7 recherche sur le tag 'Language Sciences.'   

The use of learner- centered instruction to improve The use of learner- centered instruction to improve The use of learner- centered instruction to improve the students’ speaking skill / Nesma Merabet 

Public ISBD Titre : The use of learner- centered instruction to improve The use of learner- centered instruction to improve The use of learner- centered instruction to improve the students’ speaking skill : The case of third year students of literature and foreign languages at Type de document : texte imprimé Auteurs : Nesma Merabet, Auteur ; Djihad Saifi, Auteur ; Rym Kemmouche, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 95 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.  Centered Instruction  Speaking Skill Index. décimale : 420 Langue anglaise Résumé : This study is concerned with how the educational system changed from the teacher-centered to the student-centered instruction, which became one of the most advocated approaches all over the world. The aim of this dissertation is to explore the use of learner-centered instruction at eight secondary schools in Mila and its effectiveness in improving students’ speaking skill. This study focuses particularly on the origin of learner-centered instruction, its principles, and its strategies that motivate students to speak. We hypothesize that if teachers of secondary schools in Mila use the student-centered instruction, students will be motivated to improve their speaking skill. In this study, we address two issues: teacher and students’ attitudes towards the use of learner-centered instruction, and the activities that can motivate students to speak. The study has mainly been conducted with a random sample of thirty (30) English teachers at eight secondary schools in Mila and eighty (80) third year foreign languages students. To collect data for this study, two questionnaires have been administered: one for students and the other for teachers. We analyzed the obtained data through descriptive analyses, which is appropriate for analyzing quantitative data. Research findings showed that teachers have actually a positive attitude toward learner-centered instruction, but they do not use it in their classrooms. As for the students, their attitudes towards this approach were negative due to their unawareness of the concept because they got used to be passive and their teacher is the only authority in the classroom, although the majority of them agree that student-centered instruction is effective in motivating students’ speaking skill. Therefore, the null hypothesis was confirmed since the teachers are not really using this approach in their classes. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4162 The use of learner- centered instruction to improve The use of learner- centered instruction to improve The use of learner- centered instruction to improve the students’ speaking skill : The case of third year students of literature and foreign languages at [texte imprimé] / Nesma Merabet, Auteur ; Djihad Saifi, Auteur ; Rym Kemmouche, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 95 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences.  Centered Instruction  Speaking Skill Index. décimale : 420 Langue anglaise Résumé : This study is concerned with how the educational system changed from the teacher-centered to the student-centered instruction, which became one of the most advocated approaches all over the world. The aim of this dissertation is to explore the use of learner-centered instruction at eight secondary schools in Mila and its effectiveness in improving students’ speaking skill. This study focuses particularly on the origin of learner-centered instruction, its principles, and its strategies that motivate students to speak. We hypothesize that if teachers of secondary schools in Mila use the student-centered instruction, students will be motivated to improve their speaking skill. In this study, we address two issues: teacher and students’ attitudes towards the use of learner-centered instruction, and the activities that can motivate students to speak. The study has mainly been conducted with a random sample of thirty (30) English teachers at eight secondary schools in Mila and eighty (80) third year foreign languages students. To collect data for this study, two questionnaires have been administered: one for students and the other for teachers. We analyzed the obtained data through descriptive analyses, which is appropriate for analyzing quantitative data. Research findings showed that teachers have actually a positive attitude toward learner-centered instruction, but they do not use it in their classrooms. As for the students, their attitudes towards this approach were negative due to their unawareness of the concept because they got used to be passive and their teacher is the only authority in the classroom, although the majority of them agree that student-centered instruction is effective in motivating students’ speaking skill. Therefore, the null hypothesis was confirmed since the teachers are not really using this approach in their classes. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4162

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The influence of self-efficacy on the learners’ achievement. / Khouloud Maadadi. 

Public ISBD Titre : The influence of self-efficacy on the learners’ achievement. : The case of third year english students univesity mentouri in constantine. Type de document : texte imprimé Auteurs : Khouloud Maadadi., Auteur ; Samir Laraba, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 95 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.  Self-Efficacy  Learners’ Achievement Index. décimale : 420 Langue anglaise Résumé : The use of words depends on the situation where persons are engaged in and the psychological state they are getting through. This fact elicits the relationship between learning a foreign language and the learners’ situation. Ultimately, the concern of that dissertation would be about learners’ self-efficacy and their oral achievement. This work aims at finding out whether there is an effective relationship between learners’ self-efficacy and their speaking skill. To accomplish this goal, we chose a sample which is composed of 70 third year English students, and 8 English teachers of oral expression in the Foreign Languages Department at Mentouri University in Constantine. The questions and the different acknowledgements agreed about the influence of self-efficacy on the learners’ oral proficiency: teachers’ answers and learners’ responses were positive; 95% agreement against 5% disagreement. These results will confirm the correctness of our hypothesis. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5529 The influence of self-efficacy on the learners’ achievement. : The case of third year english students univesity mentouri in constantine. [texte imprimé] / Khouloud Maadadi., Auteur ; Samir Laraba, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 95 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences.  Self-Efficacy  Learners’ Achievement Index. décimale : 420 Langue anglaise Résumé : The use of words depends on the situation where persons are engaged in and the psychological state they are getting through. This fact elicits the relationship between learning a foreign language and the learners’ situation. Ultimately, the concern of that dissertation would be about learners’ self-efficacy and their oral achievement. This work aims at finding out whether there is an effective relationship between learners’ self-efficacy and their speaking skill. To accomplish this goal, we chose a sample which is composed of 70 third year English students, and 8 English teachers of oral expression in the Foreign Languages Department at Mentouri University in Constantine. The questions and the different acknowledgements agreed about the influence of self-efficacy on the learners’ oral proficiency: teachers’ answers and learners’ responses were positive; 95% agreement against 5% disagreement. These results will confirm the correctness of our hypothesis. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5529

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Teachers’ and learners’ attitudes towards classroom language for improving the speaking / Nesrine Boukhroufa 

Public ISBD Titre : Teachers’ and learners’ attitudes towards classroom language for improving the speaking : The case of second year students at the university “des frères mentouri”, constantine. Type de document : texte imprimé Auteurs : Nesrine Boukhroufa, Auteur ; Rayen Nedjai, Auteur ; Djamila Babaa, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 79 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.  Classroom  SpeakingSkill Index. décimale : 420 Langue anglaise Résumé : The present study addresses the issue of interaction and its role in enhancing the students speaking skill. In order to check the hypothesis “If classroom interaction is achieved constantly, learners’ speaking skill would be enhanced”, this study employs a quantitative method which is the questionnaire and the data was collected through questioning 10 teachers of oral expression and 50 students of 2nd yearat the Department of Letters and the English Language, university “Des Frères Mentouri”, Constantine. The findings revealed that speaking English requires all of accuracy, fluency, good pronunciation and a huge amount of vocabulary. Moreover, Inhibition and mother tongue use are the common speaking problems that EFL learners face when they are trying to communicate. Furthermore, teachers and students are aware of the importance of classroom interaction since they see it as an effective strategy which reduces the students’ speaking mistakes and improving their fluency and accuracy. The work concludes by recommendations for teachers of oral expression that may facilitate the application of classroom interaction during their classes. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4728 Teachers’ and learners’ attitudes towards classroom language for improving the speaking : The case of second year students at the university “des frères mentouri”, constantine. [texte imprimé] / Nesrine Boukhroufa, Auteur ; Rayen Nedjai, Auteur ; Djamila Babaa, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 79 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences.  Classroom  SpeakingSkill Index. décimale : 420 Langue anglaise Résumé : The present study addresses the issue of interaction and its role in enhancing the students speaking skill. In order to check the hypothesis “If classroom interaction is achieved constantly, learners’ speaking skill would be enhanced”, this study employs a quantitative method which is the questionnaire and the data was collected through questioning 10 teachers of oral expression and 50 students of 2nd yearat the Department of Letters and the English Language, university “Des Frères Mentouri”, Constantine. The findings revealed that speaking English requires all of accuracy, fluency, good pronunciation and a huge amount of vocabulary. Moreover, Inhibition and mother tongue use are the common speaking problems that EFL learners face when they are trying to communicate. Furthermore, teachers and students are aware of the importance of classroom interaction since they see it as an effective strategy which reduces the students’ speaking mistakes and improving their fluency and accuracy. The work concludes by recommendations for teachers of oral expression that may facilitate the application of classroom interaction during their classes. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4728

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The role of sociolinguistic competence in enhancing foreign language learners’ speaking accuracy / Hadjer Tiah 

Public ISBD Titre : The role of sociolinguistic competence in enhancing foreign language learners’ speaking accuracy : The case of second year students at the university ofconstantine 1 Type de document : texte imprimé Auteurs : Hadjer Tiah, Auteur ; Lamia Elmechta, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 99 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Language Sciences.  Sociolinguistic  Competence  Speaking  Accuracy Résumé : Communicating effectively in the foreign language is very important; and to perform it with proficiency is even greater. Sociolinguistic competence and accuracy are two important elements for effective communication, for they provide knowledge about the appropriate use of language in social contexts and in the choice of words. This study aims to investigate the effects of sociolinguistic competence, along with accuracy, on the students’ performance. We predicted that if we develop learners’ sociolinguistic competence their speaking accuracy will improve. The examination of the hypothesis was done through the administration of a test to a sample of forty students at the department of English, university of Mentouri Brothers- Constantine. In order to achieve this aim, we have based on two means of research: pilot test and the test. The test included three sections: the first one about general information, one about assessing sociolinguistic competence, and the other one assessing accuracy. Twenty items were given in each section where the students were asked to choose the appropriate answer from every sentence to test their level of sociolinguistic competence as well as accuracy. The findings of the study illustrated that the subjects who outperformed in sociolinguistic competence also tended to show better accuracy scores. The results, hence, were in the direction of our hypothesis, which means that there is a strong relationship between sociolinguistic competence and speaking accuracy. The study would, therefore, recommend the application of sociolinguistic tasks to enhance accuracy level as with proficiency in learning English as a foreign language. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4821 The role of sociolinguistic competence in enhancing foreign language learners’ speaking accuracy : The case of second year students at the university ofconstantine 1 [texte imprimé] / Hadjer Tiah, Auteur ; Lamia Elmechta, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 99 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Language Sciences.  Sociolinguistic  Competence  Speaking  Accuracy Résumé : Communicating effectively in the foreign language is very important; and to perform it with proficiency is even greater. Sociolinguistic competence and accuracy are two important elements for effective communication, for they provide knowledge about the appropriate use of language in social contexts and in the choice of words. This study aims to investigate the effects of sociolinguistic competence, along with accuracy, on the students’ performance. We predicted that if we develop learners’ sociolinguistic competence their speaking accuracy will improve. The examination of the hypothesis was done through the administration of a test to a sample of forty students at the department of English, university of Mentouri Brothers- Constantine. In order to achieve this aim, we have based on two means of research: pilot test and the test. The test included three sections: the first one about general information, one about assessing sociolinguistic competence, and the other one assessing accuracy. Twenty items were given in each section where the students were asked to choose the appropriate answer from every sentence to test their level of sociolinguistic competence as well as accuracy. The findings of the study illustrated that the subjects who outperformed in sociolinguistic competence also tended to show better accuracy scores. The results, hence, were in the direction of our hypothesis, which means that there is a strong relationship between sociolinguistic competence and speaking accuracy. The study would, therefore, recommend the application of sociolinguistic tasks to enhance accuracy level as with proficiency in learning English as a foreign language. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4821

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The impact of teachers feedback on students writing skill / Amina Boughellout 

Public ISBD Titre : The impact of teachers feedback on students writing skill : A case study of second year students of english, mentouri brothers university Type de document : texte imprimé Auteurs : Amina Boughellout, Auteur ; Khadidja Zaghma, Auteur ; Linda Dakhmouche, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2016 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.  Teachers Feedback  Students Writing Skill Index. décimale : 420 Langue anglaise Résumé : During the years of studying English as F.L, we noticed that teachers feedback is a vital component in the process of learning, as well as it is a very successful and effective technique for improving the students performance, particularly in writing. This study then aims to investigate the impact of teachers feedback on students written skill. This is based on the hypothesis that the teachers feedback will have a positive impact on the students writing abilities, if students become aware of their teachers written comments. Data was collected by means of two questionnaires, distributed at a random group (forty one students) of second year students at Constantine University 1 department of Arts and English language. Moreover, a random sample of teachers from the same department is given a questionnaire, these questionnaires are administered to check whether teachers feedback positively affects the students writing skill or it has no influence on their writing ability. The obtained results from the analysis of both questionnaires show that even though non experienced teachers in WE module, their feedback affects the students level in writing positively, and this confirms our hypothesis stated at the beginning of this study. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5492 The impact of teachers feedback on students writing skill : A case study of second year students of english, mentouri brothers university [texte imprimé] / Amina Boughellout, Auteur ; Khadidja Zaghma, Auteur ; Linda Dakhmouche, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 96 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences.  Teachers Feedback  Students Writing Skill Index. décimale : 420 Langue anglaise Résumé : During the years of studying English as F.L, we noticed that teachers feedback is a vital component in the process of learning, as well as it is a very successful and effective technique for improving the students performance, particularly in writing. This study then aims to investigate the impact of teachers feedback on students written skill. This is based on the hypothesis that the teachers feedback will have a positive impact on the students writing abilities, if students become aware of their teachers written comments. Data was collected by means of two questionnaires, distributed at a random group (forty one students) of second year students at Constantine University 1 department of Arts and English language. Moreover, a random sample of teachers from the same department is given a questionnaire, these questionnaires are administered to check whether teachers feedback positively affects the students writing skill or it has no influence on their writing ability. The obtained results from the analysis of both questionnaires show that even though non experienced teachers in WE module, their feedback affects the students level in writing positively, and this confirms our hypothesis stated at the beginning of this study. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5492

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The impact of out-of-class speaking activities on efl learners’ speaking performance / Saadia Zergainoh 

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The use of crossword puzzle as teaching strategy to enhance student᾽ s knowledge of vocabulary / Khadidja Azioune 

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