Ameliorating Students' Writing through Extensive Reading Case Study: Third Year Students of English at the Department of Letters and English Language, University of Frères Mentouri, Constantine 1 / Khaoula Benlmadani 

Public ISBD Titre : Ameliorating Students' Writing through Extensive Reading Case Study: Third Year Students of English at the Department of Letters and English Language, University of Frères Mentouri, Constantine 1 Type de document : texte imprimé Auteurs : Khaoula Benlmadani, Auteur ; Fatiha Sahli, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 111 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Writing through Extensive Reading. Index. décimale : 420 Langue anglaise Résumé : Teaching English as a foreign language (TEFL) requires learners’ exposure to the four language skills: listening, reading, speaking and writing. Reading and writing are considered as complementary processes, However, the majority of students are unable to produce an adequate written form because they overlook the importance of reading in reducing their writing problems.The current work aims at showing that reading a large number of understandable material can be a best pedagogical strategy to ameliorate the students’ writing abilities at the Department of Letters and English Language, University of Frères Mentouri, Constantine 1. In order to assess the hypotheses which claim that, if third year students read extensively more frequently, they would be likely to create better essays and they would eventually become good writers. We have opted for the descriptive method since it is the most adequate one to deal with this topic. We have administered two main questionnaires to ten teachers of written expression as well as fifty third year students at the Department of Letters and English Language, University of Frères Mentouri, Constantine 1.The results obtained demonstrate that reading extensively in English ameliorates students’ writing. Based on these results, the research hypothesis was confirmed. Accordingly, students must be exposed to a vast quantity of reading material in order to boost their writing abilities.In addition, Teachers should always urge their students to be aware about the value of both reading and writing, and how these two skills complement each other Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15878 Ameliorating Students' Writing through Extensive Reading Case Study: Third Year Students of English at the Department of Letters and English Language, University of Frères Mentouri, Constantine 1 [texte imprimé] / Khaoula Benlmadani, Auteur ; Fatiha Sahli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 111 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Writing through Extensive Reading. Index. décimale : 420 Langue anglaise Résumé : Teaching English as a foreign language (TEFL) requires learners’ exposure to the four language skills: listening, reading, speaking and writing. Reading and writing are considered as complementary processes, However, the majority of students are unable to produce an adequate written form because they overlook the importance of reading in reducing their writing problems.The current work aims at showing that reading a large number of understandable material can be a best pedagogical strategy to ameliorate the students’ writing abilities at the Department of Letters and English Language, University of Frères Mentouri, Constantine 1. In order to assess the hypotheses which claim that, if third year students read extensively more frequently, they would be likely to create better essays and they would eventually become good writers. We have opted for the descriptive method since it is the most adequate one to deal with this topic. We have administered two main questionnaires to ten teachers of written expression as well as fifty third year students at the Department of Letters and English Language, University of Frères Mentouri, Constantine 1.The results obtained demonstrate that reading extensively in English ameliorates students’ writing. Based on these results, the research hypothesis was confirmed. Accordingly, students must be exposed to a vast quantity of reading material in order to boost their writing abilities.In addition, Teachers should always urge their students to be aware about the value of both reading and writing, and how these two skills complement each other Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15878

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Attitudes towards the use of direct written corrective feedback on learners’ writing Achievement / Khadra Benhafed 

Public ISBD Titre : Attitudes towards the use of direct written corrective feedback on learners’ writing Achievement : the case of third year students at the university of constantine 1 Type de document : texte imprimé Auteurs : Khadra Benhafed, Auteur ; Fatiha Sahli, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 105 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  Direct Written Corrective Feedback  the Writing Skill  Error Correction. Index. décimale : 420 Langue anglaise Résumé : Improving students’ writing performance entails clear and adequately effective expectations provision on the part of Written Expression teachers. The main concern of this study is to get insights into attitudes of Written Expression teachers and learners’ at the Department of Letters and English, Faculty of Letters and Languages, University “Des Frères Mentouri”, Constantine towards the use of direct written corrective feedback to bring the students’ focus to revise their essays before handing them in, and hence improving their writing achievement so that it nurtures their confidence as writers. It is hypothesized that if teachers provide direct written corrective feedback, students would more likely revise their final writings, and hence their writing performance would more likely to be enhanced. To investigate the stated hypothesis, we administered two questionnaires for ten Third Year Written Expression teachers as well as thirty learners at the Department of Letters and English, Faculty of Letters and Languages, University “Des Frères Mentouri”, Constantine. After handing back the questionnaires, and having analyzed the results, we have come up with the conclusion that direct Written Expression Feedback has a great place in the teaching and learning of the writing skill; in that most participants in this research expressed strong agreement and positive attitudes towards the use of direct Written Expression Feedback to improve students’ writings. The results recommend that Written Expression teachers should set adequately direct and clear expectations when it comes to feeding students’ writings back. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4808 Attitudes towards the use of direct written corrective feedback on learners’ writing Achievement : the case of third year students at the university of constantine 1 [texte imprimé] / Khadra Benhafed, Auteur ; Fatiha Sahli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 105 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Direct Written Corrective Feedback  the Writing Skill  Error Correction. Index. décimale : 420 Langue anglaise Résumé : Improving students’ writing performance entails clear and adequately effective expectations provision on the part of Written Expression teachers. The main concern of this study is to get insights into attitudes of Written Expression teachers and learners’ at the Department of Letters and English, Faculty of Letters and Languages, University “Des Frères Mentouri”, Constantine towards the use of direct written corrective feedback to bring the students’ focus to revise their essays before handing them in, and hence improving their writing achievement so that it nurtures their confidence as writers. It is hypothesized that if teachers provide direct written corrective feedback, students would more likely revise their final writings, and hence their writing performance would more likely to be enhanced. To investigate the stated hypothesis, we administered two questionnaires for ten Third Year Written Expression teachers as well as thirty learners at the Department of Letters and English, Faculty of Letters and Languages, University “Des Frères Mentouri”, Constantine. After handing back the questionnaires, and having analyzed the results, we have come up with the conclusion that direct Written Expression Feedback has a great place in the teaching and learning of the writing skill; in that most participants in this research expressed strong agreement and positive attitudes towards the use of direct Written Expression Feedback to improve students’ writings. The results recommend that Written Expression teachers should set adequately direct and clear expectations when it comes to feeding students’ writings back. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4808

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Developing Efficient Writing Skills through the Use of the Cognitive Learning Strategies. A case study: Third Year LMD Students of English Language at Frères Mentouri University, Constantine. / Aicha Bouketra 

Public ISBD Titre : Developing Efficient Writing Skills through the Use of the Cognitive Learning Strategies. A case study: Third Year LMD Students of English Language at Frères Mentouri University, Constantine. Type de document : texte imprimé Auteurs : Aicha Bouketra, Auteur ; Fatiha Sahli, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2020 Importance : 136 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : EFL learner production  cognitive learning strategies  the process approach  writing communication  difficulties  second language (L2). Index. décimale : 420 Langue anglaise Résumé : Writing is a complex process; it combines a set of rhetorical, linguistic and stylistic elements in order to make form and meaning fully functional. It imposes greater demands on the EFL learner production since it lacks the immediate feedback as a guide. In writing, language learning strategies work as an effective guide in handling such complexity directly. The present research work aims to investigate the issue of cognitive learning strategies in assisting the target language writing of third-year students at the Department of Letters and English language , University of Constantine 1. It aims to explore the relationship between cognitive learning strategies and the target language writing under the Process Approach. In other words, it carries out a linguistic processes analysis of the students‟ English language written compositions for the sake of identifying the strategies involved in the language learning and enhancing the academic target language writing. Therefore, it is hypothesized that the use of the cognitive strategies will manipulate the linguistic resources in order to enhance students‟ writing communication. Only one main tool has been to verify the hypothesis which is a questionnaire. The questionnaire has been devised for both teachers (10 teachers of “Written Expression”), and (70 third year English language student), at the same department. The results obtained from the gathered information corroborate the research hypothesis in a sense that these strategies work to surmount the difficulties of learning a second language (L2). Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13382 Developing Efficient Writing Skills through the Use of the Cognitive Learning Strategies. A case study: Third Year LMD Students of English Language at Frères Mentouri University, Constantine. [texte imprimé] / Aicha Bouketra, Auteur ; Fatiha Sahli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 136 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : EFL learner production  cognitive learning strategies  the process approach  writing communication  difficulties  second language (L2). Index. décimale : 420 Langue anglaise Résumé : Writing is a complex process; it combines a set of rhetorical, linguistic and stylistic elements in order to make form and meaning fully functional. It imposes greater demands on the EFL learner production since it lacks the immediate feedback as a guide. In writing, language learning strategies work as an effective guide in handling such complexity directly. The present research work aims to investigate the issue of cognitive learning strategies in assisting the target language writing of third-year students at the Department of Letters and English language , University of Constantine 1. It aims to explore the relationship between cognitive learning strategies and the target language writing under the Process Approach. In other words, it carries out a linguistic processes analysis of the students‟ English language written compositions for the sake of identifying the strategies involved in the language learning and enhancing the academic target language writing. Therefore, it is hypothesized that the use of the cognitive strategies will manipulate the linguistic resources in order to enhance students‟ writing communication. Only one main tool has been to verify the hypothesis which is a questionnaire. The questionnaire has been devised for both teachers (10 teachers of “Written Expression”), and (70 third year English language student), at the same department. The results obtained from the gathered information corroborate the research hypothesis in a sense that these strategies work to surmount the difficulties of learning a second language (L2). Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13382

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Developing Students Oral Performance Through Their Intrinsic Motivation / Wafa Menzou 

Public ISBD Titre : Developing Students Oral Performance Through Their Intrinsic Motivation Type de document : texte imprimé Auteurs : Wafa Menzou, Auteur ; Fatiha Sahli, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2019 Importance : 86 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Student’s Intrinsic Motivation  Classroom Oral Performance. Index. décimale : 420 Langue anglaise Résumé : This dissertation, a total of two chapters, is intended to investigate intrinsic motivation as an effective factor in increasing students‟ speaking ability. Furthermore, the objective is to examine to what extent instructors are conscious of the beneficial impact their motivation can have on promoting learners to talk. We hypothesize that If EFL students are intrinsically motivated by the teacher‟s help ,their speaking abilities and competence would be fostred and developed . To check the validity of our hypothesis.only one questionnaire -the teachers‟ questionnaire- has been performed to ten teachers of oral expresssion taken from the English departement at university of Mentouri „‟constantine‟‟. The data demonstrated that most of the teachers consider intrinsic motivation as a significant factor to improve the speaking ability, as well as the learners do. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=11851 Developing Students Oral Performance Through Their Intrinsic Motivation [texte imprimé] / Wafa Menzou, Auteur ; Fatiha Sahli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2019 . - 86 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Student’s Intrinsic Motivation  Classroom Oral Performance. Index. décimale : 420 Langue anglaise Résumé : This dissertation, a total of two chapters, is intended to investigate intrinsic motivation as an effective factor in increasing students‟ speaking ability. Furthermore, the objective is to examine to what extent instructors are conscious of the beneficial impact their motivation can have on promoting learners to talk. We hypothesize that If EFL students are intrinsically motivated by the teacher‟s help ,their speaking abilities and competence would be fostred and developed . To check the validity of our hypothesis.only one questionnaire -the teachers‟ questionnaire- has been performed to ten teachers of oral expresssion taken from the English departement at university of Mentouri „‟constantine‟‟. The data demonstrated that most of the teachers consider intrinsic motivation as a significant factor to improve the speaking ability, as well as the learners do. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=11851

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Difficulties of translating verb-preposition collocationsfrom arabic into english / Abdennour Laib 

Public ISBD Titre : Difficulties of translating verb-preposition collocationsfrom arabic into english : Case of study: third year students Type de document : texte imprimé Auteurs : Abdennour Laib, Auteur ; Soufiane Chettouf, Auteur ; Fatiha Sahli, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 87 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : tApplied Language Studies  ranslation  collocations  equivalence  theories of translation  arabic collocations Index. décimale : 420 Langue anglaise Résumé : This research aims at investigating the translation difficulties faced by students when translating verb-preposition collocations from Arabic into English. This translation process will be examined throughout a teachers‟ questionnaire and a students' test. The first part of the test is a multiple-choice task where students are limited to a number of choices and are required to translate the Arabic verb-preposition collocations within an English context. The second task is a free translation activity where students are asked to translate seven Arabic sentences that contain verbpreposition collocations from Arabic into English. The results of this test have shown that students possess poor background knowledge about English collocations and that they resort to their first language adopting a literal word-for-word translation. This will lead to a negative transfer of the SL collocations. Hence, our hypothesis is confirmed. However, the impact of these factors that cause these translation difficulties can be reduced by rising students‟ awareness of the English collocations throughout reading, practicing on these collocations and the use of specialized collocations dictionaries. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4238 Difficulties of translating verb-preposition collocationsfrom arabic into english : Case of study: third year students [texte imprimé] / Abdennour Laib, Auteur ; Soufiane Chettouf, Auteur ; Fatiha Sahli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 87 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : tApplied Language Studies  ranslation  collocations  equivalence  theories of translation  arabic collocations Index. décimale : 420 Langue anglaise Résumé : This research aims at investigating the translation difficulties faced by students when translating verb-preposition collocations from Arabic into English. This translation process will be examined throughout a teachers‟ questionnaire and a students' test. The first part of the test is a multiple-choice task where students are limited to a number of choices and are required to translate the Arabic verb-preposition collocations within an English context. The second task is a free translation activity where students are asked to translate seven Arabic sentences that contain verbpreposition collocations from Arabic into English. The results of this test have shown that students possess poor background knowledge about English collocations and that they resort to their first language adopting a literal word-for-word translation. This will lead to a negative transfer of the SL collocations. Hence, our hypothesis is confirmed. However, the impact of these factors that cause these translation difficulties can be reduced by rising students‟ awareness of the English collocations throughout reading, practicing on these collocations and the use of specialized collocations dictionaries. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4238

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Ellipsis and cultural substitution in translation / Mohamed Maher Boussouf 

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Enhancing Learners Motivation through Providing Feedback on Speaking. Case Study of Second Year English Language Students at Frères Mentouri University Constantine 1. / Sabrina Malak Mechati 

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Implementing total physical response to enhance learning english for students with hearing impairment / Fatiha Guerisse 

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Reducing students' foreign language learning anxiety using cooperative learning / Bahia Benhamoud 

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The Effect of Crowded Classrooms on Students’ Oral Performance The Case of Third Year Students at University Des Frères Mentouri / Amina Khelalfa 

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The Effect of Integrative Teaching of Grammar and Composition on / Khadidja Saoula 

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The Effect of Learning the English Language on the Cultural Identity of the Algerian University Students: Case Study of Master One Degree in Methodology of Teaching Foreign Languages, University Mentouri Brothers Constantine 01 / Mohamed Elamine Mecheri 

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The effect of the academic level and the branch of study on students punctuation errors frequencies / Abd El-Hamid Bedadi 

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The effectiveness of using cooperative learning on the nhancement of the students′ writing skill / Choubaila Zoghma 

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The Impact of Chat Language on Students' Academic Writing The Second Year LMD Students at University of Frères Mentouri Constantine-1- / Khadidja Boussalia 

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