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Auteur Djamel Azil |
Documents disponibles écrits par cet auteur (24)
Affiner la rechercheEffective classroom interactionin enhancing students’ motivationin oral class / Athman Benkhedimallah
Titre : Effective classroom interactionin enhancing students’ motivationin oral class : Third-Year LMD Students at the University of Constantine Type de document : texte imprimé Auteurs : Athman Benkhedimallah, Auteur ; Djamel Azil, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI Année de publication : 2014 Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Résumé : The present study aims at investigating students’ attitudes toward classroom interaction and the way teachers use this strategy as a means to enhance their students’ motivation to learn English. Two questionnaires are used as a tool to collect data. The first one was devoted to students of third-year LMD system at the University of Constantine 1. The second one was administered to their OE (Oral Expression) teachers. The results obtained show that both teachers and third-year students have positive attitudes toward interaction in the classroom with its different patterns: teacher-students and students-students interactions. In addition, the results revealed that the teachers of Oral Expression are aware of the importance of motivating students to learn by providing them with more opportunities to interact in the classroom; thus, our hypothesis was confirmed. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1996 Effective classroom interactionin enhancing students’ motivationin oral class : Third-Year LMD Students at the University of Constantine [texte imprimé] / Athman Benkhedimallah, Auteur ; Djamel Azil, Directeur de thèse . - CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI, 2014.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Résumé : The present study aims at investigating students’ attitudes toward classroom interaction and the way teachers use this strategy as a means to enhance their students’ motivation to learn English. Two questionnaires are used as a tool to collect data. The first one was devoted to students of third-year LMD system at the University of Constantine 1. The second one was administered to their OE (Oral Expression) teachers. The results obtained show that both teachers and third-year students have positive attitudes toward interaction in the classroom with its different patterns: teacher-students and students-students interactions. In addition, the results revealed that the teachers of Oral Expression are aware of the importance of motivating students to learn by providing them with more opportunities to interact in the classroom; thus, our hypothesis was confirmed. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1996 Réservation
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Titre : Investigates the effects of cooperative learning strategy on students’ attitudes towards reading comprehension. : The case of first-year EFL students at frères Mentouri university, Constantine. Type de document : texte imprimé Auteurs : El Batoul Ketfi, Auteur ; Zineb Dif, Auteur ; Djamel Azil, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 106 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences cooperative Learning Students’ AttitudesReading Comprehension Index. décimale : 420 Langue anglaise Résumé : Cooperative learning is regarded as an important teaching strategy that requires learners to work collaboratively to achieve shared goals in learning foreign language, which is one of the important language skill most students should perform. Reading comprehension is a difficult skill because of the students’ different reading issues. This study is an attempt to investigate the effects of using cooperative learning strategy as a technique to improve first-year students reading performance. In order to check this impact, we hypothesized that if teachers of English use cooperative learning in the classroom, learners’ reading comprehension ability will be enhanced. The descriptive method was used; two questionnaires were administered, respectively, to students (40 participants) and to teachers (10 subjects) both selected randomly at the Department of Arts and English Language at Frère Mentouri University, Constantine. The findings of this study indicate that the majority of teachers are interested in the positive and affective side of cooperative learning strategy in creating motivated learning atmosphere for students. In addition, cooperative language learning gives students more opportunities and decision making for helping each other to develop their reading abilities. Additionally, the results show that students have positive attitudes towards cooperative learning, and that they enjoy being engaged in cooperative learning activities because it helps to create suitable situations where they can use language without hesitation. Moreover, Cooperative Language Learning increases the students’ opportunities of sharing their ideas and knowledge about reading Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4338 Investigates the effects of cooperative learning strategy on students’ attitudes towards reading comprehension. : The case of first-year EFL students at frères Mentouri university, Constantine. [texte imprimé] / El Batoul Ketfi, Auteur ; Zineb Dif, Auteur ; Djamel Azil, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 106 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences cooperative Learning Students’ AttitudesReading Comprehension Index. décimale : 420 Langue anglaise Résumé : Cooperative learning is regarded as an important teaching strategy that requires learners to work collaboratively to achieve shared goals in learning foreign language, which is one of the important language skill most students should perform. Reading comprehension is a difficult skill because of the students’ different reading issues. This study is an attempt to investigate the effects of using cooperative learning strategy as a technique to improve first-year students reading performance. In order to check this impact, we hypothesized that if teachers of English use cooperative learning in the classroom, learners’ reading comprehension ability will be enhanced. The descriptive method was used; two questionnaires were administered, respectively, to students (40 participants) and to teachers (10 subjects) both selected randomly at the Department of Arts and English Language at Frère Mentouri University, Constantine. The findings of this study indicate that the majority of teachers are interested in the positive and affective side of cooperative learning strategy in creating motivated learning atmosphere for students. In addition, cooperative language learning gives students more opportunities and decision making for helping each other to develop their reading abilities. Additionally, the results show that students have positive attitudes towards cooperative learning, and that they enjoy being engaged in cooperative learning activities because it helps to create suitable situations where they can use language without hesitation. Moreover, Cooperative Language Learning increases the students’ opportunities of sharing their ideas and knowledge about reading Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4338 Réservation
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texte integreAdobe Acrobat PDF
Titre : Investigating difficulties of translating english metaphorical expressions into arabic: : The case of third-year students’ translation in the economic texts Type de document : texte imprimé Auteurs : Inas Toufouti, Auteur ; Karima Boulemaizet, Auteur ; Djamel Azil, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 73 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Languages Difficulties Metaphorical Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at investigating the difficulties third-year LMD students of English face when they translate metaphorical expressions from English into Arabic within an economic context.
Choosing this subject is owing to the fact that metaphors refer to the figurative language; they belong more to the culture of language than to its systematic features and have a surface meaning as well as a deep one. For students of foreign languages and translation, they are problematic. In order to see how problematic they may be, a test has been given to a sample of third-year students of Applied Language Studies. The test consists of thirteen English sentences each of which contains metaphorical expressions in the economic context. The students have been asked to translate them into Arabic in order to check the validity of our hypothesis. The research hypothesized that students would fail to grasp the figurative meaning of these metaphorical expressions and translate them literally into Arabic.
The results of the analysis show the learners' inability to translate metaphorical expressions in the economic context into their exact Arabic equivalents, because of their lack of knowledge and insufficient exposure to them. They also show that the learners tend to rely on the context which is not always helpful as they translate them literally, and this makes their translation unacceptable.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6732 Investigating difficulties of translating english metaphorical expressions into arabic: : The case of third-year students’ translation in the economic texts [texte imprimé] / Inas Toufouti, Auteur ; Karima Boulemaizet, Auteur ; Djamel Azil, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 73 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Languages Difficulties Metaphorical Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at investigating the difficulties third-year LMD students of English face when they translate metaphorical expressions from English into Arabic within an economic context.
Choosing this subject is owing to the fact that metaphors refer to the figurative language; they belong more to the culture of language than to its systematic features and have a surface meaning as well as a deep one. For students of foreign languages and translation, they are problematic. In order to see how problematic they may be, a test has been given to a sample of third-year students of Applied Language Studies. The test consists of thirteen English sentences each of which contains metaphorical expressions in the economic context. The students have been asked to translate them into Arabic in order to check the validity of our hypothesis. The research hypothesized that students would fail to grasp the figurative meaning of these metaphorical expressions and translate them literally into Arabic.
The results of the analysis show the learners' inability to translate metaphorical expressions in the economic context into their exact Arabic equivalents, because of their lack of knowledge and insufficient exposure to them. They also show that the learners tend to rely on the context which is not always helpful as they translate them literally, and this makes their translation unacceptable.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6732 Réservation
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texte integreAdobe Acrobat PDF
Titre : Investigating teachers' and students’ attitudes towards the use of audio books as an authentic material to enhance efl students’ listening skill : The case of first year students of english at university of fréres mentouriconstantine Type de document : texte imprimé Auteurs : Hammou Ballouh, Auteur ; Djamel Azil, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 91 f. Format : 30 cm. Note générale : une copie electronique pdf disponible au buc Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Teachers' ,Students,Books Index. décimale : 420 Langue anglaise Résumé : Listening is a critical skill in the process of language learning which most of students need to
enhance, therefore audio books can be the adequate material for this purpose. However, the
majority of first-year students encounter several problems in listening. The present study aims
at investigating the importance of using audio books as authentic materials in EFL classes to
enhance students’ listening skill. Thus, we hypothesized that using audio books as an
authentic material may improve EFL learners' listening abilities. In order to check validity of
the previously mentioned hypothesis, two questionnaires were administered to both teachers
and students. The teacher questionnaire was administrated to twelve teachers who teach Oral
Expression module in the department of English at Constantine University, seeking to know
their opinions about how the audio books can be implemented as a solution for helping their
students to develop their listening abilities. The student questionnaire was directed to thirty
first year students in the same department and University to investigate the students’ attitude
toward the use of audio books as authentic materials to enhance EFL students’ listening skill.
The main results obtained from both students’ and teachers’ reactions reveal that using audio
books as authentic materials can improve the students’ listening comprehension. Accordingly,
the hypothesis was validated.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10420 Investigating teachers' and students’ attitudes towards the use of audio books as an authentic material to enhance efl students’ listening skill : The case of first year students of english at university of fréres mentouriconstantine [texte imprimé] / Hammou Ballouh, Auteur ; Djamel Azil, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 91 f. ; 30 cm.
une copie electronique pdf disponible au buc
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Teachers' ,Students,Books Index. décimale : 420 Langue anglaise Résumé : Listening is a critical skill in the process of language learning which most of students need to
enhance, therefore audio books can be the adequate material for this purpose. However, the
majority of first-year students encounter several problems in listening. The present study aims
at investigating the importance of using audio books as authentic materials in EFL classes to
enhance students’ listening skill. Thus, we hypothesized that using audio books as an
authentic material may improve EFL learners' listening abilities. In order to check validity of
the previously mentioned hypothesis, two questionnaires were administered to both teachers
and students. The teacher questionnaire was administrated to twelve teachers who teach Oral
Expression module in the department of English at Constantine University, seeking to know
their opinions about how the audio books can be implemented as a solution for helping their
students to develop their listening abilities. The student questionnaire was directed to thirty
first year students in the same department and University to investigate the students’ attitude
toward the use of audio books as authentic materials to enhance EFL students’ listening skill.
The main results obtained from both students’ and teachers’ reactions reveal that using audio
books as authentic materials can improve the students’ listening comprehension. Accordingly,
the hypothesis was validated.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10420 Réservation
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texte intégreAdobe Acrobat PDF
Titre : Investigating the Effect of Collaborative Writing Strategy on Students’ writing Proficiency The Case of Third Year EFL Students at Frères Mentouri University, Constantine Type de document : texte imprimé Auteurs : Imen Guerrach, Auteur ; Djamel Azil, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2016 Importance : 102 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : collaborative writing writing skills collaborative learning improving
students’ learning.Index. décimale : 420 Langue anglaise Résumé : Because writing is with no doubt the most difficult skill to be mastered, students who are of
average level face many obstacles when they write. This piece of research aims at showing
the effect of collaborative learning strategy on improving students’ writing skills. The reason
behind choosing this subject is that it is noticed that third year students of English as a
Foreign Language face many difficulties in acquiring the writing skill. We hypothesized that
if teachers use collaborative writing strategy regularly, then students writing skills will
improve. Two questionnaires were designed to collect data on students (50 participants) and
on teachers of writing (10 subjects) both selected randomly at the Department of Arts and
English Language at Frères Mentouri, Constantine. The results indicated that most teachers
and students have positive attitudes towards collaborative learning strategy. The students
showed they enjoy being engaged in collaborative learning because of its various benefits:
psychological, social, and academic while the majority of teachers indicated that collaborative
writing is an effective strategy to improve students writing skills. In the same vein, most of
the teachers indicated that they use collaborative writing strategy knowing that it helps the
students overcome some of their writing difficulties. It could then be concluded that in this
research work, collaborative writing has proved to be effective in improving the students’
writing skills.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12281 Investigating the Effect of Collaborative Writing Strategy on Students’ writing Proficiency The Case of Third Year EFL Students at Frères Mentouri University, Constantine [texte imprimé] / Imen Guerrach, Auteur ; Djamel Azil, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 102 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Français (fre)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : collaborative writing writing skills collaborative learning improving
students’ learning.Index. décimale : 420 Langue anglaise Résumé : Because writing is with no doubt the most difficult skill to be mastered, students who are of
average level face many obstacles when they write. This piece of research aims at showing
the effect of collaborative learning strategy on improving students’ writing skills. The reason
behind choosing this subject is that it is noticed that third year students of English as a
Foreign Language face many difficulties in acquiring the writing skill. We hypothesized that
if teachers use collaborative writing strategy regularly, then students writing skills will
improve. Two questionnaires were designed to collect data on students (50 participants) and
on teachers of writing (10 subjects) both selected randomly at the Department of Arts and
English Language at Frères Mentouri, Constantine. The results indicated that most teachers
and students have positive attitudes towards collaborative learning strategy. The students
showed they enjoy being engaged in collaborative learning because of its various benefits:
psychological, social, and academic while the majority of teachers indicated that collaborative
writing is an effective strategy to improve students writing skills. In the same vein, most of
the teachers indicated that they use collaborative writing strategy knowing that it helps the
students overcome some of their writing difficulties. It could then be concluded that in this
research work, collaborative writing has proved to be effective in improving the students’
writing skills.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12281 Réservation
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