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Auteur Amel Alouache |
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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 : Writing with an oral tone: lack of register awareness : The case of second year students of english at mentouri brothers university, constantine Type de document : texte imprimé Auteurs : Rima Ben bekhma, Auteur ; Nassima Lemoussi, Auteur ; Amel Alouache, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 55 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 Register Awareness Oral Tone Index. décimale : 420 Langue anglaise Résumé : The English language as any other language distinguishes between two forms of register:
spoken and written. The selection of the two types of register depends on the context and the
circumstances in which the language is used. The present research work investigates the
common spoken features that appear in the written compositions of 2nd year EFL students at
Mentouri Brothers University. It is hypothesized that if EFL students are exposed to spoken
English at the expense of written English, their academic written productions will be a hybrid
of formal and informal registers. In order to verify the hypothesis, a questionnaire has been
administered to a sample of 29 students of group four majoring in English at Mentouri
Brothers University. To the same end, an error analysis of the sample’s paragraphs was
conducted, too. The findings reveal that the students’ language used in their academic
writings is rather affected by spoken features. The students, indeed, tend to transfer the
spoken grammatical features as well as informal words when they attempt to write their
academic assignments. Most of the time, the students get confused and they cannot
differentiate between the two modes of register mostly because they are constantly watching
and listening to different English speaking TV programs at the expense of reading books. It is,
therefore, highly recommended to raise the students’ awareness about the different
characteristics of both registers: the spoken and the written oneDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4725 Writing with an oral tone: lack of register awareness : The case of second year students of english at mentouri brothers university, constantine [texte imprimé] / Rima Ben bekhma, Auteur ; Nassima Lemoussi, Auteur ; Amel Alouache, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 55 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies Register Awareness Oral Tone Index. décimale : 420 Langue anglaise Résumé : The English language as any other language distinguishes between two forms of register:
spoken and written. The selection of the two types of register depends on the context and the
circumstances in which the language is used. The present research work investigates the
common spoken features that appear in the written compositions of 2nd year EFL students at
Mentouri Brothers University. It is hypothesized that if EFL students are exposed to spoken
English at the expense of written English, their academic written productions will be a hybrid
of formal and informal registers. In order to verify the hypothesis, a questionnaire has been
administered to a sample of 29 students of group four majoring in English at Mentouri
Brothers University. To the same end, an error analysis of the sample’s paragraphs was
conducted, too. The findings reveal that the students’ language used in their academic
writings is rather affected by spoken features. The students, indeed, tend to transfer the
spoken grammatical features as well as informal words when they attempt to write their
academic assignments. Most of the time, the students get confused and they cannot
differentiate between the two modes of register mostly because they are constantly watching
and listening to different English speaking TV programs at the expense of reading books. It is,
therefore, highly recommended to raise the students’ awareness about the different
characteristics of both registers: the spoken and the written oneDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4725 Réservation
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Titre : Teachers’ attitudes towards the use of technology in education : The case of efl teachers at mentouri brothers university Type de document : texte imprimé Auteurs : Racha Haboudi, Auteur ; Faiza Lamri, Auteur ; Amel Alouache, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 66 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : AApplied Language Studies ttitudes Teachers’ Attitudes Technology in Education Index. décimale : 420 Langue anglaise Résumé : The rapid development of information technology has offered a better pattern to explore the
new teaching methods. Thus, in language teaching and learning, using technological devices
to create a context to teach English, in particular, has its unique advantage. However, the
teachers’ attitudes towards integrating technology in education do not always fall in the same
line. They rather depend on several factors, namely age, gender and experience. Therefore,
the current work aims at investigating the attitudes of teachers of English as a foreign
language at Mentouri Brothers University towards the use of technological devices for
educational purposes as well as investigating the factors that may affect those attitudes.
Accordingly, it is hypothesized that if teachers have a positive impression about technological
devices, they would use them for educational purposes. To verify this hypothesis, a
questionnaire has been administered to twenty two EFL teachers at the Department of
English, University of Mentouri Brothers, Constantine. The findings obtained revealed that
the great majority of teachers hold positive attitudes about integrating technology in language
teaching. Moreover, the study revealed that the teachers’ positive attitudes towards the use of
technology in classrooms are influenced, mostly, by age and experience. Gender, however,
seems not to be of great importanceDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4826 Teachers’ attitudes towards the use of technology in education : The case of efl teachers at mentouri brothers university [texte imprimé] / Racha Haboudi, Auteur ; Faiza Lamri, Auteur ; Amel Alouache, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 66 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : AApplied Language Studies ttitudes Teachers’ Attitudes Technology in Education Index. décimale : 420 Langue anglaise Résumé : The rapid development of information technology has offered a better pattern to explore the
new teaching methods. Thus, in language teaching and learning, using technological devices
to create a context to teach English, in particular, has its unique advantage. However, the
teachers’ attitudes towards integrating technology in education do not always fall in the same
line. They rather depend on several factors, namely age, gender and experience. Therefore,
the current work aims at investigating the attitudes of teachers of English as a foreign
language at Mentouri Brothers University towards the use of technological devices for
educational purposes as well as investigating the factors that may affect those attitudes.
Accordingly, it is hypothesized that if teachers have a positive impression about technological
devices, they would use them for educational purposes. To verify this hypothesis, a
questionnaire has been administered to twenty two EFL teachers at the Department of
English, University of Mentouri Brothers, Constantine. The findings obtained revealed that
the great majority of teachers hold positive attitudes about integrating technology in language
teaching. Moreover, the study revealed that the teachers’ positive attitudes towards the use of
technology in classrooms are influenced, mostly, by age and experience. Gender, however,
seems not to be of great importanceDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4826 Réservation
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Titre : Training efl learners' listening skill to familiarize them with the natives’ spoken language through authentic materials using songs in english : The case of first year lmd students of constantine Type de document : texte imprimé Auteurs : Amel Alouache, Auteur ; Afef Mellit, Auteur ; Youcef Beghoul, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 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 : Applied Language Studies Learners' Listening Familiarize Natives’ Spoken Index. décimale : 420 Langue anglaise Résumé : The purpose of this study is to investigate the role of training EFL students’ listening skills
through authentic materials in raising foreign English listening comprehension proficiency.
These students are facing a variety of listening problems that make them feel frustrated and
less confident whenever they face the natives’ language in whatever context (English
songs, TV shows, and face to face interactions, speeches, conferences…,etc.) which is,
mainly, due to the lack of exposure to the target language. We hypothesised that if students
are exposed, constantly, to authentic listening materials with effective activities and
methods, their listening skills will be improved in the long run. Therefore, a questionnaire
has been administered to a sample of students to gain insights about their needs and
attitudes towards listening comprehension as well as towards improving their listening
skills through authentic materials using songs in English. Besides, these students have been
given four training sessions with various activities to raise their listening comprehension
proficiency. The results obtained have shown a limited knowledge about incoming
information processing and many serious listening problems which led us to conclude that
EFL learners need to be, constantly, exposed to listening to authentic materials, such as
songs in English, from their first stages of learningDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5945 Training efl learners' listening skill to familiarize them with the natives’ spoken language through authentic materials using songs in english : The case of first year lmd students of constantine [texte imprimé] / Amel Alouache, Auteur ; Afef Mellit, Auteur ; Youcef Beghoul, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 85 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' Listening Familiarize Natives’ Spoken Index. décimale : 420 Langue anglaise Résumé : The purpose of this study is to investigate the role of training EFL students’ listening skills
through authentic materials in raising foreign English listening comprehension proficiency.
These students are facing a variety of listening problems that make them feel frustrated and
less confident whenever they face the natives’ language in whatever context (English
songs, TV shows, and face to face interactions, speeches, conferences…,etc.) which is,
mainly, due to the lack of exposure to the target language. We hypothesised that if students
are exposed, constantly, to authentic listening materials with effective activities and
methods, their listening skills will be improved in the long run. Therefore, a questionnaire
has been administered to a sample of students to gain insights about their needs and
attitudes towards listening comprehension as well as towards improving their listening
skills through authentic materials using songs in English. Besides, these students have been
given four training sessions with various activities to raise their listening comprehension
proficiency. The results obtained have shown a limited knowledge about incoming
information processing and many serious listening problems which led us to conclude that
EFL learners need to be, constantly, exposed to listening to authentic materials, such as
songs in English, from their first stages of learningDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5945 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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