Developing the Learners’ Intercultural Communicative Competence through Intercultural Language Teaching and Learning: Case Study of Master One Students of English at the University “Frères Mentouri”, Constantine 1 / Chahrazed Bendi 

Public ISBD Titre : Developing the Learners’ Intercultural Communicative Competence through Intercultural Language Teaching and Learning: Case Study of Master One Students of English at the University “Frères Mentouri”, Constantine 1 Type de document : texte imprimé Auteurs : Chahrazed Bendi, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2019 Importance : 87 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Culture  Intercultural Language Teaching and Learning  Intercultural Communicative Competence Index. décimale : 420 Langue anglaise Résumé : The relationship between language and culture is deeply-rooted; one cannot teach a language without teaching its culture. Notwithstanding the important role that culture plays in EFL classes, it is habitually taught in a decontextualized, implicit manner. It has become of great importance to be interculturally knowledgeable of not only one’s culture but also the target one(s) in order to communicate appropriately and effectively. This dissertation which consists of three chapters, aims at shedding light on the role of intercultural language teaching and learning and how can it be useful in fostering Master One students’ intercultural communicative competence. The underlying hypothesis is that intercultural language teaching and learning English as a foreign language develops learners’ intercultural communicative competence. In order to carry out this study, a Teachers’ questionnaire was designed and administered to 10 teachers at the Department of Letters and English, University “Frères Mentouri”, Constantine 1. The analysis of the gathered data revealed that the teachers perceive intercultural language teaching to be of great importance in developing learners’ intercultural communicative competence and advocate its implementation in the teaching/learning process. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12551 Developing the Learners’ Intercultural Communicative Competence through Intercultural Language Teaching and Learning: Case Study of Master One Students of English at the University “Frères Mentouri”, Constantine 1 [texte imprimé] / Chahrazed Bendi, Auteur ; Farida Abderrahim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2019 . - 87 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Culture  Intercultural Language Teaching and Learning  Intercultural Communicative Competence Index. décimale : 420 Langue anglaise Résumé : The relationship between language and culture is deeply-rooted; one cannot teach a language without teaching its culture. Notwithstanding the important role that culture plays in EFL classes, it is habitually taught in a decontextualized, implicit manner. It has become of great importance to be interculturally knowledgeable of not only one’s culture but also the target one(s) in order to communicate appropriately and effectively. This dissertation which consists of three chapters, aims at shedding light on the role of intercultural language teaching and learning and how can it be useful in fostering Master One students’ intercultural communicative competence. The underlying hypothesis is that intercultural language teaching and learning English as a foreign language develops learners’ intercultural communicative competence. In order to carry out this study, a Teachers’ questionnaire was designed and administered to 10 teachers at the Department of Letters and English, University “Frères Mentouri”, Constantine 1. The analysis of the gathered data revealed that the teachers perceive intercultural language teaching to be of great importance in developing learners’ intercultural communicative competence and advocate its implementation in the teaching/learning process. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12551

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Effectiveness of Grammar Games in Solving the Students’ Confusion between the Present Perfect and the Past Simple The Case of Second Year Students of English at the University “Des Frères Mentouri”, Constantine / Fatima Zohra Bourmel 

Public ISBD Titre : Effectiveness of Grammar Games in Solving the Students’ Confusion between the Present Perfect and the Past Simple The Case of Second Year Students of English at the University “Des Frères Mentouri”, Constantine Type de document : texte imprimé Auteurs : Fatima Zohra Bourmel, Auteur ; Amira Debbache, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2016 Importance : 89 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 : English tenses are difficult and a source of confusion for foreign learners. Therefore, special stress should be devoted to them as an important part of any language system. One of the problems that appear frequently among foreign learners is the confusion between the present perfect and the past simple. The purpose of this research work is to investigate the integration of Grammar games as a technique to solve the problem of students’ confusion between the present perfect and the past simple. To check the validity of our hypothesis about whether teaching the present perfect and the past simple through Grammar games to Second Year students could help them to improve their understanding and use of both tenses in different situations. In order to check this hypothesis, we have administered a questionnaire to the teachers of Grammar and a questionnaire to Second Year students at the Department of Letters and English, University “Des Frères Mentouri”, Constantine, to elicit their opinion about the use of Grammar games in teaching/learning the present perfect and the past simple. The results of the questionnaires have confirmed that Grammar games can assist the students to overcome the confusion between the present perfect and the past simple. These findings are suggested to Second Year Grammar teachers to include Grammar games in the process of language teaching in general and to teach the present perfect and the past simple specifically. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12412 Effectiveness of Grammar Games in Solving the Students’ Confusion between the Present Perfect and the Past Simple The Case of Second Year Students of English at the University “Des Frères Mentouri”, Constantine [texte imprimé] / Fatima Zohra Bourmel, Auteur ; Amira Debbache, Auteur ; Farida Abderrahim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 89 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 : English tenses are difficult and a source of confusion for foreign learners. Therefore, special stress should be devoted to them as an important part of any language system. One of the problems that appear frequently among foreign learners is the confusion between the present perfect and the past simple. The purpose of this research work is to investigate the integration of Grammar games as a technique to solve the problem of students’ confusion between the present perfect and the past simple. To check the validity of our hypothesis about whether teaching the present perfect and the past simple through Grammar games to Second Year students could help them to improve their understanding and use of both tenses in different situations. In order to check this hypothesis, we have administered a questionnaire to the teachers of Grammar and a questionnaire to Second Year students at the Department of Letters and English, University “Des Frères Mentouri”, Constantine, to elicit their opinion about the use of Grammar games in teaching/learning the present perfect and the past simple. The results of the questionnaires have confirmed that Grammar games can assist the students to overcome the confusion between the present perfect and the past simple. These findings are suggested to Second Year Grammar teachers to include Grammar games in the process of language teaching in general and to teach the present perfect and the past simple specifically. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12412

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Importance of Cultural Dimensions in Improving Teachers’ Management of Classroom Interaction: Case Study of Second Year Students of English at the University “Frères Mentouri”, Constantine 1 / Sofia Nemouchi 

Public ISBD Titre : Importance of Cultural Dimensions in Improving Teachers’ Management of Classroom Interaction: Case Study of Second Year Students of English at the University “Frères Mentouri”, Constantine 1 Type de document : texte imprimé Auteurs : Sofia Nemouchi, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2019 Importance : 92 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 place of culture in teaching foreign languages is undeniable. In the process of learning a foreign language, learners bring to the classroom diverse beliefs that take roots in their families and societies. Accordingly, different preferences and expectations about teaching/learning are likely to take place. In this context, our study aims at identifying, through the teachers‘ opinions, the students‘ involvement in G. Hofstede‘s two cultural dimensions (individualism/collectivism and Power Distance) which we expect to improve the teachers‘ management of classroom interaction. The questions that this research seeks to answer is whether the students at the Department of Letters and English, University ―Frères Mentouri‖, Constantine 1, belong to the individualism or collectivism dimension, small or large power distance dimension. We also seek to know, according to the teachers, whether classroom interaction is tribute to G. Hofstede‘s cultural dimensions. In this respect, the hypothesis is that taking into consideration students‘ preferences, beliefs and expectations based on G. Hofstede‘s Individualism/collectivism and Power Distance dimensions, would probably encourage classroom interaction. In order to answer our questions and check the validity of our hypothesis, we have designed a Teachers‘ Questionnaire to explore the students on G. Hofstede‘s two dimensions and unveil the teachers‘ attitudes towards the impact of knowing the students‘ culture on classroom interaction. The results obtained from the study confirmed that the students are collectivists; however, because of the teachers‘ efforts to much up with the modern approaches to teaching foreign languages, the learners are to become individualists. We have also confirmed that both teachers and students are classified within small power distance dimensions. From the teachers‘ questionnaire, we can certify the role of cultural dimensions of the improvement of classroom interaction Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12514 Importance of Cultural Dimensions in Improving Teachers’ Management of Classroom Interaction: Case Study of Second Year Students of English at the University “Frères Mentouri”, Constantine 1 [texte imprimé] / Sofia Nemouchi, Auteur ; Farida Abderrahim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2019 . - 92 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 place of culture in teaching foreign languages is undeniable. In the process of learning a foreign language, learners bring to the classroom diverse beliefs that take roots in their families and societies. Accordingly, different preferences and expectations about teaching/learning are likely to take place. In this context, our study aims at identifying, through the teachers‘ opinions, the students‘ involvement in G. Hofstede‘s two cultural dimensions (individualism/collectivism and Power Distance) which we expect to improve the teachers‘ management of classroom interaction. The questions that this research seeks to answer is whether the students at the Department of Letters and English, University ―Frères Mentouri‖, Constantine 1, belong to the individualism or collectivism dimension, small or large power distance dimension. We also seek to know, according to the teachers, whether classroom interaction is tribute to G. Hofstede‘s cultural dimensions. In this respect, the hypothesis is that taking into consideration students‘ preferences, beliefs and expectations based on G. Hofstede‘s Individualism/collectivism and Power Distance dimensions, would probably encourage classroom interaction. In order to answer our questions and check the validity of our hypothesis, we have designed a Teachers‘ Questionnaire to explore the students on G. Hofstede‘s two dimensions and unveil the teachers‘ attitudes towards the impact of knowing the students‘ culture on classroom interaction. The results obtained from the study confirmed that the students are collectivists; however, because of the teachers‘ efforts to much up with the modern approaches to teaching foreign languages, the learners are to become individualists. We have also confirmed that both teachers and students are classified within small power distance dimensions. From the teachers‘ questionnaire, we can certify the role of cultural dimensions of the improvement of classroom interaction Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12514

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The Effect of Social Media on Enhancing the Students’ Intercultural Sensitivity Case Study of Master One Students at the University “Frères Mentouri”, Constantine 1 / Assia Hadri 

Public ISBD Titre : The Effect of Social Media on Enhancing the Students’ Intercultural Sensitivity Case Study of Master One Students at the University “Frères Mentouri”, Constantine 1 Type de document : texte imprimé Auteurs : Assia Hadri, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2019 Importance : 71 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 : In our present time, teaching culture in foreign languages emphasizes the students. This study is intended to investigate the impact of Social Media on Enhancing the Students’ Intercultural Sensitivity. This basic problem investigated in this study is stated through the following research questions : "What do students and teachers at the Department of Letters and English, University "Frere Mentouri", Constantine 1, think of the role of social media in developing the students’ intercultural sensitivity?", "Are the students of English at the Department of Letters and English, University "Frere Mentouri", Constantine 1, interculturally sensitive?", and "To what extent social media can enhance the students’ intercultural sensitivity?". To check the validity of the hypothesis which is, the use of social media regularly would develop the students’ intercultural sensitivity, a teachers’ questionnaire was administered to ten teachers of Master One degree at the Department of Letters and English. The results obtained from this questionnaire confirm the research hypothesis that the use of social media affects the students’ intercultural sensitivity. Consequently, the use of technology, in general, and internet (social networking sites) in education is effective and successful because it keeps the students aware at the cultural world Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12510 The Effect of Social Media on Enhancing the Students’ Intercultural Sensitivity Case Study of Master One Students at the University “Frères Mentouri”, Constantine 1 [texte imprimé] / Assia Hadri, Auteur ; Farida Abderrahim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2019 . - 71 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 : In our present time, teaching culture in foreign languages emphasizes the students. This study is intended to investigate the impact of Social Media on Enhancing the Students’ Intercultural Sensitivity. This basic problem investigated in this study is stated through the following research questions : "What do students and teachers at the Department of Letters and English, University "Frere Mentouri", Constantine 1, think of the role of social media in developing the students’ intercultural sensitivity?", "Are the students of English at the Department of Letters and English, University "Frere Mentouri", Constantine 1, interculturally sensitive?", and "To what extent social media can enhance the students’ intercultural sensitivity?". To check the validity of the hypothesis which is, the use of social media regularly would develop the students’ intercultural sensitivity, a teachers’ questionnaire was administered to ten teachers of Master One degree at the Department of Letters and English. The results obtained from this questionnaire confirm the research hypothesis that the use of social media affects the students’ intercultural sensitivity. Consequently, the use of technology, in general, and internet (social networking sites) in education is effective and successful because it keeps the students aware at the cultural world Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12510

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The Effect of Task-based Language Teaching on the Development of Students’ Accurate Use of English Tenses and in Particular the Past Simple and the Present Perfect / Bariza Dali 

Public ISBD Titre : The Effect of Task-based Language Teaching on the Development of Students’ Accurate Use of English Tenses and in Particular the Past Simple and the Present Perfect Type de document : texte imprimé Auteurs : Bariza Dali, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2020 Importance : 82 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Task-based Language Teaching  Past Simple  Present Perfect. Index. décimale : 420 Langue anglaise Résumé : Mastering English tenses in context is one of the most difficult tasks for foreign language learners. This research aims at exploring the effect of Task-based Language Teaching on the development of students’ accurate use of English tenses and in particular the Past Simple and the Present Perfect. This study attempts to answer the following two research questions: “How are English tenses and in particular the Past Simple and the Present Perfect taught”?and“Does Task-based Language Teaching develop students’ appropriate use of English tenses and in particular the Past Simple and the Present Perfect”? In order to check the validity of the hypothesis that is: the use of Task-based Language Teaching would develop students’ appropriate use of English tenses and in particular the Past Simple and the Present Perfect, a Teachers’ Questionnaire was handed in to sixteen (16)teachers of Grammar. Due to the present situation, the COVID (Corona Virus Disease) 19 pandemic, the university has been closed since 15th March 2020. So, the 16 Teachers’ Questionnaires were sent and collected by email by my supervisor. The questionnaire is used to know about the teachers’ opinions and attitudes regarding the effect of Task-based Language Teaching on the development of the students’ accurate use of English tenses and in particular the Past Simple and the Present Perfect. The findings obtained from the questionnaire indicate that the research hypothesis is confirmed, the use of Task-based Language Teaching develops students’ accurate use of English tenses. Therefore, Task-based Language Teaching is a fruitful approach since it can help students to better master tenses by studying them in context. We have also developed a Students’ Questionnaire, but due to the present situation (the COVID 19 pandemic) we were unable to hand it into fifteen (50) students as we intended to (see AppendixII: The Students’ Questionnaire). Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13523 The Effect of Task-based Language Teaching on the Development of Students’ Accurate Use of English Tenses and in Particular the Past Simple and the Present Perfect [texte imprimé] / Bariza Dali, Auteur ; Farida Abderrahim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 82 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Task-based Language Teaching  Past Simple  Present Perfect. Index. décimale : 420 Langue anglaise Résumé : Mastering English tenses in context is one of the most difficult tasks for foreign language learners. This research aims at exploring the effect of Task-based Language Teaching on the development of students’ accurate use of English tenses and in particular the Past Simple and the Present Perfect. This study attempts to answer the following two research questions: “How are English tenses and in particular the Past Simple and the Present Perfect taught”?and“Does Task-based Language Teaching develop students’ appropriate use of English tenses and in particular the Past Simple and the Present Perfect”? In order to check the validity of the hypothesis that is: the use of Task-based Language Teaching would develop students’ appropriate use of English tenses and in particular the Past Simple and the Present Perfect, a Teachers’ Questionnaire was handed in to sixteen (16)teachers of Grammar. Due to the present situation, the COVID (Corona Virus Disease) 19 pandemic, the university has been closed since 15th March 2020. So, the 16 Teachers’ Questionnaires were sent and collected by email by my supervisor. The questionnaire is used to know about the teachers’ opinions and attitudes regarding the effect of Task-based Language Teaching on the development of the students’ accurate use of English tenses and in particular the Past Simple and the Present Perfect. The findings obtained from the questionnaire indicate that the research hypothesis is confirmed, the use of Task-based Language Teaching develops students’ accurate use of English tenses. Therefore, Task-based Language Teaching is a fruitful approach since it can help students to better master tenses by studying them in context. We have also developed a Students’ Questionnaire, but due to the present situation (the COVID 19 pandemic) we were unable to hand it into fifteen (50) students as we intended to (see AppendixII: The Students’ Questionnaire). Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13523

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The Role of Cultural Awareness in the Development of Foreign Language Learning Case Study of Learners of English at ICIL: Istanbul and Constantine Institute of Languages, Constantine / Dounia Slimani 

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The Teachers’ role to Help Students to Overcome Grammar Problems in Writing / Mohamed Zair 

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Using Tactile Books and Overhead Speaker to Teach Vocabulary to Middle School Visually Impaired Learners of English as a Foreign Language: Case Study of Hacène Benkahoul Middle School of Visually Impaired Learners, Constantine. / Mohamed Akram Aimeur 

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