EFL students’ confusion between academic writing and informal writing / Aicha Seghaouil 

Public ISBD Titre : EFL students’ confusion between academic writing and informal writing : The case of third year LMD students of English at the University of Constantine 1 Type de document : texte imprimé Auteurs : Aicha Seghaouil, Auteur ; Saliha Kebbabi, Auteur ; H. ACHILI, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 54 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 Studies  Students  Academic Writing  Informal Writing Index. décimale : 420 Langue anglaise Résumé : The present study aims at exploring the reasons behind the apparently common use of informal language forms by students of English in their academic writing which is supposed to be formal. The study takes the specific case of third year LMD students at University of Constantine 1, and hypothesizes that students’ extensive exposure to informal English may be an important reason that lies behind their confusion. The research tools used to test the hypothesis are a collection and analysis of a sample of sixty three students’ written expression exam papers with the aim of gathering data about the frequency and the type of informal forms used by the participants in their essays, and a questionnaire which was administrated to the same students to know about the type of English they are exposed to. The findings of the analysis of the essays show that the participants used informal forms like contractions, abbreviations, personal pronouns, vague language, and colorful language while the analysis of the questionnaire shows that students are more exposed to informal language than to the formal one. So, the hypothesis we tested came to be validated. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3772 EFL students’ confusion between academic writing and informal writing : The case of third year LMD students of English at the University of Constantine 1 [texte imprimé] / Aicha Seghaouil, Auteur ; Saliha Kebbabi, Auteur ; H. ACHILI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 54 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Studies  Students  Academic Writing  Informal Writing Index. décimale : 420 Langue anglaise Résumé : The present study aims at exploring the reasons behind the apparently common use of informal language forms by students of English in their academic writing which is supposed to be formal. The study takes the specific case of third year LMD students at University of Constantine 1, and hypothesizes that students’ extensive exposure to informal English may be an important reason that lies behind their confusion. The research tools used to test the hypothesis are a collection and analysis of a sample of sixty three students’ written expression exam papers with the aim of gathering data about the frequency and the type of informal forms used by the participants in their essays, and a questionnaire which was administrated to the same students to know about the type of English they are exposed to. The findings of the analysis of the essays show that the participants used informal forms like contractions, abbreviations, personal pronouns, vague language, and colorful language while the analysis of the questionnaire shows that students are more exposed to informal language than to the formal one. So, the hypothesis we tested came to be validated. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3772

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
MSENG130038	MSENG130038	Livre	Bibliothèque principale	Albums Enfants	Exclu du prêt

Documents numériques

texte integre Adobe Acrobat PDF

Error analysis and the acquisition of english interrogatives / Rania HARZLI 

Public ISBD Titre : Error analysis and the acquisition of english interrogatives Type de document : texte imprimé Auteurs : Rania HARZLI, Auteur ; Sara KOUIS, Auteur ; H. ACHILI, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Mentouri Constantine Année de publication : 2016 Importance : 68.f Format : 30 cm Note générale : copie électronique disponible (PDF ) Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : This dissertation examines how English Foreign Language learners in the Department of English, at the University “Des Frères Mentouri”, Constantine, acquire and formulate English interrogative structures in order to contribute, to an extent, in the understanding of the nature and sources of learners‟ persistent errors in this language aspect. We hypothesize that the higher the level of the students, the lower is the frequency of errors they make in asking English questions. To check this hypothesis, we used two research tools. First, a student diagnostic test was given to 60 participants, 20 in each of the three instructional levels, 1st, 2nd and 3rd years. The description and analysis of the findings derived from the test have proven our hypothesis invalid. Students of first year performed astonishingly better than those of 2nd and 3rd years who were in the same level. Second, we interviewed the two teachers responsible for organizing the collaborative work of grammar teachers in the 1st and 2nd years of instruction in the department to know whether there are any lectures about the English interrogative sentence in the grammar syllabi of 1st and 2nd years. The teachers confirmed that there is no such lecture in both levels, and this might be considered as one of the reasons why students are having serious difficulties in formulating grammatical English interrogative sentences. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2693 Error analysis and the acquisition of english interrogatives [texte imprimé] / Rania HARZLI, Auteur ; Sara KOUIS, Auteur ; H. ACHILI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Mentouri Constantine, 2016 . - 68.f ; 30 cm. copie électronique disponible (PDF ) Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : This dissertation examines how English Foreign Language learners in the Department of English, at the University “Des Frères Mentouri”, Constantine, acquire and formulate English interrogative structures in order to contribute, to an extent, in the understanding of the nature and sources of learners‟ persistent errors in this language aspect. We hypothesize that the higher the level of the students, the lower is the frequency of errors they make in asking English questions. To check this hypothesis, we used two research tools. First, a student diagnostic test was given to 60 participants, 20 in each of the three instructional levels, 1st, 2nd and 3rd years. The description and analysis of the findings derived from the test have proven our hypothesis invalid. Students of first year performed astonishingly better than those of 2nd and 3rd years who were in the same level. Second, we interviewed the two teachers responsible for organizing the collaborative work of grammar teachers in the 1st and 2nd years of instruction in the department to know whether there are any lectures about the English interrogative sentence in the grammar syllabi of 1st and 2nd years. The teachers confirmed that there is no such lecture in both levels, and this might be considered as one of the reasons why students are having serious difficulties in formulating grammatical English interrogative sentences. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2693

Réservation

Réserver ce document

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
MSENG160039	MSENG160039	Document électronique	Bibliothèque principale	Mémoires	Disponible

Documents numériques

MSENG160039 Adobe Acrobat PDF

Foreign language vocabulary acquisition through reading intentional learning and incidental learning / Khaoula BESSIR 

Public ISBD Titre : Foreign language vocabulary acquisition through reading intentional learning and incidental learning Type de document : texte imprimé Auteurs : Khaoula BESSIR, Auteur ; H. ACHILI, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Mentouri Constantine Année de publication : 2016 Importance : 87.f Format : 30 cm Note générale : copie électronique disponible (PDF ) Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : Vocabulary is an essential part of first and second language learning of which learners need a minimum amount that makes their oral and written communication effective. There are many factors that can facilitate or inhibit learners’ acquisition of vocabulary. For this reason, teachers should encourage them to acquire new words and help them make informed choices that fasten their vocabulary acquisition. This research work aims at evaluating and comparing the effectiveness of two different types of vocabulary learning, intentional and incidental, on acquiring new word knowledge while reading. The target population is first year LMD students at the University “Des Frères Mentouri“ Constantine. We hypothesized that intentional learning leads to greater vocabulary gains than incidental learning while reading. A sample of 48 first-year students from the Department of English Arts and Language at the same university participated in an experiment which was carried out to check the hypothesis. The participants went through a pretest to evaluate their knowledge of eight target words; they were divided into two parallel groups, an Experimental Group and a Control Group; they received a treatment with and without vocabulary focus work respectively; and finally, their retention of the target words was tested, once immediately after the treatment, and a second time a week after. The results of this investigation confirmed the hypothesis; the participants who worked on the target words intentionally, through vocabulary focus exercises, learnt more of those words than those who did incidentally, by focusing, as usually done in most of the lectures in the department, on the comprehension of the content and on the structure of the text. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2889 Foreign language vocabulary acquisition through reading intentional learning and incidental learning [texte imprimé] / Khaoula BESSIR, Auteur ; H. ACHILI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Mentouri Constantine, 2016 . - 87.f ; 30 cm. copie électronique disponible (PDF ) Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : Vocabulary is an essential part of first and second language learning of which learners need a minimum amount that makes their oral and written communication effective. There are many factors that can facilitate or inhibit learners’ acquisition of vocabulary. For this reason, teachers should encourage them to acquire new words and help them make informed choices that fasten their vocabulary acquisition. This research work aims at evaluating and comparing the effectiveness of two different types of vocabulary learning, intentional and incidental, on acquiring new word knowledge while reading. The target population is first year LMD students at the University “Des Frères Mentouri“ Constantine. We hypothesized that intentional learning leads to greater vocabulary gains than incidental learning while reading. A sample of 48 first-year students from the Department of English Arts and Language at the same university participated in an experiment which was carried out to check the hypothesis. The participants went through a pretest to evaluate their knowledge of eight target words; they were divided into two parallel groups, an Experimental Group and a Control Group; they received a treatment with and without vocabulary focus work respectively; and finally, their retention of the target words was tested, once immediately after the treatment, and a second time a week after. The results of this investigation confirmed the hypothesis; the participants who worked on the target words intentionally, through vocabulary focus exercises, learnt more of those words than those who did incidentally, by focusing, as usually done in most of the lectures in the department, on the comprehension of the content and on the structure of the text. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2889

Réservation

Réserver ce document

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
MSENG160060	MSENG160060	Document électronique	Bibliothèque principale	Mémoires	Disponible

Documents numériques

MSENG160060 Adobe Acrobat PDF

Problems of interpreting idiomatic English phrasal verbs into Arabic / Fatima Ikhlef 

Public ISBD Titre : Problems of interpreting idiomatic English phrasal verbs into Arabic : The case of master II students of applied language studies Type de document : texte imprimé Auteurs : Fatima Ikhlef, Auteur ; Yakoub Ounis, Auteur ; H. ACHILI, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 53 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 Studies  problems  English idiomatic  Phrasal Verbs Index. décimale : 420 Langue anglaise Résumé : This paper tackles the problems of interpreting English idiomatic phrasal verbs into Arabic. Interpreting is more and more required in Algeria due to the nature of the business market which is crucially based on the hydrocarbon economy and open to foreign investments, on the other hand, idiomatic phrasal verbs are very important in everyday spoken English; and those facts make it important to make a study about the problems which occur when students try to interpret idiomatic phrasal verbs. The study hypothesized that the participants will find problems in this process and that they will either misinterpret, give a literal interpreting, or fail to give the exact meaning of the idiomatic phrasal verbs. In order to explore these problems, an interpreting test was given to twenty students. The test consists of ten sentences that included an idiomatic phrasal verb in each. The sentences were delivered orally, and the students were asked to interpret them into Arabic. The research findings confirmed the hypothesis. The participants did have problems with interpreting idiomatic phrasal verbs and their problems ranged between misinterpreting, giving literal interpreting, and failing to give the exact meaning of the idiomatic phrasal verbs. Besides the hypothesized problems, students showed that they confuse between phrasal verbs that have the same verb part; and in the process of interpreting, they focused on the verb part and cared less or totally ignored the particle of the phrasal verb. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3781 Problems of interpreting idiomatic English phrasal verbs into Arabic : The case of master II students of applied language studies [texte imprimé] / Fatima Ikhlef, Auteur ; Yakoub Ounis, Auteur ; H. ACHILI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 53 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Studies  problems  English idiomatic  Phrasal Verbs Index. décimale : 420 Langue anglaise Résumé : This paper tackles the problems of interpreting English idiomatic phrasal verbs into Arabic. Interpreting is more and more required in Algeria due to the nature of the business market which is crucially based on the hydrocarbon economy and open to foreign investments, on the other hand, idiomatic phrasal verbs are very important in everyday spoken English; and those facts make it important to make a study about the problems which occur when students try to interpret idiomatic phrasal verbs. The study hypothesized that the participants will find problems in this process and that they will either misinterpret, give a literal interpreting, or fail to give the exact meaning of the idiomatic phrasal verbs. In order to explore these problems, an interpreting test was given to twenty students. The test consists of ten sentences that included an idiomatic phrasal verb in each. The sentences were delivered orally, and the students were asked to interpret them into Arabic. The research findings confirmed the hypothesis. The participants did have problems with interpreting idiomatic phrasal verbs and their problems ranged between misinterpreting, giving literal interpreting, and failing to give the exact meaning of the idiomatic phrasal verbs. Besides the hypothesized problems, students showed that they confuse between phrasal verbs that have the same verb part; and in the process of interpreting, they focused on the verb part and cared less or totally ignored the particle of the phrasal verb. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3781

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
MSENG130043	MSENG130043	Livre	Bibliothèque principale	Albums Enfants	Exclu du prêt

Documents numériques

texte integre Adobe Acrobat PDF

The impact of explicit instruction on students' use of phrasal verbs / Ali Sakta 

Public ISBD Titre : The impact of explicit instruction on students' use of phrasal verbs : The case of second year students of english Type de document : texte imprimé Auteurs : Ali Sakta, Auteur ; H. ACHILI, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 34 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 Language Studies  Explicit Instruction  Phrasal Verbs Index. décimale : 420 Langue anglaise Résumé : A characteristic feature of the English language is the use of phrasal verbs. Although phrasal verbs represent a difficulty for learners, mastering them helps the learner become a native-like speaker. The aim of this study is to investigate the efficiency of a course given to 2nd year students in thedepartment of English arts and language, university of Constantine 1, in helping students write an Englishwhich sounds more natural. To achieve such an aim, the course was examined and identified to be a quick, explicit type of instruction, and an analysis of 2ndyear exam papers before and after the instruction the students received about phrasal verbs is made. This study hypothesized that explicit instruction will not likelyhelp 2nd year students inthedepartment of English arts and languageto use phrasal verbs in their writing more frequently. The results showed low frequency of phrasal verbs' use among 2nd year students; and thus, the hypothesis was confirmed. The low frequency of phrasal verbs was mainly attributed to reasons like: avoidance, lack of practice and lack of support from the learning environment. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5602 The impact of explicit instruction on students' use of phrasal verbs : The case of second year students of english [texte imprimé] / Ali Sakta, Auteur ; H. ACHILI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 34 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies  Explicit Instruction  Phrasal Verbs Index. décimale : 420 Langue anglaise Résumé : A characteristic feature of the English language is the use of phrasal verbs. Although phrasal verbs represent a difficulty for learners, mastering them helps the learner become a native-like speaker. The aim of this study is to investigate the efficiency of a course given to 2nd year students in thedepartment of English arts and language, university of Constantine 1, in helping students write an Englishwhich sounds more natural. To achieve such an aim, the course was examined and identified to be a quick, explicit type of instruction, and an analysis of 2ndyear exam papers before and after the instruction the students received about phrasal verbs is made. This study hypothesized that explicit instruction will not likelyhelp 2nd year students inthedepartment of English arts and languageto use phrasal verbs in their writing more frequently. The results showed low frequency of phrasal verbs' use among 2nd year students; and thus, the hypothesis was confirmed. The low frequency of phrasal verbs was mainly attributed to reasons like: avoidance, lack of practice and lack of support from the learning environment. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5602

Réservation

Réserver ce document

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
MSENG130118	MSENG130118	Document électronique	Bibliothèque principale	Mémoires	Disponible

Documents numériques

texte integre Adobe Acrobat PDF

---

1 (1 - 5 / 5)