English abstract
This case study attempts to examine classroom interactional styles of 3 male and 3 female EFL teachers' of Mostaganem University. It aims to see the speech features characterizing their I/F turns and which are involved in the construction of their institutional identities, in the light of the feminine and masculine speech styles widely documented by western studies. Using a community of practice concept to identity construction and discourse analysis approach to teachers-to-student interactions.
