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Partager le résultat de cette rechercheStratégies d’enseignement-apprentissage du lexique historique chez les apprenants de la 3éme année secondaire / Narimane Rahal
Titre : Stratégies d’enseignement-apprentissage du lexique historique chez les apprenants de la 3éme année secondaire Type de document : texte imprimé Auteurs : Narimane Rahal, Auteur ; Laarem Guidoum, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 211 f. Format : 30cm. Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Française Tags : stratégies enseignement apprentissage lexique historique compétence
lexicale acquisitionIndex. décimale : 443 Didactique du Français langue etrangère Résumé : Notre recherche a pour but de connaitre la place du lexique dans les documents
pédagogiques et de voir même les pratiques d’enseignement-apprentissage de cette unité
fondamentale chez les apprenants de la 3 -ème année secondaire, la classe des lettres et
langues étrangères école : Med Bouhali, Med Abdelkader, el horria . En premier lieu, nous
avons analysé les cours de lexiques dans les documents pédagogiques ensuite, nous avons
élaboré des séances d’observations auprès des trois différentes classes de lettres et langues.
Enfin, nous avons procédé à une analyse des copies des apprenants. Cette étude nous a abouti
à conclure que l’enseignement de lexique historique chez les apprenants de la 3 -ème année
secondaire se fait implicitement et que les stratégies d’enseignement- apprentissage de
lexique permet aux apprenants la bonne maitrise de lexique historique du texte narratifDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=14895 Stratégies d’enseignement-apprentissage du lexique historique chez les apprenants de la 3éme année secondaire [texte imprimé] / Narimane Rahal, Auteur ; Laarem Guidoum, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 211 f. ; 30cm.
Langues : Français (fre)
Catégories : Lettres et Langues Etrangères:Langue Française Tags : stratégies enseignement apprentissage lexique historique compétence
lexicale acquisitionIndex. décimale : 443 Didactique du Français langue etrangère Résumé : Notre recherche a pour but de connaitre la place du lexique dans les documents
pédagogiques et de voir même les pratiques d’enseignement-apprentissage de cette unité
fondamentale chez les apprenants de la 3 -ème année secondaire, la classe des lettres et
langues étrangères école : Med Bouhali, Med Abdelkader, el horria . En premier lieu, nous
avons analysé les cours de lexiques dans les documents pédagogiques ensuite, nous avons
élaboré des séances d’observations auprès des trois différentes classes de lettres et langues.
Enfin, nous avons procédé à une analyse des copies des apprenants. Cette étude nous a abouti
à conclure que l’enseignement de lexique historique chez les apprenants de la 3 -ème année
secondaire se fait implicitement et que les stratégies d’enseignement- apprentissage de
lexique permet aux apprenants la bonne maitrise de lexique historique du texte narratifDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=14895 Réservation
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Titre : Strategies students use to take notes while listening : Third-year students at constantine university1 Type de document : texte imprimé Auteurs : Chahrazed Chouaf, Auteur ; Linda Dakhmouche, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2014 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 Sciences Strategies While Listening Index. décimale : 420 Langue anglaise Résumé : Listening to lectures and taking notes from them are two simultaneously and widely used academic skills in the English department at Constantine University 1. However, students lack proficiency therein; from here stems interest in this study. The latter is built around the hypothesis that students who are active listeners and use necessary note taking strategies namely the Cornell, the Outlining, the Mapping, the Charting and the Sentence methods are more likely to take efficient notes. The aim of this study is to investigate whether students are aware of and do employ these strategies to comprehend lectures and take notes while listening. In order to obtain data on this topic, two tools were used: a questionnaire administered to teachers and another one to third-year students, both of them belong to the English Department at Constantine University 1. In addition, a test was designed for students. The findings obtained seem to indicate that most students are not use efficient lecture comprehension and note taking strategies while listening to lecturers and that listening instruction should provide learners with adequate training in these strategies. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5873 Strategies students use to take notes while listening : Third-year students at constantine university1 [texte imprimé] / Chahrazed Chouaf, Auteur ; Linda Dakhmouche, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2014 . - 83 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Strategies While Listening Index. décimale : 420 Langue anglaise Résumé : Listening to lectures and taking notes from them are two simultaneously and widely used academic skills in the English department at Constantine University 1. However, students lack proficiency therein; from here stems interest in this study. The latter is built around the hypothesis that students who are active listeners and use necessary note taking strategies namely the Cornell, the Outlining, the Mapping, the Charting and the Sentence methods are more likely to take efficient notes. The aim of this study is to investigate whether students are aware of and do employ these strategies to comprehend lectures and take notes while listening. In order to obtain data on this topic, two tools were used: a questionnaire administered to teachers and another one to third-year students, both of them belong to the English Department at Constantine University 1. In addition, a test was designed for students. The findings obtained seem to indicate that most students are not use efficient lecture comprehension and note taking strategies while listening to lecturers and that listening instruction should provide learners with adequate training in these strategies. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5873 Exemplaires
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Titre : Strategies used by foreign language learners to improve their orthographic competence : The case of master one students, university of constantine 01 Type de document : texte imprimé Auteurs : Kamel Eddine Nasri, Auteur ; Miloud Radjouh, Auteur ; Nacif Labed, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 67 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies Strategies Language Learners Orthographic Competence Index. décimale : 420 Langue anglaise Résumé : This study aims to look into the main reasons behind the common spelling errors made by learners, and which effective strategies could students use to enhance their orthographic competence as well as their spelling performance. Therefore, we hypothesised that if foreign language learners are aware of the spelling strategies they will not face difficulties with spelling, and will improve their writing. The results of the questionnaire that we administered to Master One have shown that a medium number of learners do employ some spelling strategies such as reading and a large number of learners consider themselves average spellers. Moreover, the results of the test have contradicted the results of the questionnaire showing that the majority of our respondents are poor spellers and a large number of them do not employ the effective strategies that can improve their spelling performance. So, according to such results, we can say that our hypothesis has been validated. According to this, we recommend students to be more aware of spelling strategies Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5502 Strategies used by foreign language learners to improve their orthographic competence : The case of master one students, university of constantine 01 [texte imprimé] / Kamel Eddine Nasri, Auteur ; Miloud Radjouh, Auteur ; Nacif Labed, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 67 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies Strategies Language Learners Orthographic Competence Index. décimale : 420 Langue anglaise Résumé : This study aims to look into the main reasons behind the common spelling errors made by learners, and which effective strategies could students use to enhance their orthographic competence as well as their spelling performance. Therefore, we hypothesised that if foreign language learners are aware of the spelling strategies they will not face difficulties with spelling, and will improve their writing. The results of the questionnaire that we administered to Master One have shown that a medium number of learners do employ some spelling strategies such as reading and a large number of learners consider themselves average spellers. Moreover, the results of the test have contradicted the results of the questionnaire showing that the majority of our respondents are poor spellers and a large number of them do not employ the effective strategies that can improve their spelling performance. So, according to such results, we can say that our hypothesis has been validated. According to this, we recommend students to be more aware of spelling strategies Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5502 Réservation
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Titre : Effective strategies to improve the students’ speaking skills in english as a foreign language : A case study of third-year students of english at the university of constantine 1 Type de document : texte imprimé Auteurs : Assia Bouhadjar, Auteur ; Amira Mehadjbi, Auteur ; Farida Rosa Dakhmouche, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 54 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies Strategies Students’ Speaking Skills Index. décimale : 420 Langue anglaise Résumé : Speaking, the most frequently used form of language skill, plays a significant role in both daily communication and educational process. Thus, speaking is a basic skill that must be mastered by students in learning a foreign language. The fundamental purpose of this study is to find out what can students do in order to successfully improve their speaking skills. Therefore, the general idea behind this work is to shed light on some effective strategies that can help the students in the development of their speaking performance. This is accomplished through a questionnaire involving a collection of data and analysis which was administrated to the third year LMD students. The results of the questionnaire showed that the majority of students require extra help in improving their English speaking skills Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5532 Effective strategies to improve the students’ speaking skills in english as a foreign language : A case study of third-year students of english at the university of constantine 1 [texte imprimé] / Assia Bouhadjar, Auteur ; Amira Mehadjbi, Auteur ; Farida Rosa Dakhmouche, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 54 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies Strategies Students’ Speaking Skills Index. décimale : 420 Langue anglaise Résumé : Speaking, the most frequently used form of language skill, plays a significant role in both daily communication and educational process. Thus, speaking is a basic skill that must be mastered by students in learning a foreign language. The fundamental purpose of this study is to find out what can students do in order to successfully improve their speaking skills. Therefore, the general idea behind this work is to shed light on some effective strategies that can help the students in the development of their speaking performance. This is accomplished through a questionnaire involving a collection of data and analysis which was administrated to the third year LMD students. The results of the questionnaire showed that the majority of students require extra help in improving their English speaking skills Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5532 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG130093 MSENG130093 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
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Titre : Effectiveness of mnemonic strategies to develop third year middle school pupils’ retention of vocabulary Type de document : texte imprimé Auteurs : Yousra Abbas haddad, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 140 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 Mnemonic Strategies Pupils’ Retention Index. décimale : 420 Langue anglaise Résumé : Retaining vocabulary is one of the initial tasks that foreign language learners will deal with during their learning process since vocabulary is an important part of learning any language, and having a huge stock of words represents one of the major challenges that face teachers and learners. Due to its effectiveness in language learning, there has been a controversial debate about its definition, the way it could be best taught or learned, and the way it could be best stocked in the long term memory. Teachers in general and more precisely Middle School teachers struggle about how to encourage their learners to learn vocabulary and make it last longer because it helps in mastering the new language easily. However, many researchers agree that the best way to learn vocabulary effectively is with the help of some learning strategies, such as mnemonic strategies. From this perspective, the main aim of this study is to investigate the effectiveness of mnemonic strategies to develop Third Year Middle School pupils’ retention of vocabulary. We hypothesize that if teachers use mnemonic strategies as a teaching aid, this will help Third Year pupils to keep the new words for a long period of time and use them when needed. The research methodology consists of a review of vocabulary and mnemonic strategies accompanied with the collection and analysis of empirical data. The data are gathered through an experiment (pre-test, instruction about mnemonic strategies, and post-test), and a Teachers’ Questionnaire. The test was administered to a sample of 22 Pupils divided into an Experimental Group and a Control Group, and the Teachers’ Questionnaire to 15 Middle School teachers. The results of this investigation confirmed our hypothesis and provide evidence that the majority of pupils and teachers agreed that mnemonics are useful in retaining vocabulary Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5020 Effectiveness of mnemonic strategies to develop third year middle school pupils’ retention of vocabulary [texte imprimé] / Yousra Abbas haddad, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 140 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Mnemonic Strategies Pupils’ Retention Index. décimale : 420 Langue anglaise Résumé : Retaining vocabulary is one of the initial tasks that foreign language learners will deal with during their learning process since vocabulary is an important part of learning any language, and having a huge stock of words represents one of the major challenges that face teachers and learners. Due to its effectiveness in language learning, there has been a controversial debate about its definition, the way it could be best taught or learned, and the way it could be best stocked in the long term memory. Teachers in general and more precisely Middle School teachers struggle about how to encourage their learners to learn vocabulary and make it last longer because it helps in mastering the new language easily. However, many researchers agree that the best way to learn vocabulary effectively is with the help of some learning strategies, such as mnemonic strategies. From this perspective, the main aim of this study is to investigate the effectiveness of mnemonic strategies to develop Third Year Middle School pupils’ retention of vocabulary. We hypothesize that if teachers use mnemonic strategies as a teaching aid, this will help Third Year pupils to keep the new words for a long period of time and use them when needed. The research methodology consists of a review of vocabulary and mnemonic strategies accompanied with the collection and analysis of empirical data. The data are gathered through an experiment (pre-test, instruction about mnemonic strategies, and post-test), and a Teachers’ Questionnaire. The test was administered to a sample of 22 Pupils divided into an Experimental Group and a Control Group, and the Teachers’ Questionnaire to 15 Middle School teachers. The results of this investigation confirmed our hypothesis and provide evidence that the majority of pupils and teachers agreed that mnemonics are useful in retaining vocabulary Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5020 Réservation
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texte integreAdobe Acrobat PDF
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