The impact of using educational games on improving learners' vocabulary. / Abir Younisi 

Public ISBD Titre : The impact of using educational games on improving learners' vocabulary. : The case of third year middle school learners. Type de document : texte imprimé Auteurs : Abir Younisi, Auteur ; Wafa Zemamouche, Auteur ; Sabrine Mertani, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 76 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.  Language Games  Vocabulary  middle school students  English language Index. décimale : 420 Langue anglaise Résumé : Learning Vocabulary is an important skill in English Language Learning; it is difficult for students to acquire new words easily; teachers have to work as much as possible to facilitate the language for them. Teachers should choose the appropriate and effective techniques that help students in developing their knowledge and enhancing their vocabulary successfully. Language games are considered one of the most useful methods that our research suggests to be implemented in the school curriculum .The purpose of this investigation is to check the impact of using language games in facilitating learning, and building a relationship between improving vocabulary acquisition for third year middle school pupils and using classroom language games. In this respect, a descriptive study is conducted based on data gathered from a questionnaire addressed to teachers to explore their attitudes towards the importance of language games as a technique to teach vocabulary. It is based also on a students’ questionnaire to obtain their opinions of whether language games help in acquiring new words. In addition, an interview was conducted with a few students after participating in a game in the classroom in order to check their awareness about the role of games in facilitating and creating a good classroom atmosphere for learning, and if they became motivated during the game. The results indicate that language games have a good effect on learning new vocabulary, which can enhance students’ ability to memorize words, encourage their interaction, and improve their communicative skills and their motivation. In addition, it creates an entertainment area between students so they have fun when they are learning Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4810 The impact of using educational games on improving learners' vocabulary. : The case of third year middle school learners. [texte imprimé] / Abir Younisi, Auteur ; Wafa Zemamouche, Auteur ; Sabrine Mertani, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 76 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies.  Language Games  Vocabulary  middle school students  English language Index. décimale : 420 Langue anglaise Résumé : Learning Vocabulary is an important skill in English Language Learning; it is difficult for students to acquire new words easily; teachers have to work as much as possible to facilitate the language for them. Teachers should choose the appropriate and effective techniques that help students in developing their knowledge and enhancing their vocabulary successfully. Language games are considered one of the most useful methods that our research suggests to be implemented in the school curriculum .The purpose of this investigation is to check the impact of using language games in facilitating learning, and building a relationship between improving vocabulary acquisition for third year middle school pupils and using classroom language games. In this respect, a descriptive study is conducted based on data gathered from a questionnaire addressed to teachers to explore their attitudes towards the importance of language games as a technique to teach vocabulary. It is based also on a students’ questionnaire to obtain their opinions of whether language games help in acquiring new words. In addition, an interview was conducted with a few students after participating in a game in the classroom in order to check their awareness about the role of games in facilitating and creating a good classroom atmosphere for learning, and if they became motivated during the game. The results indicate that language games have a good effect on learning new vocabulary, which can enhance students’ ability to memorize words, encourage their interaction, and improve their communicative skills and their motivation. In addition, it creates an entertainment area between students so they have fun when they are learning Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4810

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The role of teacher's corrective feedback in enhancing efl students' spoken performance / Mouna Benbekhma 

Public ISBD Titre : The role of teacher's corrective feedback in enhancing efl students' spoken performance : Case study of the second year english students at u.m.c Type de document : texte imprimé Auteurs : Mouna Benbekhma, Auteur ; Malika Hammami, Auteur ; Sabrine Mertani, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 92 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.  Error correction  corrective feedback  feedback  speaking skills  errors  uptake. Index. décimale : 420 Langue anglaise Résumé : The aim of this dissertation is to demonstrate in a closer picture the problem that most EFL students at frères Mentouri University, Constantine are facing when they speak. It is designed to focus on exploring the role of teacher’s error correction and the significance of conducting it carefully in EFL classrooms. It also targets at developing teachersand students’ awareness about the role of error correction inside the classroom by exploring how teachers’ correction procedures can encourage students to perform better and enhance their spoken performance. Our study is a descriptive one; it relies on quantitative research method.In order to investigate the validity of our hypothesis "teacher’s error correction does affect student’s spoken performance", we distributed two questionnaires; one for second year EFL students and the other one for teachers of oral expression at frères Mentouri, university of Constantine. The results obtained from these questionnaires revealed the importance of speaking skill to teachers and students who agreed that students’ spoken errors should be treated. It shows that both teachers and students acknowledged the role of error correction in promoting students’ spoken performance because it helps them to realize where their deficiency is. The results also show that teachers and students hold different opinions about timing, methods of error correction as well as types of errors that need to be corrected. Finally, we deduce that most students recognize and prefer teacher’s correction because it is more reliable since the teacher is the guide and s/he is more proficient about errors and their correction Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6900 The role of teacher's corrective feedback in enhancing efl students' spoken performance : Case study of the second year english students at u.m.c [texte imprimé] / Mouna Benbekhma, Auteur ; Malika Hammami, Auteur ; Sabrine Mertani, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 92 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies.  Error correction  corrective feedback  feedback  speaking skills  errors  uptake. Index. décimale : 420 Langue anglaise Résumé : The aim of this dissertation is to demonstrate in a closer picture the problem that most EFL students at frères Mentouri University, Constantine are facing when they speak. It is designed to focus on exploring the role of teacher’s error correction and the significance of conducting it carefully in EFL classrooms. It also targets at developing teachersand students’ awareness about the role of error correction inside the classroom by exploring how teachers’ correction procedures can encourage students to perform better and enhance their spoken performance. Our study is a descriptive one; it relies on quantitative research method.In order to investigate the validity of our hypothesis "teacher’s error correction does affect student’s spoken performance", we distributed two questionnaires; one for second year EFL students and the other one for teachers of oral expression at frères Mentouri, university of Constantine. The results obtained from these questionnaires revealed the importance of speaking skill to teachers and students who agreed that students’ spoken errors should be treated. It shows that both teachers and students acknowledged the role of error correction in promoting students’ spoken performance because it helps them to realize where their deficiency is. The results also show that teachers and students hold different opinions about timing, methods of error correction as well as types of errors that need to be corrected. Finally, we deduce that most students recognize and prefer teacher’s correction because it is more reliable since the teacher is the guide and s/he is more proficient about errors and their correction Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6900

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