14 recherche sur le tag 'Language Science'   

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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Embedding grammar instruction into the teaching of writing to enhance second year university students’ writing / Hanane Guerfi 

Public ISBD 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 [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

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The importance of games in teaching modal verbs. / Wissam Guellil 

Public ISBD 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 lectur Diplome : 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 [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 lectur Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5505

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An analysis of intralingual errors at the level of the simple past tense in english / Chiraz Meraihia 

Public ISBD 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 errors Diplome : 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 [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 errors Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6787

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Investigating efl student’s ability to distinguish betwebritish english and american englishen / Chaima derouiche 

Public ISBD 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 [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

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Self-repair of oral production in classroom / Fahima Aouiche 

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The effect of authentic reading materials in developing EFL learners reading comprehension / Sara Berdi 

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The effectiveness of using authentic materials in enhancing the students’ speaking skills / Nada Boulcherab 

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The impact of lack of reading on students’ writings at the level of spelling errors / Mohamed Mehdi Gasmi 

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Comparing the effects of monolingual and bilingual dictionaries in enhancing learners’ vocabulary: / Khoula Mokrane 

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