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Titre : The impact of the algerian mother tongue on efl students’ english pronunciation : The case of third year students of english in applied languages at frères mentouri university, constantine Type de document : texte imprimé Auteurs : Hadjer Zebbouchi, Auteur ; Samia Sadallah, Auteur ; Jamel Benkaza, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 88 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Applied Languages Algerian Mother EFL Pronunciation Index. décimale : 420 Langue anglaise Résumé : This study is a total of two chapters. The first chapter represents the theoretical part of our
research. The second chapter provides the analysis of the empirical data. The aim of this study
is to arrive at an understanding of the various features that make up the English pronunciation
and shed the light on the problems of pronunciation that students at Frères Mentouri
University, Constantine run into when they speak English. This resulted from the influence of
their mother tongue on their pronunciation of English in addition to the lack of the
phonological knowledge of the English language. To solve these problems, we hypothesized
that raising students’ awareness and putting more focus on the various features of the English
pronunciation would help them develop correct and intelligible spoken English. Our
hypothesis was investigated by means of a text that was meant to be read and recorded. For
this purpose, we have chosen a sample of 35 students from the Department of English Arts
and Language at Frère Mentouri University, Constantine. All of them were third year students
in Applied Languages. They were asked to read the provided text loudly while we recorded
their readings with a recorder so as to detect the pronunciation errors they made. The analysis
of the obtained results confirmed the validity of our hypothesis. Eventually, this study aims at
suggesting recommendations and strategies to help students overcome the interference of their
mother tongue in their English pronunciation and develop correct and intelligible spoken
EnglishDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6166 The impact of the algerian mother tongue on efl students’ english pronunciation : The case of third year students of english in applied languages at frères mentouri university, constantine [texte imprimé] / Hadjer Zebbouchi, Auteur ; Samia Sadallah, Auteur ; Jamel Benkaza, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2015 . - 88 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Tags : Applied Languages Algerian Mother EFL Pronunciation Index. décimale : 420 Langue anglaise Résumé : This study is a total of two chapters. The first chapter represents the theoretical part of our
research. The second chapter provides the analysis of the empirical data. The aim of this study
is to arrive at an understanding of the various features that make up the English pronunciation
and shed the light on the problems of pronunciation that students at Frères Mentouri
University, Constantine run into when they speak English. This resulted from the influence of
their mother tongue on their pronunciation of English in addition to the lack of the
phonological knowledge of the English language. To solve these problems, we hypothesized
that raising students’ awareness and putting more focus on the various features of the English
pronunciation would help them develop correct and intelligible spoken English. Our
hypothesis was investigated by means of a text that was meant to be read and recorded. For
this purpose, we have chosen a sample of 35 students from the Department of English Arts
and Language at Frère Mentouri University, Constantine. All of them were third year students
in Applied Languages. They were asked to read the provided text loudly while we recorded
their readings with a recorder so as to detect the pronunciation errors they made. The analysis
of the obtained results confirmed the validity of our hypothesis. Eventually, this study aims at
suggesting recommendations and strategies to help students overcome the interference of their
mother tongue in their English pronunciation and develop correct and intelligible spoken
EnglishDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6166 Réservation
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Titre : Translating phrasal verbs to promote studens writing style : The case of third year students of applied languages Type de document : texte imprimé Auteurs : Abderrahmen Bouchoucha, Auteur ; Moussab Lezzar, Auteur ; Youcef Beghoul, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 71 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Applied Languages translating writing skills linguistic Index. décimale : 420 Langue anglaise Résumé : The present research seeks to highlight the importance of translating phrasal verbs in
promoting the writing performance of third year LMD students, specialized in applied
languages, at Mentouri University. It attempts to investigate their attitudes and tries to prove
the effectiveness of translation on enhancing students' writing skills and developing their
linguistic level. In order to carry out our study, we hypothesize that if third year students of
applied languages at Mentouri University translate different phrasal verbs with different
forms, it will be much easier to perform well in their writing. Data are collected using two
main tools: a questionnaire and a test; the former is used to investigate students' familiarity
with translation and phrasal verbs. The latter is composed of two tasks: the first one tries to
examine student's ability in translating phrasal verbs used in context while the second one
aims to see if students can use the phrasal verbs, translated in the first task, in a correct way
and in employ them in well-formed sentences of their own production. On the one hand, the
questionnaire findings show that, despite the fact that the majority of the participants face
difficulties in translating phrasal verbs, they are still aware of the importance of translation
and the use of phrasal verbs on establishing a good understanding in order to perform well
using EFL. On the other hand, the general percentage of task one shows that about 57% of the
participants failed to give an acceptable TL equivalent, which may actually refer to the fact
that the majority of students are not familiar with translating phrasal verbs even if they appear
in context. However in the second task, after the translating phrasal verbs in the first one, 62%
of the participants could easily understood how the provided phrasal verbs are used in context,
this helped them to produce meaningful sentences using different phrasal verb forms. For this,
the findings confirm our hypothesis and show the importance and the effectiveness of
translating phrasal verbs, as a learning strategy in classrooms, on promoting students' writingDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6223 Translating phrasal verbs to promote studens writing style : The case of third year students of applied languages [texte imprimé] / Abderrahmen Bouchoucha, Auteur ; Moussab Lezzar, Auteur ; Youcef Beghoul, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2015 . - 71 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Tags : Applied Languages translating writing skills linguistic Index. décimale : 420 Langue anglaise Résumé : The present research seeks to highlight the importance of translating phrasal verbs in
promoting the writing performance of third year LMD students, specialized in applied
languages, at Mentouri University. It attempts to investigate their attitudes and tries to prove
the effectiveness of translation on enhancing students' writing skills and developing their
linguistic level. In order to carry out our study, we hypothesize that if third year students of
applied languages at Mentouri University translate different phrasal verbs with different
forms, it will be much easier to perform well in their writing. Data are collected using two
main tools: a questionnaire and a test; the former is used to investigate students' familiarity
with translation and phrasal verbs. The latter is composed of two tasks: the first one tries to
examine student's ability in translating phrasal verbs used in context while the second one
aims to see if students can use the phrasal verbs, translated in the first task, in a correct way
and in employ them in well-formed sentences of their own production. On the one hand, the
questionnaire findings show that, despite the fact that the majority of the participants face
difficulties in translating phrasal verbs, they are still aware of the importance of translation
and the use of phrasal verbs on establishing a good understanding in order to perform well
using EFL. On the other hand, the general percentage of task one shows that about 57% of the
participants failed to give an acceptable TL equivalent, which may actually refer to the fact
that the majority of students are not familiar with translating phrasal verbs even if they appear
in context. However in the second task, after the translating phrasal verbs in the first one, 62%
of the participants could easily understood how the provided phrasal verbs are used in context,
this helped them to produce meaningful sentences using different phrasal verb forms. For this,
the findings confirm our hypothesis and show the importance and the effectiveness of
translating phrasal verbs, as a learning strategy in classrooms, on promoting students' writingDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6223 Réservation
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Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Awareness of the differences in pronunciation of /q/ vs /a;/, /@/ or /#/ vs /r/ and /a;/ vs /&/ between british and american english / Imen Mesbah
Titre : Awareness of the differences in pronunciation of /q/ vs /a;/, /@/ or /#/ vs /r/ and /a;/ vs /&/ between british and american english : The case of second year master students of applied languages at mentouri university, constantine Type de document : texte imprimé Auteurs : Imen Mesbah, Auteur ; Nousseiba Boutra, Auteur ; Youcef Beghoul, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 57 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Applied Languages Pronunciation /Q/ vs /A /, /@/ /#/ vs /r/ and /A / vs /&/ Index. décimale : 420 Langue anglaise Résumé : The purpose of this study is to gain insights into students’ awareness of the differences
between some features of British and American pronunciations as well as the reasons behind
mixing the two pronunciations. We hypothesise that if students are aware of the differences
between British and American pronunciations of /Q/ vs /A;/, /@/ or /#/ vs /r/ and /A;/ vs /&/,
they will not mix the two pronunciations. To check the validity of this hypothesis, a recording
test coupled with a questionnaire are administered to a random sample of second year Master
students of English specialised in Applied Languages at Mentouri University of Constantine.
The obtained results reveal that, because of the students’ carelessness and lack of motivation
to know pronunciation differences between British and American English, their pronunciation
is a hybrid of the two. In the light of this, the present research aims to suggest some effective
solutions to raise students’ awareness of the differences between British and American
pronunciations. These solutions will help them select their target models and, therefore, attain
a native-like pronunciation of either British English or American one.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6389 Awareness of the differences in pronunciation of /q/ vs /a;/, /@/ or /#/ vs /r/ and /a;/ vs /&/ between british and american english : The case of second year master students of applied languages at mentouri university, constantine [texte imprimé] / Imen Mesbah, Auteur ; Nousseiba Boutra, Auteur ; Youcef Beghoul, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2015 . - 57 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Tags : Applied Languages Pronunciation /Q/ vs /A /, /@/ /#/ vs /r/ and /A / vs /&/ Index. décimale : 420 Langue anglaise Résumé : The purpose of this study is to gain insights into students’ awareness of the differences
between some features of British and American pronunciations as well as the reasons behind
mixing the two pronunciations. We hypothesise that if students are aware of the differences
between British and American pronunciations of /Q/ vs /A;/, /@/ or /#/ vs /r/ and /A;/ vs /&/,
they will not mix the two pronunciations. To check the validity of this hypothesis, a recording
test coupled with a questionnaire are administered to a random sample of second year Master
students of English specialised in Applied Languages at Mentouri University of Constantine.
The obtained results reveal that, because of the students’ carelessness and lack of motivation
to know pronunciation differences between British and American English, their pronunciation
is a hybrid of the two. In the light of this, the present research aims to suggest some effective
solutions to raise students’ awareness of the differences between British and American
pronunciations. These solutions will help them select their target models and, therefore, attain
a native-like pronunciation of either British English or American one.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6389 Réservation
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Titre : Problems of placing stress on word-class pairs : The case of first year master students of applied languages at mentouri university Type de document : texte imprimé Auteurs : Roukia Boulmarka, Auteur ; Amel Mahcene, Auteur ; Youcef Beghoul, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 52 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Applied Languages Placing Stress Word-class Index. décimale : 420 Langue anglaise Résumé : Word stress is one of the most serious pronunciation problems in English for foreign learners. This study investigates the problems of placing stress within word-class pairs facing first year Master students, applied languages, at the department of Letters and English Language, Mentouri University from both the teachers‘ and students‘ perspectives. Two hypotheses are made which are that if these students know stress placement within word-class pairs, they will be able to distinguish their meanings and functions, and if they make sufficient practice of word-stress rules, they will discover that stress placement within word-class pairs is an exception.The research tools for data collection are a questionnaire administered to teachers and a test designed for students. The results indicate that students face difficulties not only with word stress , and that their problems stems from the lack of appropriate practice. More lectures of phonetics and of stress in particular supported by practice seem to be necessary to enhance students‘ knowledge of stress and its use. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6412 Problems of placing stress on word-class pairs : The case of first year master students of applied languages at mentouri university [texte imprimé] / Roukia Boulmarka, Auteur ; Amel Mahcene, Auteur ; Youcef Beghoul, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2015 . - 52 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Tags : Applied Languages Placing Stress Word-class Index. décimale : 420 Langue anglaise Résumé : Word stress is one of the most serious pronunciation problems in English for foreign learners. This study investigates the problems of placing stress within word-class pairs facing first year Master students, applied languages, at the department of Letters and English Language, Mentouri University from both the teachers‘ and students‘ perspectives. Two hypotheses are made which are that if these students know stress placement within word-class pairs, they will be able to distinguish their meanings and functions, and if they make sufficient practice of word-stress rules, they will discover that stress placement within word-class pairs is an exception.The research tools for data collection are a questionnaire administered to teachers and a test designed for students. The results indicate that students face difficulties not only with word stress , and that their problems stems from the lack of appropriate practice. More lectures of phonetics and of stress in particular supported by practice seem to be necessary to enhance students‘ knowledge of stress and its use. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6412 Réservation
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Titre : The role of the visual -verbal rhetoric in promoting reading comprehension of scientific texts : The case of l.m.d master one students of foreign languages at bros mentouri university- constantine Type de document : texte imprimé Auteurs : Asma Guerna, Auteur ; Djihane Rayene Mezazigh, Auteur ; Farida Sebais, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 54 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Applied Languages Visual -Verbal Rhetoric Promoting Reading Index. décimale : 420 Langue anglaise Résumé : The present study attempts to investigate the role of visual verbal aides in promoting students‟ reading comprehension of scientific texts. In this research, we aim to shed some light on the importance of the visual- verbal rhetoric as a strategy to gain some insights into students‟ and teachers‟ awareness about these crucial concepts. The hypothesis in this study assumes that using visual verbal aids in scientific texts enhances the learners‟ reading comprehension. To prove the validity of our hypothesis, we made use of two questionnaires administrated to both teachers and master 1 L.M.D students, in the department of English -University of Constantine 1. The finding obtained validates our hypothesis that the use of visual verbal rhetoric as a strategy improves the learners‟ reading comprehension. Furthermore, the analysis of the results provided us with valuable insights into the students‟ characteristics. Teachers show to be aware of the importance of the visual verbal relationship, and strongly agree with its intensive use when teaching ESP contexts in the Department of English Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6447 The role of the visual -verbal rhetoric in promoting reading comprehension of scientific texts : The case of l.m.d master one students of foreign languages at bros mentouri university- constantine [texte imprimé] / Asma Guerna, Auteur ; Djihane Rayene Mezazigh, Auteur ; Farida Sebais, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2015 . - 54 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Tags : Applied Languages Visual -Verbal Rhetoric Promoting Reading Index. décimale : 420 Langue anglaise Résumé : The present study attempts to investigate the role of visual verbal aides in promoting students‟ reading comprehension of scientific texts. In this research, we aim to shed some light on the importance of the visual- verbal rhetoric as a strategy to gain some insights into students‟ and teachers‟ awareness about these crucial concepts. The hypothesis in this study assumes that using visual verbal aids in scientific texts enhances the learners‟ reading comprehension. To prove the validity of our hypothesis, we made use of two questionnaires administrated to both teachers and master 1 L.M.D students, in the department of English -University of Constantine 1. The finding obtained validates our hypothesis that the use of visual verbal rhetoric as a strategy improves the learners‟ reading comprehension. Furthermore, the analysis of the results provided us with valuable insights into the students‟ characteristics. Teachers show to be aware of the importance of the visual verbal relationship, and strongly agree with its intensive use when teaching ESP contexts in the Department of English Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6447 Réservation
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