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Auteur HAMZAOUI, Hafida |
Documents disponibles écrits par cet auteur (4)
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An Evaluation of Higher Education-based Pre-service Training and School-based Initial Preparation of EFL Teachers / MESSAOUDI, youcef
Titre : An Evaluation of Higher Education-based Pre-service Training and School-based Initial Preparation of EFL Teachers Type de document : texte imprimé Auteurs : MESSAOUDI, youcef, Auteur ; HAMZAOUI, Hafida, Auteur Editeur : Université tlemcen Année de publication : 2017 Importance : 253 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : The extraordinary expansion of English as a global lingua franca led to continuous reconsideration of curricula of English language teaching throughout the world. Algeria, as its counterpart countries, was always trying to follow this ‘English tide’. After adopting the communicative language teaching approach in the last quarter of the 20th century, the Algerian educational system implemented the competency-based approach in 2003. In a parallel way, a novel approach, which is known in tertiary circles as the LMD system, was launched in the Algerian university. All these data imply that the goals of teaching English are going always different. This dynamic and complex nature of teaching English nowadays requires a continuous revision of the syllabi of teaching English either for preparing students to have full degrees in English, or for teaching English as a subject-matter in a broader curriculum. The present doctoral study derives its aims from the latter problematic situation since it tests whether the current EFL teacher training programmes are up-to-date to meet the goals behind the new reforms seen by the educational systems in Algeria. It is an attempt to define the student-teachers’ needs in terms of knowledge and skills to be qualified EFL teachers. In order to obtain an on-site image about these inquiries, two questionnaires were administered on two different occasions to EFL student-teachers, and a focused group interview was employed to gather a number of EFL experts. The data collected through these instruments were analysed following a mixed-method approach that included both qualitative and quantitative procedures. The main findings revealed that despite the changes realised in the university-based EFL training curriculum, student-teachers still feel unconfident about their linguistic abilities. They also expressed their weakness in many EFL facets such as: Educational Psychology, Didactics and Assessment. At the level of the school-based internship held after novice teachers’ recruitment, the trainees overtly showed their dissatisfaction with the components of the programme they went through, since it did not constitute teaching practice sessions. This investigation concludes with a number of recommendations that first call for the design of Master’s curricula specifically designed to EFL teacher training, and that take into account the real requirements of the EFL Algerian context. Some new measures to enhance EFL teaching practices and to assure quality in training were also suggested. An Evaluation of Higher Education-based Pre-service Training and School-based Initial Preparation of EFL Teachers [texte imprimé] / MESSAOUDI, youcef, Auteur ; HAMZAOUI, Hafida, Auteur . - Université tlemcen, 2017 . - 253 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : The extraordinary expansion of English as a global lingua franca led to continuous reconsideration of curricula of English language teaching throughout the world. Algeria, as its counterpart countries, was always trying to follow this ‘English tide’. After adopting the communicative language teaching approach in the last quarter of the 20th century, the Algerian educational system implemented the competency-based approach in 2003. In a parallel way, a novel approach, which is known in tertiary circles as the LMD system, was launched in the Algerian university. All these data imply that the goals of teaching English are going always different. This dynamic and complex nature of teaching English nowadays requires a continuous revision of the syllabi of teaching English either for preparing students to have full degrees in English, or for teaching English as a subject-matter in a broader curriculum. The present doctoral study derives its aims from the latter problematic situation since it tests whether the current EFL teacher training programmes are up-to-date to meet the goals behind the new reforms seen by the educational systems in Algeria. It is an attempt to define the student-teachers’ needs in terms of knowledge and skills to be qualified EFL teachers. In order to obtain an on-site image about these inquiries, two questionnaires were administered on two different occasions to EFL student-teachers, and a focused group interview was employed to gather a number of EFL experts. The data collected through these instruments were analysed following a mixed-method approach that included both qualitative and quantitative procedures. The main findings revealed that despite the changes realised in the university-based EFL training curriculum, student-teachers still feel unconfident about their linguistic abilities. They also expressed their weakness in many EFL facets such as: Educational Psychology, Didactics and Assessment. At the level of the school-based internship held after novice teachers’ recruitment, the trainees overtly showed their dissatisfaction with the components of the programme they went through, since it did not constitute teaching practice sessions. This investigation concludes with a number of recommendations that first call for the design of Master’s curricula specifically designed to EFL teacher training, and that take into account the real requirements of the EFL Algerian context. Some new measures to enhance EFL teaching practices and to assure quality in training were also suggested. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08863 EDOC420-71/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Assessing the Intercultural Dimension of Algerian ELT Textbooks: Case of 3rd Year Secondary School Textbook ‘NewProspects’ / BOUAKEL, Toufik
Titre : Assessing the Intercultural Dimension of Algerian ELT Textbooks: Case of 3rd Year Secondary School Textbook ‘NewProspects’ Type de document : texte imprimé Auteurs : BOUAKEL, Toufik, Auteur ; HAMZAOUI, Hafida, Auteur Editeur : Université tlemcen Année de publication : 2017 Importance : 150 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : Educationalists have become recently focused on the intercultural dimension of English language teaching textbooks hard ever before to keep pace with the newly global challenges that make the intercultural understanding one of the primary focuses of education. Based on this evidence, this study came to assess the intercultural load of third year secondary school ELT textbook NewProspects to find out data considering the fact of the students‘ demotivation and poor performace that concern learning culture. Assessing the Intercultural Dimension of Algerian ELT Textbooks: Case of 3rd Year Secondary School Textbook ‘NewProspects’ [texte imprimé] / BOUAKEL, Toufik, Auteur ; HAMZAOUI, Hafida, Auteur . - Université tlemcen, 2017 . - 150 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : Educationalists have become recently focused on the intercultural dimension of English language teaching textbooks hard ever before to keep pace with the newly global challenges that make the intercultural understanding one of the primary focuses of education. Based on this evidence, this study came to assess the intercultural load of third year secondary school ELT textbook NewProspects to find out data considering the fact of the students‘ demotivation and poor performace that concern learning culture. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T09151 EMAG420-95/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Designing an ESP Blended Course for Manufacturing and Engineering Sciences / MESSAOUDI, Nouria
Titre : Designing an ESP Blended Course for Manufacturing and Engineering Sciences : Master’s Students at Tlemcen University Type de document : texte imprimé Auteurs : MESSAOUDI, Nouria, Auteur ; HAMZAOUI, Hafida, Auteur Editeur : Université tlemcen Année de publication : 2018 Importance : 275 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Français (fre) Résumé : L'objectif du présent travail de recherche s’articule autour de quatre objectives: premièrement, décrire la situation d'enseignement et d'apprentissage de l’Anglais pour des buts spécifiques au sein de Département de Génie Productique, analyser les besoins des étudiants en première année Master ; troisièmement, concevoir un cours qui répond aux besoins des apprenants en utilisant Blended learning; enfin, pour évaluer l'efficacité du cours pour améliorer les compétences linguistiques des étudiants à savoir parler et écouter l’Anglais. Les résultats ont montré que les étudiants ont besoin de promouvoir des compétences spécifiques en Anglais et améliorer leurs capacités de parole et d'écoute. Il a également été révélé que la tendance de Blended Learning permettait de travailler avec un langage plus réel qui répondait aux besoins des étudiants et les aidait désormais à développer leur connaissance du contenu et à promouvoir les quatre compétences linguistiques en mettant davantage l'accent sur l'écoute et la parole. Designing an ESP Blended Course for Manufacturing and Engineering Sciences : Master’s Students at Tlemcen University [texte imprimé] / MESSAOUDI, Nouria, Auteur ; HAMZAOUI, Hafida, Auteur . - Université tlemcen, 2018 . - 275 p. : ill. ; 30 cm + cd.
Langues : Français (fre)
Résumé : L'objectif du présent travail de recherche s’articule autour de quatre objectives: premièrement, décrire la situation d'enseignement et d'apprentissage de l’Anglais pour des buts spécifiques au sein de Département de Génie Productique, analyser les besoins des étudiants en première année Master ; troisièmement, concevoir un cours qui répond aux besoins des apprenants en utilisant Blended learning; enfin, pour évaluer l'efficacité du cours pour améliorer les compétences linguistiques des étudiants à savoir parler et écouter l’Anglais. Les résultats ont montré que les étudiants ont besoin de promouvoir des compétences spécifiques en Anglais et améliorer leurs capacités de parole et d'écoute. Il a également été révélé que la tendance de Blended Learning permettait de travailler avec un langage plus réel qui répondait aux besoins des étudiants et les aidait désormais à développer leur connaissance du contenu et à promouvoir les quatre compétences linguistiques en mettant davantage l'accent sur l'écoute et la parole. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08809 EDOC420-66/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Implementing a Competency Based Instructional Framework to Develop ESP Students’ Reading Comprehension: Case of Master’s Students of Political Sciences at Mohamed Boudiaf University - M’sila / LADJEL, Karima
Titre : Implementing a Competency Based Instructional Framework to Develop ESP Students’ Reading Comprehension: Case of Master’s Students of Political Sciences at Mohamed Boudiaf University - M’sila Type de document : texte imprimé Auteurs : LADJEL, Karima, Auteur ; HAMZAOUI, Hafida, Auteur Editeur : Université tlemcen Année de publication : 2019 Importance : 575 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Français (fre) Résumé : Students in different fields of specialization such as business, political sciences, and technology sciences have to be provided with specific English syllabi and courses which address their needs and focus on promoting their competences required in their professional settings. Along this line of thought, the present investigation aims at identifying English language needs of Algerian political sciences students namely when
reading in English in order to design the suitable teaching framework. For this purpose, a case study including 50 master’s student from the department of political sciences; University of M’sila (Algeria) was undertaken. Various research instruments were used to
cross-check the gathered data (i.e., two questionnaires think-aloud procedure, and reading comprehension tests). Both qualitative and quantitative analyses of data revealed that students’ low reading proficiency is attributed to lack of linguistic, strategic, and discourse competences. Accordingly, the broad line of an English course that would suit the needs of political sciences students was drawn. This course focuses on developing students’ linguistic, strategic, and discourse competences to be used when reading in English. The Competency-Based Approach (CBA) was proposed as an appropriate instructional model used to develop the different knowledge and skills of the three major competences.
Summing up, the tailor made course exposes students to different authentic English
political texts and tasks which help them develop general and specific language skills, functions, and forms of the three competences which in turn help them develop their reading proficiency.Implementing a Competency Based Instructional Framework to Develop ESP Students’ Reading Comprehension: Case of Master’s Students of Political Sciences at Mohamed Boudiaf University - M’sila [texte imprimé] / LADJEL, Karima, Auteur ; HAMZAOUI, Hafida, Auteur . - Université tlemcen, 2019 . - 575 p. : ill. ; 30 cm + cd.
Langues : Français (fre)
Résumé : Students in different fields of specialization such as business, political sciences, and technology sciences have to be provided with specific English syllabi and courses which address their needs and focus on promoting their competences required in their professional settings. Along this line of thought, the present investigation aims at identifying English language needs of Algerian political sciences students namely when
reading in English in order to design the suitable teaching framework. For this purpose, a case study including 50 master’s student from the department of political sciences; University of M’sila (Algeria) was undertaken. Various research instruments were used to
cross-check the gathered data (i.e., two questionnaires think-aloud procedure, and reading comprehension tests). Both qualitative and quantitative analyses of data revealed that students’ low reading proficiency is attributed to lack of linguistic, strategic, and discourse competences. Accordingly, the broad line of an English course that would suit the needs of political sciences students was drawn. This course focuses on developing students’ linguistic, strategic, and discourse competences to be used when reading in English. The Competency-Based Approach (CBA) was proposed as an appropriate instructional model used to develop the different knowledge and skills of the three major competences.
Summing up, the tailor made course exposes students to different authentic English
political texts and tasks which help them develop general and specific language skills, functions, and forms of the three competences which in turn help them develop their reading proficiency.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08911 EDOC420-77/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt