An investigation of the effect of teacher talk on fl learners’ oral interaction / Naouel Dib 

Public ISBD Titre : An investigation of the effect of teacher talk on fl learners’ oral interaction : The case of second year learners of ‘fadila saadane’ secondary school Type de document : texte imprimé Auteurs : Naouel Dib, Auteur ; Karima Lakehal ayat, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 104 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Teaching English as a Foreign Language  Teacher Talk  Learners’ Oral  Learners of ‘Fadila Index. décimale : 420 Langue anglaise Résumé : The present study aims at examining how teachers can create supportive environment that engages all learners in purposeful learning to opt for promoting interaction amongst learners themselves, as well as teachers and learners. Thus, this research sets out to consider the importance of classroom interaction in which learners are given more opportunities to exert and rehearse language output. To construct our research, two questionnaires have been distributed to teachers and second year learners in ‘Fadila Saadane’ high school so as to gather the needed data to be analyzed through descriptive statistics. In the light of the results obtained, we found that there exists a discrepancy in the interpretative perception of our teachers and learners populations about length and quality of classroom talk. Despite the fact that teachers attested that their talk time is not dominant in the classroom, learners indicated the opposite that it is not adequate in terms of length, in addition to their learning preferences they would like to have more chances to practice the language. Results shed light too on how teachers endow with corrective feedback. On the basis of the results, the hypothesis has been confirmed, in that formal and functional features of teacher talk promote learners’ interaction. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5802 An investigation of the effect of teacher talk on fl learners’ oral interaction : The case of second year learners of ‘fadila saadane’ secondary school [texte imprimé] / Naouel Dib, Auteur ; Karima Lakehal ayat, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 104 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Teaching English as a Foreign Language  Teacher Talk  Learners’ Oral  Learners of ‘Fadila Index. décimale : 420 Langue anglaise Résumé : The present study aims at examining how teachers can create supportive environment that engages all learners in purposeful learning to opt for promoting interaction amongst learners themselves, as well as teachers and learners. Thus, this research sets out to consider the importance of classroom interaction in which learners are given more opportunities to exert and rehearse language output. To construct our research, two questionnaires have been distributed to teachers and second year learners in ‘Fadila Saadane’ high school so as to gather the needed data to be analyzed through descriptive statistics. In the light of the results obtained, we found that there exists a discrepancy in the interpretative perception of our teachers and learners populations about length and quality of classroom talk. Despite the fact that teachers attested that their talk time is not dominant in the classroom, learners indicated the opposite that it is not adequate in terms of length, in addition to their learning preferences they would like to have more chances to practice the language. Results shed light too on how teachers endow with corrective feedback. On the basis of the results, the hypothesis has been confirmed, in that formal and functional features of teacher talk promote learners’ interaction. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5802

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The effect of teachers culture implementation on developing students pragmatic competence / Hanane Benrachedi

Public ISBD Titre : The effect of teachers culture implementation on developing students pragmatic competence Type de document : texte imprimé Auteurs : Hanane Benrachedi, Auteur ; Naouel Dib, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 102 f. Format : 30 cm. Note générale : UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : culture implementation,communicative competence,pragmatic Index. décimale : 420 Langue anglaise Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9694 The effect of teachers culture implementation on developing students pragmatic competence [texte imprimé] / Hanane Benrachedi, Auteur ; Naouel Dib, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 102 f. ; 30 cm. UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : culture implementation,communicative competence,pragmatic Index. décimale : 420 Langue anglaise Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9694

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The effect of teaches culture implementation on developing students pragmatic comptence / Hanane Benrachedi 

Public ISBD Titre : The effect of teaches culture implementation on developing students pragmatic comptence Type de document : texte imprimé Auteurs : Hanane Benrachedi, Auteur ; Naouel Dib, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 102 f. Format : 30 cm. Note générale : UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : cuture implementation,communicative competence,pragmatic Index. décimale : 420 Langue anglaise Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9695 The effect of teaches culture implementation on developing students pragmatic comptence [texte imprimé] / Hanane Benrachedi, Auteur ; Naouel Dib, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 102 f. ; 30 cm. UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : cuture implementation,communicative competence,pragmatic Index. décimale : 420 Langue anglaise Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9695

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The effect of using code-switching on improving teachers and learners classroom interaction / Hadjer Loucif 

Public ISBD Titre : The effect of using code-switching on improving teachers and learners classroom interaction Type de document : texte imprimé Auteurs : Hadjer Loucif, Auteur ; Naouel Dib, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI Année de publication : 2018 Importance : 65 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Code-Switching, Classroom Interaction, Classroom patterns (teachers and learners) and the teaching and learning process Index. décimale : 420 Langue anglaise Résumé : This study focuses on the use of code switching in improving classroom interaction as a resort strategy by teachers and learners. This study works mainly to unveil to which extent both classroom patterns ( Teachers and Learners) influence the foreign language learning, as well as verifying teachers‟ and learners‟ perceptions of code-switching in the classroom. The research aims to show how the controlled and effective uses of other languages like mother tongue or first foreign language can help in conveying the exact meaning, saving time and thus prevent ambiguity. In other words, if teachers and learners code switch with heightened awareness, this will positively affect the development of pupils speaking skill and encourage them to take risk and interact freely. Immediately, following our hypothesis, we offer to verify the effect teachers‟ and learners‟ code switch in the classroom on increasing mainly learners understanding, encouraging interaction and developing their communication. In order to confirm our hypothesis, a Questionnaire was handed for both teachers and pupils. The sample of our study is from the secondary school BOURFAA Ahcen in Constantine, seven teachers of English subject, and twenty six pupils from the literary branch of third year. Based on the interpretation and the analysis of the data, this study conclude that code switching to the mother tongue or to the first foreign language, plays a positive and effective role in the process of teaching and learning because it gives the correct and the exact meaning in short time and prevent ambiguity, if code switching is permitted when pupils experience deficiency to ask for help, express their obscurity of the meaning of words or seeking to know directions, this can successfully aid pupils and enhance their understanding; therefore, develop their interaction and communication capacities. On the light of this research, it is proved that using code switching during classroom interaction enhance pupils understanding and raise their chances using the foreign language. However, it is also proved that the exaggeration and overuse of code switching will lead to negative results, making learners passive receivers and create laziness. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9397 The effect of using code-switching on improving teachers and learners classroom interaction [texte imprimé] / Hadjer Loucif, Auteur ; Naouel Dib, Directeur de thèse . - CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI, 2018 . - 65 f. ; 30 cm. Une copie electronique PDF disponible au BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Code-Switching, Classroom Interaction, Classroom patterns (teachers and learners) and the teaching and learning process Index. décimale : 420 Langue anglaise Résumé : This study focuses on the use of code switching in improving classroom interaction as a resort strategy by teachers and learners. This study works mainly to unveil to which extent both classroom patterns ( Teachers and Learners) influence the foreign language learning, as well as verifying teachers‟ and learners‟ perceptions of code-switching in the classroom. The research aims to show how the controlled and effective uses of other languages like mother tongue or first foreign language can help in conveying the exact meaning, saving time and thus prevent ambiguity. In other words, if teachers and learners code switch with heightened awareness, this will positively affect the development of pupils speaking skill and encourage them to take risk and interact freely. Immediately, following our hypothesis, we offer to verify the effect teachers‟ and learners‟ code switch in the classroom on increasing mainly learners understanding, encouraging interaction and developing their communication. In order to confirm our hypothesis, a Questionnaire was handed for both teachers and pupils. The sample of our study is from the secondary school BOURFAA Ahcen in Constantine, seven teachers of English subject, and twenty six pupils from the literary branch of third year. Based on the interpretation and the analysis of the data, this study conclude that code switching to the mother tongue or to the first foreign language, plays a positive and effective role in the process of teaching and learning because it gives the correct and the exact meaning in short time and prevent ambiguity, if code switching is permitted when pupils experience deficiency to ask for help, express their obscurity of the meaning of words or seeking to know directions, this can successfully aid pupils and enhance their understanding; therefore, develop their interaction and communication capacities. On the light of this research, it is proved that using code switching during classroom interaction enhance pupils understanding and raise their chances using the foreign language. However, it is also proved that the exaggeration and overuse of code switching will lead to negative results, making learners passive receivers and create laziness. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9397

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The effect of using mobile-assisted language learning on developing the students’ efl writing / Amina Bentebal 

Public ISBD Titre : The effect of using mobile-assisted language learning on developing the students’ efl writing : The case of second year students of english at university of frères mentouri –constantine 1 Type de document : texte imprimé Auteurs : Amina Bentebal, Auteur ; Naouel Dib, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 155 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Mobile-Assisted ,Learning,Developing,EFL Writing Index. décimale : 420 Langue anglaise Résumé : Mobile devices have recently invaded every aspect of our lives. Their use has been shifted from tools for communication to tools for entertainment and education. The handheld devices are increasingly involved in the learning process around the world and therefore more importance has been accorded to this type of technology. However, research in this field in the Algerian context is relatively low and the outcomes of using this technology are a little bit vague. For example, at the Department of English at the University of Constantine 1, the majority of the students are using constantly their mobile devices even when the teachers prevent them. Given this situation, one is wondering whether these devices have positive or negative effects on the process of learning. The present study, then, aimed at determining whether students’ writing performance would be increased or decreased while using mobileassisted language learning as a tool. Therefore, we hypothesized that if students use mobile devices in EFL writing, then their writing performance would improve. In order to verify the validity of the previously mentioned hypothesis, two questionnaires were addressed to both teachers and students. The teacher questionnaire was administrated to twelve EFL teachers who teach Written Expression module at the Department of English at Constantine 1 University. The student questionnaire was directed to forty second year students at the same department and university. The main results obtained from both students’ and teachers’ reactions reveal that the students’ writing performance can improve more when using the mobile-assisted language learning ; in other words, the use of mobile devices inside the classroom has a positive effect on EFL students writing production. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10278 The effect of using mobile-assisted language learning on developing the students’ efl writing : The case of second year students of english at university of frères mentouri –constantine 1 [texte imprimé] / Amina Bentebal, Auteur ; Naouel Dib, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 155 f. ; 30 cm. Une copie electronique PDF disponible au BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Mobile-Assisted ,Learning,Developing,EFL Writing Index. décimale : 420 Langue anglaise Résumé : Mobile devices have recently invaded every aspect of our lives. Their use has been shifted from tools for communication to tools for entertainment and education. The handheld devices are increasingly involved in the learning process around the world and therefore more importance has been accorded to this type of technology. However, research in this field in the Algerian context is relatively low and the outcomes of using this technology are a little bit vague. For example, at the Department of English at the University of Constantine 1, the majority of the students are using constantly their mobile devices even when the teachers prevent them. Given this situation, one is wondering whether these devices have positive or negative effects on the process of learning. The present study, then, aimed at determining whether students’ writing performance would be increased or decreased while using mobileassisted language learning as a tool. Therefore, we hypothesized that if students use mobile devices in EFL writing, then their writing performance would improve. In order to verify the validity of the previously mentioned hypothesis, two questionnaires were addressed to both teachers and students. The teacher questionnaire was administrated to twelve EFL teachers who teach Written Expression module at the Department of English at Constantine 1 University. The student questionnaire was directed to forty second year students at the same department and university. The main results obtained from both students’ and teachers’ reactions reveal that the students’ writing performance can improve more when using the mobile-assisted language learning ; in other words, the use of mobile devices inside the classroom has a positive effect on EFL students writing production. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10278

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