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Auteur Farida Abderrahhim |
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Titre : Contrastive analysis of english and arabic prepositions Type de document : texte imprimé Auteurs : Hasna Lamis Bouchenek, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 56 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 Contrastive Analysis English Arabic Index. décimale : 420 Langue anglaise Résumé : This study investigates the effects of Standard Arabic on the use of English
prepositions and the usefulness of Contrastive Analysis as a pedagogical tool. It aims
at finding out whether a Contrastive Analysis of English and Arabic prepositional
systems helps in making students aware of the differences and the similarities as well
as the misleading similarities between English and Arabic prepositions. In order to test
the hypothesis and to reach the aim of this research work, Second Year LMD (Licence,
Master, Doctorat diploma system) students studying English as a foreign language at
Mentouri University of Constantine are chosen. In this study, empirical evidence is
gathered through an Error Analysis of the students’ compositions written by a sample
of 71 students. The results revealed that these students use wrong prepositions if
equivalents are not used in their mother tongue, omit prepositions if equivalents are not
required in their mother tongue, and use prepositions in wrong grammatical
constructions because the latter can be used in their mother tongue. On the basis of
these results, it is recommended that a Contrastive Analysis between English and
Arabic prepositions is needed to raise the students’ awareness of these problemsDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6612 Contrastive analysis of english and arabic prepositions [texte imprimé] / Hasna Lamis Bouchenek, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2011 . - 56 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Contrastive Analysis English Arabic Index. décimale : 420 Langue anglaise Résumé : This study investigates the effects of Standard Arabic on the use of English
prepositions and the usefulness of Contrastive Analysis as a pedagogical tool. It aims
at finding out whether a Contrastive Analysis of English and Arabic prepositional
systems helps in making students aware of the differences and the similarities as well
as the misleading similarities between English and Arabic prepositions. In order to test
the hypothesis and to reach the aim of this research work, Second Year LMD (Licence,
Master, Doctorat diploma system) students studying English as a foreign language at
Mentouri University of Constantine are chosen. In this study, empirical evidence is
gathered through an Error Analysis of the students’ compositions written by a sample
of 71 students. The results revealed that these students use wrong prepositions if
equivalents are not used in their mother tongue, omit prepositions if equivalents are not
required in their mother tongue, and use prepositions in wrong grammatical
constructions because the latter can be used in their mother tongue. On the basis of
these results, it is recommended that a Contrastive Analysis between English and
Arabic prepositions is needed to raise the students’ awareness of these problemsDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6612 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG110086 MSENG110086 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte integreAdobe Acrobat PDFCorrelation between the mastery of articles and the quality of students’ composition writing / Siham BOUZELIFA
Titre : Correlation between the mastery of articles and the quality of students’ composition writing : The case of second Year University students, Constantine Type de document : texte imprimé Auteurs : Siham BOUZELIFA, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 66 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : People tend to learn grammar as an integral part of learning to speak and write. They use grammar in a wide variety of ways, often with considerable complexity. However, the grammatical characteristics of written language are given great importance since knowledge about grammar controls the accurate use of the language. This dissertation seeks to determine to which extent Second Year students at the English Department, University Mentouri, Constantine, master the accurate use of articles. It also aims to measure the effect of this mastery on the quality of their writing by exploring the nature of relationship between them. On the basis of this idea, we hypothesized that the students, who master all the rules that govern the accurate use of articles, can easily reflect their mastery to enhance the quality of their writing. We administered a grammar test that was made up of two parts: an activity where the students were required to fill in the blanks with the appropriate article (in order to investigate the amount of knowledge the students have about the use of articles in English), and a paragraph writing where the students were asked to write about a certain topic (in order to find out whether the students can transfer what they know about articles in their written products). The analysis of the results of the two parts of the test has revealed that the students have made, on the whole, the same mistakes in the use of articles in the filling-in blanks activity and the paragraph writing. This shows a correlation between the mastery of articles and the students’ performance in writing. On the basis of these results, we infer that Second Year students have not mastered all the rules of articles yet, and they are not confident in the use of articles in their writing. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3845 Correlation between the mastery of articles and the quality of students’ composition writing : The case of second Year University students, Constantine [texte imprimé] / Siham BOUZELIFA, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2012 . - 66 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : People tend to learn grammar as an integral part of learning to speak and write. They use grammar in a wide variety of ways, often with considerable complexity. However, the grammatical characteristics of written language are given great importance since knowledge about grammar controls the accurate use of the language. This dissertation seeks to determine to which extent Second Year students at the English Department, University Mentouri, Constantine, master the accurate use of articles. It also aims to measure the effect of this mastery on the quality of their writing by exploring the nature of relationship between them. On the basis of this idea, we hypothesized that the students, who master all the rules that govern the accurate use of articles, can easily reflect their mastery to enhance the quality of their writing. We administered a grammar test that was made up of two parts: an activity where the students were required to fill in the blanks with the appropriate article (in order to investigate the amount of knowledge the students have about the use of articles in English), and a paragraph writing where the students were asked to write about a certain topic (in order to find out whether the students can transfer what they know about articles in their written products). The analysis of the results of the two parts of the test has revealed that the students have made, on the whole, the same mistakes in the use of articles in the filling-in blanks activity and the paragraph writing. This shows a correlation between the mastery of articles and the students’ performance in writing. On the basis of these results, we infer that Second Year students have not mastered all the rules of articles yet, and they are not confident in the use of articles in their writing. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3845 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG120033 MSENG120033 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte integreAdobe Acrobat PDF
Titre : Degree of acquisition of phrasal verbs by advanced learners of english : The case of advanced learners of english at mentouri university ,constantine Type de document : texte imprimé Auteurs : Samia Chouieb, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 56 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Acquisition Phrasal Verbs Advanced Learners Index. décimale : 420 Langue anglaise Résumé : Phrasal verbs are specific to the English language. Their mastering is a symptom
that the learner is becoming native-like in his/her speech. The aim of this work is to
investigate the degree of acquisition of phrasal verbs by advanced learners of English at
the University Mentouri- Constantine. To achieve such an aim, a test was administered
to Master 2 and First year Doctorate students at the English Department to see how
much acquisition has resulted from their learning. The results obtained from the test
have shown that advanced learners of English at the university level have not yet arrived
at a full acquisition of English phrasal verbs. The information obtained from the test has
made it possible to shed light on this particular problem. Some recommendations are
given, some concern teachers and curriculum designers, while others are of interest to
the students.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5183 Degree of acquisition of phrasal verbs by advanced learners of english : The case of advanced learners of english at mentouri university ,constantine [texte imprimé] / Samia Chouieb, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2011 . - 56 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Acquisition Phrasal Verbs Advanced Learners Index. décimale : 420 Langue anglaise Résumé : Phrasal verbs are specific to the English language. Their mastering is a symptom
that the learner is becoming native-like in his/her speech. The aim of this work is to
investigate the degree of acquisition of phrasal verbs by advanced learners of English at
the University Mentouri- Constantine. To achieve such an aim, a test was administered
to Master 2 and First year Doctorate students at the English Department to see how
much acquisition has resulted from their learning. The results obtained from the test
have shown that advanced learners of English at the university level have not yet arrived
at a full acquisition of English phrasal verbs. The information obtained from the test has
made it possible to shed light on this particular problem. Some recommendations are
given, some concern teachers and curriculum designers, while others are of interest to
the students.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5183 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG110055 MSENG110055 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte integreAdobe Acrobat PDF
Titre : Developing third year middle school pupils’ higher-order reading comprehension and visual literacy skills through comics Type de document : texte imprimé Auteurs : Soumia Belhas, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 145 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 comics visual literacy higher-order reading comprehension multiliteracies multimodality motivation. Index. décimale : 420 Langue anglaise Résumé : In a digital era where multiliteracy is a norm, it is necessary for the learner to be exposed to
multiple textual modes and to develop the right attitudes, awareness and skills to negotiate the
meaning conveyed in these texts effectively. Comics are mediums that use visual
representations as extensions of text in order to optimise reading comprehension processes.
They allow learners to engage in active meaningful learning through problem solving and
higher order thinking tasks. Therefore, the aim of the study is to measure the effectiveness of
comics-based reading instruction in enhancing Third year Middle School pupils’ higher-order
reading comprehension and visual thinking skills. The underlying hypothesis is that if comics
are adequately used for Third year Middle School reading instruction, pupils will develop
significantly higher reading comprehension and visual literacy skills. In order to test this
hypothesis, we have designed a Quasi-Experimental Study with a Control group and an
Experimental one based on the data gathered from exploratory Interviews administered to the
twenty-two Third year Middle School pupils who constitute the sample. Pre-test and post-test
measures showed that all the reading comprehension and visual literacy skills included in the
test were significantly improved upon comics-based reading instruction, confirming our
hypothesis. The motivational effect of comics and their effectiveness for reading instruction
have been highlighted throughout this study as well as the limitations underlying their
implementation in the classroom. However, these difficulties are easily remedied and
outweighed by the incommensurable educational advantages of comicsDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4733 Developing third year middle school pupils’ higher-order reading comprehension and visual literacy skills through comics [texte imprimé] / Soumia Belhas, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 145 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences comics visual literacy higher-order reading comprehension multiliteracies multimodality motivation. Index. décimale : 420 Langue anglaise Résumé : In a digital era where multiliteracy is a norm, it is necessary for the learner to be exposed to
multiple textual modes and to develop the right attitudes, awareness and skills to negotiate the
meaning conveyed in these texts effectively. Comics are mediums that use visual
representations as extensions of text in order to optimise reading comprehension processes.
They allow learners to engage in active meaningful learning through problem solving and
higher order thinking tasks. Therefore, the aim of the study is to measure the effectiveness of
comics-based reading instruction in enhancing Third year Middle School pupils’ higher-order
reading comprehension and visual thinking skills. The underlying hypothesis is that if comics
are adequately used for Third year Middle School reading instruction, pupils will develop
significantly higher reading comprehension and visual literacy skills. In order to test this
hypothesis, we have designed a Quasi-Experimental Study with a Control group and an
Experimental one based on the data gathered from exploratory Interviews administered to the
twenty-two Third year Middle School pupils who constitute the sample. Pre-test and post-test
measures showed that all the reading comprehension and visual literacy skills included in the
test were significantly improved upon comics-based reading instruction, confirming our
hypothesis. The motivational effect of comics and their effectiveness for reading instruction
have been highlighted throughout this study as well as the limitations underlying their
implementation in the classroom. However, these difficulties are easily remedied and
outweighed by the incommensurable educational advantages of comicsDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4733 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG170147 MSENG170147 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte integreAdobe Acrobat PDF
Titre : Effectiveness of mnemonic strategies to develop third year middle school pupils’ retention of vocabulary Type de document : texte imprimé Auteurs : Yousra Abbas haddad, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 140 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 Mnemonic Strategies Pupils’ Retention Index. décimale : 420 Langue anglaise Résumé : Retaining vocabulary is one of the initial tasks that foreign language learners will deal with during their learning process since vocabulary is an important part of learning any language, and having a huge stock of words represents one of the major challenges that face teachers and learners. Due to its effectiveness in language learning, there has been a controversial debate about its definition, the way it could be best taught or learned, and the way it could be best stocked in the long term memory. Teachers in general and more precisely Middle School teachers struggle about how to encourage their learners to learn vocabulary and make it last longer because it helps in mastering the new language easily. However, many researchers agree that the best way to learn vocabulary effectively is with the help of some learning strategies, such as mnemonic strategies. From this perspective, the main aim of this study is to investigate the effectiveness of mnemonic strategies to develop Third Year Middle School pupils’ retention of vocabulary. We hypothesize that if teachers use mnemonic strategies as a teaching aid, this will help Third Year pupils to keep the new words for a long period of time and use them when needed. The research methodology consists of a review of vocabulary and mnemonic strategies accompanied with the collection and analysis of empirical data. The data are gathered through an experiment (pre-test, instruction about mnemonic strategies, and post-test), and a Teachers’ Questionnaire. The test was administered to a sample of 22 Pupils divided into an Experimental Group and a Control Group, and the Teachers’ Questionnaire to 15 Middle School teachers. The results of this investigation confirmed our hypothesis and provide evidence that the majority of pupils and teachers agreed that mnemonics are useful in retaining vocabulary Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5020 Effectiveness of mnemonic strategies to develop third year middle school pupils’ retention of vocabulary [texte imprimé] / Yousra Abbas haddad, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 140 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Mnemonic Strategies Pupils’ Retention Index. décimale : 420 Langue anglaise Résumé : Retaining vocabulary is one of the initial tasks that foreign language learners will deal with during their learning process since vocabulary is an important part of learning any language, and having a huge stock of words represents one of the major challenges that face teachers and learners. Due to its effectiveness in language learning, there has been a controversial debate about its definition, the way it could be best taught or learned, and the way it could be best stocked in the long term memory. Teachers in general and more precisely Middle School teachers struggle about how to encourage their learners to learn vocabulary and make it last longer because it helps in mastering the new language easily. However, many researchers agree that the best way to learn vocabulary effectively is with the help of some learning strategies, such as mnemonic strategies. From this perspective, the main aim of this study is to investigate the effectiveness of mnemonic strategies to develop Third Year Middle School pupils’ retention of vocabulary. We hypothesize that if teachers use mnemonic strategies as a teaching aid, this will help Third Year pupils to keep the new words for a long period of time and use them when needed. The research methodology consists of a review of vocabulary and mnemonic strategies accompanied with the collection and analysis of empirical data. The data are gathered through an experiment (pre-test, instruction about mnemonic strategies, and post-test), and a Teachers’ Questionnaire. The test was administered to a sample of 22 Pupils divided into an Experimental Group and a Control Group, and the Teachers’ Questionnaire to 15 Middle School teachers. The results of this investigation confirmed our hypothesis and provide evidence that the majority of pupils and teachers agreed that mnemonics are useful in retaining vocabulary Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5020 Réservation
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