Titre :	Investigating the Effect of an Inductive Approach Based Instruction on the Students’ Mastery of the Present Perfect Use Case Study of First Year English Students at Mentouri Brothers University of Constantine
Type de document :	texte imprimé
Auteurs :	Maroua Benhamlaoui, Auteur ; Samir Laraba, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2016
Importance :	91 f.
Format :	30cm.
Note générale :	Une copie electronique PDF disponible au BUC.
Langues :	Français (fre)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	The way grammar is taught to EFL learners has always been an issue. Teachers concern has been centered on finding methods and approaches that turn grammar into an easy subject to digest. The present work aims at studying the effect of using an inductive approach to grammar teaching on the students’ correct use of grammar rules. More precisely, it aims at investigating the effect of an inductive approach based instruction on the students’ mastery of the present perfect in the Department of Letters and the English Language at Mentouri Brothers University of Constantine. It is hypothesized, in this study, that if the present perfect is administered to first year English students using an inductive approach, they would be able to use it correctly. In this investigation we tried to answer two research questions: do students learn better the present perfect when it is taught inductively? And is the inductive approach better than the deductive in teaching the present perfect tense? To check the validity of our hypothesis and to provide answers to the stated questions we have conducted an experiment in the Department of Letters and the English Language at Mentouri Brothers University of Constantine with the participation of 2 groups of first year, 20 students each. The first group received the present perfect lesson using the inductive approach and the second was taught the same lesson using the deductive approach. At the end, a test was administered to both groups. The analysis of the test results provided a significant support to the hypothesis though they cannot be said to have fulfilled generalization requirements.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12345

Investigating the Effect of an Inductive Approach Based Instruction on the Students’ Mastery of the Present Perfect Use Case Study of First Year English Students at Mentouri Brothers University of Constantine [texte imprimé] / Maroua Benhamlaoui, Auteur ; Samir Laraba, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 91 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Français (fre)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	The way grammar is taught to EFL learners has always been an issue. Teachers concern has been centered on finding methods and approaches that turn grammar into an easy subject to digest. The present work aims at studying the effect of using an inductive approach to grammar teaching on the students’ correct use of grammar rules. More precisely, it aims at investigating the effect of an inductive approach based instruction on the students’ mastery of the present perfect in the Department of Letters and the English Language at Mentouri Brothers University of Constantine. It is hypothesized, in this study, that if the present perfect is administered to first year English students using an inductive approach, they would be able to use it correctly. In this investigation we tried to answer two research questions: do students learn better the present perfect when it is taught inductively? And is the inductive approach better than the deductive in teaching the present perfect tense? To check the validity of our hypothesis and to provide answers to the stated questions we have conducted an experiment in the Department of Letters and the English Language at Mentouri Brothers University of Constantine with the participation of 2 groups of first year, 20 students each. The first group received the present perfect lesson using the inductive approach and the second was taught the same lesson using the deductive approach. At the end, a test was administered to both groups. The analysis of the test results provided a significant support to the hypothesis though they cannot be said to have fulfilled generalization requirements.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12345