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| Titre : |
Improving EFL students’ oral performance through : The case of 3rd year LMD students of english at |
| Type de document : |
texte imprimé |
| Auteurs : |
Souheyla Fethallah, Auteur ; Badr Eddine Sehili, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2014 |
| Importance : |
122 f. |
| Format : |
30 cm. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
students cooperative EFL. |
| Index. décimale : |
422 Sciences du langage |
| Résumé : |
Ce travail de recherche a come objectif d’évaluer les effets du travail collectif et coopératif,
de développer la compétence orale des étudiants d’anglais comme langue étrangère et la
délicatesse de la communication. Il s’intéresse nécessairement au choix basique du bon usage
du travail de groupe, afin d’améliorer la performance orale des étudiants .Il met aussi la
projection sur l’importance de créer un environnement convenable et confortable. Nous
supposons que l’apprentissage de la langue étrangère est en parfaite relation avec la continuité
évidente et la bonne orientation de l’exercice linguistique. Pour choisir la signification de la
théorie employée, nous avons opté pour deux questionnaires de l’auto-remplissage. L’un des
deux est destiné aux étudiants de la troisième année L.M.D qui se préparent en vue
d’obtention d’une licence en anglais. L’autre a été destiné aux enseignants de l’expression
orale à l’université de Constantine I. les résultats obtenus ont découvert que le travail de
groupe est une technique idéale pour renforcer la pratique linguistique des étudiants et la
participation orale en classe qui a une influence sur la capacité orale des étudiants. En plus
l’examen ‘t’ consacré à la formation d’un groupe indépendant qui a été déjà usé comme
consolidation générale du questionnaire. Suite à ces résultats correspondant à la théorie de
notre recherche, puisque les étudiants ont besoin de plus de techniques pour améliorer la
créativité de communication, et afin de créer une atmosphère motivante nulle d’hésitation. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3408 |
Improving EFL students’ oral performance through : The case of 3rd year LMD students of english at [texte imprimé] / Souheyla Fethallah, Auteur ; Badr Eddine Sehili, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2014 . - 122 f. ; 30 cm. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
students cooperative EFL. |
| Index. décimale : |
422 Sciences du langage |
| Résumé : |
Ce travail de recherche a come objectif d’évaluer les effets du travail collectif et coopératif,
de développer la compétence orale des étudiants d’anglais comme langue étrangère et la
délicatesse de la communication. Il s’intéresse nécessairement au choix basique du bon usage
du travail de groupe, afin d’améliorer la performance orale des étudiants .Il met aussi la
projection sur l’importance de créer un environnement convenable et confortable. Nous
supposons que l’apprentissage de la langue étrangère est en parfaite relation avec la continuité
évidente et la bonne orientation de l’exercice linguistique. Pour choisir la signification de la
théorie employée, nous avons opté pour deux questionnaires de l’auto-remplissage. L’un des
deux est destiné aux étudiants de la troisième année L.M.D qui se préparent en vue
d’obtention d’une licence en anglais. L’autre a été destiné aux enseignants de l’expression
orale à l’université de Constantine I. les résultats obtenus ont découvert que le travail de
groupe est une technique idéale pour renforcer la pratique linguistique des étudiants et la
participation orale en classe qui a une influence sur la capacité orale des étudiants. En plus
l’examen ‘t’ consacré à la formation d’un groupe indépendant qui a été déjà usé comme
consolidation générale du questionnaire. Suite à ces résultats correspondant à la théorie de
notre recherche, puisque les étudiants ont besoin de plus de techniques pour améliorer la
créativité de communication, et afin de créer une atmosphère motivante nulle d’hésitation. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3408 |
|
Exemplaires
| Titre : |
Improving EFL students’ oral performance through cooperative group work : The case of 3rd year LMD students of english at university of constantine 1 |
| Type de document : |
texte imprimé |
| Auteurs : |
Souheyla Fethallah, Auteur ; Badr Eddine Sehili, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2011 |
| Importance : |
121 f. |
| Format : |
30 cm |
| Note générale : |
Une copie elelctronique PDF disponible en Buc. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Improving EFL Oral Performance Cooperative Group Work |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present research work aims to measure the effects of cooperative group work on
developing English Foreign Language students’ oral performance and communicative skills.
It is predominantly concerned with testing the robustness of deploying group work in
enhancing students’ spoken proficiency. It also sheds light on the significance of setting up a
comfortable and friendly environment. We hypothesize that foreign language learning is
inextricably linked with continual properly well- directed language practice. To test the
meaningfulness of our hypothesis we opted for using two self-completion questionnaires. One
is administered to third year LMD students reading for a BA in English. A second
questionnaire is administered to oral expression teachers at Constantine University 1. The
results obtained have disclosed that cooperative group work is an adequate technique for
maximizing students’ language practice and classroom oral participation which in turn has an
effect on the students’ oral performance. In addition to that, a t-test for independent group
design was also used as a general support to the questionnaire. These findings, accordingly,
are in conformity with our research hypothesis, in that students require to be provided with a
suitable technique to improve the speaking skill needed and to create hesitation-free,
motivating atmosphere. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3472 |
Improving EFL students’ oral performance through cooperative group work : The case of 3rd year LMD students of english at university of constantine 1 [texte imprimé] / Souheyla Fethallah, Auteur ; Badr Eddine Sehili, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 121 f. ; 30 cm. Une copie elelctronique PDF disponible en Buc. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Improving EFL Oral Performance Cooperative Group Work |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present research work aims to measure the effects of cooperative group work on
developing English Foreign Language students’ oral performance and communicative skills.
It is predominantly concerned with testing the robustness of deploying group work in
enhancing students’ spoken proficiency. It also sheds light on the significance of setting up a
comfortable and friendly environment. We hypothesize that foreign language learning is
inextricably linked with continual properly well- directed language practice. To test the
meaningfulness of our hypothesis we opted for using two self-completion questionnaires. One
is administered to third year LMD students reading for a BA in English. A second
questionnaire is administered to oral expression teachers at Constantine University 1. The
results obtained have disclosed that cooperative group work is an adequate technique for
maximizing students’ language practice and classroom oral participation which in turn has an
effect on the students’ oral performance. In addition to that, a t-test for independent group
design was also used as a general support to the questionnaire. These findings, accordingly,
are in conformity with our research hypothesis, in that students require to be provided with a
suitable technique to improve the speaking skill needed and to create hesitation-free,
motivating atmosphere. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3472 |
|
Exemplaires
| Titre : |
Enhancing students’ writing skill through cooperative learning |
| Type de document : |
texte imprimé |
| Auteurs : |
Kenza Hamzaoui, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2012 |
| Importance : |
105 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en Bus |
| Langues : |
Français (fre) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Enhancing Students through Cooperative Learning |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Recent studies in the field of language teaching emphasize the importance the learning
process and the central role of the learner. With the new role that is assigned to the learner,
our classrooms have to be reconsidered and much more emphasis has to be given to the
learner. In fact, the learning context greatly affects the learner and the rate of his intake.
Because writing is significant, teachers’ techniques to teach this skill were investigated,
and more precisely the extent to which they incorporate elements of Cooperative Learning
(CL). Moreover, the student’ attitudes to group work were explored. Based on the aspects
investigated, two hypotheses were put. The first states teachers’ awareness of CL would lead
to create an affective learning environment through classroom participation in the writing
tasks. The second, on the other hand, is that students’ positive attitudes towards the use of
group work could positively correlate with their affective side.
T o carry out this study, two questionnaires were used: one for teachers of written
expression, and another for third year LMD students. The results of the teachers’
questionnaire showed that third year teachers are aware of the effective use of CL; a form of
teaching through the use group of work which is the first step towards CL. Students’
questionnaire demonstrated that third year students have positive attitudes towards group
work in teaching writing. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3557 |
Enhancing students’ writing skill through cooperative learning [texte imprimé] / Kenza Hamzaoui, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 105 f. ; 30 cm. Une copie électronique PDF disponible en Bus Langues : Français ( fre)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Enhancing Students through Cooperative Learning |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Recent studies in the field of language teaching emphasize the importance the learning
process and the central role of the learner. With the new role that is assigned to the learner,
our classrooms have to be reconsidered and much more emphasis has to be given to the
learner. In fact, the learning context greatly affects the learner and the rate of his intake.
Because writing is significant, teachers’ techniques to teach this skill were investigated,
and more precisely the extent to which they incorporate elements of Cooperative Learning
(CL). Moreover, the student’ attitudes to group work were explored. Based on the aspects
investigated, two hypotheses were put. The first states teachers’ awareness of CL would lead
to create an affective learning environment through classroom participation in the writing
tasks. The second, on the other hand, is that students’ positive attitudes towards the use of
group work could positively correlate with their affective side.
T o carry out this study, two questionnaires were used: one for teachers of written
expression, and another for third year LMD students. The results of the teachers’
questionnaire showed that third year teachers are aware of the effective use of CL; a form of
teaching through the use group of work which is the first step towards CL. Students’
questionnaire demonstrated that third year students have positive attitudes towards group
work in teaching writing. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3557 |
|
Exemplaires
| Titre : |
The impact of positive teacher-students relationship on students’ process of learning : Case Study of second year students of Ahmed Francis secondary school in Jijel |
| Type de document : |
texte imprimé |
| Auteurs : |
Wassila Naili, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Note générale : |
Une copie électronique PDF disponible en Bus |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences positive Teacher-Students learning |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study is composed of two chapters. The first one comprises literature review, which is related to the strategies that are used by teachers to create a positive relationship with students and the effects of this relationship on students’ learning. The second one, is a practical one in which a t-test and a questionnaire will be conducted. The study aims at showing the importance of positive teacher-student relationship on students as well as raising teachers' awareness of their responsibility to improve their relationship with students. We hypothesize that when students have a positive relationship with the teacher, then their academic achievement will be raised. In order to test the validity of the hypothesis, two approaches of data collection will be used.
The first one is a questionnaire conducted for two groups of second year students from Ahmed Francis lycée in Jijel and, the second one is a t-test for independent groups design. The data allowed us to see the significant importance of positive teacher-students relationship on learners’ motivation as well as their academic success.
|
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3655 |
The impact of positive teacher-students relationship on students’ process of learning : Case Study of second year students of Ahmed Francis secondary school in Jijel [texte imprimé] / Wassila Naili, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013. Une copie électronique PDF disponible en Bus Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences positive Teacher-Students learning |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study is composed of two chapters. The first one comprises literature review, which is related to the strategies that are used by teachers to create a positive relationship with students and the effects of this relationship on students’ learning. The second one, is a practical one in which a t-test and a questionnaire will be conducted. The study aims at showing the importance of positive teacher-student relationship on students as well as raising teachers' awareness of their responsibility to improve their relationship with students. We hypothesize that when students have a positive relationship with the teacher, then their academic achievement will be raised. In order to test the validity of the hypothesis, two approaches of data collection will be used.
The first one is a questionnaire conducted for two groups of second year students from Ahmed Francis lycée in Jijel and, the second one is a t-test for independent groups design. The data allowed us to see the significant importance of positive teacher-students relationship on learners’ motivation as well as their academic success.
|
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3655 |
|
Exemplaires
| Titre : |
The role of praising in the field of learning oral English : the case of third year students of English University of Constantine 1 |
| Type de document : |
texte imprimé |
| Auteurs : |
Selma Boustila, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
61 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 speaking Praise the field work |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The aim of this research project is to identify the importance of praising in the field of
learning oral English. This study will take place at the department of English” University of
Constantine1. To make learners of English more motivated, teachers at universities should
resort to the use of words of praise to develop genuine communication in classrooms. For
example, oral English can be used to make this communication even more effectively because
it includes the production of an entire speech which must be followed by a supportive
environment, and this latter , is enhanced by teachers.Next comes the practical part in which.
we gave 10 questionnaires which were administrated to the teachers of oral expression at the
Department of letters and English language at the University Constantine1, and 50 copies ,to
students of third year English at the same department, through which we tried to check our
hypothesis that was measured through the teacher’s praise and its effect on student’s oral
performance. As a result, we conclude that teacher’s praise has an effect on speaking or oral
performance of the learner and its effect is positive. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4035 |
The role of praising in the field of learning oral English : the case of third year students of English University of Constantine 1 [texte imprimé] / Selma Boustila, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 61 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences speaking Praise the field work |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The aim of this research project is to identify the importance of praising in the field of
learning oral English. This study will take place at the department of English” University of
Constantine1. To make learners of English more motivated, teachers at universities should
resort to the use of words of praise to develop genuine communication in classrooms. For
example, oral English can be used to make this communication even more effectively because
it includes the production of an entire speech which must be followed by a supportive
environment, and this latter , is enhanced by teachers.Next comes the practical part in which.
we gave 10 questionnaires which were administrated to the teachers of oral expression at the
Department of letters and English language at the University Constantine1, and 50 copies ,to
students of third year English at the same department, through which we tried to check our
hypothesis that was measured through the teacher’s praise and its effect on student’s oral
performance. As a result, we conclude that teacher’s praise has an effect on speaking or oral
performance of the learner and its effect is positive. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4035 |
|
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The impact of positive teacher-students relationship on students’ process of learning / Wassila Naili
