Students’ Difficulties in Translating Scientific Terms From English into Arabic The Case of First Year Master Translation Students / Charaf eddine Meliani 

Public ISBD Titre : Students’ Difficulties in Translating Scientific Terms From English into Arabic The Case of First Year Master Translation Students Type de document : texte imprimé Auteurs : Charaf eddine Meliani, Auteur ; Amira Bachtarzi, Auteur ; Nour Belhacene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2016 Importance : 66 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 present study seeks to investigate first year master translation students’ difficulties in translating scientific terms from English to Arabic. The data was gathered by means of a research tool in the form of a written translation test. The analysis of the data confirms that students’ mistakes are due to their poor cultural background knowledge and to their ignorance of the appropriate methods to be used to translate scientific terms. As a result, students must give importance to growing their own cultural background in the scientific fields. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12393 Students’ Difficulties in Translating Scientific Terms From English into Arabic The Case of First Year Master Translation Students [texte imprimé] / Charaf eddine Meliani, Auteur ; Amira Bachtarzi, Auteur ; Nour Belhacene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 66 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 present study seeks to investigate first year master translation students’ difficulties in translating scientific terms from English to Arabic. The data was gathered by means of a research tool in the form of a written translation test. The analysis of the data confirms that students’ mistakes are due to their poor cultural background knowledge and to their ignorance of the appropriate methods to be used to translate scientific terms. As a result, students must give importance to growing their own cultural background in the scientific fields. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12393

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Teaching the Speaking Skill under the Competency Based Approach The case of Third Year LMD Students of English at Mentouri University / Meroua Rayene Hamdi 

Public ISBD Titre : Teaching the Speaking Skill under the Competency Based Approach The case of Third Year LMD Students of English at Mentouri University Type de document : texte imprimé Auteurs : Meroua Rayene Hamdi, Auteur ; Amina Chekired, Auteur ; Nour Belhacene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2016 Importance : 133 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 : This current study aims to investigate the development of the students’ speaking skill through the use of the competency based approach (CBA). The main problem underlying this work is that many students are unable to carry on a spontaneous communication using the target language. It seems that the main cause behind this problem is the traditional methods that instructors adapt to teach the speaking skill. Today, many researchers claim that using the Competency Based Approach is to make students learn the language through the use of authentic situations. According to them, teachers’ roles and responsibilities have changed into facilitators of the learning and teaching processes. In this context, learners are supposed to be given opportunities to use the language naturally rather than memorizing dialogues and pattern practices. Teachers then adapt the activities and goals to match what students encounter in the real world. Therefore, two questionnaires are administered to both teachers of oral expression, and third year L.M.D students, at the Department of English at Mentouri University, Constantine. We hypothesize that the speaking skill is certainly improved through the Competency Based Approach. The results obtained validate our hypothesis that the Competency Based is effective and undoubtedly help the learners to perform better orally Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12347 Teaching the Speaking Skill under the Competency Based Approach The case of Third Year LMD Students of English at Mentouri University [texte imprimé] / Meroua Rayene Hamdi, Auteur ; Amina Chekired, Auteur ; Nour Belhacene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 133 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 : This current study aims to investigate the development of the students’ speaking skill through the use of the competency based approach (CBA). The main problem underlying this work is that many students are unable to carry on a spontaneous communication using the target language. It seems that the main cause behind this problem is the traditional methods that instructors adapt to teach the speaking skill. Today, many researchers claim that using the Competency Based Approach is to make students learn the language through the use of authentic situations. According to them, teachers’ roles and responsibilities have changed into facilitators of the learning and teaching processes. In this context, learners are supposed to be given opportunities to use the language naturally rather than memorizing dialogues and pattern practices. Teachers then adapt the activities and goals to match what students encounter in the real world. Therefore, two questionnaires are administered to both teachers of oral expression, and third year L.M.D students, at the Department of English at Mentouri University, Constantine. We hypothesize that the speaking skill is certainly improved through the Competency Based Approach. The results obtained validate our hypothesis that the Competency Based is effective and undoubtedly help the learners to perform better orally Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12347

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The bad effects of crowded classrooms on the development of students’ writing skill / Badra’a Nemdili 

Public ISBD Titre : The bad effects of crowded classrooms on the development of students’ writing skill : The case of second year lmd students of english at constantine-university 1 Type de document : texte imprimé Auteurs : Badra’a Nemdili, Auteur ; Nour Belhacene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 82 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  Crowded Classrooms  Development  Students  Writing Skill Index. décimale : 420 Langue anglaise Résumé : Writing in a foreign language is an art building on grammar, coherence, cohesion and punctuation. Writing is one of the important skills to learn a foreign language; students are obliged to master this skill to develop their knowledge in any foreign language. But there are different problems facing students and forbidding them to improve it. However, learning in crowded classrooms is one of the biggest problems that students are suffering from. This study aims to show the bad effects of crowded classrooms which prevent second year LMD students of English at Constantine University1 from developing the writing skill effectively. In our research work we described the two variables which are crowded classrooms as the independent variable and the writing skill as the dependent variable. For collecting data, we used two questionnaires; the first one for eight teachers and the second one for fifty students, in addition to a comparison between students’ marks of two different classrooms. The results that we get from this research prove that learning in a crowded classroom affects students negatively to be good writers, at the same time, deprives teachers to explain their lessons clearly, because of different causes such as the less of concentration and understanding, the impossibility of continuing the program and less opportunities to ask questions especially for shy students. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6206 The bad effects of crowded classrooms on the development of students’ writing skill : The case of second year lmd students of english at constantine-university 1 [texte imprimé] / Badra’a Nemdili, Auteur ; Nour Belhacene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 82 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Crowded Classrooms  Development  Students  Writing Skill Index. décimale : 420 Langue anglaise Résumé : Writing in a foreign language is an art building on grammar, coherence, cohesion and punctuation. Writing is one of the important skills to learn a foreign language; students are obliged to master this skill to develop their knowledge in any foreign language. But there are different problems facing students and forbidding them to improve it. However, learning in crowded classrooms is one of the biggest problems that students are suffering from. This study aims to show the bad effects of crowded classrooms which prevent second year LMD students of English at Constantine University1 from developing the writing skill effectively. In our research work we described the two variables which are crowded classrooms as the independent variable and the writing skill as the dependent variable. For collecting data, we used two questionnaires; the first one for eight teachers and the second one for fifty students, in addition to a comparison between students’ marks of two different classrooms. The results that we get from this research prove that learning in a crowded classroom affects students negatively to be good writers, at the same time, deprives teachers to explain their lessons clearly, because of different causes such as the less of concentration and understanding, the impossibility of continuing the program and less opportunities to ask questions especially for shy students. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6206

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The Contribution of Warming up Students for an Effective English Foreign Language Learning Process The Case of: Second Year LMD English Students; University MENTOURI Constantine 1 / Soraya Bouzelata 

Public ISBD Titre : The Contribution of Warming up Students for an Effective English Foreign Language Learning Process The Case of: Second Year LMD English Students; University MENTOURI Constantine 1 Type de document : texte imprimé Auteurs : Soraya Bouzelata, Auteur ; Nour Belhacene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2016 Importance : 96 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 main purpose of this research work is to explore the effectiveness of using warm ups as a teaching technique to improve the learning process of second year LMD students of English as a foreign language. This research work also seeks to show that warm up activities have a number of benefits. Beginning the lesson with a warm up activity may create a friendly environment, attract students’ attention, increase their abilities of participation, make students feel relaxed and motivated to learn… etc. As a first step, a hypothesis was set as follows: if EFL teachers use warm up activities at the very beginning of the instruction, the students’ learning process would be positively achieved. We strongly believe that learning process may be enhanced if it is practiced under the use of warm ups which have proved to bring relaxation and enjoyment for students, thus helping them focus on the teachers’ explanation and understand the lesson easily. In order to prove the validity of the hypothesis, two means of research were adopted. First, the teachers’ questionnaire was administrated to eleven teachers with different specialties at the department of foreign languages for the need of gathering information about their views towards warm up activities and whether they are effective for the learners’ learning process or not. Second, another questionnaire was given to a sample of forty (40) second year English LMD students at the department of foreign languages at UMC; the principle reason behind using this questionnaire is to collect data about the effects of warm ups on the students’ level of learning. In addition, it aims to know whether they tend to use this kind of activities in their classes and if warm ups help them in improving their learning skills (receptive and productive). The obtained results showed that warm up activity is a very effective technique that teachers can use before presenting any lesson because it makes a positive influence on the students’ learning process. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12267 The Contribution of Warming up Students for an Effective English Foreign Language Learning Process The Case of: Second Year LMD English Students; University MENTOURI Constantine 1 [texte imprimé] / Soraya Bouzelata, Auteur ; Nour Belhacene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 96 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 main purpose of this research work is to explore the effectiveness of using warm ups as a teaching technique to improve the learning process of second year LMD students of English as a foreign language. This research work also seeks to show that warm up activities have a number of benefits. Beginning the lesson with a warm up activity may create a friendly environment, attract students’ attention, increase their abilities of participation, make students feel relaxed and motivated to learn… etc. As a first step, a hypothesis was set as follows: if EFL teachers use warm up activities at the very beginning of the instruction, the students’ learning process would be positively achieved. We strongly believe that learning process may be enhanced if it is practiced under the use of warm ups which have proved to bring relaxation and enjoyment for students, thus helping them focus on the teachers’ explanation and understand the lesson easily. In order to prove the validity of the hypothesis, two means of research were adopted. First, the teachers’ questionnaire was administrated to eleven teachers with different specialties at the department of foreign languages for the need of gathering information about their views towards warm up activities and whether they are effective for the learners’ learning process or not. Second, another questionnaire was given to a sample of forty (40) second year English LMD students at the department of foreign languages at UMC; the principle reason behind using this questionnaire is to collect data about the effects of warm ups on the students’ level of learning. In addition, it aims to know whether they tend to use this kind of activities in their classes and if warm ups help them in improving their learning skills (receptive and productive). The obtained results showed that warm up activity is a very effective technique that teachers can use before presenting any lesson because it makes a positive influence on the students’ learning process. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12267

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The economy principle in language:Aimpotant asset to improve students'writing fluency / Mohamed Nadir Boufaa 

Public ISBD Titre : The economy principle in language:Aimpotant asset to improve students'writing fluency Type de document : texte imprimé Auteurs : Mohamed Nadir Boufaa, Auteur ; Smail Boudraa, Auteur ; Nour Belhacene, Auteur Editeur : CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI Année de publication : 2016 Importance : 66.f Format : 30.cm Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : The present research seeks to highlight the importance of the economy principle in language in the improvement of LMD students of English writing fluency at Constantine 1 University. It attempts to figure out why do students have difficulties to reach writing fluency, and what are the real obstacles that are preventing them to reach it. In order to carry out our study, we hypothesize that if the economy principle in language is applied positively, then EFL Students’ writing fluency will be improved. Data are collected using two questionnaires: a questionnaire submitted to students through which we attempt to seek the problems and the obstacles that prevent them from being fluent in writing, in the same time present to them the economy principle in language by defining it and show them how it can help them to be fluent in writing and see how the students interact with this principle. A second questionnaire is submitted to teachers to check whether they are aware of this principle, and if they usually ask their students to apply it when writing. The results obtained from this research prove that the application of the economy principle in language can effectively help the students to be more fluent in writing. We notice that the teachers agree on the fact that if the students try each time to use the precise words when producing a sentence, then they will be more fluent since their sentences will be more readable and easy to understand, thus avoiding ambiguity. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2380 The economy principle in language:Aimpotant asset to improve students'writing fluency [texte imprimé] / Mohamed Nadir Boufaa, Auteur ; Smail Boudraa, Auteur ; Nour Belhacene, Auteur . - CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI, 2016 . - 66.f ; 30.cm. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : The present research seeks to highlight the importance of the economy principle in language in the improvement of LMD students of English writing fluency at Constantine 1 University. It attempts to figure out why do students have difficulties to reach writing fluency, and what are the real obstacles that are preventing them to reach it. In order to carry out our study, we hypothesize that if the economy principle in language is applied positively, then EFL Students’ writing fluency will be improved. Data are collected using two questionnaires: a questionnaire submitted to students through which we attempt to seek the problems and the obstacles that prevent them from being fluent in writing, in the same time present to them the economy principle in language by defining it and show them how it can help them to be fluent in writing and see how the students interact with this principle. A second questionnaire is submitted to teachers to check whether they are aware of this principle, and if they usually ask their students to apply it when writing. The results obtained from this research prove that the application of the economy principle in language can effectively help the students to be more fluent in writing. We notice that the teachers agree on the fact that if the students try each time to use the precise words when producing a sentence, then they will be more fluent since their sentences will be more readable and easy to understand, thus avoiding ambiguity. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2380

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The effect of educational games on learning vocabulary in the writing class. / Iymen Kibouche 

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The effect of project work on enhancing students’ speaking and writing skills / Safia Mostephaoui 

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the effectiveness of integrative grammar in teaching formal writing / Abdelmouhssein Namoune 

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The impact of vocabulary learning strategies on esp vocabulary achievement / Sabrina BEHAZ 

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The importance of classroom interaction in improving students speaking mastery / Aymen Zaidi 

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The importance of classroom management in creating successful learning environment / Amina Boudab 

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The use of authentic materials to improve english vocabulary stock / Narimane Houriche 

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