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Auteur H. Saadi |
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Titre : An analysis of the use of the paraphrase strategies in oral classes : The Case of third year students, University of Constantine Type de document : texte imprimé Auteurs : Asma Maghmoul, Auteur ; Wahiba Saad Hellal, Auteur ; H. Saadi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 57 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Languages studies Analysis Use ParaphraseOral Classes Index. décimale : 420 Langue anglaise Résumé : This present study tries to shed light on the importance of communication strategies used
by foreign language learners in oral classes. Our work attempted to observe and examine the
different communication strategies used by third year students in the stream of oral
communication. In the light of this, we have hypothesized that if students do not have
problems expressing themselves in a clear and easy way, they will not use paraphrase as a
communication strategy. So, in order to check this, data have been collected through the
administration of an oral test –in the form of an interview- for a group of 20 randomly chosen
third-year students of Language Sciences at the department of English, University of
Constantine. The results have revealed that students have highly used the paraphrase strategy
to express themselves and cope with language difficulties. The results have confirmed our
hypothesis.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3770 An analysis of the use of the paraphrase strategies in oral classes : The Case of third year students, University of Constantine [texte imprimé] / Asma Maghmoul, Auteur ; Wahiba Saad Hellal, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 57 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Languages studies Analysis Use ParaphraseOral Classes Index. décimale : 420 Langue anglaise Résumé : This present study tries to shed light on the importance of communication strategies used
by foreign language learners in oral classes. Our work attempted to observe and examine the
different communication strategies used by third year students in the stream of oral
communication. In the light of this, we have hypothesized that if students do not have
problems expressing themselves in a clear and easy way, they will not use paraphrase as a
communication strategy. So, in order to check this, data have been collected through the
administration of an oral test –in the form of an interview- for a group of 20 randomly chosen
third-year students of Language Sciences at the department of English, University of
Constantine. The results have revealed that students have highly used the paraphrase strategy
to express themselves and cope with language difficulties. The results have confirmed our
hypothesis.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3770 Exemplaires (1)
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texte integreAdobe Acrobat PDFEnhancing students’ motivation in the classroom to improve their speaking skills / Nassima Boukendir
Titre : Enhancing students’ motivation in the classroom to improve their speaking skills : A case study of second year lmd students of english at the university constantine Type de document : texte imprimé Auteurs : Nassima Boukendir, Auteur ; H. Saadi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 111 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 Students’ Motivation Speaking Skills Index. décimale : 420 Langue anglaise Résumé : This study aims to investigate to what extent teachers may help their students to improve their
speaking skills by encouraging their motivation to speak English in the classroom. To carry
out our study, two questionnaires were submitted to a sample of second year LMD students
(50 students in the Department of Foreign Languages at University Mentouri Constantine)
and a group of teachers (10 teachers who teach Oral Expression subject in the Department of
Foreign Languages at University Mentouri Constantine ), to confirm the following hypothesis
“If students are well motivated by their teachers in the oral classroom, they would probably
improve their speaking skills”. The results obtained using the two means of research (the
students’ questionnaire, and the teachers’ questionnaire) provided us with a clear idea about
the significant role played by the teacher in the oral classroom and its effects on students’
motivation to learn and speak the English languageDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5858 Enhancing students’ motivation in the classroom to improve their speaking skills : A case study of second year lmd students of english at the university constantine [texte imprimé] / Nassima Boukendir, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 111 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : language sciences Students’ Motivation Speaking Skills Index. décimale : 420 Langue anglaise Résumé : This study aims to investigate to what extent teachers may help their students to improve their
speaking skills by encouraging their motivation to speak English in the classroom. To carry
out our study, two questionnaires were submitted to a sample of second year LMD students
(50 students in the Department of Foreign Languages at University Mentouri Constantine)
and a group of teachers (10 teachers who teach Oral Expression subject in the Department of
Foreign Languages at University Mentouri Constantine ), to confirm the following hypothesis
“If students are well motivated by their teachers in the oral classroom, they would probably
improve their speaking skills”. The results obtained using the two means of research (the
students’ questionnaire, and the teachers’ questionnaire) provided us with a clear idea about
the significant role played by the teacher in the oral classroom and its effects on students’
motivation to learn and speak the English languageDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5858 Réservation
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Titre : Intrinsic motivation and achievement in efl writing skills : The case of second year lmd students of english at constantine 1 university Type de document : texte imprimé Auteurs : Imane Deffas, Auteur ; H. Saadi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 86 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 Intrinsic Achievement Writing Skills Index. décimale : 420 Langue anglaise Résumé : Motivation research has addressed language learning in general and sometimes with a few or
no reference to specific disciplines such as writing. Developing writing proficiency of foreign
language students is considered as a demanding task for teachers because it is affected by
various factors among them motivation. The current study is aimed at investigating the
relationship between students ' intrinsic motivation and their achievement in EFL writing
skills. This study is carried out by means of two questionnaires administered to both teachers
and second year LMD students, at the department of English at the University of Constantine
1, through random sampling method. Motivation scale is included in the students'
questionnaire to assess intrinsic and extrinsic motivation. Students' achievement is measured
through collecting their marks of written expression in the first semester of 2012-2013
academic year. In order to analyze the results, Pearson Product Moment Correlation
Coefficient was calculated. The results have revealed a statistically significant and positive
relationship between intrinsic motivation and students' achievement in writing, and no
significant relationship between extrinsic motivation and achievement in writing. In addition,
the analysis of teachers' questionnaire indicated that teachers perceive the positive impact of
motivation on writing proficiency since they all work on motivating their students with the
aim of improving students' writing. Based on these findings, one can suggest that providing
appropriate conditions for learning, such as the use of strategies that enhance intrinsic
motivation, will effectively contribute to the students' achievement in EFL writing skillsDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6791 Intrinsic motivation and achievement in efl writing skills : The case of second year lmd students of english at constantine 1 university [texte imprimé] / Imane Deffas, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 86 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Intrinsic Achievement Writing Skills Index. décimale : 420 Langue anglaise Résumé : Motivation research has addressed language learning in general and sometimes with a few or
no reference to specific disciplines such as writing. Developing writing proficiency of foreign
language students is considered as a demanding task for teachers because it is affected by
various factors among them motivation. The current study is aimed at investigating the
relationship between students ' intrinsic motivation and their achievement in EFL writing
skills. This study is carried out by means of two questionnaires administered to both teachers
and second year LMD students, at the department of English at the University of Constantine
1, through random sampling method. Motivation scale is included in the students'
questionnaire to assess intrinsic and extrinsic motivation. Students' achievement is measured
through collecting their marks of written expression in the first semester of 2012-2013
academic year. In order to analyze the results, Pearson Product Moment Correlation
Coefficient was calculated. The results have revealed a statistically significant and positive
relationship between intrinsic motivation and students' achievement in writing, and no
significant relationship between extrinsic motivation and achievement in writing. In addition,
the analysis of teachers' questionnaire indicated that teachers perceive the positive impact of
motivation on writing proficiency since they all work on motivating their students with the
aim of improving students' writing. Based on these findings, one can suggest that providing
appropriate conditions for learning, such as the use of strategies that enhance intrinsic
motivation, will effectively contribute to the students' achievement in EFL writing skillsDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6791 Réservation
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Titre : Investigating intrinsic motivation in second language acquisition : The case of third year (lmd) students of english at the university of constantine Type de document : texte imprimé Auteurs : Imene Bilouk, Auteur ; H. Saadi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 99 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 Investigating Second Language Acquisition Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at investigating intrinsic motivation in third year
(LMD) students of English as a foreign language, at the University of Constantine-
Mentouri. This work is based upon two hypotheses:
If third year LMD students of English, at Mentouri University, opted for learning English
as a foreign language, then they would be intrinsically motivated to learn English.
If third year LMD students of English, at Mentouri University, are provided with
opportunities that support their perceptions of competence, autonomy and relatedness, then
they would be intrinsically motivated to learn English as a foreign language. In order to
test the hypotheses of the present study, we carried out the investigation through two
questionnaires. The students’ questionnaire consists of 22 questions to a total number of
thirty-nine participants in third year (Language Sciences) learners of English as a foreign
language, at the University of Constantine. The teachers’ questionnaire consists of 15
questions to a total number of ten teachers at the same University, at the end of the
academic year 2011. The results obtained, using two means of research (the teachers’
questionnaire and the students’ questionnaire), reveal that third year LMD students of
English, at the University of Constantine, opted for learning English as a foreign language
because they are both extrinsically and intrinsically motivated to learn that language, and
they are not provided with opportunities that support their perceptions of competence and
autonomy in learning English as a foreign language. The pedagogical implications that
emerged at the end of this dissertation came as a result of the present investigationDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6935 Investigating intrinsic motivation in second language acquisition : The case of third year (lmd) students of english at the university of constantine [texte imprimé] / Imene Bilouk, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 99 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Investigating Second Language Acquisition Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at investigating intrinsic motivation in third year
(LMD) students of English as a foreign language, at the University of Constantine-
Mentouri. This work is based upon two hypotheses:
If third year LMD students of English, at Mentouri University, opted for learning English
as a foreign language, then they would be intrinsically motivated to learn English.
If third year LMD students of English, at Mentouri University, are provided with
opportunities that support their perceptions of competence, autonomy and relatedness, then
they would be intrinsically motivated to learn English as a foreign language. In order to
test the hypotheses of the present study, we carried out the investigation through two
questionnaires. The students’ questionnaire consists of 22 questions to a total number of
thirty-nine participants in third year (Language Sciences) learners of English as a foreign
language, at the University of Constantine. The teachers’ questionnaire consists of 15
questions to a total number of ten teachers at the same University, at the end of the
academic year 2011. The results obtained, using two means of research (the teachers’
questionnaire and the students’ questionnaire), reveal that third year LMD students of
English, at the University of Constantine, opted for learning English as a foreign language
because they are both extrinsically and intrinsically motivated to learn that language, and
they are not provided with opportunities that support their perceptions of competence and
autonomy in learning English as a foreign language. The pedagogical implications that
emerged at the end of this dissertation came as a result of the present investigationDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6935 Réservation
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Titre : Motivating algerian students to learn english as a foreign language : The case of third year lmd students, university of constantine. Type de document : texte imprimé Auteurs : Salah Boukhettala, Auteur ; H. Saadi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 100 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 Motivating Algerian Learn English Foreign Language Index. décimale : 420 Langue anglaise Résumé : The major aim of the present study is an attempt to give a clear and succinct
explanation of motivation in the field of English as a foreign language, and the
motivational factors teachers and students should take in consideration when teaching and
learning English
We chose such a topic for study to try to contribute to the debate about what type of
motivation is considered best for success in learning English as a foreign language. We
started our study hypothesizing that intrinsic motivation and integrative orientation can be
expected to be good predictors for success in learning English as a foreign language.
To achieve this objective, we relied on only one tool of research which is a
questionnaire. The first questionnaire was carefully designed and administrated to a group
of 3rd year LMD students, department of English, University of Constantine, for the
purpose of gaining insights from their different points of view and their attitudes toward
learning English as a foreign language. This procedure enabled us to see by which type of
motivation the students are mostly affected. The second questionnaire was delivered to a
group of teachers who have been teaching English as a foreign language at the same
department; it is a supporting questionnaire to confirm the results that would appear in the
analysis of the students’ questionnaire. Moreover, the teachers’ experiences and opinions
are very helpful factors to give more substance to arrive to a general conclusion for this
study.
The analysis of the results of both the students and the teachers’ questionnaires show,
to a large extent, the effectiveness of the integrative orientation and intrinsic motivation as
well.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6634 Motivating algerian students to learn english as a foreign language : The case of third year lmd students, university of constantine. [texte imprimé] / Salah Boukhettala, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 100 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Motivating Algerian Learn English Foreign Language Index. décimale : 420 Langue anglaise Résumé : The major aim of the present study is an attempt to give a clear and succinct
explanation of motivation in the field of English as a foreign language, and the
motivational factors teachers and students should take in consideration when teaching and
learning English
We chose such a topic for study to try to contribute to the debate about what type of
motivation is considered best for success in learning English as a foreign language. We
started our study hypothesizing that intrinsic motivation and integrative orientation can be
expected to be good predictors for success in learning English as a foreign language.
To achieve this objective, we relied on only one tool of research which is a
questionnaire. The first questionnaire was carefully designed and administrated to a group
of 3rd year LMD students, department of English, University of Constantine, for the
purpose of gaining insights from their different points of view and their attitudes toward
learning English as a foreign language. This procedure enabled us to see by which type of
motivation the students are mostly affected. The second questionnaire was delivered to a
group of teachers who have been teaching English as a foreign language at the same
department; it is a supporting questionnaire to confirm the results that would appear in the
analysis of the students’ questionnaire. Moreover, the teachers’ experiences and opinions
are very helpful factors to give more substance to arrive to a general conclusion for this
study.
The analysis of the results of both the students and the teachers’ questionnaires show,
to a large extent, the effectiveness of the integrative orientation and intrinsic motivation as
well.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6634 Réservation
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