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Partager le résultat de cette rechercheThe role of matching teaching styles to the learners’styles in the language learning process / Safia Harouni
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’ stylesDiplome : 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 (Route Ain el bey, BP 325, 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’ stylesDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=8934 Réservation
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Titre : Embedding grammar instruction into the teaching of writing to enhance second year university students’ writing Type de document : texte imprimé Auteurs : Hanane Guerfi, Auteur ; Fatima Zohra Sbihi, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 98 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 Embedding Grammar Writing Index. décimale : 420 Langue anglaise Résumé : Writing is usually considered as one of the clearest, most reliable standards by which the level of a learner in languages, in particular, can be measured. Therefore, learners whose medium of education is a foreign language need a good understanding of that language. It requires knowing about the system of rules of that language which provide instructions for using the language appropriately as well as receiving it in a particular context of writing which might have a great impact on developing the students’ writing skill. This system of rules is known as Grammar. This research work seeks to find out to which extent integrating grammar rules in the context of writing can help improve Second Year University English students’ command of writing at the University “Frères Mentouri”, Constantine. To answer our hypothesis, “embedding grammar instruction into the teaching of writing will help the students to produce a better quality of writing”, we used two questionnaires. The first questionnaire was administered to the teachers, and the second one to the students at the Department of Letters and English, Faculty of Letters and Laguages, University “Freres Mentouri”, Constantine. The results obtained showed that the teachers of Grammar, the teachers of Written Expression, the teachers who teach both subjects and the students agree on the importance of embedding grammar instruction into the teaching of writing. The majority of the grammar teachers have acknowledged that they prefer using the Controlled-to-Free Approach amongst all the other approaches to teach writing. However, most of the Written Expression teachers and all the teachers who teach both Grammar and writing expressed the idea that the Process Approach is the most effective approach of all. What we can deduce from these results is that embedding grammar instruction into the teaching of writing is very Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5015 Embedding grammar instruction into the teaching of writing to enhance second year university students’ writing [texte imprimé] / Hanane Guerfi, Auteur ; Fatima Zohra Sbihi, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 98 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Science Embedding Grammar Writing Index. décimale : 420 Langue anglaise Résumé : Writing is usually considered as one of the clearest, most reliable standards by which the level of a learner in languages, in particular, can be measured. Therefore, learners whose medium of education is a foreign language need a good understanding of that language. It requires knowing about the system of rules of that language which provide instructions for using the language appropriately as well as receiving it in a particular context of writing which might have a great impact on developing the students’ writing skill. This system of rules is known as Grammar. This research work seeks to find out to which extent integrating grammar rules in the context of writing can help improve Second Year University English students’ command of writing at the University “Frères Mentouri”, Constantine. To answer our hypothesis, “embedding grammar instruction into the teaching of writing will help the students to produce a better quality of writing”, we used two questionnaires. The first questionnaire was administered to the teachers, and the second one to the students at the Department of Letters and English, Faculty of Letters and Laguages, University “Freres Mentouri”, Constantine. The results obtained showed that the teachers of Grammar, the teachers of Written Expression, the teachers who teach both subjects and the students agree on the importance of embedding grammar instruction into the teaching of writing. The majority of the grammar teachers have acknowledged that they prefer using the Controlled-to-Free Approach amongst all the other approaches to teach writing. However, most of the Written Expression teachers and all the teachers who teach both Grammar and writing expressed the idea that the Process Approach is the most effective approach of all. What we can deduce from these results is that embedding grammar instruction into the teaching of writing is very Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5015 Réservation
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Titre : The importance of games in teaching modal verbs. : The case study of first year master students of english- applied language studies, university-constantine ι Type de document : texte imprimé Auteurs : Wissam Guellil, Auteur ; Salima Selmen, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 58 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 Importance Games Teaching Modal Verbs Index. décimale : 420 Langue anglaise Résumé : This study seeks to explore the importance of the use of games as a teaching technique
for enhancing the grammatical Modal Verbs correctness of Second-year learners in the
Department of English, Constantine 1 University. It aims to observe the influence of
games-based grammar practice on students’ awareness-raising in the use of modal
verbs. In order to test our hypothesis, a pre-test is conducted to investigate the problems
of students in using the modal verbs. Then students are divided into two groups: a
control group and an experimental group. Both groups received different instructions,
the experimental group followed game-based activities, the control group received a
more form-based grammar practice. While a post-test is given to both groups to confirm
our hypothesis: if a course of modal verbs is presented through games the students are
more likely to understand them. The results of the study support our hypothesis for the
significant improvement in the students' grammatical correctness in the use of Modals
as a result of games-based activities. The valuable grammatical achievement is also
observed in the considerable enhancement in learners’ motivation through the inclusion
of games in a grammar lecturDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5505 The importance of games in teaching modal verbs. : The case study of first year master students of english- applied language studies, university-constantine ι [texte imprimé] / Wissam Guellil, Auteur ; Salima Selmen, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 58 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Science Importance Games Teaching Modal Verbs Index. décimale : 420 Langue anglaise Résumé : This study seeks to explore the importance of the use of games as a teaching technique
for enhancing the grammatical Modal Verbs correctness of Second-year learners in the
Department of English, Constantine 1 University. It aims to observe the influence of
games-based grammar practice on students’ awareness-raising in the use of modal
verbs. In order to test our hypothesis, a pre-test is conducted to investigate the problems
of students in using the modal verbs. Then students are divided into two groups: a
control group and an experimental group. Both groups received different instructions,
the experimental group followed game-based activities, the control group received a
more form-based grammar practice. While a post-test is given to both groups to confirm
our hypothesis: if a course of modal verbs is presented through games the students are
more likely to understand them. The results of the study support our hypothesis for the
significant improvement in the students' grammatical correctness in the use of Modals
as a result of games-based activities. The valuable grammatical achievement is also
observed in the considerable enhancement in learners’ motivation through the inclusion
of games in a grammar lecturDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5505 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG130088 MSENG130088 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
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Titre : An analysis of intralingual errors at the level of the simple past tense in english : A case study of fourth year pupils at khoualdia salah middle school - constantine Type de document : texte imprimé Auteurs : Chiraz Meraihia, Auteur ; Amel Soucha, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 69 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 Intralingual Errors Khoualdia Salah Index. décimale : 420 Langue anglaise Résumé : This study attempts to analyze the errors made by fourth year middle school Algerian learners
when using the simple past tense. It seeks to investigate the different intralingual errors within
this grammatical category, and to see to what extent learners make errors in using this tense.
These intralingual errors which are deviations that arise from the norms of the target language
itself are identified, described and explained. In this study, we relied on a grammatical test
that consists of ten isolated sentences where learners were asked to put the verbs between
brackets in the appropriate tense, and a questionnaire for middle school teachers. These two
tools were used to check the hypothesis put forward by sorting out the intralingual errors
following a quantitative and qualitative treatment. The hypothesis which stated that most
errors produced by fourth year middle school Algerian learners of English when using the
simple past tense are of an intralingual nature was confirmed,i.e. the results revealed that most
errors committed by fourth year middle school Algerian learners when using the simple past
tense are intralingual errorsDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6787 An analysis of intralingual errors at the level of the simple past tense in english : A case study of fourth year pupils at khoualdia salah middle school - constantine [texte imprimé] / Chiraz Meraihia, Auteur ; Amel Soucha, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 69 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Science Intralingual Errors Khoualdia Salah Index. décimale : 420 Langue anglaise Résumé : This study attempts to analyze the errors made by fourth year middle school Algerian learners
when using the simple past tense. It seeks to investigate the different intralingual errors within
this grammatical category, and to see to what extent learners make errors in using this tense.
These intralingual errors which are deviations that arise from the norms of the target language
itself are identified, described and explained. In this study, we relied on a grammatical test
that consists of ten isolated sentences where learners were asked to put the verbs between
brackets in the appropriate tense, and a questionnaire for middle school teachers. These two
tools were used to check the hypothesis put forward by sorting out the intralingual errors
following a quantitative and qualitative treatment. The hypothesis which stated that most
errors produced by fourth year middle school Algerian learners of English when using the
simple past tense are of an intralingual nature was confirmed,i.e. the results revealed that most
errors committed by fourth year middle school Algerian learners when using the simple past
tense are intralingual errorsDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6787 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG130212 MSENG130212 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte integreAdobe Acrobat PDF
Titre : Investigating efl student’s ability to distinguish betwebritish english and american englishen : A case studyof third year students at the department of letters and englishlanguge universityof frères mentouri constantine Type de document : texte imprimé Auteurs : Chaima derouiche, Auteur ; Maroua hachichi, Auteur ; Salima Selmen, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 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 science Investigating EFL Student’s Ability Index. décimale : 420 Langue anglaise Résumé : The present work attempts to identify whether students of English are able to determine the
differences between the two varieties of the English language; British English and American
English at different levels (vocabulary, grammar and spelling).. We hypothesized that our
students are aware of those differences. In this research, 50 third year students of English at
the University of Frères Mentouri, Constantine 1 have participated in the investigation. We
have used a questionnaire and a test as means of gathering data. The students are asked to
answer a questionnaire. Moreover, the same students are set for the test in order to investigate
their knowledge of the varieties of the English language in spelling and vocabulary. The
results have showen that the majority of students are aware about these spelling differences
between British English and American English. The study has also revealed that many
students could differentiate between the British English and the American in vocabulary. A
higher number of students preferred to use the British English; that might be due to the fact
that the British English is normally the variety taught at university.This implies that students
are more aware of which variety they use, and broadly speaking more aware of the differences
between British and American English.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4171 Investigating efl student’s ability to distinguish betwebritish english and american englishen : A case studyof third year students at the department of letters and englishlanguge universityof frères mentouri constantine [texte imprimé] / Chaima derouiche, Auteur ; Maroua hachichi, Auteur ; Salima Selmen, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 83 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : language science Investigating EFL Student’s Ability Index. décimale : 420 Langue anglaise Résumé : The present work attempts to identify whether students of English are able to determine the
differences between the two varieties of the English language; British English and American
English at different levels (vocabulary, grammar and spelling).. We hypothesized that our
students are aware of those differences. In this research, 50 third year students of English at
the University of Frères Mentouri, Constantine 1 have participated in the investigation. We
have used a questionnaire and a test as means of gathering data. The students are asked to
answer a questionnaire. Moreover, the same students are set for the test in order to investigate
their knowledge of the varieties of the English language in spelling and vocabulary. The
results have showen that the majority of students are aware about these spelling differences
between British English and American English. The study has also revealed that many
students could differentiate between the British English and the American in vocabulary. A
higher number of students preferred to use the British English; that might be due to the fact
that the British English is normally the variety taught at university.This implies that students
are more aware of which variety they use, and broadly speaking more aware of the differences
between British and American English.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4171 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG170021 MSENG170021 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
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