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Auteur Imene Bilouk |
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Titre : Investigating intrinsic motivation in second language acquisition : The case of third year (lmd) students of english at the university of constantine Type de document : texte imprimé Auteurs : Imene Bilouk, Auteur ; H. Saadi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 99 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 Investigating Second Language Acquisition Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at investigating intrinsic motivation in third year
(LMD) students of English as a foreign language, at the University of Constantine-
Mentouri. This work is based upon two hypotheses:
If third year LMD students of English, at Mentouri University, opted for learning English
as a foreign language, then they would be intrinsically motivated to learn English.
If third year LMD students of English, at Mentouri University, are provided with
opportunities that support their perceptions of competence, autonomy and relatedness, then
they would be intrinsically motivated to learn English as a foreign language. In order to
test the hypotheses of the present study, we carried out the investigation through two
questionnaires. The students’ questionnaire consists of 22 questions to a total number of
thirty-nine participants in third year (Language Sciences) learners of English as a foreign
language, at the University of Constantine. The teachers’ questionnaire consists of 15
questions to a total number of ten teachers at the same University, at the end of the
academic year 2011. The results obtained, using two means of research (the teachers’
questionnaire and the students’ questionnaire), reveal that third year LMD students of
English, at the University of Constantine, opted for learning English as a foreign language
because they are both extrinsically and intrinsically motivated to learn that language, and
they are not provided with opportunities that support their perceptions of competence and
autonomy in learning English as a foreign language. The pedagogical implications that
emerged at the end of this dissertation came as a result of the present investigationDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6935 Investigating intrinsic motivation in second language acquisition : The case of third year (lmd) students of english at the university of constantine [texte imprimé] / Imene Bilouk, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 99 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Investigating Second Language Acquisition Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at investigating intrinsic motivation in third year
(LMD) students of English as a foreign language, at the University of Constantine-
Mentouri. This work is based upon two hypotheses:
If third year LMD students of English, at Mentouri University, opted for learning English
as a foreign language, then they would be intrinsically motivated to learn English.
If third year LMD students of English, at Mentouri University, are provided with
opportunities that support their perceptions of competence, autonomy and relatedness, then
they would be intrinsically motivated to learn English as a foreign language. In order to
test the hypotheses of the present study, we carried out the investigation through two
questionnaires. The students’ questionnaire consists of 22 questions to a total number of
thirty-nine participants in third year (Language Sciences) learners of English as a foreign
language, at the University of Constantine. The teachers’ questionnaire consists of 15
questions to a total number of ten teachers at the same University, at the end of the
academic year 2011. The results obtained, using two means of research (the teachers’
questionnaire and the students’ questionnaire), reveal that third year LMD students of
English, at the University of Constantine, opted for learning English as a foreign language
because they are both extrinsically and intrinsically motivated to learn that language, and
they are not provided with opportunities that support their perceptions of competence and
autonomy in learning English as a foreign language. The pedagogical implications that
emerged at the end of this dissertation came as a result of the present investigationDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6935 Réservation
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Titre : The importance of cognitive learning strategies in reading comprehension : The case of second year lmd students of English at constantine university Type de document : texte imprimé Auteurs : Amina Benchikh-lehocine, Auteur ; Imene Bilouk, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 79 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Reading Comprehension, Positive Influence, Cognitive Strategies. Résumé : This dissertation is planned to investigate the importance of cognitive learning strategies in
reading comprehension. Many students have poor comprehension since they do not know
when, how, and where to use the adequate strategies when they read in order to reach good
comprehension. In this study, my aim is to explore the relationship between cognitive
strategies and reading comprehension; whether the use of cognitive strategies has a positive
influence on reading comprehension. The hypothesis states that if students use cognitive
strategies in reading written texts, they would appropriately develop their reading
comprehension. Two questionnaires are used as basic means of research, one for second year
LMD students and one for teachers, at the Department of Foreign Languages, University of
Constantine 1. The results of the present study reveal that there is a strong relationship
between the use of cognitive strategies and reading comprehension; they are effective in
facilitating and developing comprehension which means that they really have a positive
influence on reading comprehension.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10265 The importance of cognitive learning strategies in reading comprehension : The case of second year lmd students of English at constantine university [texte imprimé] / Amina Benchikh-lehocine, Auteur ; Imene Bilouk, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 79 f. ; 30 cm.
Une copie electronique PDF disponible au BUC
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Reading Comprehension, Positive Influence, Cognitive Strategies. Résumé : This dissertation is planned to investigate the importance of cognitive learning strategies in
reading comprehension. Many students have poor comprehension since they do not know
when, how, and where to use the adequate strategies when they read in order to reach good
comprehension. In this study, my aim is to explore the relationship between cognitive
strategies and reading comprehension; whether the use of cognitive strategies has a positive
influence on reading comprehension. The hypothesis states that if students use cognitive
strategies in reading written texts, they would appropriately develop their reading
comprehension. Two questionnaires are used as basic means of research, one for second year
LMD students and one for teachers, at the Department of Foreign Languages, University of
Constantine 1. The results of the present study reveal that there is a strong relationship
between the use of cognitive strategies and reading comprehension; they are effective in
facilitating and developing comprehension which means that they really have a positive
influence on reading comprehension.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=10265 Réservation
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Titre : The role pf cooperative learning in enhancing students writing performance : The case of second year english students at mentouri Type de document : texte imprimé Auteurs : Mouchira Menaa, Auteur ; Imene Bilouk, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 96 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : cooperative,enhancing,writing Index. décimale : 420 Langue anglaise Résumé : Writing is viewed as a complex and challenging task for most learners, especially second or foreign
language learners. To help students develop their writing skills, and to produce a good piece of
writing, cooperative language learning could be one of the most important techniques used in
teaching this complex subject. Therefore, the present study aims at investigating the influence of
using cooperative learning as a technique to enhance students' writing performance. It also aims to
determine whether or not Written Expression teachers at the English Department-University of
Constantine1, do use this technique in teaching writing. It also seeks to explore teachers and
students attitudes towards the use of cooperative learning in writing classes, and to determine
whether students' writing abilities would be improved by using this technique. To examine the
validity of our hypothesis, in the sense that if teachers use cooperative language learning as a
supportive technique in teaching writing, then students' writing would be enhanced. Two
questionnaires were administered to both teachers and students at the English Department,
University of Mentouri Constantine, in addition to two tests. The teachers' questionnaire was
submitted to 11 teachers so as to explore their attitudes towards the use of cooperative learning in
teaching the writing skill. The students’ questionnaire was given to a random sample of 60 second
year students of English as a foreign language, at the same department, to determine their views
towards the role of cooperative learning in improving their performance in the writing classroom.
Whereas, in the test, the students were asked to write one paragraph individually, and another one in
groups. After the analysis of the findings of both questionnaires and the students’ tests, the results
obtained have confirmed the present research hypothesis, in that cooperative language learning
prompts students to perform better in writingDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9386 The role pf cooperative learning in enhancing students writing performance : The case of second year english students at mentouri [texte imprimé] / Mouchira Menaa, Auteur ; Imene Bilouk, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 96 f. ; 30 cm.
Une copie electronique PDF disponible au BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : cooperative,enhancing,writing Index. décimale : 420 Langue anglaise Résumé : Writing is viewed as a complex and challenging task for most learners, especially second or foreign
language learners. To help students develop their writing skills, and to produce a good piece of
writing, cooperative language learning could be one of the most important techniques used in
teaching this complex subject. Therefore, the present study aims at investigating the influence of
using cooperative learning as a technique to enhance students' writing performance. It also aims to
determine whether or not Written Expression teachers at the English Department-University of
Constantine1, do use this technique in teaching writing. It also seeks to explore teachers and
students attitudes towards the use of cooperative learning in writing classes, and to determine
whether students' writing abilities would be improved by using this technique. To examine the
validity of our hypothesis, in the sense that if teachers use cooperative language learning as a
supportive technique in teaching writing, then students' writing would be enhanced. Two
questionnaires were administered to both teachers and students at the English Department,
University of Mentouri Constantine, in addition to two tests. The teachers' questionnaire was
submitted to 11 teachers so as to explore their attitudes towards the use of cooperative learning in
teaching the writing skill. The students’ questionnaire was given to a random sample of 60 second
year students of English as a foreign language, at the same department, to determine their views
towards the role of cooperative learning in improving their performance in the writing classroom.
Whereas, in the test, the students were asked to write one paragraph individually, and another one in
groups. After the analysis of the findings of both questionnaires and the students’ tests, the results
obtained have confirmed the present research hypothesis, in that cooperative language learning
prompts students to perform better in writingDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9386 Réservation
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texte intégreAdobe Acrobat PDF
