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| Titre : |
An evaluation of the fourth year middle school course book “on the move" : The case of the past simple activities |
| Type de document : |
texte imprimé |
| Auteurs : |
Imen Dris, Auteur ; Dounia Stiti, Auteur ; Djamila Babaa, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Mentouri Constantine |
| Année de publication : |
2012 |
| Importance : |
60 f. |
| Format : |
30 cm. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Langue Anglaise |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study attempts to evaluate the activities introduced in the fourth year middle school course book “On the Move”. More particularly, this study focuses on the issue of the past simple. This course book is used in Algeria; it presents those whose main objective is to develop a good mastery of the past simple tense. In addition, this study aims at finding out whether these activities make the learning of the past simple difficult for the learners. To achieve this aim, we have relied on two tests; each test contains the original version of an activity that was taken from the course book and a modified version of the same activity. These tests have been given to the learners in order to gather data concerning their achievements. The results obtained reveal that learners face problems in the learning of the past simple through these activities because they have more than one task per activity. Moreover, it appears that the suggested instructions are not always clear and the contents‟ vocabularies are difficult. The achievements have been proved to be better with the modified version of the original activities because the percentage of the students‟ success was higher in the modified version of these activities. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=600 |
An evaluation of the fourth year middle school course book “on the move" : The case of the past simple activities [texte imprimé] / Imen Dris, Auteur ; Dounia Stiti, Auteur ; Djamila Babaa, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Mentouri Constantine, 2012 . - 60 f. ; 30 cm. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Langue Anglaise |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study attempts to evaluate the activities introduced in the fourth year middle school course book “On the Move”. More particularly, this study focuses on the issue of the past simple. This course book is used in Algeria; it presents those whose main objective is to develop a good mastery of the past simple tense. In addition, this study aims at finding out whether these activities make the learning of the past simple difficult for the learners. To achieve this aim, we have relied on two tests; each test contains the original version of an activity that was taken from the course book and a modified version of the same activity. These tests have been given to the learners in order to gather data concerning their achievements. The results obtained reveal that learners face problems in the learning of the past simple through these activities because they have more than one task per activity. Moreover, it appears that the suggested instructions are not always clear and the contents‟ vocabularies are difficult. The achievements have been proved to be better with the modified version of the original activities because the percentage of the students‟ success was higher in the modified version of these activities. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=600 |
|
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| MSENG120002 | MSENG120002 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
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MSENG120002Adobe Acrobat PDF | | |
| Titre : |
An Exploration of the Students’ Perceptions of Intonation and Sentence Stress in Spoken Discourse The Case of Master 2 Students of English at Frères Mentouri University of Constantine |
| Type de document : |
texte imprimé |
| Auteurs : |
Maria Fadheli, Auteur ; Djamila Babaa, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2020 |
| Importance : |
99 f. |
| Format : |
30cm. |
| Note générale : |
Une copie electronique PDF disponible au BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Intonation and Sentence Stress in
Spoken Discourse speech intelligibility. |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study highlights an unpopular issue, for it is very significant in speech intelligibility. It
deals with the usage of the two main prosodic features, intonation and sentence stress.
Intonation and sentence stress are generally left out in spoken discourse and rarely paid
attention to; therefore, EFL students tend to lack the communication skill in discourse which
can lead to creating a misunderstanding between the interlocutors. The primary purpose of
this study is to test the level of proficiency among the students and their familiarity with
intonation and sentence stress. It aims as well at investigating whether the curriculum
suggested by the Department of English gives a kind of importance to these features. For this
purpose, it is hypothesized that Master 2 students of English at Frères Mentouri University of
Constantine 1 are not able to recognize and use intonation and sentence stress properly in
spoken discourse. For this matter, data are collected by means of two research tools: a
questionnaire and a test. The questionnaire included some general questions that intend to
check the students’ familiarity with intonation and sentence stress. The test is introduced right
after as a second tool to investigate the students’ proficiency at the level of intonation and
sentence stress application and knowledge. From the results obtained, it is clear that Master 2
students of English lack training and knowledge of intonation and sentence stress’ concepts
and functions. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13257 |
An Exploration of the Students’ Perceptions of Intonation and Sentence Stress in Spoken Discourse The Case of Master 2 Students of English at Frères Mentouri University of Constantine [texte imprimé] / Maria Fadheli, Auteur ; Djamila Babaa, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 99 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Intonation and Sentence Stress in
Spoken Discourse speech intelligibility. |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study highlights an unpopular issue, for it is very significant in speech intelligibility. It
deals with the usage of the two main prosodic features, intonation and sentence stress.
Intonation and sentence stress are generally left out in spoken discourse and rarely paid
attention to; therefore, EFL students tend to lack the communication skill in discourse which
can lead to creating a misunderstanding between the interlocutors. The primary purpose of
this study is to test the level of proficiency among the students and their familiarity with
intonation and sentence stress. It aims as well at investigating whether the curriculum
suggested by the Department of English gives a kind of importance to these features. For this
purpose, it is hypothesized that Master 2 students of English at Frères Mentouri University of
Constantine 1 are not able to recognize and use intonation and sentence stress properly in
spoken discourse. For this matter, data are collected by means of two research tools: a
questionnaire and a test. The questionnaire included some general questions that intend to
check the students’ familiarity with intonation and sentence stress. The test is introduced right
after as a second tool to investigate the students’ proficiency at the level of intonation and
sentence stress application and knowledge. From the results obtained, it is clear that Master 2
students of English lack training and knowledge of intonation and sentence stress’ concepts
and functions. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13257 |
|
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Réserver ce document
Exemplaires (1)
|
| MSENG200022 | MSENG200022 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte intégréAdobe Acrobat PDF | | |
| Titre : |
An Exploration of the Students’ Perceptions of Intonation and Sentence Stress in Spoken Discourse The Case of Master 2 Students of English at Frères Mentouri University of Constantine |
| Type de document : |
texte imprimé |
| Auteurs : |
Maria Fadheli, Auteur ; Djamila Babaa, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2020 |
| Importance : |
99 f. |
| Format : |
30cm. |
| Note générale : |
Une copie electronique PDF disponible au BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Perceptions of Intonation and Sentence Stress Spoken Discourse |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study highlights an unpopular issue, for it is very significant in speech intelligibility. It
deals with the usage of the two main prosodic features, intonation and sentence stress.
Intonation and sentence stress are generally left out in spoken discourse and rarely paid
attention to; therefore, EFL students tend to lack the communication skill in discourse which
can lead to creating a misunderstanding between the interlocutors. The primary purpose of
this study is to test the level of proficiency among the students and their familiarity with
intonation and sentence stress. It aims as well at investigating whether the curriculum
suggested by the Department of English gives a kind of importance to these features. For this
purpose, it is hypothesized that Master 2 students of English at Frères Mentouri University of
Constantine 1 are not able to recognize and use intonation and sentence stress properly in
spoken discourse. For this matter, data are collected by means of two research tools: a
questionnaire and a test. The questionnaire included some general questions that intend to
check the students’ familiarity with intonation and sentence stress. The test is introduced right
after as a second tool to investigate the students’ proficiency at the level of intonation and
sentence stress application and knowledge. From the results obtained, it is clear that Master 2
students of English lack training and knowledge of intonation and sentence stress’ concepts
and functions. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13678 |
An Exploration of the Students’ Perceptions of Intonation and Sentence Stress in Spoken Discourse The Case of Master 2 Students of English at Frères Mentouri University of Constantine [texte imprimé] / Maria Fadheli, Auteur ; Djamila Babaa, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 99 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Perceptions of Intonation and Sentence Stress Spoken Discourse |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study highlights an unpopular issue, for it is very significant in speech intelligibility. It
deals with the usage of the two main prosodic features, intonation and sentence stress.
Intonation and sentence stress are generally left out in spoken discourse and rarely paid
attention to; therefore, EFL students tend to lack the communication skill in discourse which
can lead to creating a misunderstanding between the interlocutors. The primary purpose of
this study is to test the level of proficiency among the students and their familiarity with
intonation and sentence stress. It aims as well at investigating whether the curriculum
suggested by the Department of English gives a kind of importance to these features. For this
purpose, it is hypothesized that Master 2 students of English at Frères Mentouri University of
Constantine 1 are not able to recognize and use intonation and sentence stress properly in
spoken discourse. For this matter, data are collected by means of two research tools: a
questionnaire and a test. The questionnaire included some general questions that intend to
check the students’ familiarity with intonation and sentence stress. The test is introduced right
after as a second tool to investigate the students’ proficiency at the level of intonation and
sentence stress application and knowledge. From the results obtained, it is clear that Master 2
students of English lack training and knowledge of intonation and sentence stress’ concepts
and functions. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13678 |
|
Réservation
Réserver ce document
Exemplaires (1)
|
| MSENG200151 | MSENG200151 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte intérgéAdobe Acrobat PDF | | |
| Titre : |
Assumptions towards the effectiveness of the audio-visual method in teaching the listening skill : The case of second – year students of english at the ens (constantine) |
| Type de document : |
texte imprimé |
| Auteurs : |
Amel Aftis, Auteur ; Ilhem Sahraoui, Auteur ; Djamila Babaa, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
70 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 Effectiveness Audio-Visual Method Teaching Listening Skill |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The purpose of this dissertation is to investigate the assumptions of the teachers and students
towards the effectiveness of the Audio-Visual method in teaching the listening skill of
English. In order to help students foster their listening abilities, teachers must use effective
methods. The use of technology inside classes may help students improve their listening
competence. Thus, we hypothesis that if the Audio-Visual method is used in teaching the
listening skill, students’ listening abilities will be enhanced. To check the validity of this
hypothesis, two questionnaires are administrated: one to second year students and another one
to their teachers at the Department of English in École Normale Supérieure (ENS) of
Constantine. The analysis of data shows that the implementation of the Audio-Visual method
in teaching listening can be a very effective tool to enhance learners’ listening abilities. The
findings also show that both teachers and students have demonstrated very positive attitudes
with regard to the use of such method in the English as a Foreign Language classroom. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5192 |
Assumptions towards the effectiveness of the audio-visual method in teaching the listening skill : The case of second – year students of english at the ens (constantine) [texte imprimé] / Amel Aftis, Auteur ; Ilhem Sahraoui, Auteur ; Djamila Babaa, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 70 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Applied Language Studies Effectiveness Audio-Visual Method Teaching Listening Skill |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The purpose of this dissertation is to investigate the assumptions of the teachers and students
towards the effectiveness of the Audio-Visual method in teaching the listening skill of
English. In order to help students foster their listening abilities, teachers must use effective
methods. The use of technology inside classes may help students improve their listening
competence. Thus, we hypothesis that if the Audio-Visual method is used in teaching the
listening skill, students’ listening abilities will be enhanced. To check the validity of this
hypothesis, two questionnaires are administrated: one to second year students and another one
to their teachers at the Department of English in École Normale Supérieure (ENS) of
Constantine. The analysis of data shows that the implementation of the Audio-Visual method
in teaching listening can be a very effective tool to enhance learners’ listening abilities. The
findings also show that both teachers and students have demonstrated very positive attitudes
with regard to the use of such method in the English as a Foreign Language classroom. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5192 |
|
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Réserver ce document
Exemplaires (1)
|
| MSENG130077 | MSENG130077 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
| Titre : |
Attitudes toward the teacher’s focus on form and focus on meaning in the oral feedback : The case of the third year written expression class constantine 1 university |
| Type de document : |
texte imprimé |
| Auteurs : |
Meriem Benlecheb, Auteur ; Djamila Babaa, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
62 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 Teacher’s Focus Meaning Oral Feedback |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Due to the value of learners’ attitudes in language learning, the present research is based on
the hypothesis that if the learner receives both from-focused and meaning-focused oral feedback,
s/he would enhance her/his writing abilities. Another hypothesis is that students have
positive attitude toward the teacher’s oral feedback focusing on form and focusing on meaning
in writing. It aims, then, to identify the attitudes of third year students at the University of
Constantine toward the teacher’s focus on form and focus on meaning in the Written Expression
class. These attitudes are expressed in terms of their reactions to teachers’ oral feedback
and their preferences. For this purpose, one basic research instruments is used which is the
students’ questionnaire. This questionnaire is administrated to 50 students of third year LMD
students at Constantine 1 University to get information about their attitudes toward the teacher’s
focus on form and focus on meaning in the oral feedback provided in the Written Expression
Class. The analysis of the questionnaire shows that learners like receiving oral feedback
focusing on both form and meaning which is a great method that leads to the enhancement of
their self-esteem through their learning process |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5618 |
Attitudes toward the teacher’s focus on form and focus on meaning in the oral feedback : The case of the third year written expression class constantine 1 university [texte imprimé] / Meriem Benlecheb, Auteur ; Djamila Babaa, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 62 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Teacher’s Focus Meaning Oral Feedback |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Due to the value of learners’ attitudes in language learning, the present research is based on
the hypothesis that if the learner receives both from-focused and meaning-focused oral feedback,
s/he would enhance her/his writing abilities. Another hypothesis is that students have
positive attitude toward the teacher’s oral feedback focusing on form and focusing on meaning
in writing. It aims, then, to identify the attitudes of third year students at the University of
Constantine toward the teacher’s focus on form and focus on meaning in the Written Expression
class. These attitudes are expressed in terms of their reactions to teachers’ oral feedback
and their preferences. For this purpose, one basic research instruments is used which is the
students’ questionnaire. This questionnaire is administrated to 50 students of third year LMD
students at Constantine 1 University to get information about their attitudes toward the teacher’s
focus on form and focus on meaning in the oral feedback provided in the Written Expression
Class. The analysis of the questionnaire shows that learners like receiving oral feedback
focusing on both form and meaning which is a great method that leads to the enhancement of
their self-esteem through their learning process |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5618 |
|
Réservation
Réserver ce document
Exemplaires (1)
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| MSENG130127 | MSENG130127 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
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An Exploration of the Students’ Perceptions of Intonation and Sentence Stress in Spoken Discourse The Case of Master 2 Students of English at Frères Mentouri University of Constantine / Maria Fadheli
