2 recherche sur le tag 'Speaking Fluency'   

The efficacy of role-play in developing students’ speaking fluency / Rima KhalfAllah 

Public ISBD Titre : The efficacy of role-play in developing students’ speaking fluency : A case study of third-year students of english at the university of constantine 1 Type de document : texte imprimé Auteurs : Rima KhalfAllah, Auteur ; Jamel Benkaza, 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  Role-PlayStudents’  Speaking Fluency Index. décimale : 420 Langue anglaise Résumé : The present study is based on an investigation about the use of role playing in teaching English as a foreign language to second year students of English. More precisely, about the extent to which such communicative technique would improve students’ speaking fluency. The dissertation we present is made up of two chapters, one theoretical and one experimental. The former is a review of the literature which investigates the speaking skill by defining and explaining its importance in learning a language. It consists of definitions of fluency and accuracy, by shedding light on the main communicative language strategies that students need in their use of language. It investigates the importance of self-confidence in improving students’ speaking fluency, and suggesting some error correction that teachers of O.E should follow during fluency activities in order to facilitate the process of teaching. At the end of this section we propose different classroom activities for teaching Oral Expression module. The second section is devoted to investigate Role play as a classroom technique by characterizing this latter and giving enough information on how teachers should use it to make sure that their session is enjoyable and interesting. At the end we emphasize on the impact of Role playing in enhancing oral fluency and motivating learners to speak. The second chapter deals with the questionnaire as a means to test hypothesis. We designed two questionnaires one administered to the teachers and the second to the students. Analysis of the data collected revealed that Role play is an effective method when used as an oral classroom activity. The students’ and the teachers’ answers showed that there is a strong correlation between Role play as a classroom technique and the students’ speaking fluency Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5547 The efficacy of role-play in developing students’ speaking fluency : A case study of third-year students of english at the university of constantine 1 [texte imprimé] / Rima KhalfAllah, Auteur ; Jamel Benkaza, Directeur de thèse . - CONSTANTINE [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  Role-PlayStudents’  Speaking Fluency Index. décimale : 420 Langue anglaise Résumé : The present study is based on an investigation about the use of role playing in teaching English as a foreign language to second year students of English. More precisely, about the extent to which such communicative technique would improve students’ speaking fluency. The dissertation we present is made up of two chapters, one theoretical and one experimental. The former is a review of the literature which investigates the speaking skill by defining and explaining its importance in learning a language. It consists of definitions of fluency and accuracy, by shedding light on the main communicative language strategies that students need in their use of language. It investigates the importance of self-confidence in improving students’ speaking fluency, and suggesting some error correction that teachers of O.E should follow during fluency activities in order to facilitate the process of teaching. At the end of this section we propose different classroom activities for teaching Oral Expression module. The second section is devoted to investigate Role play as a classroom technique by characterizing this latter and giving enough information on how teachers should use it to make sure that their session is enjoyable and interesting. At the end we emphasize on the impact of Role playing in enhancing oral fluency and motivating learners to speak. The second chapter deals with the questionnaire as a means to test hypothesis. We designed two questionnaires one administered to the teachers and the second to the students. Analysis of the data collected revealed that Role play is an effective method when used as an oral classroom activity. The students’ and the teachers’ answers showed that there is a strong correlation between Role play as a classroom technique and the students’ speaking fluency Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5547

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Using storytelling as a classroom technique to enhance speaking fluency / Asma Benlassoued 

Public ISBD Titre : Using storytelling as a classroom technique to enhance speaking fluency : A case study of third-year students of english at the university of constantine 1 Type de document : texte imprimé Auteurs : Asma Benlassoued, Auteur ; Nacif Labed, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 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  Storytelling  Technique  Speaking Fluency Index. décimale : 420 Langue anglaise Résumé : Storytelling is an ancient technique which has many advantages such as increasing students‟ acquisition of vocabulary, motivating them, building self- confidence. So, this study aimed at investigating the effects of using storytelling on enhancing the third year English students‟ speaking fluency. We have hypothesized that “If the teachers use storytelling, their students will become fluent speakers”. For checking the research hypothesis, the researcher relied on two means of research: two questionnaires, one for teachers, and one for students, and a test. The teachers‟ questionnaire was designed to collect data about the techniques they use when teaching the speaking fluency, their attitudes toward storytelling, and their opinion about the effects of storytelling on speaking fluency. The students‟ questionnaire was designed to explore the difficulties that they face during speaking techniques, their attitudes toward the different used activities, and their opinion about the use of storytelling in O.E session, their opinion of its effects on fluency. Secondly, an experiment was conducted in order to see the effects of storytelling on fluency, in which we took the marks of two groups: the experimental group was taught through storytelling and the control group was taught using other technique. Then, we analysed those marks using a t-test. The results of the two questionnaires show that storytelling can affect the third year students‟ fluency and motivate them to learn speaking, however, the results of the test show that the obtained value 0.06 is lower than the critical value 1.67 of the degree of freedom t 58; which means that storytelling did not have a significant effect on the speaking fluency of our sample. We hope that for a future research, we would re-conduct the same experiment to re-verify again our hypothesis Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5541 Using storytelling as a classroom technique to enhance speaking fluency : A case study of third-year students of english at the university of constantine 1 [texte imprimé] / Asma Benlassoued, Auteur ; Nacif Labed, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 93 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Storytelling  Technique  Speaking Fluency Index. décimale : 420 Langue anglaise Résumé : Storytelling is an ancient technique which has many advantages such as increasing students‟ acquisition of vocabulary, motivating them, building self- confidence. So, this study aimed at investigating the effects of using storytelling on enhancing the third year English students‟ speaking fluency. We have hypothesized that “If the teachers use storytelling, their students will become fluent speakers”. For checking the research hypothesis, the researcher relied on two means of research: two questionnaires, one for teachers, and one for students, and a test. The teachers‟ questionnaire was designed to collect data about the techniques they use when teaching the speaking fluency, their attitudes toward storytelling, and their opinion about the effects of storytelling on speaking fluency. The students‟ questionnaire was designed to explore the difficulties that they face during speaking techniques, their attitudes toward the different used activities, and their opinion about the use of storytelling in O.E session, their opinion of its effects on fluency. Secondly, an experiment was conducted in order to see the effects of storytelling on fluency, in which we took the marks of two groups: the experimental group was taught through storytelling and the control group was taught using other technique. Then, we analysed those marks using a t-test. The results of the two questionnaires show that storytelling can affect the third year students‟ fluency and motivate them to learn speaking, however, the results of the test show that the obtained value 0.06 is lower than the critical value 1.67 of the degree of freedom t 58; which means that storytelling did not have a significant effect on the speaking fluency of our sample. We hope that for a future research, we would re-conduct the same experiment to re-verify again our hypothesis Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5541

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texte integre Adobe Acrobat PDF