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Auteur Amel Alouache |
Documents disponibles écrits par cet auteur (20)
Affiner la rechercheAn Error Analysis of Spelling Difficulties Related to the Complexity of English Orthographic System The Case of 2nd Year students, Department of English, Frères Mentouri Constantine 1 University / Férial Bennader
Titre : An Error Analysis of Spelling Difficulties Related to the Complexity of English Orthographic System The Case of 2nd Year students, Department of English, Frères Mentouri Constantine 1 University Type de document : texte imprimé Auteurs : Férial Bennader, Auteur ; Amel Alouache, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 58 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : English as a Foreign Language Morphological Awareness Phonological Awareness. Index. décimale : 420 Langue anglaise Résumé : The present research seeks to identify the different types of spelling errors related to the
complexity of the English orthographic system that second year students of English as a
foreign language (EFL) at Frères Mentouri Constantine 1 University, make. Furthermore, this
study investigates the difficulties that students usually face when they write words with
complex orthography. Therefore, we hypothesised that second year students would spell
words with phoneme-grapheme mismatch the way they are pronounced. To check the validity
of this hypothesis, a test and a questionnaire were administrated to a random sample of forty
second year English students at the department of English, Frères Mentouri Constantine 1
University. The obtained results support the hypothesis suggested. Due to their weak spelling
skills and lack of knowledge as how different English phonemes are represented in spelling,
the students tend to rely on pronounced phonemes whenever they write words with no one-toone correspondence between sounds and letters. Indeed, the students misspelled words that
contain silent letters, different pronunciations of the same grapheme, different graphemes that
represent the same phoneme, and morphemes with different pronunciations. Furthermore, the
results show that the students make different types of spelling errors such as omission,
addition, and substitution. It is important for students read materials in English, use
dictionaries and make use of spellcheck software so that they familiarize their eye with the
nature of the English spelling, and thus be able to minimize errors related to the influence of
the non-consistency/un-correspondence between phonemes and graphemes in English.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15361 An Error Analysis of Spelling Difficulties Related to the Complexity of English Orthographic System The Case of 2nd Year students, Department of English, Frères Mentouri Constantine 1 University [texte imprimé] / Férial Bennader, Auteur ; Amel Alouache, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 58 f. ; 30 cm.
Une copie electronique PDF disponible au BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : English as a Foreign Language Morphological Awareness Phonological Awareness. Index. décimale : 420 Langue anglaise Résumé : The present research seeks to identify the different types of spelling errors related to the
complexity of the English orthographic system that second year students of English as a
foreign language (EFL) at Frères Mentouri Constantine 1 University, make. Furthermore, this
study investigates the difficulties that students usually face when they write words with
complex orthography. Therefore, we hypothesised that second year students would spell
words with phoneme-grapheme mismatch the way they are pronounced. To check the validity
of this hypothesis, a test and a questionnaire were administrated to a random sample of forty
second year English students at the department of English, Frères Mentouri Constantine 1
University. The obtained results support the hypothesis suggested. Due to their weak spelling
skills and lack of knowledge as how different English phonemes are represented in spelling,
the students tend to rely on pronounced phonemes whenever they write words with no one-toone correspondence between sounds and letters. Indeed, the students misspelled words that
contain silent letters, different pronunciations of the same grapheme, different graphemes that
represent the same phoneme, and morphemes with different pronunciations. Furthermore, the
results show that the students make different types of spelling errors such as omission,
addition, and substitution. It is important for students read materials in English, use
dictionaries and make use of spellcheck software so that they familiarize their eye with the
nature of the English spelling, and thus be able to minimize errors related to the influence of
the non-consistency/un-correspondence between phonemes and graphemes in English.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15361 Réservation
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Titre : An Investigation into the Socio-Cultural Transfer in Algerian EFL Learners’ Speech Act of Apology Case study of Algerian Learners Taking Intermediate Levels of EFL Courses at The Private School of Languages Arc-en-Ciel. Type de document : texte imprimé Auteurs : Anfel Meziane, Auteur ; Amel Alouache, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2020 Importance : 78 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Speech Act of Apology the Socio-Cultural. Index. décimale : 420 Langue anglaise Résumé : The present study is conducted to investigate and assess the extent to which Algerian learners
taking intermediate levels of English as a foreign language (EFL) courses transfer into L2
some of their first language socio-pragmatic rules concerning performing the speech act of
apology. This research work attempts to look into the influence of learners’ perception of
speech act universality or specificity, and aims at identifying and comparing apology
strategies employed in Algerian Arabic, English, and the English produced by Algerian
learners, with the objective of pointing out the significance of cross-cultural and sociolinguistic skills in second/foreign language learning and teaching. Therefore, we hypothesized
that Algerian EFL learners’ perception of speech act universality or specificity and lack of
awareness of the Socio linguistic similarities and differences between Algerian Arabic and
English would influence largely the occurrence of socio-pragmatic transfer when performing
the speech act of apology. In an attempt to check the validation of the hypothesis, a Discourse
Completion Task and an Interview were administered to a sample of ten Algerian learners
taking intermediate levels of EFL courses at the private school of languages Arc-en-Ciel,
Constantine, Algeria, in addition to another control group of ten native English speakers. The
findings support the hypothesis suggested and answer the questions of the study. The learners’
pragmatic transfer is related to a great extent to their perception of language universality and
specificity, wherein most Algerian EFL learners thought that the speech act of apology
depends on language universality. Hence, integrating culture into L2 courses is necessary,
along with raising EFL learners’ awareness of the similarities and differences between L1 and
target language’s socio cultural aspects. Indeed, learners should not only rely on the L2 forms;
they also should understand the socio-cultural contexts for using those forms to help them
develop their communicative competence.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13419 An Investigation into the Socio-Cultural Transfer in Algerian EFL Learners’ Speech Act of Apology Case study of Algerian Learners Taking Intermediate Levels of EFL Courses at The Private School of Languages Arc-en-Ciel. [texte imprimé] / Anfel Meziane, Auteur ; Amel Alouache, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 78 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Speech Act of Apology the Socio-Cultural. Index. décimale : 420 Langue anglaise Résumé : The present study is conducted to investigate and assess the extent to which Algerian learners
taking intermediate levels of English as a foreign language (EFL) courses transfer into L2
some of their first language socio-pragmatic rules concerning performing the speech act of
apology. This research work attempts to look into the influence of learners’ perception of
speech act universality or specificity, and aims at identifying and comparing apology
strategies employed in Algerian Arabic, English, and the English produced by Algerian
learners, with the objective of pointing out the significance of cross-cultural and sociolinguistic skills in second/foreign language learning and teaching. Therefore, we hypothesized
that Algerian EFL learners’ perception of speech act universality or specificity and lack of
awareness of the Socio linguistic similarities and differences between Algerian Arabic and
English would influence largely the occurrence of socio-pragmatic transfer when performing
the speech act of apology. In an attempt to check the validation of the hypothesis, a Discourse
Completion Task and an Interview were administered to a sample of ten Algerian learners
taking intermediate levels of EFL courses at the private school of languages Arc-en-Ciel,
Constantine, Algeria, in addition to another control group of ten native English speakers. The
findings support the hypothesis suggested and answer the questions of the study. The learners’
pragmatic transfer is related to a great extent to their perception of language universality and
specificity, wherein most Algerian EFL learners thought that the speech act of apology
depends on language universality. Hence, integrating culture into L2 courses is necessary,
along with raising EFL learners’ awareness of the similarities and differences between L1 and
target language’s socio cultural aspects. Indeed, learners should not only rely on the L2 forms;
they also should understand the socio-cultural contexts for using those forms to help them
develop their communicative competence.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13419 Réservation
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Titre : . Enhancing vocabulary learning through the use of games : Case study: first year students, department of english, University of Mentouri brothers, Constantine Type de document : texte imprimé Auteurs : Aya Atma, Auteur ; Besma Bendekkari, Auteur ; Amel Alouache, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 56 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : VApplied Language Studies ocabulary Games Learning Enhancing Index. décimale : 420 Langue anglaise Résumé : Learning English vocabulary is a basic and very important part in learning a given language. Indeed, it is crucial in the learning of the four skills of language namely speaking, writing, listening and reading. Therefore, the lack of vocabulary will definitely cause several problems to EFL learners in their quest to acquire English. The research work aims at shedding light on the effectiveness of using games as a technique for learning to improve First Year in the department of English Languages and their knowledge of English vocabulary items. Therefore, it is hypothesized that if teachers rely on using language games in their teaching, the students' vocabulary acquisition will be facilitated. To verify the hypothesis, we use two means of tools: a questionnaire administered to twenty six 1st year EFL students at Mentouri Brothers University, Constantine and a classroom observation. The results obtained from both means of research confirmed the hypothesis. They showed students’ awareness of the educational value of learning vocabulary through games. The findings also revealed how learners can acquire more vocabulary easily. Therefore, it is worth to conclude that games integrated as a teaching material since they generate an adequate environment for vocabulary acquisition and thus would facilitate comprehension and communication. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4236 . Enhancing vocabulary learning through the use of games : Case study: first year students, department of english, University of Mentouri brothers, Constantine [texte imprimé] / Aya Atma, Auteur ; Besma Bendekkari, Auteur ; Amel Alouache, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 56 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : VApplied Language Studies ocabulary Games Learning Enhancing Index. décimale : 420 Langue anglaise Résumé : Learning English vocabulary is a basic and very important part in learning a given language. Indeed, it is crucial in the learning of the four skills of language namely speaking, writing, listening and reading. Therefore, the lack of vocabulary will definitely cause several problems to EFL learners in their quest to acquire English. The research work aims at shedding light on the effectiveness of using games as a technique for learning to improve First Year in the department of English Languages and their knowledge of English vocabulary items. Therefore, it is hypothesized that if teachers rely on using language games in their teaching, the students' vocabulary acquisition will be facilitated. To verify the hypothesis, we use two means of tools: a questionnaire administered to twenty six 1st year EFL students at Mentouri Brothers University, Constantine and a classroom observation. The results obtained from both means of research confirmed the hypothesis. They showed students’ awareness of the educational value of learning vocabulary through games. The findings also revealed how learners can acquire more vocabulary easily. Therefore, it is worth to conclude that games integrated as a teaching material since they generate an adequate environment for vocabulary acquisition and thus would facilitate comprehension and communication. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4236 Réservation
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Titre : Exploring students’ attitudes towards dictionary usewhile reading to acquire new vocabulary : The case of study second year students of english at mentouri Type de document : texte imprimé Auteurs : Fatima Mazmaz, Auteur ; Amel Alouache, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 61 f. Format : 30 cm. Note générale : UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : importance of dictionary,Acquiring new vocabulary,Reading and reading comprehension Index. décimale : 420 Langue anglaise Résumé : The purpose of this research work is to analyze the attitudes of second year students of
English at Mentouri Brothers University, Constantine 1towards the use of dictionary while
reading in order to acquire new vocabulary. The hypothesis behind this investigation is that if
students use dictionary while reading, they will understand better and improve their
vocabulary knowledge. We gathered data using a questionnaire administered to a sample of
seventy (70) students of second year. The results showed that dictionary use is a very
important strategy used by students while reading, to enrich vocabulary knowledge and to
make students able to read and understand unknown words easily. Therefore, dictionary skills
should be taught and practiced to help students improve both their reading comprehension and
vocabulary.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9659 Exploring students’ attitudes towards dictionary usewhile reading to acquire new vocabulary : The case of study second year students of english at mentouri [texte imprimé] / Fatima Mazmaz, Auteur ; Amel Alouache, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 61 f. ; 30 cm.
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : importance of dictionary,Acquiring new vocabulary,Reading and reading comprehension Index. décimale : 420 Langue anglaise Résumé : The purpose of this research work is to analyze the attitudes of second year students of
English at Mentouri Brothers University, Constantine 1towards the use of dictionary while
reading in order to acquire new vocabulary. The hypothesis behind this investigation is that if
students use dictionary while reading, they will understand better and improve their
vocabulary knowledge. We gathered data using a questionnaire administered to a sample of
seventy (70) students of second year. The results showed that dictionary use is a very
important strategy used by students while reading, to enrich vocabulary knowledge and to
make students able to read and understand unknown words easily. Therefore, dictionary skills
should be taught and practiced to help students improve both their reading comprehension and
vocabulary.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9659 Réservation
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Titre : Exploring Teachers’ and Students’ Perception of Classroom Assessment : The Case of Third Year English Students at Constantine 1 Type de document : texte imprimé Auteurs : Manel Boulekroun, Auteur ; Amel Alouache, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 76 f. Format : 30 cm. Note générale : UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : classroom assessment,formative,sumnative Index. décimale : 420 Langue anglaise Résumé : The present study is conducted to investigate teachers and students’ perceptions of
classroom assessment. The latter is a bone of contention among teachers and students at
the department of English, Mentouri University of Constantine. Being an exploratory
study in nature, this study aspires to fill in this noticeable literature gap by exploring
teachers and students’ perceptions of classroom assessment. In the pursuit of this endeavor,
two questionnaires are administered to 30 teachers and 94 students respectively. The
findings have shown that: 1) The problem of classroom assessment lies in the classroom
practices because teachers are aware of the classroom assessment principles, and 2)
students are unsatisfied about classroom assessment and they perceive it mainly in terms of
grades not in terms of measuring their progress level. In the light of the findings, the study
recommends urging students to change the way they approach classroom assessment and
teachers should agree on a set of classroom techniques to assess their students along with
providing constant feedback as well.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9498 Exploring Teachers’ and Students’ Perception of Classroom Assessment : The Case of Third Year English Students at Constantine 1 [texte imprimé] / Manel Boulekroun, Auteur ; Amel Alouache, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 76 f. ; 30 cm.
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC
Langues : Français (fre)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : classroom assessment,formative,sumnative Index. décimale : 420 Langue anglaise Résumé : The present study is conducted to investigate teachers and students’ perceptions of
classroom assessment. The latter is a bone of contention among teachers and students at
the department of English, Mentouri University of Constantine. Being an exploratory
study in nature, this study aspires to fill in this noticeable literature gap by exploring
teachers and students’ perceptions of classroom assessment. In the pursuit of this endeavor,
two questionnaires are administered to 30 teachers and 94 students respectively. The
findings have shown that: 1) The problem of classroom assessment lies in the classroom
practices because teachers are aware of the classroom assessment principles, and 2)
students are unsatisfied about classroom assessment and they perceive it mainly in terms of
grades not in terms of measuring their progress level. In the light of the findings, the study
recommends urging students to change the way they approach classroom assessment and
teachers should agree on a set of classroom techniques to assess their students along with
providing constant feedback as well.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9498 Réservation
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