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Auteur Djalal Mansour |
Documents disponibles écrits par cet auteur (3)
Affiner la rechercheInterlingual and intralingual sources underlying the ill-formed pronunciation of english closing and centring diphthongs by algerian learners of english / Djalal Mansour
Titre : Interlingual and intralingual sources underlying the ill-formed pronunciation of english closing and centring diphthongs by algerian learners of english : The case of first year master students of english at mentouri university, constantine Type de document : texte imprimé Auteurs : Djalal Mansour, Auteur ; Zouheyr Benaissa, Auteur ; Youcef Beghoul, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 127 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 Intralingual Sources Formed Pronunciation Index. décimale : 420 Langue anglaise Résumé : Attaining high levels in pronunciation has been, and apparently, is still one of the uppermost
preoccupations for foreign language learners. Being one of the components of the English
sound inventory that is hallmarked by their high frequency, diphthongs give rise to a host of
learning difficulty to learners of English at the department of English University Mentouri,
Constantine. In the current research we set out to find out the variables that make of such a
learning task so unappealing and mostly partly successful. We hypothesize that behind this
difficulty there would lie a number of factors, namely cross-linguistic interference from
French (the learners’ second standard language), the lack of concurrence between English
graphemes and phonemes together with some shortcomings in the way teaching oral
expression and phonetics are approached. To check this hypothesis we opted for using two
means of research: teachers’ and students’ questionnaire and a diagnostic test. The teachers’
questionnaire is administered to both teachers of oral expression and phonetics, whereas the
students’ one is filled out by twenty-five Master one students majoring in Applied Language
Studies at the aforementioned university. The same students have sat for the test. The
description and analysis of the findings gleaned from the two research tools have proven the
hypothesis valid. In the light of this, a number of suggested pedagogical implications which
might augment the fertility of teaching/learning diphthongs are sketched outDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6750 Interlingual and intralingual sources underlying the ill-formed pronunciation of english closing and centring diphthongs by algerian learners of english : The case of first year master students of english at mentouri university, constantine [texte imprimé] / Djalal Mansour, Auteur ; Zouheyr Benaissa, Auteur ; Youcef Beghoul, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 127 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies Intralingual Sources Formed Pronunciation Index. décimale : 420 Langue anglaise Résumé : Attaining high levels in pronunciation has been, and apparently, is still one of the uppermost
preoccupations for foreign language learners. Being one of the components of the English
sound inventory that is hallmarked by their high frequency, diphthongs give rise to a host of
learning difficulty to learners of English at the department of English University Mentouri,
Constantine. In the current research we set out to find out the variables that make of such a
learning task so unappealing and mostly partly successful. We hypothesize that behind this
difficulty there would lie a number of factors, namely cross-linguistic interference from
French (the learners’ second standard language), the lack of concurrence between English
graphemes and phonemes together with some shortcomings in the way teaching oral
expression and phonetics are approached. To check this hypothesis we opted for using two
means of research: teachers’ and students’ questionnaire and a diagnostic test. The teachers’
questionnaire is administered to both teachers of oral expression and phonetics, whereas the
students’ one is filled out by twenty-five Master one students majoring in Applied Language
Studies at the aforementioned university. The same students have sat for the test. The
description and analysis of the findings gleaned from the two research tools have proven the
hypothesis valid. In the light of this, a number of suggested pedagogical implications which
might augment the fertility of teaching/learning diphthongs are sketched outDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6750 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG110118 MSENG110118 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte integreAdobe Acrobat PDF
Titre : Testing learners knowledge of technical and semi-technical vocabulary and its use in english for specific purposes classes Type de document : texte imprimé Auteurs : Rachida Horchi, Auteur ; Djalal Mansour, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 58 f. Format : 30 cm. Note générale : UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : knowledge, semi-technical-vocabulary Index. décimale : 420 Langue anglaise Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9698 Testing learners knowledge of technical and semi-technical vocabulary and its use in english for specific purposes classes [texte imprimé] / Rachida Horchi, Auteur ; Djalal Mansour, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 58 f. ; 30 cm.
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : knowledge, semi-technical-vocabulary Index. décimale : 420 Langue anglaise Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9698 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG180086 MSENG180086 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte intégreAdobe Acrobat PDF
Titre : The role of extensive reading in the improvement of students written performance : Case study third year lmd students of english at the department of letters and english language, university of frères mentouri, constantine Type de document : texte imprimé Auteurs : Sabra Meddour, Auteur ; Djalal Mansour, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 139 f. Format : 30 cm. Note générale :
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUCLangues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Extensive,Improvement,Written Performance Index. décimale : 420 Langue anglaise Résumé : The present study aims at investigating the role of extensive reading in the
improvement of students’ writing ability. It revolves around the reading skill, the writing skill,
the reading-writing connection along with the role of the reading skill in the ultimate
improvement of the writing skill. Furthermore, it attempts to cast light on the importance of
the reading-writing connection that is supported by both teachers and students in order to
improve SL/FL students’ writing production. The basic hypothesis in this study sets out that
SL/FL students could eventually become better writers and they would be more cognizant to
the ins and outs of how a decent piece of written language is put together if they read
extensively in that language. We have opted for a descriptive method that targeted two
variables: extensive reading as the independent variable and its effect in improving students’
writing skill as the dependent variable. Data were collected through two questionnaires that
were administered to written expression teachers and two groups of third year LMD students
from the Department of Letters and English Language at University of Frères Mentouri,
Constantine. The results obtained in this present research demonstrate that writing difficulties
differ from one student to another. It appears to hinge largely upon students’ background
knowledge in learning. Moreover, the results unveiled that the lack of reading the foreign
language texts, the division between teaching reading-writing in the English as a Foreign
Language (EFL) classroom (which entails a considerable lack of emphasis on the readingwriting connection), the lack of suitable information to cover the assigned topics, the lack of
vocabulary, low self-confident, anxiety, the lack of motivation and organization of ideas are
the main writing difficulties that third year LMD students may face in writing. In the light of
the results obtained from the questionnaires, we suggest some recommendations for both
teachers and students in an attempt to help students resolve their writing difficulties, since
IV
students’ writing difficulties can be treated through bridging the gap between teachers and
their students by paying further attention to the reading skill.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9987 The role of extensive reading in the improvement of students written performance : Case study third year lmd students of english at the department of letters and english language, university of frères mentouri, constantine [texte imprimé] / Sabra Meddour, Auteur ; Djalal Mansour, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 139 f. ; 30 cm.
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Extensive,Improvement,Written Performance Index. décimale : 420 Langue anglaise Résumé : The present study aims at investigating the role of extensive reading in the
improvement of students’ writing ability. It revolves around the reading skill, the writing skill,
the reading-writing connection along with the role of the reading skill in the ultimate
improvement of the writing skill. Furthermore, it attempts to cast light on the importance of
the reading-writing connection that is supported by both teachers and students in order to
improve SL/FL students’ writing production. The basic hypothesis in this study sets out that
SL/FL students could eventually become better writers and they would be more cognizant to
the ins and outs of how a decent piece of written language is put together if they read
extensively in that language. We have opted for a descriptive method that targeted two
variables: extensive reading as the independent variable and its effect in improving students’
writing skill as the dependent variable. Data were collected through two questionnaires that
were administered to written expression teachers and two groups of third year LMD students
from the Department of Letters and English Language at University of Frères Mentouri,
Constantine. The results obtained in this present research demonstrate that writing difficulties
differ from one student to another. It appears to hinge largely upon students’ background
knowledge in learning. Moreover, the results unveiled that the lack of reading the foreign
language texts, the division between teaching reading-writing in the English as a Foreign
Language (EFL) classroom (which entails a considerable lack of emphasis on the readingwriting connection), the lack of suitable information to cover the assigned topics, the lack of
vocabulary, low self-confident, anxiety, the lack of motivation and organization of ideas are
the main writing difficulties that third year LMD students may face in writing. In the light of
the results obtained from the questionnaires, we suggest some recommendations for both
teachers and students in an attempt to help students resolve their writing difficulties, since
IV
students’ writing difficulties can be treated through bridging the gap between teachers and
their students by paying further attention to the reading skill.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9987 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG180126 MSENG180126 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte intégreAdobe Acrobat PDF
