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Auteur El kheir Atamna |
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Titre : code switching and code mixing use among sudents of English and teachers : Mentouri University of Constantine: reasons and attitudes. Type de document : texte imprimé Auteurs : Amel Ikhlef, Auteur ; Ansar Trad, Auteur ; El kheir Atamna, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 97 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 Studies switching/mixing Students of English Index. décimale : 420 Langue anglaise Résumé : Code switching and code mixing are well known traits in the speech patterns of any bilingual and diaglossic society. The present study aims to investigate the use of code switching/mixing among students and teachers of the English Department, to elicit their attitudes towards both and the main factors that lead them to alternate between various linguistic codes namely English, Arabic, and French. Hence, the present study focuses on three major purposes: (1) To discover the reasons that lead students and teachers to code switch and mix. (2) To compare the use of code switching and mixing used by teachers and students. (3) To examine whether these processes engender negative or positive attitudes. In the light of this, it can be hypothesized that both students and teachers think that the use of code switching and code mixing has more positive effects than negative ones and it leads to language maintenance rather than language loss. To test the stated hypothesis two questionnaires are used: One is addressed to (35) teachers from the English department and another one addressed to (80) students from both sexes. In addition, some students and teachers‟ natural speech are collected by means of recordings. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3762 code switching and code mixing use among sudents of English and teachers : Mentouri University of Constantine: reasons and attitudes. [texte imprimé] / Amel Ikhlef, Auteur ; Ansar Trad, Auteur ; El kheir Atamna, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 97 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Studies switching/mixing Students of English Index. décimale : 420 Langue anglaise Résumé : Code switching and code mixing are well known traits in the speech patterns of any bilingual and diaglossic society. The present study aims to investigate the use of code switching/mixing among students and teachers of the English Department, to elicit their attitudes towards both and the main factors that lead them to alternate between various linguistic codes namely English, Arabic, and French. Hence, the present study focuses on three major purposes: (1) To discover the reasons that lead students and teachers to code switch and mix. (2) To compare the use of code switching and mixing used by teachers and students. (3) To examine whether these processes engender negative or positive attitudes. In the light of this, it can be hypothesized that both students and teachers think that the use of code switching and code mixing has more positive effects than negative ones and it leads to language maintenance rather than language loss. To test the stated hypothesis two questionnaires are used: One is addressed to (35) teachers from the English department and another one addressed to (80) students from both sexes. In addition, some students and teachers‟ natural speech are collected by means of recordings. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3762 Exemplaires (1)
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Titre : Coherence related problems in EFL essay writing : The case of third year students- university of constantine Type de document : texte imprimé Auteurs : Asma Hamlaoui, Auteur ; El kheir Atamna, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 85 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 Related problems EFL Index. décimale : 420 Langue anglaise Résumé : Coherence in learners‟ written essays is seen as a problematic and complex concept and thus lends itself to misunderstanding; nonetheless, it is a crucial aspect of any well-written piece of discourse. The present study aims to shed light on coherence related writing problems faced by learners‟ of English in the context of the English Department at the University of Constantine 1 and to suggest some strategies to improve coherence in their writing. In order to achieve this aim, 48 essays were rated for coherence problems by one rater and the same essays were analysed by the researcher for coherence global errors following the text-based operational definition adapted in this study. Next, the correlation between the rater‟s judgments and the types of coherence errors in each essay and the correlation between the rater‟s judgments and the number of violations for each coherence global error in each essay was calculated. To get further insights into coherence related problems, a questionnaire was administered to written expression teachers. The findings yielded by the analyses of the learners‟ essays and the teachers‟ questionnaires revealed a significant linear (positive) correlation between writing proficiency and coherence. The results showed that coherence is a recurrent problem in students‟ essays and that they more often than not violate coherence criteria delineated by text-based approaches. It is, therefore, safe to say that the hypothesis underpinning this small scale research work has been confirmed in the sense that the problems students face regarding coherence can be avoided, and effective production can be achieved if they were made aware of the importance of this concept and the aspects it entails. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4007 Coherence related problems in EFL essay writing : The case of third year students- university of constantine [texte imprimé] / Asma Hamlaoui, Auteur ; El kheir Atamna, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 85 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Related problems EFL Index. décimale : 420 Langue anglaise Résumé : Coherence in learners‟ written essays is seen as a problematic and complex concept and thus lends itself to misunderstanding; nonetheless, it is a crucial aspect of any well-written piece of discourse. The present study aims to shed light on coherence related writing problems faced by learners‟ of English in the context of the English Department at the University of Constantine 1 and to suggest some strategies to improve coherence in their writing. In order to achieve this aim, 48 essays were rated for coherence problems by one rater and the same essays were analysed by the researcher for coherence global errors following the text-based operational definition adapted in this study. Next, the correlation between the rater‟s judgments and the types of coherence errors in each essay and the correlation between the rater‟s judgments and the number of violations for each coherence global error in each essay was calculated. To get further insights into coherence related problems, a questionnaire was administered to written expression teachers. The findings yielded by the analyses of the learners‟ essays and the teachers‟ questionnaires revealed a significant linear (positive) correlation between writing proficiency and coherence. The results showed that coherence is a recurrent problem in students‟ essays and that they more often than not violate coherence criteria delineated by text-based approaches. It is, therefore, safe to say that the hypothesis underpinning this small scale research work has been confirmed in the sense that the problems students face regarding coherence can be avoided, and effective production can be achieved if they were made aware of the importance of this concept and the aspects it entails. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4007 Réservation
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texte integreAdobe Acrobat PDFCooperative learning as a motivational factor in improving students’ level of writing / Besma Gridi
Titre : Cooperative learning as a motivational factor in improving students’ level of writing : The case of 3rd year english students at the university of mentouri constantine Type de document : texte imprimé Auteurs : Besma Gridi, Auteur ; Randa Bouteldja, Auteur ; El kheir Atamna, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 115 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langues Appliquees Learning Motivational Students’ Level Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at exploring the effects of cooperative learning on students‟
level of writing and how it plays a positive role in motivating students to produce better
compositions among 3rd year students of English as a Foreign Language at the Department of
English University Mentouri Constantine. In order to investigate this correlation, a hypothesis
is put forth. It states that the use of the cooperative learning strategy would create or foster
students‟ motivation to improve their level of writing. The research aims at finding whether
using cooperative learning in writing courses motivates unmotivated students and strengthen
those who are already motivated in order to improve their writing level. To check the validity
of this hypothesis, first a questionnaire composed of twenty three question is administrated to
teachers (a sample of 09 teachers who are teaching or have been teaching written expression
to 3rd year students) of written expression module at the department of English University
Mentouri Constantine. After, students are asked to write compositions which stand as an inclass
test (A sample of 160 3rd year students at the department of English University Mentouri
Constantine. Despite the limited scope of the study, the results from analysing the teachers‟
questionnaire and students‟ in-class test show that the use of cooperative learning strategy
motivates 3rd year students of English as a Foreign Language and helps them in facing their
weaknesses in writing as well as solving them together. Also the results highlight that there is
a great need in using the cooperative learning strategy in writing sessions when learning a
foreign language.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6119 Cooperative learning as a motivational factor in improving students’ level of writing : The case of 3rd year english students at the university of mentouri constantine [texte imprimé] / Besma Gridi, Auteur ; Randa Bouteldja, Auteur ; El kheir Atamna, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 115 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langues Appliquees Learning Motivational Students’ Level Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at exploring the effects of cooperative learning on students‟
level of writing and how it plays a positive role in motivating students to produce better
compositions among 3rd year students of English as a Foreign Language at the Department of
English University Mentouri Constantine. In order to investigate this correlation, a hypothesis
is put forth. It states that the use of the cooperative learning strategy would create or foster
students‟ motivation to improve their level of writing. The research aims at finding whether
using cooperative learning in writing courses motivates unmotivated students and strengthen
those who are already motivated in order to improve their writing level. To check the validity
of this hypothesis, first a questionnaire composed of twenty three question is administrated to
teachers (a sample of 09 teachers who are teaching or have been teaching written expression
to 3rd year students) of written expression module at the department of English University
Mentouri Constantine. After, students are asked to write compositions which stand as an inclass
test (A sample of 160 3rd year students at the department of English University Mentouri
Constantine. Despite the limited scope of the study, the results from analysing the teachers‟
questionnaire and students‟ in-class test show that the use of cooperative learning strategy
motivates 3rd year students of English as a Foreign Language and helps them in facing their
weaknesses in writing as well as solving them together. Also the results highlight that there is
a great need in using the cooperative learning strategy in writing sessions when learning a
foreign language.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6119 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG0184 MSENG0184 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte integreAdobe Acrobat PDF
Titre : Cooperative learning as a motivational factor in improving students’ level of writing : The case of 3rd year english students at the university of mentouri constantine Type de document : texte imprimé Auteurs : Besma Gridi, Auteur ; Randa Bouteldja, Auteur ; El kheir Atamna, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 90 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langues Appliquées Learning Motivational Factor Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at exploring the effects of cooperative learning on students‟ level of writing and how it plays a positive role in motivating students to produce better compositions among 3rd year students of English as a Foreign Language at the Department of English University Mentouri Constantine. In order to investigate this correlation, a hypothesis is put forth; it states that the use of cooperative learning strategy creates or fosters students‟ motivation to improve their level of writing. The research aims at finding whether cooperative learning in writing courses motivates unmotivated students and strengthens those who are already motivated in order to improve their writing level. To check the validity of this hypothesis, first a questionnaire composed of twenty three question is administrated to teachers (a sample of 09 teachers who are teaching or have been teaching written expression to 3rd year students) of written expression module at the department of English University Mentouri Constantine. After, students are asked to write compositions which stand as an in-class test (A sample of 160 3rd year students at the department of English University Mentouri Constantine ) . Despite the limited scope of the study, the results from analysing the teachers‟ questionnaire and students‟ in-class test show that the use of cooperative learning strategy motivates 3rd year students of English as a Foreign Language and helps them in facing their weaknesses in writing as well as solving them together. Also the results highlight that there is a great need in using the cooperative learning strategy in writing sessions when learning foreign languages Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6659 Cooperative learning as a motivational factor in improving students’ level of writing : The case of 3rd year english students at the university of mentouri constantine [texte imprimé] / Besma Gridi, Auteur ; Randa Bouteldja, Auteur ; El kheir Atamna, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 90 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langues Appliquées Learning Motivational Factor Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at exploring the effects of cooperative learning on students‟ level of writing and how it plays a positive role in motivating students to produce better compositions among 3rd year students of English as a Foreign Language at the Department of English University Mentouri Constantine. In order to investigate this correlation, a hypothesis is put forth; it states that the use of cooperative learning strategy creates or fosters students‟ motivation to improve their level of writing. The research aims at finding whether cooperative learning in writing courses motivates unmotivated students and strengthens those who are already motivated in order to improve their writing level. To check the validity of this hypothesis, first a questionnaire composed of twenty three question is administrated to teachers (a sample of 09 teachers who are teaching or have been teaching written expression to 3rd year students) of written expression module at the department of English University Mentouri Constantine. After, students are asked to write compositions which stand as an in-class test (A sample of 160 3rd year students at the department of English University Mentouri Constantine ) . Despite the limited scope of the study, the results from analysing the teachers‟ questionnaire and students‟ in-class test show that the use of cooperative learning strategy motivates 3rd year students of English as a Foreign Language and helps them in facing their weaknesses in writing as well as solving them together. Also the results highlight that there is a great need in using the cooperative learning strategy in writing sessions when learning foreign languages Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6659 Réservation
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Titre : Correlation between critical thinking and language learning Type de document : texte imprimé Auteurs : Widjden Bousmid, Auteur ; El kheir Atamna, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 105 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en Bus Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Correlation Critical Thinking Language Learning Index. décimale : 420 Langue anglaise Résumé : Thinking critically is very significant in promoting language learning. However, its importance is mostly not deemed in the Algerian education. Therefore, this research aims at showing how substantial it is to integrate critical thinking skills in language learning, and we hypothesized that thinking critically enhances language learning. Our study begins with presenting the ideal approach wherein critical thinking can be implemented, the learners’ centered approach. Then, it defines learning, thinking, and shows the relationship between language and thought. Most importantly, this study provides a literature review about critical thinking which can be of great help to both students and teachers. Finally, it presents the investigation of the hypothesis. To reach the aim of the study, we relied on two means of research: the test and the interview. The sample of students chosen for this study were given a sample of the Watson Glaser appraisal test that evaluated their ability to think critically. The test results were compared to the students’ first semester exams scores that are supposed to reflect their language proficiency. The comparison between critical thinking and language proficiency scores showed that there is no correlation between the two variables; thus, we refuted the research’s hypothesis. We supposed that there are factors that made us reject our hypothesis, the supposition of particular factors served us to design the questions of the interview. The students’ answers affirmed that the factors hinder the students’ exams scores to be representative of their real language proficiency; hence, it affects the investigation of the correlation between the exams’ scores and critical thinking scores. Through the findings of this research, we drew several conclusions and suggested some implications like incorporating critical thinking in the teaching and assessment of language proficiency of English students at Constantine 1 University. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3640 Correlation between critical thinking and language learning [texte imprimé] / Widjden Bousmid, Auteur ; El kheir Atamna, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 105 f. ; 30 cm.
Une copie électronique PDF disponible en Bus
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Correlation Critical Thinking Language Learning Index. décimale : 420 Langue anglaise Résumé : Thinking critically is very significant in promoting language learning. However, its importance is mostly not deemed in the Algerian education. Therefore, this research aims at showing how substantial it is to integrate critical thinking skills in language learning, and we hypothesized that thinking critically enhances language learning. Our study begins with presenting the ideal approach wherein critical thinking can be implemented, the learners’ centered approach. Then, it defines learning, thinking, and shows the relationship between language and thought. Most importantly, this study provides a literature review about critical thinking which can be of great help to both students and teachers. Finally, it presents the investigation of the hypothesis. To reach the aim of the study, we relied on two means of research: the test and the interview. The sample of students chosen for this study were given a sample of the Watson Glaser appraisal test that evaluated their ability to think critically. The test results were compared to the students’ first semester exams scores that are supposed to reflect their language proficiency. The comparison between critical thinking and language proficiency scores showed that there is no correlation between the two variables; thus, we refuted the research’s hypothesis. We supposed that there are factors that made us reject our hypothesis, the supposition of particular factors served us to design the questions of the interview. The students’ answers affirmed that the factors hinder the students’ exams scores to be representative of their real language proficiency; hence, it affects the investigation of the correlation between the exams’ scores and critical thinking scores. Through the findings of this research, we drew several conclusions and suggested some implications like incorporating critical thinking in the teaching and assessment of language proficiency of English students at Constantine 1 University. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3640 Exemplaires (1)
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