Attitudes towards the use of visual aids in teaching and learning vocabulary / Amal Tamene 

Public ISBD Titre : Attitudes towards the use of visual aids in teaching and learning vocabulary : The case of fourth year pupils at boughaba roukia middle school in constantine city Type de document : texte imprimé Auteurs : Amal Tamene, Auteur ; Kamila Sid, Auteur ; Saliha Beloulmi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 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  Vocabulary  visual aids  teaching/learning Index. décimale : 420 Langue anglaise Résumé : Vocabulary is one of the most crucial language aspects that plays a significant role in all language skills. Thus, teachers are required to pay more attention to this element and teach it in a meaningful and comprehensible way. This research work is concerned with the difficulties that fourth year middle school pupils face in acquiring new vocabulary items. This research tries to explore the use of visual aids to facilitate vocabulary teaching/learning in middle school. More precisely, the present study aims at investigating the attitudes and perceptions of both teachers and pupils towards the effect of using visual aids on vocabulary teaching/learning. Accordingly, we hypothesize that if middle school teachers and learners hold positive attitudes towards the use of visual aids in teaching vocabulary; this would help learners acquire new words more effectively. To achieve our aim, we used two research tools: an interview for four English language teachers and a questionnaire for forty students, randomly selected from Boughaba Roukia Middle School at Constantine City. The findings obtained in this study revealed that the respondents hold positive attitudes towards the use of visual aids, and disclosed their preferences mainly for pictures and realia rather than the other kinds of visual aids. The findings confirm our hypothesis and further show that the use of visual aids makes the learning/teaching process more active, interesting, and enjoyable Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4740 Attitudes towards the use of visual aids in teaching and learning vocabulary : The case of fourth year pupils at boughaba roukia middle school in constantine city [texte imprimé] / Amal Tamene, Auteur ; Kamila Sid, Auteur ; Saliha Beloulmi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 99 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Vocabulary  visual aids  teaching/learning Index. décimale : 420 Langue anglaise Résumé : Vocabulary is one of the most crucial language aspects that plays a significant role in all language skills. Thus, teachers are required to pay more attention to this element and teach it in a meaningful and comprehensible way. This research work is concerned with the difficulties that fourth year middle school pupils face in acquiring new vocabulary items. This research tries to explore the use of visual aids to facilitate vocabulary teaching/learning in middle school. More precisely, the present study aims at investigating the attitudes and perceptions of both teachers and pupils towards the effect of using visual aids on vocabulary teaching/learning. Accordingly, we hypothesize that if middle school teachers and learners hold positive attitudes towards the use of visual aids in teaching vocabulary; this would help learners acquire new words more effectively. To achieve our aim, we used two research tools: an interview for four English language teachers and a questionnaire for forty students, randomly selected from Boughaba Roukia Middle School at Constantine City. The findings obtained in this study revealed that the respondents hold positive attitudes towards the use of visual aids, and disclosed their preferences mainly for pictures and realia rather than the other kinds of visual aids. The findings confirm our hypothesis and further show that the use of visual aids makes the learning/teaching process more active, interesting, and enjoyable Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4740

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Difficulties in translating social scientific terms from english into arabic / Zakia Lamraoui 

Public ISBD Titre : Difficulties in translating social scientific terms from english into arabic : The case study of doctoral students of social sciences at Larbi Ben M’Hidi University Oum El Bouaghi Type de document : texte imprimé Auteurs : Zakia Lamraoui, Auteur ; Saliha Beloulmi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 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 : Applied Language Studies  Translating  Social ScientificTerms Index. décimale : 420 Langue anglaise Résumé : This study aims at investigating the difficulties facing doctoral students of social sciences at Larbi Ben M’Hidi University – Oum El Bouaghi while translating social scientific terms from English into Arabic. It is conducted also to explore the strategies adopted by them in their translations.The sample included 25 doctoral students. The researcher used a questionnaire and a test to verify the hypothesis which stated that if these students are familiar with English language, are used to translate social scientific texts, have enough knowledge and use the appropriate method, they will be able to understand social scientific terms and translate them successfully without facing any problems or difficulties. The finding of the research showed that the difficulties faced by these doctoral students are due to lack of knowledge concerning both English and Arabic social scientific vocabulary, wrong selection of the suitable strategy, and misuse of grammatical forms Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4314 Difficulties in translating social scientific terms from english into arabic : The case study of doctoral students of social sciences at Larbi Ben M’Hidi University Oum El Bouaghi [texte imprimé] / Zakia Lamraoui, Auteur ; Saliha Beloulmi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 54 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies  Translating  Social ScientificTerms Index. décimale : 420 Langue anglaise Résumé : This study aims at investigating the difficulties facing doctoral students of social sciences at Larbi Ben M’Hidi University – Oum El Bouaghi while translating social scientific terms from English into Arabic. It is conducted also to explore the strategies adopted by them in their translations.The sample included 25 doctoral students. The researcher used a questionnaire and a test to verify the hypothesis which stated that if these students are familiar with English language, are used to translate social scientific texts, have enough knowledge and use the appropriate method, they will be able to understand social scientific terms and translate them successfully without facing any problems or difficulties. The finding of the research showed that the difficulties faced by these doctoral students are due to lack of knowledge concerning both English and Arabic social scientific vocabulary, wrong selection of the suitable strategy, and misuse of grammatical forms Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4314

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English language learners’ errors in spelling homophones / Samia Zouiher 

Public ISBD Titre : English language learners’ errors in spelling homophones : The case of third year english students Type de document : texte imprimé Auteurs : Samia Zouiher, Auteur ; Salima Chekireb, Auteur ; Saliha Beloulmi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 64 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  Learners’ Errors  SpellingHomophones Index. décimale : 420 Langue anglaise Résumé : This study is carried out to shed light on one of the lexical problems affecting the performance of third year students of English, at the department of English, Mentouri University, while attempting to spell English homophones. In order to investigate this problem, we hypothesize that if the students ignore the different forms and meanings of homophones, they will choose the most frequent ones in their spelling. To check the hypothesis and to achieve the aims of this research, a test and a questionnaire are administered to a sample of third year students. One of the points that this research focuses on is identifying the reasons behind this problem. In fact, the results of both questionnaire and test have confirmed the research hypothesis and revealed that the students have chosen the most frequent homophones in their spelling. Hence, we have suggested some recommendations for both teachers and third year students to try to solve this problem. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6485 English language learners’ errors in spelling homophones : The case of third year english students [texte imprimé] / Samia Zouiher, Auteur ; Salima Chekireb, Auteur ; Saliha Beloulmi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 64 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies  Learners’ Errors  SpellingHomophones Index. décimale : 420 Langue anglaise Résumé : This study is carried out to shed light on one of the lexical problems affecting the performance of third year students of English, at the department of English, Mentouri University, while attempting to spell English homophones. In order to investigate this problem, we hypothesize that if the students ignore the different forms and meanings of homophones, they will choose the most frequent ones in their spelling. To check the hypothesis and to achieve the aims of this research, a test and a questionnaire are administered to a sample of third year students. One of the points that this research focuses on is identifying the reasons behind this problem. In fact, the results of both questionnaire and test have confirmed the research hypothesis and revealed that the students have chosen the most frequent homophones in their spelling. Hence, we have suggested some recommendations for both teachers and third year students to try to solve this problem. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6485

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Investigating teacher's roles as prompter participant and feedback provider on students motivation in oral classroom / Latifa Mehaia 

Public ISBD Titre : Investigating teacher's roles as prompter participant and feedback provider on students motivation in oral classroom : Case of third year students Type de document : texte imprimé Auteurs : Latifa Mehaia, Auteur ; Saliha Beloulmi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 85 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  motivation  teacher’s roles Index. décimale : 420 Langue anglaise Résumé : The present study deals with teacher’s roles and their relationship with students’ motivation. It aims at investigating the importanceof the teacher’s roles in motivating third year students in the department of English language at University of Constantine1. We hypothesize that teacher’s roles as prompter, participant and feedback provider would positively influence students’ motivation in the speaking course. In order to investigate this, two questionnaires were administered to teachers and students alike, in order to gather data to carry out an analysis of the results, which are supposed to enable us to see the impact of teacher’s roles on students’ motivation. The data collected from the questionnaires and the analysis of the results allowed us to see the importance and the positive effects of teacher’s roles in increasing students’ motivation and encouraging students to speak during the speaking course Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5728 Investigating teacher's roles as prompter participant and feedback provider on students motivation in oral classroom : Case of third year students [texte imprimé] / Latifa Mehaia, Auteur ; Saliha Beloulmi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 85 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : language sciences  investigating  motivation  teacher’s roles Index. décimale : 420 Langue anglaise Résumé : The present study deals with teacher’s roles and their relationship with students’ motivation. It aims at investigating the importanceof the teacher’s roles in motivating third year students in the department of English language at University of Constantine1. We hypothesize that teacher’s roles as prompter, participant and feedback provider would positively influence students’ motivation in the speaking course. In order to investigate this, two questionnaires were administered to teachers and students alike, in order to gather data to carry out an analysis of the results, which are supposed to enable us to see the impact of teacher’s roles on students’ motivation. The data collected from the questionnaires and the analysis of the results allowed us to see the importance and the positive effects of teacher’s roles in increasing students’ motivation and encouraging students to speak during the speaking course Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5728

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Problems students encounter when collocating the near-synonymous / Aicha Bourouaine 

Public ISBD Titre : Problems students encounter when collocating the near-synonymous : Adjectives ‘Big’, ‘large’ and ‘great Type de document : texte imprimé Auteurs : Aicha Bourouaine, Auteur ; Ouafa Mekimah, Auteur ; Saliha Beloulmi, Auteur Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 61 f. Format : 30 cm. Note générale : Une copie elelctronique PDF disponible en Buc. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : PLanguage Studies  roblems  Students  Encounter  Collocating Near-SynonymousBig  Large  Great Index. décimale : 420 Langue anglaise Résumé : Our work is mainly based on discovering how students can collocate the nearsynonymous adjectives ‘big’, ‘large’ and ‘great’. We intended to evaluate the students’ knowledge about the correct use of these adjectives. Our sample in this study has been 40 Master I students of English in Science Language Studies, during the academic year 2011- 2012 at Mentouri University in Constantine. We tried to focus on students’ problems encountered when collocating the near-synonymous adjectives ‘big’, ‘large’ and ‘great’. The results of our research have revealed that the students’ unawareness of the meaning of collocations and lack of collocational competence and English appropriate vocabulary are the reasons behind their unacceptable collocations. At the end of this work we have drawn some recommendations and suggestions to students in order to help them overcome their problems concerning collocations. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3517 Problems students encounter when collocating the near-synonymous : Adjectives ‘Big’, ‘large’ and ‘great [texte imprimé] / Aicha Bourouaine, Auteur ; Ouafa Mekimah, Auteur ; Saliha Beloulmi, Auteur . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 61 f. ; 30 cm. Une copie elelctronique PDF disponible en Buc. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : PLanguage Studies  roblems  Students  Encounter  Collocating Near-SynonymousBig  Large  Great Index. décimale : 420 Langue anglaise Résumé : Our work is mainly based on discovering how students can collocate the nearsynonymous adjectives ‘big’, ‘large’ and ‘great’. We intended to evaluate the students’ knowledge about the correct use of these adjectives. Our sample in this study has been 40 Master I students of English in Science Language Studies, during the academic year 2011- 2012 at Mentouri University in Constantine. We tried to focus on students’ problems encountered when collocating the near-synonymous adjectives ‘big’, ‘large’ and ‘great’. The results of our research have revealed that the students’ unawareness of the meaning of collocations and lack of collocational competence and English appropriate vocabulary are the reasons behind their unacceptable collocations. At the end of this work we have drawn some recommendations and suggestions to students in order to help them overcome their problems concerning collocations. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3517

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studen't limited vocabulary in orl communication / Samira Bousmid 

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The role of games in improving the efl speaking skill / Fatiha Boubettache 

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