The role of cooperative learning in promoting students' writing level / Afaff Bouhenni 

Public ISBD Titre : The role of cooperative learning in promoting students' writing level : Case study: third-year students at el-oued university Type de document : texte imprimé Auteurs : Afaff Bouhenni, Auteur ; Ahmed Moumene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI Année de publication : 2014 Importance : 96.f Format : 30cm. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Lettres et Langues Etrangères Index. décimale : 420 Langue anglaise Résumé : Writing is viewed as a complex task for most of learners, especially second language learners. To achieve a good piece of writing, teachers of written expression have to apply effective strategies to help learners in writing. Cooperative language learning is one of the most workable strategies in teaching this subject. Recent studies in language teaching also assert that cooperative learning effects in promoting learning and the learning process. The present study aims at investigating how teachers of El-Oued University use cooperative learning to teach writing to third-year students. Moreover, it aims at exploring whether learners' level in writing is enhanced through the use of this cooperative learning. To examine the validity of our hypothesis that if teachers use cooperative learning in foreign language classrooms, they would improve students' writing. Two questionnaires were administered to both teachers and students from El-Oued University. The teachers' questionnaire is given to ten teachers, to obtain their attitudes about the use of cooperative learning in teaching writing. The students' questionnaire is given to a sample of twenty third year students to see their views towards the role of cooperative language learning in enhancing their performance in the writing classroom. After the analysis of the findings of the questionnaires, the results obtained confirm the set hypothesis that cooperative learning fosters students to perform better in writing. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1843 The role of cooperative learning in promoting students' writing level : Case study: third-year students at el-oued university [texte imprimé] / Afaff Bouhenni, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI, 2014 . - 96.f ; 30cm. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Lettres et Langues Etrangères Index. décimale : 420 Langue anglaise Résumé : Writing is viewed as a complex task for most of learners, especially second language learners. To achieve a good piece of writing, teachers of written expression have to apply effective strategies to help learners in writing. Cooperative language learning is one of the most workable strategies in teaching this subject. Recent studies in language teaching also assert that cooperative learning effects in promoting learning and the learning process. The present study aims at investigating how teachers of El-Oued University use cooperative learning to teach writing to third-year students. Moreover, it aims at exploring whether learners' level in writing is enhanced through the use of this cooperative learning. To examine the validity of our hypothesis that if teachers use cooperative learning in foreign language classrooms, they would improve students' writing. Two questionnaires were administered to both teachers and students from El-Oued University. The teachers' questionnaire is given to ten teachers, to obtain their attitudes about the use of cooperative learning in teaching writing. The students' questionnaire is given to a sample of twenty third year students to see their views towards the role of cooperative language learning in enhancing their performance in the writing classroom. After the analysis of the findings of the questionnaires, the results obtained confirm the set hypothesis that cooperative learning fosters students to perform better in writing. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1843

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The role of extensive reading in acquiring new vocabulary / Esma Meziani 

Public ISBD Titre : The role of extensive reading in acquiring new vocabulary : The case of second year lmd students of english university of constantine 1 Type de document : texte imprimé Auteurs : Esma Meziani, Auteur ; Hadjer Torchi, Auteur ; Ahmed Moumene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2014 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 : language Sciences  EXTENSIVE READING  ACQUIRING  New Vocabulary Index. décimale : 420 Langue anglaise Résumé : The present study attempts to investigate the relationship that exists between extensive reading and vocabulary development. It is true that acquiring speaking and listening skills is important to keep pace with this era of globalization. However, In Constantine University 1, where time spent learning English is limited, development of reading ability should be given priority. In fact, reading extensively in the target language develops learners’ vocabulary repertoire. In this research, we aim to shed some light on the importance of both extensive reading and learning vocabulary and to gain some insights into students' and teachers' awareness about these crucial concepts. We believe that extensive reading strategy is very important and it should be the first concern while building vocabulary knowledge. The hypothesis investigated in this study assumes that the use of extensive reading process enhances the learners' lexical size. To examine the validity of the hypothesis, we made use of two questionnaires administered to a sample of 25 teachers and 50 students in the English department, University of Constantine 1. The findings obtained in this study validated the hypothesis in that the use of extensive reading develops learners' vocabulary. Results showed that extensive reading can enhance vocabulary acquisition both incidentally and when incorporated in vocabulary enhancement activities. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5880 The role of extensive reading in acquiring new vocabulary : The case of second year lmd students of english university of constantine 1 [texte imprimé] / Esma Meziani, Auteur ; Hadjer Torchi, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2014 . - 92 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : language Sciences  EXTENSIVE READING  ACQUIRING  New Vocabulary Index. décimale : 420 Langue anglaise Résumé : The present study attempts to investigate the relationship that exists between extensive reading and vocabulary development. It is true that acquiring speaking and listening skills is important to keep pace with this era of globalization. However, In Constantine University 1, where time spent learning English is limited, development of reading ability should be given priority. In fact, reading extensively in the target language develops learners’ vocabulary repertoire. In this research, we aim to shed some light on the importance of both extensive reading and learning vocabulary and to gain some insights into students' and teachers' awareness about these crucial concepts. We believe that extensive reading strategy is very important and it should be the first concern while building vocabulary knowledge. The hypothesis investigated in this study assumes that the use of extensive reading process enhances the learners' lexical size. To examine the validity of the hypothesis, we made use of two questionnaires administered to a sample of 25 teachers and 50 students in the English department, University of Constantine 1. The findings obtained in this study validated the hypothesis in that the use of extensive reading develops learners' vocabulary. Results showed that extensive reading can enhance vocabulary acquisition both incidentally and when incorporated in vocabulary enhancement activities. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5880

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The role of matching teaching styles to the learners’styles in the language learning process / Safia Harouni 

Public ISBD Titre : The role of matching teaching styles to the learners’styles in the language learning process : The case of master one students (language sciences), english department, brothers mentouri university Type de document : texte imprimé Auteurs : Safia Harouni, Auteur ; F.Zohra Kerbouche, Auteur ; Ahmed Moumene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2016 Importance : 90 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 Science  Matching Teaching  Language Learning Index. décimale : 420 Langue anglaise Résumé : The present study is intended to investigate the role of matching teaching styles to learning styles in the language learning settings. We aimed at identifying both teaching styles and learning styles as well as raising teachers' awareness towards their students' learning styles and the importance of adapting their strategies according to them. We hypothesized that if teachers match their instructional strategies to the learners’ styles then, they will teach more efficiently. As a means of research, we used two main questionnaires; the teachers and the learners’ questionnaire. The teachers’ questionnaire was given to twenty teachers, and the learners’ questionnaire to forty Master one learners of English (language sciences) at the department of English –Brothers Mentouri University. Results of both questionnaires revealed that learners consider the importance of their learning styles in grasping information with the help of their consistent strategies, and the importance of tying them to the learning situation. In addition, teachers see that including learning styles/ strategies in teaching process has its benefits. While, they are not aware of matching their strategies to their learner’ styles Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=8934 The role of matching teaching styles to the learners’styles in the language learning process : The case of master one students (language sciences), english department, brothers mentouri university [texte imprimé] / Safia Harouni, Auteur ; F.Zohra Kerbouche, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 90 f. ; 30 cm. Une copie électronique PDF disponible en Buc Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Science  Matching Teaching  Language Learning Index. décimale : 420 Langue anglaise Résumé : The present study is intended to investigate the role of matching teaching styles to learning styles in the language learning settings. We aimed at identifying both teaching styles and learning styles as well as raising teachers' awareness towards their students' learning styles and the importance of adapting their strategies according to them. We hypothesized that if teachers match their instructional strategies to the learners’ styles then, they will teach more efficiently. As a means of research, we used two main questionnaires; the teachers and the learners’ questionnaire. The teachers’ questionnaire was given to twenty teachers, and the learners’ questionnaire to forty Master one learners of English (language sciences) at the department of English –Brothers Mentouri University. Results of both questionnaires revealed that learners consider the importance of their learning styles in grasping information with the help of their consistent strategies, and the importance of tying them to the learning situation. In addition, teachers see that including learning styles/ strategies in teaching process has its benefits. While, they are not aware of matching their strategies to their learner’ styles Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=8934

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The Role of the Lexical Approach in Developing Students' Vocabulary in Writing: The Case of Second-Year LMD Students of English at Constantine University / Nourhane Belhadj 

Public ISBD Titre : The Role of the Lexical Approach in Developing Students' Vocabulary in Writing: The Case of Second-Year LMD Students of English at Constantine University Type de document : texte imprimé Auteurs : Nourhane Belhadj, Auteur ; Wahiba Abdelhafid, Auteur ; Ahmed Moumene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2016 Importance : 113 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : This dissertation, a total of three chapters, is intended to investigate the role of the lexical approach as a pedagogical strategy leading to the development of students’ vocabulary size and knowledge in writing. It aims at making teachers aware of the lexical approach that enables students to comprehend and produce lexical items successfully. The hypothesis stipulates that if teachers implement the lexical approach, they will improve students’ vocabulary in writing. This study is based on two questionnaires administrated to both second-year LMD students and teachers of writing courses at the department of English, University of Mentouri Brothers, Constantine (12 teachers & 61 students). The results show that (58%) of the teachers are aware of the lexical approach. They consider that promoting it can have positive impacts on students’ vocabulary development in writing. The majority of the students (93%) think that they need to practise the different classroom activities of the lexical approach in writing courses in order to develop their vocabulary stock. Thus, this led us to believe that the hypothesis has been confirmed in the sense that positive results have been obtained from the questionnaires. This study also reveals raising both teachers’ and students’ awareness about the lexical approach, which can be taught as a fundamental strategy to enable students to develop proficiency with chunks, realize the combinatorial possibilities of items and maximize effectively the words used in their written texts. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12233 The Role of the Lexical Approach in Developing Students' Vocabulary in Writing: The Case of Second-Year LMD Students of English at Constantine University [texte imprimé] / Nourhane Belhadj, Auteur ; Wahiba Abdelhafid, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 113 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : This dissertation, a total of three chapters, is intended to investigate the role of the lexical approach as a pedagogical strategy leading to the development of students’ vocabulary size and knowledge in writing. It aims at making teachers aware of the lexical approach that enables students to comprehend and produce lexical items successfully. The hypothesis stipulates that if teachers implement the lexical approach, they will improve students’ vocabulary in writing. This study is based on two questionnaires administrated to both second-year LMD students and teachers of writing courses at the department of English, University of Mentouri Brothers, Constantine (12 teachers & 61 students). The results show that (58%) of the teachers are aware of the lexical approach. They consider that promoting it can have positive impacts on students’ vocabulary development in writing. The majority of the students (93%) think that they need to practise the different classroom activities of the lexical approach in writing courses in order to develop their vocabulary stock. Thus, this led us to believe that the hypothesis has been confirmed in the sense that positive results have been obtained from the questionnaires. This study also reveals raising both teachers’ and students’ awareness about the lexical approach, which can be taught as a fundamental strategy to enable students to develop proficiency with chunks, realize the combinatorial possibilities of items and maximize effectively the words used in their written texts. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12233

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The use of authentic model texts for enhancing students’ genres writing / Riham Boudjellal 

Public ISBD Titre : The use of authentic model texts for enhancing students’ genres writing : The case of third year students- university of constantine Type de document : texte imprimé Auteurs : Riham Boudjellal, Auteur ; Ahmed Moumene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 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 : Language Sciences  AUTHENTIC MODEL  ENHANCING STUDENTS Index. décimale : 420 Langue anglaise Résumé : Writing is seen as troublesome for EFL learners because it involves them in different complex processes. A language teacher is said to be a guide and a facilitator for the learning process of any foreign language. For that to happen he should make sure that he provides his learners with the appropriate input. The input provided is of great importance because it tends to foster students‟ knowledge about the language components. At that stage the use of any kind of teaching material is said to be crucial and beneficial. Within the writing classroom teachers tend to use print materials because they believe they are the best when it comes to illustrating the conventions of any kind of genre. Print materials can be more beneficial when they are of an authentic nature because authentic model texts are said to illustrate real world language. In this research, it is believed that students learn better the various genres of writing when they are involved in text analysis of authentic model texts. Authentic model texts are then seen as a technique that would improve students‟ genres writing. It is by means of two questionnaires that the investigation took place at the department of English, Mentouri University- Constantine. One questionnaire was devoted to third year students of English and the second questionnaire was devoted to teachers of written expression. The findings gathered in this study confirmed partially the research hypothesis. This means that model texts are important and useful when it comes to genres teaching where as authenticity is not seen as crucia Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6660 The use of authentic model texts for enhancing students’ genres writing : The case of third year students- university of constantine [texte imprimé] / Riham Boudjellal, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 96 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  AUTHENTIC MODEL  ENHANCING STUDENTS Index. décimale : 420 Langue anglaise Résumé : Writing is seen as troublesome for EFL learners because it involves them in different complex processes. A language teacher is said to be a guide and a facilitator for the learning process of any foreign language. For that to happen he should make sure that he provides his learners with the appropriate input. The input provided is of great importance because it tends to foster students‟ knowledge about the language components. At that stage the use of any kind of teaching material is said to be crucial and beneficial. Within the writing classroom teachers tend to use print materials because they believe they are the best when it comes to illustrating the conventions of any kind of genre. Print materials can be more beneficial when they are of an authentic nature because authentic model texts are said to illustrate real world language. In this research, it is believed that students learn better the various genres of writing when they are involved in text analysis of authentic model texts. Authentic model texts are then seen as a technique that would improve students‟ genres writing. It is by means of two questionnaires that the investigation took place at the department of English, Mentouri University- Constantine. One questionnaire was devoted to third year students of English and the second questionnaire was devoted to teachers of written expression. The findings gathered in this study confirmed partially the research hypothesis. This means that model texts are important and useful when it comes to genres teaching where as authenticity is not seen as crucia Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6660

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