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Auteur Abdelhak Nemouchi |
Documents disponibles écrits par cet auteur (27)



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 [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 Réservation
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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 spacesDiplome : 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 [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 spacesDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=7730 Réservation
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texte integreAdobe Acrobat PDFCooperative learning as a motivational tool in enhancing students’ writing proficiency / Djihed Lekbir
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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 [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 Réservation
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texte integreAdobe Acrobat PDFCooperative learning as a motivational tool to facilitate progress through the writing process stages / Kaouther Aissi
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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 [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 Réservation
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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) Catégories : Lettres et Langues Etrangères:Langue Anglaise 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 [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 75 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise 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 Réservation
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texte integreAdobe Acrobat PDFDeveloping efl learners’ vocabulary acquisition through using english songs’ lyrics / Imane Chafia Habes
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PermalinkPermalinkPermalinkPermalinkPermalinkPermalinkPermalinkPermalinkTeachingwriting strategies and their effectiveness in improving thestudents’ proficiencyin writing / Meryem Gaagai
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PermalinkThe absence of language laboratories in algerian secondary schools and its effect on students’ pronunciation / Souad Hamlaoui
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