Strategies students use to take notes while listening / Chahrazed Chouaf 

Public ISBD Titre : Strategies students use to take notes while listening : Third-year students at constantine university1 Type de document : texte imprimé Auteurs : Chahrazed Chouaf, Auteur ; Linda Dakhmouche, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2014 Importance : 83 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  Strategies  While Listening Index. décimale : 420 Langue anglaise Résumé : Listening to lectures and taking notes from them are two simultaneously and widely used academic skills in the English department at Constantine University 1. However, students lack proficiency therein; from here stems interest in this study. The latter is built around the hypothesis that students who are active listeners and use necessary note taking strategies namely the Cornell, the Outlining, the Mapping, the Charting and the Sentence methods are more likely to take efficient notes. The aim of this study is to investigate whether students are aware of and do employ these strategies to comprehend lectures and take notes while listening. In order to obtain data on this topic, two tools were used: a questionnaire administered to teachers and another one to third-year students, both of them belong to the English Department at Constantine University 1. In addition, a test was designed for students. The findings obtained seem to indicate that most students are not use efficient lecture comprehension and note taking strategies while listening to lecturers and that listening instruction should provide learners with adequate training in these strategies. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5873 Strategies students use to take notes while listening : Third-year students at constantine university1 [texte imprimé] / Chahrazed Chouaf, Auteur ; Linda Dakhmouche, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2014 . - 83 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Strategies  While Listening Index. décimale : 420 Langue anglaise Résumé : Listening to lectures and taking notes from them are two simultaneously and widely used academic skills in the English department at Constantine University 1. However, students lack proficiency therein; from here stems interest in this study. The latter is built around the hypothesis that students who are active listeners and use necessary note taking strategies namely the Cornell, the Outlining, the Mapping, the Charting and the Sentence methods are more likely to take efficient notes. The aim of this study is to investigate whether students are aware of and do employ these strategies to comprehend lectures and take notes while listening. In order to obtain data on this topic, two tools were used: a questionnaire administered to teachers and another one to third-year students, both of them belong to the English Department at Constantine University 1. In addition, a test was designed for students. The findings obtained seem to indicate that most students are not use efficient lecture comprehension and note taking strategies while listening to lecturers and that listening instruction should provide learners with adequate training in these strategies. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5873

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Students’ approaches in translating the present perfect continuous tense / Hiba Kourta 

Public ISBD Titre : Students’ approaches in translating the present perfect continuous tense : The case of third-year students, university of constantine Type de document : texte imprimé Auteurs : Hiba Kourta, Auteur ; Ouissam Zahi, Auteur ; Chahrazed Chouaf, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 61 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 Language Studies  Approaches  Present Perfect Index. décimale : 420 Langue anglaise Résumé : Translating the present perfect continuous tense from English into Arabic is a controversial issue among theorists. Some scholars think that the best method is to use the formula: ( ظل or كان + the present) and they emphasize strongly the fact that it should be adopted as a formal and general rule. However, this tenet is not satisfying for all translators. Some of them argue that it does not suit all situations; they think that it is better to consider the context in order to transmit the meaning thoroughly and without distorting it. In the light of these views, the present study comes to pinpoint some of the methods used by third-year learners of English, at Constantine University, to translate the present perfect continuous. It also seeks to highlight the difficulties that students may confront when translating this tense into Arabic. These difficulties arise as there is no outsized correspondence between the Arabic and English languages at the level of tenses. To investigate the aforementioned issues, a questionnaire is used to collect data about the informants’ state of affairs concerning some grammar points, namely tenses and their translation into Arabic. Furthermore, a test is administered to a sample population in order to see whether students employ the words ( كان ) or ( ظل ) to translate the present perfect continuous or they rely on context solely. The overall findings of both tools of research (the questionnaire and the test) show that, when converting the present perfect continuous tense from English into Arabic, students tend to depend on the context rather than on the formula ( ظل or كان + the present) in most of the cases. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6686 Students’ approaches in translating the present perfect continuous tense : The case of third-year students, university of constantine [texte imprimé] / Hiba Kourta, Auteur ; Ouissam Zahi, Auteur ; Chahrazed Chouaf, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 61 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies  Approaches  Present Perfect Index. décimale : 420 Langue anglaise Résumé : Translating the present perfect continuous tense from English into Arabic is a controversial issue among theorists. Some scholars think that the best method is to use the formula: ( ظل or كان + the present) and they emphasize strongly the fact that it should be adopted as a formal and general rule. However, this tenet is not satisfying for all translators. Some of them argue that it does not suit all situations; they think that it is better to consider the context in order to transmit the meaning thoroughly and without distorting it. In the light of these views, the present study comes to pinpoint some of the methods used by third-year learners of English, at Constantine University, to translate the present perfect continuous. It also seeks to highlight the difficulties that students may confront when translating this tense into Arabic. These difficulties arise as there is no outsized correspondence between the Arabic and English languages at the level of tenses. To investigate the aforementioned issues, a questionnaire is used to collect data about the informants’ state of affairs concerning some grammar points, namely tenses and their translation into Arabic. Furthermore, a test is administered to a sample population in order to see whether students employ the words ( كان ) or ( ظل ) to translate the present perfect continuous or they rely on context solely. The overall findings of both tools of research (the questionnaire and the test) show that, when converting the present perfect continuous tense from English into Arabic, students tend to depend on the context rather than on the formula ( ظل or كان + the present) in most of the cases. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6686

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Students’ use of summarising and paraphrasing in writing their master’s dissertations / Safia Madadi 

Public ISBD Titre : Students’ use of summarising and paraphrasing in writing their master’s dissertations Type de document : texte imprimé Auteurs : Safia Madadi, Auteur ; Imen Segouat, Auteur ; Chahrazed Chouaf, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2014 Importance : 61 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 Language Studies  Summarising  Paraphrasing  Writing Index. décimale : 420 Langue anglaise Résumé : One of the biggest challenges in writing a Master’s dissertation is that students do not utilize the techniques which constitute paraphrasing and summarizing appropriately, either because they are not fully aware of them or they overlook and misuse them. From here stems interest in this study which attempts to clarify the importance of writing strategies for Master’s students to compose their dissertations. Hence, it is hypothesized that if M2 students employ summarization and paraphrasing techniques properly, they would write high-quality dissertations. To test the validity of this hypothesis, two questionnaires and a test were used to collect data. One questionnaire was designed for teachers who examine and supervise Master’s dissertations at the Department of English, ConstantineUniversity1; another one for Master 2students.In addition, a test was given to these students. The results obtained from the two questionnaires and the test demonstrate that, on the whole, teachers (supervisors and examiners) are not really satisfied with Master’s dissertations neither are learners themselves because the majority of them do not know how to paraphrase or summarize an original text correctly; they sometimes could not differentiate between these techniques even. Accordingly, findings validated our hypothesis in which we assume that the appropriate use of the aforementioned techniques may be an effective way for writing good Master’s dissertations Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5884 Students’ use of summarising and paraphrasing in writing their master’s dissertations [texte imprimé] / Safia Madadi, Auteur ; Imen Segouat, Auteur ; Chahrazed Chouaf, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2014 . - 61 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies  Summarising  Paraphrasing  Writing Index. décimale : 420 Langue anglaise Résumé : One of the biggest challenges in writing a Master’s dissertation is that students do not utilize the techniques which constitute paraphrasing and summarizing appropriately, either because they are not fully aware of them or they overlook and misuse them. From here stems interest in this study which attempts to clarify the importance of writing strategies for Master’s students to compose their dissertations. Hence, it is hypothesized that if M2 students employ summarization and paraphrasing techniques properly, they would write high-quality dissertations. To test the validity of this hypothesis, two questionnaires and a test were used to collect data. One questionnaire was designed for teachers who examine and supervise Master’s dissertations at the Department of English, ConstantineUniversity1; another one for Master 2students.In addition, a test was given to these students. The results obtained from the two questionnaires and the test demonstrate that, on the whole, teachers (supervisors and examiners) are not really satisfied with Master’s dissertations neither are learners themselves because the majority of them do not know how to paraphrase or summarize an original text correctly; they sometimes could not differentiate between these techniques even. Accordingly, findings validated our hypothesis in which we assume that the appropriate use of the aforementioned techniques may be an effective way for writing good Master’s dissertations Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5884

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