Difficulties efl students face in using the comma, the colon, the semicolon, and the apostrophe. / Bassem Boufenchouche 

Public ISBD Titre : Difficulties efl students face in using the comma, the colon, the semicolon, and the apostrophe. : The case of second-year lmd students, university of constantine Type de document : texte imprimé Auteurs : Bassem Boufenchouche, Auteur ; Keltoum Bouteldj, Auteur ; Ouided Arab, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 52 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Languages Studies  Students Face  Semicolon  Apostrophe. Index. décimale : 420 Langue anglaise Résumé : The present study aims at investigating the effective role of punctuation in writing, and the vital contribution it has in making written materials comprehensible. More specifically, it attempts to examine student’s command of using punctuation marks, namely the comma, the colon, the semicolon, and the apostrophe, and to check whether these marks are applied appropriately or not. It takes the case of second years LMD students at Constantine University. Our interest in such a topic is stimulated by the fact that punctuation is very significant in writing successful productions. To achieve the aforementioned aims, a descriptive study is carried out where data are collected through a test administered to 38 participants. The gathered data are thoroughly analyzed and the results obtained shows that the majority of students are not cautions about punctuations rules. Furthermore, the participants manifest a major hindrance in applying the aforementioned punctuation marks Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6678 Difficulties efl students face in using the comma, the colon, the semicolon, and the apostrophe. : The case of second-year lmd students, university of constantine [texte imprimé] / Bassem Boufenchouche, Auteur ; Keltoum Bouteldj, Auteur ; Ouided Arab, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 52 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Languages Studies  Students Face  Semicolon  Apostrophe. Index. décimale : 420 Langue anglaise Résumé : The present study aims at investigating the effective role of punctuation in writing, and the vital contribution it has in making written materials comprehensible. More specifically, it attempts to examine student’s command of using punctuation marks, namely the comma, the colon, the semicolon, and the apostrophe, and to check whether these marks are applied appropriately or not. It takes the case of second years LMD students at Constantine University. Our interest in such a topic is stimulated by the fact that punctuation is very significant in writing successful productions. To achieve the aforementioned aims, a descriptive study is carried out where data are collected through a test administered to 38 participants. The gathered data are thoroughly analyzed and the results obtained shows that the majority of students are not cautions about punctuations rules. Furthermore, the participants manifest a major hindrance in applying the aforementioned punctuation marks Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6678

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Enriching efl students‟ vocabulary knowledge through role play strategy / Nihed Toumisief 

Public ISBD Titre : Enriching efl students‟ vocabulary knowledge through role play strategy : The case of first year lmd students of foreign languages at mentouri brothers university Type de document : texte imprimé Auteurs : Nihed Toumisief, Auteur ; Ibtissem Bouabellou, Auteur ; Ouided Arab, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 96 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  EFL Students  Vocabulary  Knowledge through Index. décimale : 420 Langue anglaise Résumé : The present study seeks to investigate the significance of using role play strategy for enhancing EFL students‟ vocabulary. We aim to spot light on the role of using such a strategy during oral expression class for gaining more lexical knowledge. The motives behind carrying out this study originate from the fact that vocabulary is a major hindrance for EFL learners as they find it very difficult to communicate their ideas freely either orally or in the written form. To achieve the aforementioned aim, two means of data collection are used: two questionnaires and a test. The former are given to both oral expression teachers and a sample of 35 first- year LMD students to know about teachers‟ and the students‟ opinions about role play strategy, its use in oral expression class, and its importance for students‟ vocabulary improvement. The latter (the students‟ test) is used to measure the improvement of vocabulary among students due to the implementation of role play activity. The results of the field work have been in the direction of the study hypothesis. They have clearly shown that role play strategy is very significant for students to enrich their vocabulary knowledge. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6275 Enriching efl students‟ vocabulary knowledge through role play strategy : The case of first year lmd students of foreign languages at mentouri brothers university [texte imprimé] / Nihed Toumisief, Auteur ; Ibtissem Bouabellou, Auteur ; Ouided Arab, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 96 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language sciences  EFL Students  Vocabulary  Knowledge through Index. décimale : 420 Langue anglaise Résumé : The present study seeks to investigate the significance of using role play strategy for enhancing EFL students‟ vocabulary. We aim to spot light on the role of using such a strategy during oral expression class for gaining more lexical knowledge. The motives behind carrying out this study originate from the fact that vocabulary is a major hindrance for EFL learners as they find it very difficult to communicate their ideas freely either orally or in the written form. To achieve the aforementioned aim, two means of data collection are used: two questionnaires and a test. The former are given to both oral expression teachers and a sample of 35 first- year LMD students to know about teachers‟ and the students‟ opinions about role play strategy, its use in oral expression class, and its importance for students‟ vocabulary improvement. The latter (the students‟ test) is used to measure the improvement of vocabulary among students due to the implementation of role play activity. The results of the field work have been in the direction of the study hypothesis. They have clearly shown that role play strategy is very significant for students to enrich their vocabulary knowledge. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6275

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Exploring and managing the causes behind efl learners’ reticence in oral expression courses / Hadda Benameur 

Public ISBD Titre : Exploring and managing the causes behind efl learners’ reticence in oral expression courses : The case study of first year students at the university-“des frères mentouri”, constantine Type de document : texte imprimé Auteurs : Hadda Benameur, Auteur ; Imane Bouras, Auteur ; Ouided Arab, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 100 f. Format : 3 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Reticence  Oral Expression Index. décimale : 420 Langue anglaise Résumé : Reticence is a common phenomenon that is in prominent position in foreign language classrooms and which hampers students‟ oral participation. Awareness of sources of silence on the part of the instructors may decrease misinterpretations regarding students‟ level of engagement in language classrooms. The present study investigates the factors that lead students to experience reticence in the EFL classrooms: psychological, linguistic, teachers‟ feedback, and classroom atmosphere. It also explores the underlying ways and activities which help students to overcome their lack of participation. Through this study we hypothesize that there are different factors such as linguistic factors (lack of vocabulary, poor pronunciation, poor grammar), psychological factors (shyness, self-esteem, anxiety, lack of self-confidence, fear of making mistakes), and other factors related to teachers‟ feedback and classroom atmosphere which hamper first year students‟ participation in Oral Expression sessions. Learners would overcome their reticence and passivity when teachers help them to manage these factors. To reach the aim of this study, two main questionnaires are administered. One questionnaire is given to teachers of Oral Expression at the Department of Letters and English University “Des Frère Mentouri”, Constantine. The other questionnaire is directed to first year students at the same department. The analysis and the discussion of the obtained data reveal that there are some factors that affect students‟ participation, mainly students‟ poor grammar, lack of vocabulary, lack of self-confidence, shyness and fear of making mistakes, as well as factors related to teachers‟ feedback and the atmosphere of the Oral Expression classrooms. Moreover, it has been revealed that both teachers and students play an important role in managing students‟ reticence in the speaking class. Therefore, our hypothesis has been confirmed Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5021 Exploring and managing the causes behind efl learners’ reticence in oral expression courses : The case study of first year students at the university-“des frères mentouri”, constantine [texte imprimé] / Hadda Benameur, Auteur ; Imane Bouras, Auteur ; Ouided Arab, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 100 f. ; 3 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Reticence  Oral Expression Index. décimale : 420 Langue anglaise Résumé : Reticence is a common phenomenon that is in prominent position in foreign language classrooms and which hampers students‟ oral participation. Awareness of sources of silence on the part of the instructors may decrease misinterpretations regarding students‟ level of engagement in language classrooms. The present study investigates the factors that lead students to experience reticence in the EFL classrooms: psychological, linguistic, teachers‟ feedback, and classroom atmosphere. It also explores the underlying ways and activities which help students to overcome their lack of participation. Through this study we hypothesize that there are different factors such as linguistic factors (lack of vocabulary, poor pronunciation, poor grammar), psychological factors (shyness, self-esteem, anxiety, lack of self-confidence, fear of making mistakes), and other factors related to teachers‟ feedback and classroom atmosphere which hamper first year students‟ participation in Oral Expression sessions. Learners would overcome their reticence and passivity when teachers help them to manage these factors. To reach the aim of this study, two main questionnaires are administered. One questionnaire is given to teachers of Oral Expression at the Department of Letters and English University “Des Frère Mentouri”, Constantine. The other questionnaire is directed to first year students at the same department. The analysis and the discussion of the obtained data reveal that there are some factors that affect students‟ participation, mainly students‟ poor grammar, lack of vocabulary, lack of self-confidence, shyness and fear of making mistakes, as well as factors related to teachers‟ feedback and the atmosphere of the Oral Expression classrooms. Moreover, it has been revealed that both teachers and students play an important role in managing students‟ reticence in the speaking class. Therefore, our hypothesis has been confirmed Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5021

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Investigating the Use of Transition Signals in Students’ Written Productions The Case of Second Year Students of English, Frére Mentouri Constantine 1 University. / Dalia Chergui 

Public ISBD Titre : Investigating the Use of Transition Signals in Students’ Written Productions The Case of Second Year Students of English, Frére Mentouri Constantine 1 University. Type de document : texte imprimé Auteurs : Dalia Chergui, Auteur ; Ouided Arab, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 90 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Academic Writing and Cohesive Devices  Process of Writing  Revising  Drafting. Index. décimale : 420 Langue anglaise Résumé : The current study aims at investigating the use of transition signals, namely ‘like’, ‘likewise’, ‘alike’, ‘similarly’, ‘similar to’ and ‘just as’ in students’ comparison writings. In fact, EFL students face a major hindrance in the use of cohesive devices in different types of essays and the comparison contrast essay is one of them. It is hypothesized that students tend to produce less cohesive and coherent written productions if they don’t master using comparison transition signals at the sentence level. In an attempt to fulfill the aim of the study, a sample of 34 second year students, from the Department of Letters and the English Language, Frére Mentouri Constantine 1 University, were put under investigation. Three tools of research have been adopted in this investigation. First, classroom observation serves to observe the teacher’s presentation of the comparison/ contrast essay and comparison transitions. Second, a test aims to examine students’ abilities in using comparison transitions at the sentence level. Third, corpus analysis was used to check students’ application of comparison transitions at the essay level. The findings showed that students do not master using transition signals at the sentence level. In addition, students avoid using these transitions in their essays. They only used connectors are the very simple connectors like ‘both…and”, and “similar” in a repetitive manner which affected the quality of their essays with regard to cohesion and coherence. The analysis of the results confirms the hypothesis; hence, some recommendations are put forward. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15290 Investigating the Use of Transition Signals in Students’ Written Productions The Case of Second Year Students of English, Frére Mentouri Constantine 1 University. [texte imprimé] / Dalia Chergui, Auteur ; Ouided Arab, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 90 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Academic Writing and Cohesive Devices  Process of Writing  Revising  Drafting. Index. décimale : 420 Langue anglaise Résumé : The current study aims at investigating the use of transition signals, namely ‘like’, ‘likewise’, ‘alike’, ‘similarly’, ‘similar to’ and ‘just as’ in students’ comparison writings. In fact, EFL students face a major hindrance in the use of cohesive devices in different types of essays and the comparison contrast essay is one of them. It is hypothesized that students tend to produce less cohesive and coherent written productions if they don’t master using comparison transition signals at the sentence level. In an attempt to fulfill the aim of the study, a sample of 34 second year students, from the Department of Letters and the English Language, Frére Mentouri Constantine 1 University, were put under investigation. Three tools of research have been adopted in this investigation. First, classroom observation serves to observe the teacher’s presentation of the comparison/ contrast essay and comparison transitions. Second, a test aims to examine students’ abilities in using comparison transitions at the sentence level. Third, corpus analysis was used to check students’ application of comparison transitions at the essay level. The findings showed that students do not master using transition signals at the sentence level. In addition, students avoid using these transitions in their essays. They only used connectors are the very simple connectors like ‘both…and”, and “similar” in a repetitive manner which affected the quality of their essays with regard to cohesion and coherence. The analysis of the results confirms the hypothesis; hence, some recommendations are put forward. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15290

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Strategies used by efl students in the translation of proper name and key-phrase allusions / Rafik Azeroual 

Public ISBD Titre : Strategies used by efl students in the translation of proper name and key-phrase allusions : The Case of First Year Master Students, University of Constantine1 Type de document : texte imprimé Auteurs : Rafik Azeroual, Auteur ; Ridha Mekahlia, Auteur ; Ouided Arab, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 84 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 : Cette recherche a pour but de faire paraître l’utilisation des stratégies possibles dans la traduction des allusions (noms propres et phrase-clés allusions) de l'anglais vers l'arabe par les étudiants d’Anglais. La traduction de ce type d’éléments littéraires est une tâche difficile, car elle pose de nombreuses difficultés aux étudiants lors de la traduction des œuvres littéraires. Cette traduction implique deux textes, le texte source et le texte cible. Les étudiants doivent retrouver les allusions d'abord, puis choisir la stratégie appropriée pour les rendre en langue arabe. Comme la plupart des traducteurs utilisent certains types de stratégies lorsqu’ ils traduisent des textes de la langue source vers la langue cible, l'objectif de la présente étude est d'examiner la capacité des étudiants des langues étrangères de reconnaître nom propre et phrase-clé allusions, et d'étudier les différentes stratégies qu'ils adoptent pour les interpréter de l'anglais vers l'arabe. Afin d'atteindre l'objectif susmentionné, un questionnaire et un test ont été appliqués pour recueillir des données à partir d'un échantillon composé de 30 étudiants (spécialité Civilisation et Littérature anglaise). Les résultats ont été en faveur de l'hypothèse de l'étude. Ils ont clairement montré que les étudiants utilisent certaines stratégies, comme nous l'avons supposé, et que la traduction littérale est la plus couramment utilisée par les étudiants de master un. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12848 Strategies used by efl students in the translation of proper name and key-phrase allusions : The Case of First Year Master Students, University of Constantine1 [texte imprimé] / Rafik Azeroual, Auteur ; Ridha Mekahlia, Auteur ; Ouided Arab, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 84 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 : Cette recherche a pour but de faire paraître l’utilisation des stratégies possibles dans la traduction des allusions (noms propres et phrase-clés allusions) de l'anglais vers l'arabe par les étudiants d’Anglais. La traduction de ce type d’éléments littéraires est une tâche difficile, car elle pose de nombreuses difficultés aux étudiants lors de la traduction des œuvres littéraires. Cette traduction implique deux textes, le texte source et le texte cible. Les étudiants doivent retrouver les allusions d'abord, puis choisir la stratégie appropriée pour les rendre en langue arabe. Comme la plupart des traducteurs utilisent certains types de stratégies lorsqu’ ils traduisent des textes de la langue source vers la langue cible, l'objectif de la présente étude est d'examiner la capacité des étudiants des langues étrangères de reconnaître nom propre et phrase-clé allusions, et d'étudier les différentes stratégies qu'ils adoptent pour les interpréter de l'anglais vers l'arabe. Afin d'atteindre l'objectif susmentionné, un questionnaire et un test ont été appliqués pour recueillir des données à partir d'un échantillon composé de 30 étudiants (spécialité Civilisation et Littérature anglaise). Les résultats ont été en faveur de l'hypothèse de l'étude. Ils ont clairement montré que les étudiants utilisent certaines stratégies, comme nous l'avons supposé, et que la traduction littérale est la plus couramment utilisée par les étudiants de master un. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12848

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Students’ difficulties in translating political terms from english to arabic / Marwa Fadloun 

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Teacher’s Attitude towards the Difficulties Middle School EFL Learners Face in Learning the English Vowel Sounds The Case of Third-year middle school pupils / Houda Nekaa 

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Teachers’ Attitudes Towards The Effectiveness Of Using Mind Mapping Strategy In Minimizing Students’ Spelling Mistakes The Case Of First Year Students Of English At Frères Mentouri Constantine 1 University / Samar Nesrine Bouras 

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Teachers’ Perceptions of the Role of Rhetorical Functions in Enhancing EFL Learners’ Comprehension of Scientific Texts / Moussaab Dekhil 

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The effect of subtitling and raising efl students' awareness about some cultural features in the american sitcom "friends” on their ability to understand its humorous statements / Lina Laroussi 

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The effectiveness of using the metacognitive reading strategies by algerian efl learners / Soumia Ouchefoune 

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The impact of efl students’ ability to make infrences on reading comprehension / Hassina Settah 

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The role of jigsaw cooperative learning strategy in learners’ reading comprehension / Amina Mazli 

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The role of social factors in fostering efl students 'motivation for reading / Souhila Moussaoui 

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The Role of the Revision Stage of the Writing Process in Refining Students’ Drafts The Case of First Year Students, University-des Frères Mentouri Constantine 1 / NourElhouda Zedam 

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