Analysing learner’s errors in the use of some english prepositions / Aicha Reffas. 

Public ISBD Titre : Analysing learner’s errors in the use of some english prepositions : The case of first year students in the department of english letters and language-constantine 1 university Type de document : texte imprimé Auteurs : Aicha Reffas., Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 96 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : LLanguage Sciences.  learner’s Errors  Some English Index. décimale : 420 Langue anglaise Résumé : In the field of second language acquisition, attention has always been put on students’ errors and the ways teachers deal with them. Grammar represents an area of difficulty for almost all the Arab EFL learners because of the different rules it has. Teachers need to assign special auspices to these areas of difficulty often encountered by their learners. Prepositions, on which the current study focuses, appear to be a source of problems for the majority of students. Therefore, the aim of this piece of research is to probe the reasons behind students’ misuse of these grammatical features in particular the case of: «in », « on », « at » and the degree to which they tend to transfer from their first language, in addition to the effectiveness of teachers’ feedback to correct and minimize these errors. For the purpose of examining our hypothesis, a test was distributed to 40 freshmen from the Department of English Letters and language in Constantine 1 University. The test is made up of 22 sentences where the students are asked to fill in the gaps with the appropriate prepositions (in, on, at) expressing both spatial and temporal meanings. The analysis of the answers to this test shows that learners, as a result of their ignorance of prepositional use, make negative transfer errors from their native language (Arabic). While, in some cases these students show their ability to insert the right preposition. A second tool was also used to investigate the validity of the suggested hypothesis, a questionnaire. The latter was administrated to 10 grammar teachers in the English Department of Constantine 1 University. The results obtained from teachers’ answers lead us to deduce that with the use of the appropriate teaching and correcting strategies, teachers are, to some extent, able to get students understand, master and therefore minimize prepositions related errors mainly in the case of : “in”, “on” and “at”. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5197 Analysing learner’s errors in the use of some english prepositions : The case of first year students in the department of english letters and language-constantine 1 university [texte imprimé] / Aicha Reffas., Auteur ; Abdelhak Nemouchi, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 96 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : LLanguage Sciences.  learner’s Errors  Some English Index. décimale : 420 Langue anglaise Résumé : In the field of second language acquisition, attention has always been put on students’ errors and the ways teachers deal with them. Grammar represents an area of difficulty for almost all the Arab EFL learners because of the different rules it has. Teachers need to assign special auspices to these areas of difficulty often encountered by their learners. Prepositions, on which the current study focuses, appear to be a source of problems for the majority of students. Therefore, the aim of this piece of research is to probe the reasons behind students’ misuse of these grammatical features in particular the case of: «in », « on », « at » and the degree to which they tend to transfer from their first language, in addition to the effectiveness of teachers’ feedback to correct and minimize these errors. For the purpose of examining our hypothesis, a test was distributed to 40 freshmen from the Department of English Letters and language in Constantine 1 University. The test is made up of 22 sentences where the students are asked to fill in the gaps with the appropriate prepositions (in, on, at) expressing both spatial and temporal meanings. The analysis of the answers to this test shows that learners, as a result of their ignorance of prepositional use, make negative transfer errors from their native language (Arabic). While, in some cases these students show their ability to insert the right preposition. A second tool was also used to investigate the validity of the suggested hypothesis, a questionnaire. The latter was administrated to 10 grammar teachers in the English Department of Constantine 1 University. The results obtained from teachers’ answers lead us to deduce that with the use of the appropriate teaching and correcting strategies, teachers are, to some extent, able to get students understand, master and therefore minimize prepositions related errors mainly in the case of : “in”, “on” and “at”. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5197

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Communicative language teaching authenticity and students’ oral skills / Amira Merrouchi 

Public ISBD Titre : Communicative language teaching authenticity and students’ oral skills : A case study of three secondary schools in teleghma-mila Type de document : texte imprimé Auteurs : Amira Merrouchi, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 83 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 Studies  Communicative Language  Authenticity  Oral Skills Index. décimale : 420 Langue anglaise Résumé : English as a language is seen as a vehicle for the realization of interpersonal relations. In order to convey and receive an understandable speech, we certainly need to be fluent in English; that means to have oral skills. The focus in this research study will be on the effect of CLT authenticity on students’ oral capacities and if really the use of authentic materials will promote the development of speaking abilities of Algerian secondary school learners, with more focus on the use of authentic aids in the adoption of CLT. The tools applied to achieve the goals of this dissertation are two questionnaires: the first is directed to twelve English teachers in three secondary schools in Teleghma, Mila, and the second is addressed to forty students in the same secondary schools. The findings obtained from those tools prove that CLT authenticity influences the students’ oral skills and authentic materials play crucial and active role in the adoption of CLT properly. Therefore, the main result of this work is that when teachers want to put CLT in to practice they should provide their classrooms with authenticity and curriculum designers ought to equip teaching programs with more authentic spaces Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=7730 Communicative language teaching authenticity and students’ oral skills : A case study of three secondary schools in teleghma-mila [texte imprimé] / Amira Merrouchi, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2012 . - 83 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Studies  Communicative Language  Authenticity  Oral Skills Index. décimale : 420 Langue anglaise Résumé : English as a language is seen as a vehicle for the realization of interpersonal relations. In order to convey and receive an understandable speech, we certainly need to be fluent in English; that means to have oral skills. The focus in this research study will be on the effect of CLT authenticity on students’ oral capacities and if really the use of authentic materials will promote the development of speaking abilities of Algerian secondary school learners, with more focus on the use of authentic aids in the adoption of CLT. The tools applied to achieve the goals of this dissertation are two questionnaires: the first is directed to twelve English teachers in three secondary schools in Teleghma, Mila, and the second is addressed to forty students in the same secondary schools. The findings obtained from those tools prove that CLT authenticity influences the students’ oral skills and authentic materials play crucial and active role in the adoption of CLT properly. Therefore, the main result of this work is that when teachers want to put CLT in to practice they should provide their classrooms with authenticity and curriculum designers ought to equip teaching programs with more authentic spaces Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=7730

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Cooperative learning as a motivational tool in enhancing students’ writing proficiency / Djihed Lekbir 

Public ISBD Titre : Cooperative learning as a motivational tool in enhancing students’ writing proficiency : The case study first year master degree students in constantine 1 university Type de document : texte imprimé Auteurs : Djihed Lekbir, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 20013 Importance : 88 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 Studies  Learning  Motivational Tool  Students’ Writing Index. décimale : 420 Langue anglaise Résumé : The present study aims at investigating the motivational effect of using well-structured cooperative group work in teaching writing to First Year Master Degree students of English as a Foreign Language at the department of English, University of Constantine to motivate them produce a proficient piece of writing. In order to check this correlation, we have hypothesized that if teachers could practise more cooperative learning with Master Students, the latter would feel more motivated and produce better writing. To verify the validity of this hypothesis, we have proposed two kinds of questionnaire; the students’ and the teachers’. The first one is composed of nineteen questions and administered to forty members of First Year Master Degree Students in the Department of English, University of Constantine during the academic year 2012-2013. The second questionnaire consists of twenty questions given to ten teachers of written expression. The investigation has shown that using cooperative learning offers the opportunity to First Year Master Degree Students to promote interaction between group member when sharing ideas and thoughts and acquiring new learning strategies in an enjoyable atmosphere that makes students motivated to develop their learning styles to produce a proficient piece of writing. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6759 Cooperative learning as a motivational tool in enhancing students’ writing proficiency : The case study first year master degree students in constantine 1 university [texte imprimé] / Djihed Lekbir, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 20013 . - 88 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Studies  Learning  Motivational Tool  Students’ Writing Index. décimale : 420 Langue anglaise Résumé : The present study aims at investigating the motivational effect of using well-structured cooperative group work in teaching writing to First Year Master Degree students of English as a Foreign Language at the department of English, University of Constantine to motivate them produce a proficient piece of writing. In order to check this correlation, we have hypothesized that if teachers could practise more cooperative learning with Master Students, the latter would feel more motivated and produce better writing. To verify the validity of this hypothesis, we have proposed two kinds of questionnaire; the students’ and the teachers’. The first one is composed of nineteen questions and administered to forty members of First Year Master Degree Students in the Department of English, University of Constantine during the academic year 2012-2013. The second questionnaire consists of twenty questions given to ten teachers of written expression. The investigation has shown that using cooperative learning offers the opportunity to First Year Master Degree Students to promote interaction between group member when sharing ideas and thoughts and acquiring new learning strategies in an enjoyable atmosphere that makes students motivated to develop their learning styles to produce a proficient piece of writing. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6759

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Cooperative learning as a motivational tool to facilitate progress through the writing process stages / Kaouther Aissi 

Public ISBD Titre : Cooperative learning as a motivational tool to facilitate progress through the writing process stages : A case study of first year students of english, constantine 1 university Type de document : texte imprimé Auteurs : Kaouther Aissi, Auteur ; Fatima zohra Toubal, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI Année de publication : 2014 Importance : 61.f Format : 30cm. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : The importance of the writing skill in conducting information and expressing ideas détermines its crucial rôle in language learning. In spite of its importance, writing has received slight interest in language instruction. Most EFL learners seek to produce a meaningful paper. One way to write successfully is to implement coopérative learning technique in EFL classrooms. The fundamental purpose of this study was to prove that the use of CLL in teaching the writing skill can be a strong motivating force in the sense that students feel more comfortable to communicate and negotiate their ideas with their classmates. Moreover, it aims at exploring whether teachers of written expression in the Department of English Letters and Language at Constantine 1 University use CLL as a teaching strategy to increase the learners’ motivation for writing. To achieve this aim, we adopt the descriptive method; we analyzed teachers and students’ questionnaires in addition to some notes we have been taking for more information while learners were responding to the questionnaire. The analyses of questionnaires revealed that the teachers know the importance of working in groups and consider it as a strategy that enhances students’ participation, builds self-esteem, and creates a challenge between them. However, they mention that applying coopérative writing in the overcrowded classrooms is too difficult. The students' questionnaire demonstrates that first year LMD students have positive attitudes towards group work in teaching writing. In général, one may deduce that the implementation of CCL in EFL classrooms helps students to achieve good level in writing. Hence, the use of CCL is a motivational factor in enhancing students’ writing. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1406 Cooperative learning as a motivational tool to facilitate progress through the writing process stages : A case study of first year students of english, constantine 1 university [texte imprimé] / Kaouther Aissi, Auteur ; Fatima zohra Toubal, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : UNIVERSITE DES FRERES MENTOURI, 2014 . - 61.f ; 30cm. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : The importance of the writing skill in conducting information and expressing ideas détermines its crucial rôle in language learning. In spite of its importance, writing has received slight interest in language instruction. Most EFL learners seek to produce a meaningful paper. One way to write successfully is to implement coopérative learning technique in EFL classrooms. The fundamental purpose of this study was to prove that the use of CLL in teaching the writing skill can be a strong motivating force in the sense that students feel more comfortable to communicate and negotiate their ideas with their classmates. Moreover, it aims at exploring whether teachers of written expression in the Department of English Letters and Language at Constantine 1 University use CLL as a teaching strategy to increase the learners’ motivation for writing. To achieve this aim, we adopt the descriptive method; we analyzed teachers and students’ questionnaires in addition to some notes we have been taking for more information while learners were responding to the questionnaire. The analyses of questionnaires revealed that the teachers know the importance of working in groups and consider it as a strategy that enhances students’ participation, builds self-esteem, and creates a challenge between them. However, they mention that applying coopérative writing in the overcrowded classrooms is too difficult. The students' questionnaire demonstrates that first year LMD students have positive attitudes towards group work in teaching writing. In général, one may deduce that the implementation of CCL in EFL classrooms helps students to achieve good level in writing. Hence, the use of CCL is a motivational factor in enhancing students’ writing. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1406

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Deducing meaning of phrasal verbs from context: / Besma Ramdani 

Public ISBD Titre : Deducing meaning of phrasal verbs from context: : Case study of second year students of english at constantine 1 university Type de document : texte imprimé Auteurs : Besma Ramdani, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 75 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Language Sciences  Meaning  Phrasal Verbs Index. décimale : 420 Langue anglaise Résumé : Learning English as a foreign language has become a real problem for foreign language learners (FLL) and particularly for Second Year Algerian students at Constantine 1 University whenever they deal with one of the most awkward courses in Grammar, namely Phrasal Verbs. Phrasal Verbs have a significant role in the English language since they are part of native speakers‟ speech and writing of that language, and they are widely spread in both formal and informal contexts. In this research study, therefore, we tried to put the light on the area of Phrasal Verbs via mentioning their identification, their significant role in the English language and ultimately for facilitating their learning. We propose a means to make them easy-going for Second Year Algerian students of the English language so as to use them as the way native speakers of the English language do. The research hypothesis asserts that if Second Year Students of English at Constantine 1University were taught effectively how to deduce meaning from context, they would overcome difficulties in understanding phrasal verbs. In order to achieve our goal and check our hypothesis validity, we rely on two questionnaires as means of research. The first questionnaire was administered to a sample of Grammar Teachers in the Department of English language whereas the second one was given to a sample of Second Year students in the same Department in order to measure which is better for the students in learning Phrasal Verbs, grasping them in context or out of it. After analyzing and discussing the obtained results, it is shown that learning Phrasal Verbs through context helped Second Year students to grip their meaning easily although they are tough to be taught and learned. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6788 Deducing meaning of phrasal verbs from context: : Case study of second year students of english at constantine 1 university [texte imprimé] / Besma Ramdani, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 75 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Language Sciences  Meaning  Phrasal Verbs Index. décimale : 420 Langue anglaise Résumé : Learning English as a foreign language has become a real problem for foreign language learners (FLL) and particularly for Second Year Algerian students at Constantine 1 University whenever they deal with one of the most awkward courses in Grammar, namely Phrasal Verbs. Phrasal Verbs have a significant role in the English language since they are part of native speakers‟ speech and writing of that language, and they are widely spread in both formal and informal contexts. In this research study, therefore, we tried to put the light on the area of Phrasal Verbs via mentioning their identification, their significant role in the English language and ultimately for facilitating their learning. We propose a means to make them easy-going for Second Year Algerian students of the English language so as to use them as the way native speakers of the English language do. The research hypothesis asserts that if Second Year Students of English at Constantine 1University were taught effectively how to deduce meaning from context, they would overcome difficulties in understanding phrasal verbs. In order to achieve our goal and check our hypothesis validity, we rely on two questionnaires as means of research. The first questionnaire was administered to a sample of Grammar Teachers in the Department of English language whereas the second one was given to a sample of Second Year students in the same Department in order to measure which is better for the students in learning Phrasal Verbs, grasping them in context or out of it. After analyzing and discussing the obtained results, it is shown that learning Phrasal Verbs through context helped Second Year students to grip their meaning easily although they are tough to be taught and learned. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6788

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Developing efl learners’ vocabulary acquisition through using english songs’ lyrics / Imane Chafia Habes 

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Effective teaching strategies in developing students’ fluency in speaking / Sarah Zellagui 

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Effects of oral feedback on students’ motivation for learning english / Rokia Bouizar 

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Effects of teachers’ written feedback on students’ writing proficiency / Moussa Zarour 

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French lexical transfer in learners’ written production / Faiza Bouyahia 

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Games strategy in learning and memorizing vocabulary / Hanen Rafik 

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Practicing the students-centred method and cooperative learning / Najat Khaldi 

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Strategy to enhance e.f.l students’ oral communication / Abdeldjalil Boughezal 

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Teachingwriting strategies and their effectiveness in improving thestudents’ proficiencyin writing / Meryem Gaagai 

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The absence of language laboratories in algerian secondary schools and its effect on students’ pronunciation / Souad Hamlaoui 

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