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Partager le résultat de cette rechercheThe role of task-based language teaching in developing efl students’ speaking skill / Souheila Yahia
Titre : The role of task-based language teaching in developing efl students’ speaking skill : The case of master one students of language sciences at Mentouri university of Type de document : texte imprimé Auteurs : Souheila Yahia, Auteur ; Maroua Belmaafi, Auteur ; Chouaf Chahrazed, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 71 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 Task-based real purpose EFL learners Index. décimale : 420 Langue anglaise Résumé : Task-based language teaching is becoming more and more popular all over the world,
especially in the Arab world classes. The aim of a task is to create a real purpose for language
use in a natural-like context for language study. The present study aims at investigating the
role of task based language teaching in developing EFL learners‟ speaking skills at Mentouri
University of Constantine. The underlying hypothesis is that using task-based language
teaching approach is likely to help students to develop their speaking skills. The educational
setting in which the study takes place is the department of letters and English language,
faculty of letters and languages, Mentouri University. The hypothesis was tested by the means
of two questionnaires; one is administrated to master one students and the other one for
teachers of Oral expression, to get information about their attitudes and opinions about TBLT
and its usefulness. Both teachers and students find TBLT so joyful and practical in helping
them developing their speaking skills. Based on the data gathered from this investigation, it is
recommended that EFL teachers adopt the TBLT principles and procedures in their classroom
practices while teaching speaking.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4449 The role of task-based language teaching in developing efl students’ speaking skill : The case of master one students of language sciences at Mentouri university of [texte imprimé] / Souheila Yahia, Auteur ; Maroua Belmaafi, Auteur ; Chouaf Chahrazed, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 71 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Task-based real purpose EFL learners Index. décimale : 420 Langue anglaise Résumé : Task-based language teaching is becoming more and more popular all over the world,
especially in the Arab world classes. The aim of a task is to create a real purpose for language
use in a natural-like context for language study. The present study aims at investigating the
role of task based language teaching in developing EFL learners‟ speaking skills at Mentouri
University of Constantine. The underlying hypothesis is that using task-based language
teaching approach is likely to help students to develop their speaking skills. The educational
setting in which the study takes place is the department of letters and English language,
faculty of letters and languages, Mentouri University. The hypothesis was tested by the means
of two questionnaires; one is administrated to master one students and the other one for
teachers of Oral expression, to get information about their attitudes and opinions about TBLT
and its usefulness. Both teachers and students find TBLT so joyful and practical in helping
them developing their speaking skills. Based on the data gathered from this investigation, it is
recommended that EFL teachers adopt the TBLT principles and procedures in their classroom
practices while teaching speaking.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4449 Réservation
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Titre : mproving learners performance in writing through enhancingand motivation and awareness of thewriting process : A case study of 3rd year students, language sciences option, department of English language, Constantine 1 University. Type de document : texte imprimé Auteurs : Ahlem Lalouatni, Auteur ; Samir Laraba, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 88 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 learners Performance Awareness Writing Process Index. décimale : 420 Langue anglaise Résumé : Academic writing is the primary channel of learning a foreign language, because it evolves
learner’s mastery of language. It is a difficult and troublesome skill that requires
concentration, practice, determination and considerable effort from the learner’s part. Due to
its complexity, learners are faced with many challenges in using and mastering the aspects of
language appropriately. In this research study, we aim to tackle learner’s reluctance to write
through dealing with writing as a progressive process which entails different stages that
learners wave recursively through. Moreover, enhancing learner’s motivation to write requires
dealing with it as a creative activity aiming to convey and communicate a meaningful
message, rather than a product of accurate use of vocabulary and grammar. Hence,
emphasizing the Process Approach will reflect writing as a progressive process which
stimulates learner’s motivation to invest more time practicing, and will foster their interest in
developing that crucial skill. It is by the means of two questionnaires devised to both 12
teachers, and 30 students of third year English from the Department of Letters and English
Language at Constantine 1 University that we tested our hypothesis. The findings gathered in
this study supported and confirmed the set hypothesis, in that enhancing learners motivation
to write through raising learners awareness of writing as a process will reduce the problems
and difficulties encountered by students when they write and promote a better understanding
of effective production.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3780 mproving learners performance in writing through enhancingand motivation and awareness of thewriting process : A case study of 3rd year students, language sciences option, department of English language, Constantine 1 University. [texte imprimé] / Ahlem Lalouatni, Auteur ; Samir Laraba, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 88 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences learners Performance Awareness Writing Process Index. décimale : 420 Langue anglaise Résumé : Academic writing is the primary channel of learning a foreign language, because it evolves
learner’s mastery of language. It is a difficult and troublesome skill that requires
concentration, practice, determination and considerable effort from the learner’s part. Due to
its complexity, learners are faced with many challenges in using and mastering the aspects of
language appropriately. In this research study, we aim to tackle learner’s reluctance to write
through dealing with writing as a progressive process which entails different stages that
learners wave recursively through. Moreover, enhancing learner’s motivation to write requires
dealing with it as a creative activity aiming to convey and communicate a meaningful
message, rather than a product of accurate use of vocabulary and grammar. Hence,
emphasizing the Process Approach will reflect writing as a progressive process which
stimulates learner’s motivation to invest more time practicing, and will foster their interest in
developing that crucial skill. It is by the means of two questionnaires devised to both 12
teachers, and 30 students of third year English from the Department of Letters and English
Language at Constantine 1 University that we tested our hypothesis. The findings gathered in
this study supported and confirmed the set hypothesis, in that enhancing learners motivation
to write through raising learners awareness of writing as a process will reduce the problems
and difficulties encountered by students when they write and promote a better understanding
of effective production.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3780 Exemplaires (1)
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Titre : The impact of corpus-based collocation activities on students’ writing proficiencyn : The case of master two students (language sciences), department of english, Type de document : texte imprimé Auteurs : Messaouda Aggoune, Auteur ; Mouna Ouadi, Auteur ; Jamel Benkaza, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 93 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 Corpus-Based Collocation Activities Collocation Writing Proficiency Index. décimale : 420 Langue anglaise Résumé : Collocational competence is considered to be an important factor in developing the writing proficiency. In fact, this competence does not have a considerable place in language teaching curriculum, in spite of its contribution in stressing authentic language use. In this respect, the current research is devoted to explore a new approach in teaching collocation that can ensure a constant exposure to authentic language namely the Corpus-Based Approach. Accordingly, we hypothesize to this effect that if teachers use a corpus-based collocation activities, students will be more likely to develop their written productions. Accordingly, a corpus of graduate students’ dissertations of University of Mentouri 1 has been created in order to investigate if students of University of Mentouré have developed an acceptable collocational competence or not. In effect, the results obtained from the students’ corpus showed that the students have actually developed an acceptable collocational knowledge which made it crucial to administer a teacher questionnaire that can help identifying the factors contributing in developing such a competence. The analysis of the results obtained from the questionnaire revealed that the factors that helped the students to develop their collocation competence are formal teaching and exposure to authentic classroom materials and that a corpus-based collocation teaching can integrate both factors. After having such results, a test has been administered to Master2 student showing that corpus based activities can really help in raising the students’ awareness towards authentic collocation and therefore to develop their writing proficiency Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4342 The impact of corpus-based collocation activities on students’ writing proficiencyn : The case of master two students (language sciences), department of english, [texte imprimé] / Messaouda Aggoune, Auteur ; Mouna Ouadi, Auteur ; Jamel Benkaza, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 93 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Corpus-Based Collocation Activities Collocation Writing Proficiency Index. décimale : 420 Langue anglaise Résumé : Collocational competence is considered to be an important factor in developing the writing proficiency. In fact, this competence does not have a considerable place in language teaching curriculum, in spite of its contribution in stressing authentic language use. In this respect, the current research is devoted to explore a new approach in teaching collocation that can ensure a constant exposure to authentic language namely the Corpus-Based Approach. Accordingly, we hypothesize to this effect that if teachers use a corpus-based collocation activities, students will be more likely to develop their written productions. Accordingly, a corpus of graduate students’ dissertations of University of Mentouri 1 has been created in order to investigate if students of University of Mentouré have developed an acceptable collocational competence or not. In effect, the results obtained from the students’ corpus showed that the students have actually developed an acceptable collocational knowledge which made it crucial to administer a teacher questionnaire that can help identifying the factors contributing in developing such a competence. The analysis of the results obtained from the questionnaire revealed that the factors that helped the students to develop their collocation competence are formal teaching and exposure to authentic classroom materials and that a corpus-based collocation teaching can integrate both factors. After having such results, a test has been administered to Master2 student showing that corpus based activities can really help in raising the students’ awareness towards authentic collocation and therefore to develop their writing proficiency Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4342 Réservation
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Titre : Developing the speaking skill through interaction : A case of second year english students at the foreign languages department of constantine university1 Type de document : texte imprimé Auteurs : Naima Bennecer, Auteur ; Ahmed Moumene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 100 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 Speaking Skill Interaction Index. décimale : 420 Langue anglaise Résumé : Foreign language learning has been since decades the focus of many researchers and
scholars, particularly its spoken mode. It needs efforts, and practice from the part of learners
and facilities from the part of the teacher. Thinking about the students’ performance in the
oral class, made us state the problem that there appears to be bad and unsatisfying speaking
act. In order for any possibility of good speaking ability to take place, we have combined
two variables believing that the speaking skill can be developed through interaction. In fact
the aim of this research is to investigate the extent to which the speaking ability of the
learners can be developed if they are rehearsed to speak in face to face, or collaboratively. In
other words its main goal is to prove that interaction inside the classroom among the
students and with their teacher, will contribute to enhance their oral proficiency, and leads to
improvement. Consequently we have hypothesized that if second year English students are
trained to interact with each other and then with the teacher, their speaking skill will be
improved. As a result we have used in our research tool two types of questionnaire, so we
have questioned a selected sample of 40 students, second year- LMD- at the department of
English University of Constantine, and 10 oral expression teachers. The result we get will be
very helpful in proving the correctness of our hypothesis or neglect its validityDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6785 Developing the speaking skill through interaction : A case of second year english students at the foreign languages department of constantine university1 [texte imprimé] / Naima Bennecer, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 100 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Speaking Skill Interaction Index. décimale : 420 Langue anglaise Résumé : Foreign language learning has been since decades the focus of many researchers and
scholars, particularly its spoken mode. It needs efforts, and practice from the part of learners
and facilities from the part of the teacher. Thinking about the students’ performance in the
oral class, made us state the problem that there appears to be bad and unsatisfying speaking
act. In order for any possibility of good speaking ability to take place, we have combined
two variables believing that the speaking skill can be developed through interaction. In fact
the aim of this research is to investigate the extent to which the speaking ability of the
learners can be developed if they are rehearsed to speak in face to face, or collaboratively. In
other words its main goal is to prove that interaction inside the classroom among the
students and with their teacher, will contribute to enhance their oral proficiency, and leads to
improvement. Consequently we have hypothesized that if second year English students are
trained to interact with each other and then with the teacher, their speaking skill will be
improved. As a result we have used in our research tool two types of questionnaire, so we
have questioned a selected sample of 40 students, second year- LMD- at the department of
English University of Constantine, and 10 oral expression teachers. The result we get will be
very helpful in proving the correctness of our hypothesis or neglect its validityDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6785 Réservation
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Titre : Enriching efl students‟ vocabulary knowledge through role play strategy : The case of first year lmd students of foreign languages at mentouri brothers university Type de document : texte imprimé Auteurs : Nihed Toumisief, Auteur ; Ibtissem Bouabellou, Auteur ; Ouided Arab, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 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 EFL Students Vocabulary Knowledge through Index. décimale : 420 Langue anglaise Résumé : The present study seeks to investigate the significance of using role play strategy for enhancing EFL students‟ vocabulary. We aim to spot light on the role of using such a strategy during oral expression class for gaining more lexical knowledge. The motives behind carrying out this study originate from the fact that vocabulary is a major hindrance for EFL learners as they find it very difficult to communicate their ideas freely either orally or in the written form. To achieve the aforementioned aim, two means of data collection are used: two questionnaires and a test. The former are given to both oral expression teachers and a sample of 35 first- year LMD students to know about teachers‟ and the students‟ opinions about role play strategy, its use in oral expression class, and its importance for students‟ vocabulary improvement. The latter (the students‟ test) is used to measure the improvement of vocabulary among students due to the implementation of role play activity. The results of the field work have been in the direction of the study hypothesis. They have clearly shown that role play strategy is very significant for students to enrich their vocabulary knowledge. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6275 Enriching efl students‟ vocabulary knowledge through role play strategy : The case of first year lmd students of foreign languages at mentouri brothers university [texte imprimé] / Nihed Toumisief, Auteur ; Ibtissem Bouabellou, Auteur ; Ouided Arab, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2015 . - 96 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language sciences EFL Students Vocabulary Knowledge through Index. décimale : 420 Langue anglaise Résumé : The present study seeks to investigate the significance of using role play strategy for enhancing EFL students‟ vocabulary. We aim to spot light on the role of using such a strategy during oral expression class for gaining more lexical knowledge. The motives behind carrying out this study originate from the fact that vocabulary is a major hindrance for EFL learners as they find it very difficult to communicate their ideas freely either orally or in the written form. To achieve the aforementioned aim, two means of data collection are used: two questionnaires and a test. The former are given to both oral expression teachers and a sample of 35 first- year LMD students to know about teachers‟ and the students‟ opinions about role play strategy, its use in oral expression class, and its importance for students‟ vocabulary improvement. The latter (the students‟ test) is used to measure the improvement of vocabulary among students due to the implementation of role play activity. The results of the field work have been in the direction of the study hypothesis. They have clearly shown that role play strategy is very significant for students to enrich their vocabulary knowledge. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6275 Réservation
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