreign language. This study aims to find out whether there are more or less occurrences of disruptive behavior in the English language classes compared to the Albanian language classes. More specifically, our research compares the average disruptive behavior in the English and Albanian language classes; also it compares types of disruptive behavior encountered in both classes. Our research covers thirty two students of the third grade who have studied English aged 9-10 years old. In general, disruptive behavior in the English language classes was higher than in the Albanian language classes. Types of the most encountered disruptive behavior in both classes were the same. To reduce the level of disruptive behavior in the English language classes, the teaching should involve greater use of audio-visual didactic aids, gestures, mimics, demonstrations and projects. In equal and personalized ways teachers should encourage the linguistic experiments, creative and critical thinking, group work, effective use of technology, English language awareness relatively to other subjects and ICT use.