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Ambiguity of the washback phenomenon on EFL LERNERS4 ORAL PROFICENCY / Djebbari, HOUDA
Titre : Ambiguity of the washback phenomenon on EFL LERNERS4 ORAL PROFICENCY : An action research on second-year oral tests at tlemcen university Type de document : texte imprimé Auteurs : Djebbari, HOUDA, Auteur ; BENMOSTEFA, Nawel, Auteur Editeur : Université tlemcen Année de publication : 2020 Importance : 237 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Français (fre) Résumé : Le présent travail vise à comprendre l’ambigüité du phénomène du « washback » et son impact sur la compétence orale des apprenants. Pour ce faire, nous avons mené une recherche-actionnelle statistique afin de comprendre la corrélation entre le « washback » et la méthode d’enseignement adoptée par les enseignants,
ainsi que les effets de ces tests sur la compétence orale des apprenants de la deuxième année de langue Anglaise . Le but de cette étude nous permet de proposer des moyens efficaces pour aider les apprenants ainsi que les enseignants à comprendre le phénomène du « washback » et à travailler en collaboration pour promouvoir un « washback » positif tout au long de leur processus d'enseignement- d'apprentissage .
Ambiguity of the washback phenomenon on EFL LERNERS4 ORAL PROFICENCY : An action research on second-year oral tests at tlemcen university [texte imprimé] / Djebbari, HOUDA, Auteur ; BENMOSTEFA, Nawel, Auteur . - Université tlemcen, 2020 . - 237 p. : ill. ; 30 cm + cd.
Langues : Français (fre)
Résumé : Le présent travail vise à comprendre l’ambigüité du phénomène du « washback » et son impact sur la compétence orale des apprenants. Pour ce faire, nous avons mené une recherche-actionnelle statistique afin de comprendre la corrélation entre le « washback » et la méthode d’enseignement adoptée par les enseignants,
ainsi que les effets de ces tests sur la compétence orale des apprenants de la deuxième année de langue Anglaise . Le but de cette étude nous permet de proposer des moyens efficaces pour aider les apprenants ainsi que les enseignants à comprendre le phénomène du « washback » et à travailler en collaboration pour promouvoir un « washback » positif tout au long de leur processus d'enseignement- d'apprentissage .
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T09484 EDOC420-101/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt An Assessment of Grammar Among EFL Learners: Case of 3r d Year Students in Haoudh Secondary School - El Bayadh in Haoudh Secondary School - El Bayadh / BENAMOR, zohra
Titre : An Assessment of Grammar Among EFL Learners: Case of 3r d Year Students in Haoudh Secondary School - El Bayadh in Haoudh Secondary School - El Bayadh Type de document : texte imprimé Auteurs : BENAMOR, zohra, Auteur ; ZIDANE, rahmouna, Auteur Editeur : Université tlemcen Année de publication : 2016 Importance : 155 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Français (fre) Langues originales : Français (fre) Résumé : La thèse actuelle aborde le problème concernant la faible performance des élèves du cycle secondaires en grammaire anglaise. Elle vise à étudier les causes réelles de leurs lacunes grammaticales, dont le grand nombre d'erreurs en est l’indice. Ces erreurs ont été étudiées en utilisant la méthode d'analyse d'erreurs dans le but d'explorer les erreurs les plus courantes commises par les apprenants et de chercher en même temps les principales sources qui en sont derrières. L'un des intérêts les plus cruciaux de ce travail de recherche était de déterminer si la langue première était la principale cause de telles erreurs ou c'était plutôt la langue cible. An Assessment of Grammar Among EFL Learners: Case of 3r d Year Students in Haoudh Secondary School - El Bayadh in Haoudh Secondary School - El Bayadh [texte imprimé] / BENAMOR, zohra, Auteur ; ZIDANE, rahmouna, Auteur . - Université tlemcen, 2016 . - 155 p. : ill. ; 30 cm + cd.
Langues : Français (fre) Langues originales : Français (fre)
Résumé : La thèse actuelle aborde le problème concernant la faible performance des élèves du cycle secondaires en grammaire anglaise. Elle vise à étudier les causes réelles de leurs lacunes grammaticales, dont le grand nombre d'erreurs en est l’indice. Ces erreurs ont été étudiées en utilisant la méthode d'analyse d'erreurs dans le but d'explorer les erreurs les plus courantes commises par les apprenants et de chercher en même temps les principales sources qui en sont derrières. L'un des intérêts les plus cruciaux de ce travail de recherche était de déterminer si la langue première était la principale cause de telles erreurs ou c'était plutôt la langue cible. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T07233 EMAG420-86/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt AN ASSESSMENT OF THE SPEAKING SKILL AMONG EFL LEARNERS Case of Second Year Licence Students at Tlemcen University / BOUAB, El Batoul
Titre : AN ASSESSMENT OF THE SPEAKING SKILL AMONG EFL LEARNERS Case of Second Year Licence Students at Tlemcen University Type de document : texte imprimé Auteurs : BOUAB, El Batoul, Auteur ; ZIDANE, rahmouna, Auteur Editeur : Université tlemcen Année de publication : 2016 Importance : 111 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Langues originales : Anglais (eng) Résumé : Parler la langue anglaise est sans doute le défi de tout apprenant d’Anglais comme langue
étrangère. Cependant, le plus grand défi est de savoir comment les enseignants évaluent-ils la
capacité de parler d’un apprenant et sur quelle base la considère-t-on qu’elle est faible ou
élevée. L’objectif de cette recherche est d’étudier l’évaluation de la compétence orale des
étudiants du département d’Anglais à l’université de Tlemcen. Nous nous intéressons en
particulier aux étudiants inscrits en deuxième année de licence, et ce, afin de remédier aux
lacunes de l’expression mais aussi aux difficultés d’évaluation des enseignants par rapport à
ces pratiques.AN ASSESSMENT OF THE SPEAKING SKILL AMONG EFL LEARNERS Case of Second Year Licence Students at Tlemcen University [texte imprimé] / BOUAB, El Batoul, Auteur ; ZIDANE, rahmouna, Auteur . - Université tlemcen, 2016 . - 111 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng) Langues originales : Anglais (eng)
Résumé : Parler la langue anglaise est sans doute le défi de tout apprenant d’Anglais comme langue
étrangère. Cependant, le plus grand défi est de savoir comment les enseignants évaluent-ils la
capacité de parler d’un apprenant et sur quelle base la considère-t-on qu’elle est faible ou
élevée. L’objectif de cette recherche est d’étudier l’évaluation de la compétence orale des
étudiants du département d’Anglais à l’université de Tlemcen. Nous nous intéressons en
particulier aux étudiants inscrits en deuxième année de licence, et ce, afin de remédier aux
lacunes de l’expression mais aussi aux difficultés d’évaluation des enseignants par rapport à
ces pratiques.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T07641 EMAG420-94/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt 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 An Exploration of Black English Vernacular Use through Harriet Beecher Stowe’s Uncle Tom’s Cabin and William Wells Brown’s Clotel. A Sociolinguistic Approach / ILES, Yamina
Titre : An Exploration of Black English Vernacular Use through Harriet Beecher Stowe’s Uncle Tom’s Cabin and William Wells Brown’s Clotel. A Sociolinguistic Approach Type de document : texte imprimé Auteurs : ILES, Yamina, Auteur ; BELMEKKI, Amine, Auteur Editeur : Univ tlemcen Année de publication : 2020 Importance : 196 p. Présentation : ill. Format : 30 cm Accompagnement : cd196 Langues : Anglais moyen (ca.1100-1500) (enm) Résumé : This present research work examines the exploration of Black English Vernacular use through Harriet Beecher Stowe’s Uncle Tom’s Cabin and William Wells Brown’s Clotel. It demonstrates a hybrid discipline of sociolinguistics and Literature. Besides, this thesis explores both novels from a cultural perspective, shedding light on the dialectal elements of Black English. Methodologically, an interdisciplinary approach has been employed in gathering and analyzing data, that is the use of literary, linguistic and sociolinguistic approaches to a better understanding of the various features of speech. Concerning the result, dialect use in literary work seems to have a good contribution to diversity and characterization, more popular to readers as if to let a simple lay man reader more comfortable and familiar. An Exploration of Black English Vernacular Use through Harriet Beecher Stowe’s Uncle Tom’s Cabin and William Wells Brown’s Clotel. A Sociolinguistic Approach [texte imprimé] / ILES, Yamina, Auteur ; BELMEKKI, Amine, Auteur . - Univ tlemcen, 2020 . - 196 p. : ill. ; 30 cm + cd196.
Langues : Anglais moyen (ca.1100-1500) (enm)
Résumé : This present research work examines the exploration of Black English Vernacular use through Harriet Beecher Stowe’s Uncle Tom’s Cabin and William Wells Brown’s Clotel. It demonstrates a hybrid discipline of sociolinguistics and Literature. Besides, this thesis explores both novels from a cultural perspective, shedding light on the dialectal elements of Black English. Methodologically, an interdisciplinary approach has been employed in gathering and analyzing data, that is the use of literary, linguistic and sociolinguistic approaches to a better understanding of the various features of speech. Concerning the result, dialect use in literary work seems to have a good contribution to diversity and characterization, more popular to readers as if to let a simple lay man reader more comfortable and familiar. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T09658 EDOC420-124/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt An Integrative Approach to Teaching Literary Texts to EFL Students: The Case of Second-Year Learners at University of Tlemcen. / FEHAIMA, Amaria
Titre : An Integrative Approach to Teaching Literary Texts to EFL Students: The Case of Second-Year Learners at University of Tlemcen. Type de document : texte imprimé Auteurs : FEHAIMA, Amaria, Auteur ; BELMEKKI, AMINE, Auteur Editeur : Université tlemcen Année de publication : 2018 Importance : 259 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : The current study purposefully considers why language teachers should use
literary texts in the language classroom, and what approach is most appropriate.
To meet this end a descriptive study has been carried out in order to examine the
effectiveness of the integrative approach to the study of literary texts in EFL
classes, aiming at helping our EFL learners develop their proficiency in English
and assisting EFL teachers in how to process literature and design activities. It
argues that research on teacher professional development could be integrated
with validated theoretical models of educational effectiveness approach used to
teach literature at university of Tlemcen. Therefore, three research tools are used
the Questionnaire, Semi-Structured interview and classroom observation to better
cross check dada. The methods and results obtained from the use of the
integrative approach, our teacher’s perceptions and the impact of an integrative
approach on student achievement were qualitatively and quantitatively analysed.
Implications of findings for the use of an integrative approach for improvement
purposes are drawn, and then suggestions for research and practice in teacher
professional development are provided.An Integrative Approach to Teaching Literary Texts to EFL Students: The Case of Second-Year Learners at University of Tlemcen. [texte imprimé] / FEHAIMA, Amaria, Auteur ; BELMEKKI, AMINE, Auteur . - Université tlemcen, 2018 . - 259 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : The current study purposefully considers why language teachers should use
literary texts in the language classroom, and what approach is most appropriate.
To meet this end a descriptive study has been carried out in order to examine the
effectiveness of the integrative approach to the study of literary texts in EFL
classes, aiming at helping our EFL learners develop their proficiency in English
and assisting EFL teachers in how to process literature and design activities. It
argues that research on teacher professional development could be integrated
with validated theoretical models of educational effectiveness approach used to
teach literature at university of Tlemcen. Therefore, three research tools are used
the Questionnaire, Semi-Structured interview and classroom observation to better
cross check dada. The methods and results obtained from the use of the
integrative approach, our teacher’s perceptions and the impact of an integrative
approach on student achievement were qualitatively and quantitatively analysed.
Implications of findings for the use of an integrative approach for improvement
purposes are drawn, and then suggestions for research and practice in teacher
professional development are provided.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08368 EDOC420-48/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt An Optimal Exploitation of the Positive Washback Effect: Setting EFL Instructional Goals Aligning Teaching and Testing for 3rd Year Secondary School Learners / BELARBI, Meriem
Titre : An Optimal Exploitation of the Positive Washback Effect: Setting EFL Instructional Goals Aligning Teaching and Testing for 3rd Year Secondary School Learners Type de document : texte imprimé Auteurs : BELARBI, Meriem, Auteur ; BENSAFA, Abdelkader, Auteur Editeur : Univ tlemcen Année de publication : 2022 Importance : 208 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Français (moyen) (frm) Résumé : Le washback fait référence à l'effet d'un test sur le processus d'enseignement/apprentissage et il existe dans toute situation
d'enseignement/de test. Le washback est connu pour être négatif ou positif. Le washback des tests à enjeux élevés a été examiné
sous différents angles dans différents contextes et pays. Les objectifs de cette étude sont les suivants : examiner l'effet du
baccalauréat sur l'apprentissage de l'Anglais comme langue étrangère, examiner les autres variables, outre que le baccalauréat, qui
contribuent à l'effet sur l'apprentissage de l'anglaise, examiner l’efficacité du livre scolaire et du baccalauréat à la présentation des
objectives de programme scolaire, et étudier comment l'approche " teach-to-the-test " peut être exploitée de manière optimale pour
répondre à l'apprentissage de l'anglais à des fins différentes. Les participants à cette étude étaient cinq enseignants d'anglais de 3e
année du secondaire de trois écoles secondaires différentes, et des apprenants de 3e année du secondaire de trois classes, chaque
classe d'une école secondaire. Les données ont été collectées par le biais d'un entretien pour les enseignants, d'un questionnaire pour
les apprenants en plus de l'observation de la classe afin de mieux saisir et rapporter les nuances de la dynamique des classes, En
plus de ces données, le chercheur a utilisé une méthode d'analyse de documents, le manuel scolaire de l'école secondaire de 3ème
année et l'examen du baccalauréat ont été analysés afin de vérifier s'ils reflètent le curriculum ou non. Les différentes méthodes de
collecte de données ont permis au chercheur de faire la triangulation des résultats. Cette étude a révélé que le washback se manifeste
à la fois au niveau micro et macro. Les résultats de cette étude pourraient avoir différentes implications pour les enseignants, les
apprenants, les parents d'apprenants, les concepteurs de tests et les concepteurs de manuels scolaires. Les implications de cette étude
peuvent améliorer la qualité de l'enseignement et de l'apprentissage et donc permettre une exploitation optimale de l'effet de retour
positif.An Optimal Exploitation of the Positive Washback Effect: Setting EFL Instructional Goals Aligning Teaching and Testing for 3rd Year Secondary School Learners [texte imprimé] / BELARBI, Meriem, Auteur ; BENSAFA, Abdelkader, Auteur . - Univ tlemcen, 2022 . - 208 p. : ill. ; 30 cm + cd.
Langues : Français (moyen) (frm)
Résumé : Le washback fait référence à l'effet d'un test sur le processus d'enseignement/apprentissage et il existe dans toute situation
d'enseignement/de test. Le washback est connu pour être négatif ou positif. Le washback des tests à enjeux élevés a été examiné
sous différents angles dans différents contextes et pays. Les objectifs de cette étude sont les suivants : examiner l'effet du
baccalauréat sur l'apprentissage de l'Anglais comme langue étrangère, examiner les autres variables, outre que le baccalauréat, qui
contribuent à l'effet sur l'apprentissage de l'anglaise, examiner l’efficacité du livre scolaire et du baccalauréat à la présentation des
objectives de programme scolaire, et étudier comment l'approche " teach-to-the-test " peut être exploitée de manière optimale pour
répondre à l'apprentissage de l'anglais à des fins différentes. Les participants à cette étude étaient cinq enseignants d'anglais de 3e
année du secondaire de trois écoles secondaires différentes, et des apprenants de 3e année du secondaire de trois classes, chaque
classe d'une école secondaire. Les données ont été collectées par le biais d'un entretien pour les enseignants, d'un questionnaire pour
les apprenants en plus de l'observation de la classe afin de mieux saisir et rapporter les nuances de la dynamique des classes, En
plus de ces données, le chercheur a utilisé une méthode d'analyse de documents, le manuel scolaire de l'école secondaire de 3ème
année et l'examen du baccalauréat ont été analysés afin de vérifier s'ils reflètent le curriculum ou non. Les différentes méthodes de
collecte de données ont permis au chercheur de faire la triangulation des résultats. Cette étude a révélé que le washback se manifeste
à la fois au niveau micro et macro. Les résultats de cette étude pourraient avoir différentes implications pour les enseignants, les
apprenants, les parents d'apprenants, les concepteurs de tests et les concepteurs de manuels scolaires. Les implications de cette étude
peuvent améliorer la qualité de l'enseignement et de l'apprentissage et donc permettre une exploitation optimale de l'effet de retour
positif.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T09822 EDOC420-122/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Aspects of language contact in algerian comics / belhassena, dalila
Titre : Aspects of language contact in algerian comics : a sociolinguistic study of sadaou's houma fighter Type de document : texte imprimé Auteurs : belhassena, dalila, Auteur ; benhattab, lotfi abdelkader, Directeur de thèse Année de publication : 2013-2014 Importance : 136 p. Présentation : ill. Format : 30 cm. Accompagnement : cd. Langues : Français (fre) Langues originales : Anglais (eng) Mots-clés : anglais Résumé : Cette thèse a pour but d’explorer le monde de la bande dessinée (comic books) où la combinaison entre le texte et l’image véhicule toutes sortes d’informations et submerge les lecteurs d’émotions, le tout basé sur une étude sociolinguistique.
Etant donné que dans la vie de tous les jours, les individus sont enclins à alterner leurs codes, cette recherche se veut être une tentative qui détermine les raisons sociales de ces alternances codiques.
Des instances d’alternance codique entre l’Arabe Algérien et le Français ont été analysées en utilisant le modèle de marquage « Markedness » de Myers-Scotton.
Mots Clés : Bandes dessinées (comic books), Manga, Les Etudes Visuelles, L’analyse du Discours, l’Alternance Codique (Arabe Algérien/Français) et le Modèle de Marquage.Aspects of language contact in algerian comics : a sociolinguistic study of sadaou's houma fighter [texte imprimé] / belhassena, dalila, Auteur ; benhattab, lotfi abdelkader, Directeur de thèse . - 2013-2014 . - 136 p. : ill. ; 30 cm. + cd.
Langues : Français (fre) Langues originales : Anglais (eng)
Mots-clés : anglais Résumé : Cette thèse a pour but d’explorer le monde de la bande dessinée (comic books) où la combinaison entre le texte et l’image véhicule toutes sortes d’informations et submerge les lecteurs d’émotions, le tout basé sur une étude sociolinguistique.
Etant donné que dans la vie de tous les jours, les individus sont enclins à alterner leurs codes, cette recherche se veut être une tentative qui détermine les raisons sociales de ces alternances codiques.
Des instances d’alternance codique entre l’Arabe Algérien et le Français ont été analysées en utilisant le modèle de marquage « Markedness » de Myers-Scotton.
Mots Clés : Bandes dessinées (comic books), Manga, Les Etudes Visuelles, L’analyse du Discours, l’Alternance Codique (Arabe Algérien/Français) et le Modèle de Marquage.Exemplaires (2)
Code-barres Cote Support Localisation Section Disponibilité T04910 EMAG420-74/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt T04911 EMAG420-74/ 02 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Assessing EFL Learners Communicative Competence THROUGH THE MULTIMODALITY APPROACH: A CASE STUDY OF Third-Year EFL Students at the University of Biskra / OTHMANE, Meriem
Titre : Assessing EFL Learners Communicative Competence THROUGH THE MULTIMODALITY APPROACH: A CASE STUDY OF Third-Year EFL Students at the University of Biskra Type de document : texte imprimé Auteurs : OTHMANE, Meriem, Auteur ; BOUYAKOUB Naima, Auteur Editeur : Université tlemcen Année de publication : 2021 Importance : 323 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : It is a timely moment for those involved in education; teachers, learners and stakeholders to flexibly survive with the dynamic change of teaching and learning demands in the 21st century .The current study seeks to research the adequacy of applying the multimodality approach in the classroom -as a new envision- for assessing the learners’ communicative competence. Consequently, we speculated that through the execution of this recommended approach in the classroom, the instructor would have the capacity to assess his learners’ communicative competence most efficiently. To validate this hypothesis both quantitative and qualitative studies are used. The goal of this thesis is to further examine the effectiveness and validity of adopting such approach in the classroom to assess the learners’ communicative competence. This study employed a “Classroom Action Research” design which is composed of four steps (planning, acting, observing and reflecting), it was carried out on Third Year learners in the Department of English at Biskra University during the second term of the academic year 2017-2018. The tools used to reach the settled objectives are pre-test and post-test that were designed and administered before and after the intervention phase, a further tool was questionnaires that EFL teachers and learners were invited to fill in. Adopting the triangulation of the method, an interview with teachers was carried out in the academic year 2018- 2019 in order to gather the needed data about the topic under study. There were two raters to evaluate the learners ’communicative competence; Pair sample t- test was used to analyze the quantitative data and the hypothesis testing was computed using SPS S “Statistical Package for the Social Sciences”. Findings obtained in this research indicate that the multimodality approach can lend a hand to learners to develop their communicative competence, mostly; linguistic, sociolinguistic, discourse and, strategic competence .Furthermore, it helps teachers assess their learners’ competencies innovatively using educational videos, educational games, educational songs, role plays and discussions. Assessing EFL Learners Communicative Competence THROUGH THE MULTIMODALITY APPROACH: A CASE STUDY OF Third-Year EFL Students at the University of Biskra [texte imprimé] / OTHMANE, Meriem, Auteur ; BOUYAKOUB Naima, Auteur . - Université tlemcen, 2021 . - 323 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : It is a timely moment for those involved in education; teachers, learners and stakeholders to flexibly survive with the dynamic change of teaching and learning demands in the 21st century .The current study seeks to research the adequacy of applying the multimodality approach in the classroom -as a new envision- for assessing the learners’ communicative competence. Consequently, we speculated that through the execution of this recommended approach in the classroom, the instructor would have the capacity to assess his learners’ communicative competence most efficiently. To validate this hypothesis both quantitative and qualitative studies are used. The goal of this thesis is to further examine the effectiveness and validity of adopting such approach in the classroom to assess the learners’ communicative competence. This study employed a “Classroom Action Research” design which is composed of four steps (planning, acting, observing and reflecting), it was carried out on Third Year learners in the Department of English at Biskra University during the second term of the academic year 2017-2018. The tools used to reach the settled objectives are pre-test and post-test that were designed and administered before and after the intervention phase, a further tool was questionnaires that EFL teachers and learners were invited to fill in. Adopting the triangulation of the method, an interview with teachers was carried out in the academic year 2018- 2019 in order to gather the needed data about the topic under study. There were two raters to evaluate the learners ’communicative competence; Pair sample t- test was used to analyze the quantitative data and the hypothesis testing was computed using SPS S “Statistical Package for the Social Sciences”. Findings obtained in this research indicate that the multimodality approach can lend a hand to learners to develop their communicative competence, mostly; linguistic, sociolinguistic, discourse and, strategic competence .Furthermore, it helps teachers assess their learners’ competencies innovatively using educational videos, educational games, educational songs, role plays and discussions. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T09633 EDOC420-110/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Assessing Language Learning Strategy Use: The Case of the 1st Year EFL Students at the University of Mascara / TABETI, Soumia
Titre : Assessing Language Learning Strategy Use: The Case of the 1st Year EFL Students at the University of Mascara Type de document : texte imprimé Auteurs : TABETI, Soumia, Auteur ; BENMOSTEFA, Nawal, Auteur Editeur : Université tlemcen Année de publication : 2017 Importance : 153 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Langues originales : Anglais (eng) Résumé : This dissertation aims to assess the students' language learning strategy (LLS) use, to
check whether there are significant differences in the students’ LLS use regarding
gender, and to investigate whether there are significant differences in the students LLS
use regarding proficiency levels. The research was conducted with first-year EFL
students at the University of Mascara. A total of 157 students have completed Oxford's
Strategy Inventory for Language Learning (SILL) which was used as the basic
instrument to identify students’ learning strategies and the frequency of use. Then,
three first -year EFL teachers and ten students were interviewed. In addition, the
grades were obtained from the English Department administration to determine the
students' proficiency level. The findings revealed that the overall use of LLS by the
students is medium where meta-cognitive strategies are the most frequently used
strategies and memory strategies are the least frequently used. Additionally, there are
statistically no significant differences between male and female students in the use of
the overall strategies and in the use of the six categories of strategies except in the use
of the affective strategies which has a significant difference in favour of female.
Furthermore, there are statistically significant and positive relationships between the
students’ academic achievement and three language learning strategies categories:
Affective strategies, Cognitive strategies and Meta-cognitive strategies. Moreover the
student’s achievement is explained by two categories of strategies namely: Cognitive
strategies and Meta-cognitive strategies. These findings lead us to conclude that the
use of language learning strategies effect positively students’ achievementAssessing Language Learning Strategy Use: The Case of the 1st Year EFL Students at the University of Mascara [texte imprimé] / TABETI, Soumia, Auteur ; BENMOSTEFA, Nawal, Auteur . - Université tlemcen, 2017 . - 153 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng) Langues originales : Anglais (eng)
Résumé : This dissertation aims to assess the students' language learning strategy (LLS) use, to
check whether there are significant differences in the students’ LLS use regarding
gender, and to investigate whether there are significant differences in the students LLS
use regarding proficiency levels. The research was conducted with first-year EFL
students at the University of Mascara. A total of 157 students have completed Oxford's
Strategy Inventory for Language Learning (SILL) which was used as the basic
instrument to identify students’ learning strategies and the frequency of use. Then,
three first -year EFL teachers and ten students were interviewed. In addition, the
grades were obtained from the English Department administration to determine the
students' proficiency level. The findings revealed that the overall use of LLS by the
students is medium where meta-cognitive strategies are the most frequently used
strategies and memory strategies are the least frequently used. Additionally, there are
statistically no significant differences between male and female students in the use of
the overall strategies and in the use of the six categories of strategies except in the use
of the affective strategies which has a significant difference in favour of female.
Furthermore, there are statistically significant and positive relationships between the
students’ academic achievement and three language learning strategies categories:
Affective strategies, Cognitive strategies and Meta-cognitive strategies. Moreover the
student’s achievement is explained by two categories of strategies namely: Cognitive
strategies and Meta-cognitive strategies. These findings lead us to conclude that the
use of language learning strategies effect positively students’ achievementExemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T07982 EMAG420-88/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Assessing Learners Autonomy Within The Framework Of CBA: Case Of 3rd Year EFL Learners at El Ouad El Djillali Secondary School- Tlemcen / Lansari- Kazi Tani, Wassila Chahrazede
Titre : Assessing Learners Autonomy Within The Framework Of CBA: Case Of 3rd Year EFL Learners at El Ouad El Djillali Secondary School- Tlemcen Type de document : texte imprimé Auteurs : Lansari- Kazi Tani, Wassila Chahrazede, Auteur ; Benmoussat, Smail, Auteur Editeur : Université tlemcen Année de publication : 2016 Importance : 205 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : In the field of 21st century education, the Algerian Educational reform is increasingly
focusing the attention on the quality of teaching and the promotion of autonomy in
foreign language teaching. The emphasis is on increasing learner independence
through supportive circumstances provided to learners. This can be achievable only
with implementation of a learner-centered approach mainly the Competency –based
Approach (CBA). This approach aims at linking learning in school with varied
contexts-of-use to make the learning useful and durable. The purpose of the study is
to assess learner autonomy to discover the extent to which EFL Algerian third - year
secondary school students are ready to take charge their own learning and use it
beyond the school walls. Moreover, they should be aware that they could be long-life
learners even without a teacher. To this end, a case study research was conducted
relying on a number of sources and research instruments for data collection. A
questionnaire was designed for third-year secondary school learners, another one for
EFL teachers to collect information about the respondents’ readiness for a change
towards learner-centered classroom, thus a step toward autonomy. As autonomy is an
observable feature, classroom observation is needed as it is a qualitative method for
measuring classroom behaviour with direct observations. The classroom observation
was conducted with three different EFL teachers within different streams to enable
the researcher to compare the different settings. The observations yielded important
information conducive practical implications for the improvement of the teaching
practices and how to foster learner autonomy using the adequate technique and strategies.
Recommendations and suggestions have been recorded accordingly to bridge the gap
between teachers’ beliefs and their learners’ needs to become more independent in their
learning and therefore less dependent on external interference.
VAssessing Learners Autonomy Within The Framework Of CBA: Case Of 3rd Year EFL Learners at El Ouad El Djillali Secondary School- Tlemcen [texte imprimé] / Lansari- Kazi Tani, Wassila Chahrazede, Auteur ; Benmoussat, Smail, Auteur . - Université tlemcen, 2016 . - 205 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : In the field of 21st century education, the Algerian Educational reform is increasingly
focusing the attention on the quality of teaching and the promotion of autonomy in
foreign language teaching. The emphasis is on increasing learner independence
through supportive circumstances provided to learners. This can be achievable only
with implementation of a learner-centered approach mainly the Competency –based
Approach (CBA). This approach aims at linking learning in school with varied
contexts-of-use to make the learning useful and durable. The purpose of the study is
to assess learner autonomy to discover the extent to which EFL Algerian third - year
secondary school students are ready to take charge their own learning and use it
beyond the school walls. Moreover, they should be aware that they could be long-life
learners even without a teacher. To this end, a case study research was conducted
relying on a number of sources and research instruments for data collection. A
questionnaire was designed for third-year secondary school learners, another one for
EFL teachers to collect information about the respondents’ readiness for a change
towards learner-centered classroom, thus a step toward autonomy. As autonomy is an
observable feature, classroom observation is needed as it is a qualitative method for
measuring classroom behaviour with direct observations. The classroom observation
was conducted with three different EFL teachers within different streams to enable
the researcher to compare the different settings. The observations yielded important
information conducive practical implications for the improvement of the teaching
practices and how to foster learner autonomy using the adequate technique and strategies.
Recommendations and suggestions have been recorded accordingly to bridge the gap
between teachers’ beliefs and their learners’ needs to become more independent in their
learning and therefore less dependent on external interference.
VExemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08928 EDOC420-78/ 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 Assessing the Reading Skill within the Competency-Based Approach. The Case of Third Year Pupils in Mohamed Dkhissi Secondary School _Maghnia / BENRAMDANE, Roqiya.
Titre : Assessing the Reading Skill within the Competency-Based Approach. The Case of Third Year Pupils in Mohamed Dkhissi Secondary School _Maghnia Type de document : texte imprimé Auteurs : BENRAMDANE, Roqiya., Auteur ; Benmoussat, Smail, Auteur Editeur : Université tlemcen Année de publication : 2016 Importance : 122 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : As teachers decide what learning goals students should achieve, what
content should be taught to students and what prior knowledge students have:
parallel decisions should be made regarding how to operate within the whole
teaching and learning process. presently, teaching is built on the premise that
students are just as responsible as their teachers in the process of education.
Teaching languages, be they foreign or second, has been considered as the set of
activities which are intended to help the learners acquire certain knowledge,
bearing in mind that its aim is to facilitate the process of learning. The present
dissertation aims at shedding light on the “assessment of the reading skill within
the CBA.The Case of Third Year Pupils in Mohamed Dkhissi Secondary
School-Maghnia-”. The purpose of this study focuses on how to assess the
reading skill? The present work also suggests some reading assessment tasks
that help both teachers and learners. The handling of this issue is embodied into
4 chapters. The first One focuses on the place of the reading skill within the
CBA. The second chapter attempts to give a global picture to the concept of
classroom assessment, it also gives a definitions to the different types and linear
steps of assessment, its tools and techniques. As it focuses on the assessment of
learners reading skill and the techniques which in a better way help to assess the
components of this skill. The third chapter represents the research instruments
for data collection which are: students „questionnaire and teachers „interview.
Both qualitative and quantitative methods for data analysis were used in this
research work to analyze these data. In the final chapter, some practical
suggestions and proposals for EFL teachers and learners are made in order to
improve the assessment of the reading skill within the CBA.Assessing the Reading Skill within the Competency-Based Approach. The Case of Third Year Pupils in Mohamed Dkhissi Secondary School _Maghnia [texte imprimé] / BENRAMDANE, Roqiya., Auteur ; Benmoussat, Smail, Auteur . - Université tlemcen, 2016 . - 122 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : As teachers decide what learning goals students should achieve, what
content should be taught to students and what prior knowledge students have:
parallel decisions should be made regarding how to operate within the whole
teaching and learning process. presently, teaching is built on the premise that
students are just as responsible as their teachers in the process of education.
Teaching languages, be they foreign or second, has been considered as the set of
activities which are intended to help the learners acquire certain knowledge,
bearing in mind that its aim is to facilitate the process of learning. The present
dissertation aims at shedding light on the “assessment of the reading skill within
the CBA.The Case of Third Year Pupils in Mohamed Dkhissi Secondary
School-Maghnia-”. The purpose of this study focuses on how to assess the
reading skill? The present work also suggests some reading assessment tasks
that help both teachers and learners. The handling of this issue is embodied into
4 chapters. The first One focuses on the place of the reading skill within the
CBA. The second chapter attempts to give a global picture to the concept of
classroom assessment, it also gives a definitions to the different types and linear
steps of assessment, its tools and techniques. As it focuses on the assessment of
learners reading skill and the techniques which in a better way help to assess the
components of this skill. The third chapter represents the research instruments
for data collection which are: students „questionnaire and teachers „interview.
Both qualitative and quantitative methods for data analysis were used in this
research work to analyze these data. In the final chapter, some practical
suggestions and proposals for EFL teachers and learners are made in order to
improve the assessment of the reading skill within the CBA.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08435 EMAG420-91/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Assessing the Writing Skill in an ESP Context / HAMIDOU LACHACHI, Feryal Choukria
Titre : Assessing the Writing Skill in an ESP Context : The Case 1 Year Master Students at the Type de document : texte imprimé Auteurs : HAMIDOU LACHACHI, Feryal Choukria, Auteur ; BENMOSTEFA, Nawel, Auteur Editeur : Université tlemcen Année de publication : 2016 Importance : 107 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Français (fre) Langues originales : Français (fre) Résumé : L’étude actuelle cherche a discuter le concept d’évaluation et son importance comme un
instrument pédagogique faisant partie du processus d’enseignement-apprentissage, dans le cadre de
l’enseignement de l’anglais spécifique, ou les étudiants d’immunologie Master 1 au sein du
Département de Biologie à l’Université de Tlemcen ont rencontré des difficultés lors de l’écrit . Basé
sur les résultats obtenus à partir des méthodes de collecte et d’analyse des données, ce travail à fait
valoir que l’évaluation de l’écriture est importante dans l’enseignement de l’anglais spécifique tout au
long de l’année 2014-2015, et devrait inclure multiples techniques et stratégies pour guider et
informer les enseignants sur les besoins et désirs des apprenants. Donc, pour faire face à ces
difficultés, il a suggéré et recommandé des critères qui pourraient étre utilisés dans ce type
d’évaluation dans le but de présenter un enseignement efficace.Assessing the Writing Skill in an ESP Context : The Case 1 Year Master Students at the [texte imprimé] / HAMIDOU LACHACHI, Feryal Choukria, Auteur ; BENMOSTEFA, Nawel, Auteur . - Université tlemcen, 2016 . - 107 p. : ill. ; 30 cm + cd.
Langues : Français (fre) Langues originales : Français (fre)
Résumé : L’étude actuelle cherche a discuter le concept d’évaluation et son importance comme un
instrument pédagogique faisant partie du processus d’enseignement-apprentissage, dans le cadre de
l’enseignement de l’anglais spécifique, ou les étudiants d’immunologie Master 1 au sein du
Département de Biologie à l’Université de Tlemcen ont rencontré des difficultés lors de l’écrit . Basé
sur les résultats obtenus à partir des méthodes de collecte et d’analyse des données, ce travail à fait
valoir que l’évaluation de l’écriture est importante dans l’enseignement de l’anglais spécifique tout au
long de l’année 2014-2015, et devrait inclure multiples techniques et stratégies pour guider et
informer les enseignants sur les besoins et désirs des apprenants. Donc, pour faire face à ces
difficultés, il a suggéré et recommandé des critères qui pourraient étre utilisés dans ce type
d’évaluation dans le but de présenter un enseignement efficace.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T07465 MAG420-79/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt ASSESSMENT OF FORMAL GRAMMAR TEACHING AND TESTING IN AN ESP CONTEXT / Benguerfi, Boubkeur
Titre : ASSESSMENT OF FORMAL GRAMMAR TEACHING AND TESTING IN AN ESP CONTEXT : THE CASE OF LMD2 BIOLOGY STUDENTS AT THE UNIVERSITY OF TLEMCEN Type de document : texte imprimé Auteurs : Benguerfi, Boubkeur, Auteur ; ZIDANE, rahmouna, Auteur Editeur : Université tlemcen Année de publication : 2017 Importance : 133 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : This research work tries to give information about the strategies applied in the
teaching of grammar in ESP setting through the analytical procedure and the
assessment of the teaching and the testing of English language grammar in the
ESP classrooms. The investigation is concerned with the status of English
language teaching through assessing the ESP practitioners’ performance,
motivation and attitudes towards grammar in this context. The sample
population comprises 47 second-year graduate students at biology department
and 7 English language teachers at the same department. This work is
threefold: first of all, assessment of the teachers’ strategies and techniques to
teach grammar considering their students’ needs, absence of syllabus and
teaching materials. Secondly, the teachers’ mastery of grammar teaching that
serves the context as whole which aims at promoting the communicative
abilities. The results indicated that even the students are aware of the crucial
role of English grammar but they still have a low proficiency level. They have
to learn grammar to promote their communication abilities. The work employs
different research instruments: two questionnaires were constructed for each
group to explore the teaching/learning of grammar treating the problematic
zones in the ESP process; and a test.ASSESSMENT OF FORMAL GRAMMAR TEACHING AND TESTING IN AN ESP CONTEXT : THE CASE OF LMD2 BIOLOGY STUDENTS AT THE UNIVERSITY OF TLEMCEN [texte imprimé] / Benguerfi, Boubkeur, Auteur ; ZIDANE, rahmouna, Auteur . - Université tlemcen, 2017 . - 133 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : This research work tries to give information about the strategies applied in the
teaching of grammar in ESP setting through the analytical procedure and the
assessment of the teaching and the testing of English language grammar in the
ESP classrooms. The investigation is concerned with the status of English
language teaching through assessing the ESP practitioners’ performance,
motivation and attitudes towards grammar in this context. The sample
population comprises 47 second-year graduate students at biology department
and 7 English language teachers at the same department. This work is
threefold: first of all, assessment of the teachers’ strategies and techniques to
teach grammar considering their students’ needs, absence of syllabus and
teaching materials. Secondly, the teachers’ mastery of grammar teaching that
serves the context as whole which aims at promoting the communicative
abilities. The results indicated that even the students are aware of the crucial
role of English grammar but they still have a low proficiency level. They have
to learn grammar to promote their communication abilities. The work employs
different research instruments: two questionnaires were constructed for each
group to explore the teaching/learning of grammar treating the problematic
zones in the ESP process; and a test.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T09001 EDOC420-82/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt