Introducing Grammar Games in Teaching English Prepositions Case Study of Second Year Students of English at the University ³Des Frères Mentouri´, Constantine / Kenza Ouchenane 

Public ISBD Titre : Introducing Grammar Games in Teaching English Prepositions Case Study of Second Year Students of English at the University ³Des Frères Mentouri´, Constantine Type de document : texte imprimé Auteurs : Kenza Ouchenane, Auteur ; Khadidja Atrous, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2016 Importance : 79 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Introducing Grammar Games. Index. décimale : 420 Langue anglaise Résumé : English prepositions can be considered as one of the major areas of the learning process in Grammar field, because they play a significant role in giving a meaningful sentence that makes the reader or the listener understand the real message of the writer or the speaker. But, these grammatical items raise many problems in the course of learning which make English foreign language students have some challenges in terms of writing. The way these grammatical items are taught has impact on how students learn and use them appropriately. One of the techniques that can be used is integrating Grammar games. The goal of this research is to check the effectiveness of Grammar games in facilitating learning prepositions. In other words, this study aims at exploring the relation between Grammar games and learning prepositions for Second Year University students. To achieve the mentioned aim; which is showing the role of Grammar games as a classroom strategy to teach English prepositions successfully, a descriptive study is conducted; it is based on the analysis of the data gathered from the questionnaires devoted to both Grammar teachers and Second Year University students. The Teachers¶ Questionnaire explores the teachers¶ perceptions to the usefulness of games as a technique for teaching prepositions, whereas the Students¶ Questionnaire explores students¶ attitudes toward the difficulty of prepositions and the benefits of Grammar games in learning them. The results have shown that it is effective to use Grammar games in teaching prepositions and integrating them in the lesson, which can help students to learn these linguistic elements. Thus, the stated hypothesis; which is if teachers use Grammar games to teach English prepositions, this will help Second Year University students to use them appropriately, has been confirmed. However, they need to be used with conditions such as being appropriate to the students¶ level, the lesson objective and the time constraints. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12209 Introducing Grammar Games in Teaching English Prepositions Case Study of Second Year Students of English at the University ³Des Frères Mentouri´, Constantine [texte imprimé] / Kenza Ouchenane, Auteur ; Khadidja Atrous, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 79 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Introducing Grammar Games. Index. décimale : 420 Langue anglaise Résumé : English prepositions can be considered as one of the major areas of the learning process in Grammar field, because they play a significant role in giving a meaningful sentence that makes the reader or the listener understand the real message of the writer or the speaker. But, these grammatical items raise many problems in the course of learning which make English foreign language students have some challenges in terms of writing. The way these grammatical items are taught has impact on how students learn and use them appropriately. One of the techniques that can be used is integrating Grammar games. The goal of this research is to check the effectiveness of Grammar games in facilitating learning prepositions. In other words, this study aims at exploring the relation between Grammar games and learning prepositions for Second Year University students. To achieve the mentioned aim; which is showing the role of Grammar games as a classroom strategy to teach English prepositions successfully, a descriptive study is conducted; it is based on the analysis of the data gathered from the questionnaires devoted to both Grammar teachers and Second Year University students. The Teachers¶ Questionnaire explores the teachers¶ perceptions to the usefulness of games as a technique for teaching prepositions, whereas the Students¶ Questionnaire explores students¶ attitudes toward the difficulty of prepositions and the benefits of Grammar games in learning them. The results have shown that it is effective to use Grammar games in teaching prepositions and integrating them in the lesson, which can help students to learn these linguistic elements. Thus, the stated hypothesis; which is if teachers use Grammar games to teach English prepositions, this will help Second Year University students to use them appropriately, has been confirmed. However, they need to be used with conditions such as being appropriate to the students¶ level, the lesson objective and the time constraints. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12209

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