Titre :	Adapting Group Work in Cooperative Learning Classroom to Help Learners Learn Vocabulary : The Case of Third Year LMD Students Department of Letters and English Language Constantine 1 University
Type de document :	texte imprimé
Auteurs :	Hayette Salhi, Auteur ; Samir Laraba, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2013
Importance :	110 f.
Format :	30 cm.
Note générale :	une copie électronique PDF disponible au BUC
Langues :	Arabe (ara)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	It is commonly recognized that vocabulary learning is important in Second Language Acquisition, and most of the learners are not satisfied with their vocabulary learning outcomes. Therefore, it is inevitable for them to learn a number of words to be able to perform all the language functions effectively. In fact, learners differ in the way they learn new words. Likewise, teachers use different methods in vocabulary teaching. One recommended method for students’ vocabulary promotion is cooperative learning. The overall aim of this study is to raise teachers’ and students’ awareness of group skills. The present research is devoted to examine the effectiveness of applying Cooperative Learning Techniques to teaching English in English as a Foreign Language classrooms to raise students’ vocabulary achievement. In order to achieve this objective, a theoretical and practical research is carried out. This disserttion falls into three main chapters; the first two chapters explore the theoretical literature review on cooperative learning methods and vocabulary learning in the foreign language classroom; whereas, the third one represents the practical part. Our research is built upon the hypothesis that “If students were involved in group work activities more frequently, they would gain more vocabulary items”. To test it, we have conducted a qualitative analysis. A questionnaire was administered to both teachers and students from Constantine One University. The results indicate that the participants, on the whole, tend to prefer the cooperative learning method over individualistic learning in terms of learning new vocabulary. Finally, a number of pedagogical recommendations are suggested for students and teachers in order to implement a better vocabulary teaching/learning, and thus to solve some learners’ problems of foreign language learning
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12836

Adapting Group Work in Cooperative Learning Classroom to Help Learners Learn Vocabulary : The Case of Third Year LMD Students Department of Letters and English Language Constantine 1 University [texte imprimé] / Hayette Salhi, Auteur ; Samir Laraba, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 110 f. ; 30 cm.
une copie électronique PDF disponible au BUC
Langues : Arabe (ara)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	It is commonly recognized that vocabulary learning is important in Second Language Acquisition, and most of the learners are not satisfied with their vocabulary learning outcomes. Therefore, it is inevitable for them to learn a number of words to be able to perform all the language functions effectively. In fact, learners differ in the way they learn new words. Likewise, teachers use different methods in vocabulary teaching. One recommended method for students’ vocabulary promotion is cooperative learning. The overall aim of this study is to raise teachers’ and students’ awareness of group skills. The present research is devoted to examine the effectiveness of applying Cooperative Learning Techniques to teaching English in English as a Foreign Language classrooms to raise students’ vocabulary achievement. In order to achieve this objective, a theoretical and practical research is carried out. This disserttion falls into three main chapters; the first two chapters explore the theoretical literature review on cooperative learning methods and vocabulary learning in the foreign language classroom; whereas, the third one represents the practical part. Our research is built upon the hypothesis that “If students were involved in group work activities more frequently, they would gain more vocabulary items”. To test it, we have conducted a qualitative analysis. A questionnaire was administered to both teachers and students from Constantine One University. The results indicate that the participants, on the whole, tend to prefer the cooperative learning method over individualistic learning in terms of learning new vocabulary. Finally, a number of pedagogical recommendations are suggested for students and teachers in order to implement a better vocabulary teaching/learning, and thus to solve some learners’ problems of foreign language learning
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12836