19 recherche sur le tag 'Teaching'   

Teaching /learning the placement of stress in pronunciation through practice / Meriem Souilah 

Public ISBD Titre : Teaching /learning the placement of stress in pronunciation through practice Type de document : texte imprimé Auteurs : Meriem Souilah, Auteur ; Samir Laraba, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 155 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en Bus Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language sciences  Teaching  learning  Placement  Pronunciation through practice Index. décimale : 420 Langue anglaise Résumé : This study tries to account for an intelligible presentation of facts about stress and to provide a simplified model of learning the divergent patterns of stress placement within words and stretches of connected speech in natural contexts; this involves a phonetic study of the metrical analysis of speech. The temporal structure of this type of analysis integrates facet of all four basic dimensions of speech-quality, duration, loudness, and pitch, sometimes considered all together. What involves a different type of study is the analysis of sentential stress, how it is assigned and how it interacts with information structure in focused contexts. The central thesis is that the position of sentential or nuclear stress, the element with the higher prominence in the sentence, is determined syntactically rather than phonologically. To account for the several different facts of stress, first, a questionnaire was address to students to investigate their attitudes towards learning stress. Second, a test was opted for to test their amount of knowledge of the divergent stress placements. Finally, the students’ pronunciations were recorded to provide an authentic data of analysis for whether students would be better able to work towards inserting stress appropriately when speaking if they are provided with practice through instruction. The central assumptions here are that students like to learn and practice stress but are short of the knowledge of the stress patterns and that if they are given practice through instruction, they would be able to make use of stress properly when speaking. A comparative analysis between the results of the test and those of the recordings permits to judge to what extent practice through instruction is effective in helping students to place stress successfully when speaking. The findings of the questionnaire reveal that students like to learn and to make use of stress and the results of the test show that students are short of the knowledge of the patterns of the stress placement in words and stretches of connected speech. These results confirm the first hypothesis. The results of the students’ recorded pronunciations demonstrate that practice through instruction is effective helping less than half of the students who were unable to provide the correct stress placement in the test to place stress properly in their pronunciations. The present study is far away from acknowledging the segmental study, like the traditional teaching of pronunciation, or the supra-segmental one, like the communicative teaching model, based on discourse-based approaches, but it considers all the language aspects that contribute to the study of stress, mainly, phonology and syntax. It gives details about various theories, approaches, and types of study that account for the aspects of stress. It also comes out with real facts about the students’ knowledge of stress and their ability to use it when speaking. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3566 Teaching /learning the placement of stress in pronunciation through practice [texte imprimé] / Meriem Souilah, Auteur ; Samir Laraba, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 155 f. ; 30 cm. Une copie électronique PDF disponible en Bus Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language sciences  Teaching  learning  Placement  Pronunciation through practice Index. décimale : 420 Langue anglaise Résumé : This study tries to account for an intelligible presentation of facts about stress and to provide a simplified model of learning the divergent patterns of stress placement within words and stretches of connected speech in natural contexts; this involves a phonetic study of the metrical analysis of speech. The temporal structure of this type of analysis integrates facet of all four basic dimensions of speech-quality, duration, loudness, and pitch, sometimes considered all together. What involves a different type of study is the analysis of sentential stress, how it is assigned and how it interacts with information structure in focused contexts. The central thesis is that the position of sentential or nuclear stress, the element with the higher prominence in the sentence, is determined syntactically rather than phonologically. To account for the several different facts of stress, first, a questionnaire was address to students to investigate their attitudes towards learning stress. Second, a test was opted for to test their amount of knowledge of the divergent stress placements. Finally, the students’ pronunciations were recorded to provide an authentic data of analysis for whether students would be better able to work towards inserting stress appropriately when speaking if they are provided with practice through instruction. The central assumptions here are that students like to learn and practice stress but are short of the knowledge of the stress patterns and that if they are given practice through instruction, they would be able to make use of stress properly when speaking. A comparative analysis between the results of the test and those of the recordings permits to judge to what extent practice through instruction is effective in helping students to place stress successfully when speaking. The findings of the questionnaire reveal that students like to learn and to make use of stress and the results of the test show that students are short of the knowledge of the patterns of the stress placement in words and stretches of connected speech. These results confirm the first hypothesis. The results of the students’ recorded pronunciations demonstrate that practice through instruction is effective helping less than half of the students who were unable to provide the correct stress placement in the test to place stress properly in their pronunciations. The present study is far away from acknowledging the segmental study, like the traditional teaching of pronunciation, or the supra-segmental one, like the communicative teaching model, based on discourse-based approaches, but it considers all the language aspects that contribute to the study of stress, mainly, phonology and syntax. It gives details about various theories, approaches, and types of study that account for the aspects of stress. It also comes out with real facts about the students’ knowledge of stress and their ability to use it when speaking. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3566

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Teaching/learning vocabulary from communication based on the textbook new interchange english for international communication / Amar Benarab 

Public ISBD Titre : Teaching/learning vocabulary from communication based on the textbook new interchange english for international communication Type de document : texte imprimé Auteurs : Amar Benarab, Auteur ; Karima Lakehal ayat, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 84 f. Format : 30 cm. Note générale : Une copie elelctronique PDF disponible en Buc. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Teaching  learning  communication  international Communication Index. décimale : 420 Langue anglaise Résumé : Learning to speak English as a foreign language is a complex and challenging task to achieve. It involves not only mastering grammatical rules; but requires also knowledge of vocabulary i.e. knowing how things, ideas and concepts are actually labeled in English language. Due to a wide range of words, vocabulary learning is a difficult task that requires much effort and patience from learners. For this specific reason, an appropriate method and teaching materials which appeal to learners should be selected. In this research we aim to make the teaching sphere much more aware of the positive impact that communicative taskssuch as role- playing technique could have on learners. The considerable lexical input that role-playing brings into EFL classrooms should be taken into account. In fact, such activityis an enjoyable one, and it offers the opportunity to EFL learners to act out real-life situations that involve the use of specific lexicon. The vocabulary acquired will help students in enriching their lexical database. It is by means of observation, recording, transcribing and analyzing students’ roleplaying performances, that we investigated our research hypothesis with beginner learners in an EFL private school. The findings gathered in this study confirmed the set hypothesis that if learners were given more opportunities to practice language through situational communicative activities such as role-playing, greater will be their chances to learn new vocabulary for adequate speech situations. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3422 Teaching/learning vocabulary from communication based on the textbook new interchange english for international communication [texte imprimé] / Amar Benarab, Auteur ; Karima Lakehal ayat, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 84 f. ; 30 cm. Une copie elelctronique PDF disponible en Buc. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Teaching  learning  communication  international Communication Index. décimale : 420 Langue anglaise Résumé : Learning to speak English as a foreign language is a complex and challenging task to achieve. It involves not only mastering grammatical rules; but requires also knowledge of vocabulary i.e. knowing how things, ideas and concepts are actually labeled in English language. Due to a wide range of words, vocabulary learning is a difficult task that requires much effort and patience from learners. For this specific reason, an appropriate method and teaching materials which appeal to learners should be selected. In this research we aim to make the teaching sphere much more aware of the positive impact that communicative taskssuch as role- playing technique could have on learners. The considerable lexical input that role-playing brings into EFL classrooms should be taken into account. In fact, such activityis an enjoyable one, and it offers the opportunity to EFL learners to act out real-life situations that involve the use of specific lexicon. The vocabulary acquired will help students in enriching their lexical database. It is by means of observation, recording, transcribing and analyzing students’ roleplaying performances, that we investigated our research hypothesis with beginner learners in an EFL private school. The findings gathered in this study confirmed the set hypothesis that if learners were given more opportunities to practice language through situational communicative activities such as role-playing, greater will be their chances to learn new vocabulary for adequate speech situations. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3422

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Teaching / learning vocabulary through pictures / Wahiba Boumaraf 

Public ISBD Titre : Teaching / learning vocabulary through pictures Type de document : texte imprimé Auteurs : Wahiba Boumaraf, Auteur ; Linda Dakhmouche, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 110 f. Format : 30cm. Note générale : Une copie électronique PDF disponible en Bus Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Teaching  Learning Vocabulary  through Pictures Index. décimale : 420 Langue anglaise Résumé : Vocabulary is one of the most important language aspects that plays a significant role in all language skills. Thus, teachers are invited to pay more attention to this powerful element and teach it in a meaningful and comprehensible way. This research work is concerned with the difficulties that Second Year middle school pupils face in acquiring new vocabulary items. For this reason, we suggested the use of pictures as an effective way that may facilitate vocabulary teaching/learning in middle schools, especially with beginners. Our present study aims at determining the effect of using pictures on vocabulary teaching/learning. To achieve our goal, we administered two questionnaires to our participants, who were randomly selected from two middle schools in Taouzient in Khenchela׃ "Agdhi Brothers" and "Maansri Houssein". The first questionnaire was administered to four (4) English language teachers at the two mentioned middle schools. It aimed at getting insights into the techniques that the teachers use when they present new vocabulary items and whether they use pictures in explaining unfamiliar words. The teachers' questionnaire also sought at determining their attitudes towards the use of pictures in vocabulary teaching/learning. Pupils, also, on their part, received a questionnaire. It was handed out to forty-three (43) second year middle school pupils over the two selected schools. It sought at getting information about pupils' attitudes towards the use of pictures in learning new English words, and whether the use of pictures helps them to acquire new words more easily. After data collection and analysis of the teachers' and pupils' questionnaires, it was revealed that the respondents showed positive attitudes towards the use of pictures. They have reported that the use of pictures makes the learning/teaching process more active, interesting, and enjoyable. Pupils also become more motivated and participate better in the classroom because the use of pictures captures their attention and helps them to acquire new words more effectively. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3628 Teaching / learning vocabulary through pictures [texte imprimé] / Wahiba Boumaraf, Auteur ; Linda Dakhmouche, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 110 f. ; 30cm. Une copie électronique PDF disponible en Bus Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Teaching  Learning Vocabulary  through Pictures Index. décimale : 420 Langue anglaise Résumé : Vocabulary is one of the most important language aspects that plays a significant role in all language skills. Thus, teachers are invited to pay more attention to this powerful element and teach it in a meaningful and comprehensible way. This research work is concerned with the difficulties that Second Year middle school pupils face in acquiring new vocabulary items. For this reason, we suggested the use of pictures as an effective way that may facilitate vocabulary teaching/learning in middle schools, especially with beginners. Our present study aims at determining the effect of using pictures on vocabulary teaching/learning. To achieve our goal, we administered two questionnaires to our participants, who were randomly selected from two middle schools in Taouzient in Khenchela׃ "Agdhi Brothers" and "Maansri Houssein". The first questionnaire was administered to four (4) English language teachers at the two mentioned middle schools. It aimed at getting insights into the techniques that the teachers use when they present new vocabulary items and whether they use pictures in explaining unfamiliar words. The teachers' questionnaire also sought at determining their attitudes towards the use of pictures in vocabulary teaching/learning. Pupils, also, on their part, received a questionnaire. It was handed out to forty-three (43) second year middle school pupils over the two selected schools. It sought at getting information about pupils' attitudes towards the use of pictures in learning new English words, and whether the use of pictures helps them to acquire new words more easily. After data collection and analysis of the teachers' and pupils' questionnaires, it was revealed that the respondents showed positive attitudes towards the use of pictures. They have reported that the use of pictures makes the learning/teaching process more active, interesting, and enjoyable. Pupils also become more motivated and participate better in the classroom because the use of pictures captures their attention and helps them to acquire new words more effectively. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3628

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Teaching prepositions through language games / Yasmine Behloul 

Public ISBD Titre : Teaching prepositions through language games : The case of second year lmd students of english at the university of constantine 1 Type de document : texte imprimé Auteurs : Yasmine Behloul, Auteur ; Assia Oubiche, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2014 Importance : 86 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  Teaching  Through Language  Games Index. décimale : 420 Langue anglaise Résumé : Prepositions can be considered as being one of the most challenging areas in second language acquisition and pose problems to the learners. In order to avoid such problems, we need to improve the ways of teaching prepositions. It has been said that using language games in teaching prepositions is considered as an effective means that allows the teacher to add life to the classroom activities. Language games offer challenge that leads to motivation which results in an improved outcome in learning prepositions. This study aims at investigating the effectiveness of language games in teaching prepositions to Second Year English students at the University of Constantine1. In order to test our hypothesis, if language games are used to teach prepositions, thus will help Second year students to use them more effectively and correctly, we have relied on two means of research: a Teachers’ Questionnaire which aims at having a comprehensive picture about the teachers’ experience with prepositions and whether they incorporate new games to teach prepositions a Students’ Questionnaire which aims at analyzing the students’ ability to use prepositions and to see if language games help the students using them. The results obtained from the two questionnaires have shown that teachers declared that language games can stimulate and motivate the learners to learn prepositions and improve the students’ communication, cooperation and competition. The Students’ Questionnaire has shown that most students like playing games and find them an effective tool that helps them to learn prepositions Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5929 Teaching prepositions through language games : The case of second year lmd students of english at the university of constantine 1 [texte imprimé] / Yasmine Behloul, Auteur ; Assia Oubiche, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2014 . - 86 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Teaching  Through Language  Games Index. décimale : 420 Langue anglaise Résumé : Prepositions can be considered as being one of the most challenging areas in second language acquisition and pose problems to the learners. In order to avoid such problems, we need to improve the ways of teaching prepositions. It has been said that using language games in teaching prepositions is considered as an effective means that allows the teacher to add life to the classroom activities. Language games offer challenge that leads to motivation which results in an improved outcome in learning prepositions. This study aims at investigating the effectiveness of language games in teaching prepositions to Second Year English students at the University of Constantine1. In order to test our hypothesis, if language games are used to teach prepositions, thus will help Second year students to use them more effectively and correctly, we have relied on two means of research: a Teachers’ Questionnaire which aims at having a comprehensive picture about the teachers’ experience with prepositions and whether they incorporate new games to teach prepositions a Students’ Questionnaire which aims at analyzing the students’ ability to use prepositions and to see if language games help the students using them. The results obtained from the two questionnaires have shown that teachers declared that language games can stimulate and motivate the learners to learn prepositions and improve the students’ communication, cooperation and competition. The Students’ Questionnaire has shown that most students like playing games and find them an effective tool that helps them to learn prepositions Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5929

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The effectiveness of using educational games as a teaching technique to improve students’ vocabulary knowledge / Amina (Eng) Foughali 

Public ISBD Titre : The effectiveness of using educational games as a teaching technique to improve students’ vocabulary knowledge : Case study of 3rd year middle school pupils at karboua abdelhamid in elkhroub Type de document : texte imprimé Auteurs : Amina (Eng) Foughali, Auteur ; Anfel Khelia, Auteur ; Yasmine Bahchachi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 102 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 Studies  Using Educational  Games  Teaching  Vocabulary Knowledge Index. décimale : 420 Langue anglaise Résumé : Teaching new vocabulary items is a challenge that every teacher always faces. Educational games have the advantage of creating not only a playful, but at the same time a beneficial context for teaching learners unfamiliar words, especially beginners. This research work aims at investigating the significance of implementing educational games into third year elementary level classes to teach English language vocabulary. In the sense of, evaluating how such integration can improve learners’ vocabulary knowledge. In order to accomplish this aim, we relied on two means of research: teachers’ questionnaire and student experiment. First, the teachers’ questionnaire was handed to collect data about their concern of the affective side of their learners, the various techniques they usually depend on to explain some unfamiliar words and their views concerning educational games as a teaching technique. Second, the test was administered to a randomly selected group of thirty-one students. This test was conducted before and after they were exposed to three educational games to be played in three separate sessions. In this respect, the intended aim is to examine whether educational games had an influence on students vocabulary knowledge improvement. The obtained results of this investigation confirmed the hypothesis and proved that learners who participate in the experiment have learnt almost all the new vocabulary items after being taught through different educational games. Besides, learners have also shown an enjoyment and an interest in this type of material. Based on these results, it is recommended that educational games should be integrated into third grade EFL classes as a vocabulary teaching technique. We proved that it creates a joyful atmosphere, motivates and attracts students’ attention and consequently facilitates the improvement of their vocabulary knowledge. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6400 The effectiveness of using educational games as a teaching technique to improve students’ vocabulary knowledge : Case study of 3rd year middle school pupils at karboua abdelhamid in elkhroub [texte imprimé] / Amina (Eng) Foughali, Auteur ; Anfel Khelia, Auteur ; Yasmine Bahchachi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 102 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Science Studies  Using Educational  Games  Teaching  Vocabulary Knowledge Index. décimale : 420 Langue anglaise Résumé : Teaching new vocabulary items is a challenge that every teacher always faces. Educational games have the advantage of creating not only a playful, but at the same time a beneficial context for teaching learners unfamiliar words, especially beginners. This research work aims at investigating the significance of implementing educational games into third year elementary level classes to teach English language vocabulary. In the sense of, evaluating how such integration can improve learners’ vocabulary knowledge. In order to accomplish this aim, we relied on two means of research: teachers’ questionnaire and student experiment. First, the teachers’ questionnaire was handed to collect data about their concern of the affective side of their learners, the various techniques they usually depend on to explain some unfamiliar words and their views concerning educational games as a teaching technique. Second, the test was administered to a randomly selected group of thirty-one students. This test was conducted before and after they were exposed to three educational games to be played in three separate sessions. In this respect, the intended aim is to examine whether educational games had an influence on students vocabulary knowledge improvement. The obtained results of this investigation confirmed the hypothesis and proved that learners who participate in the experiment have learnt almost all the new vocabulary items after being taught through different educational games. Besides, learners have also shown an enjoyment and an interest in this type of material. Based on these results, it is recommended that educational games should be integrated into third grade EFL classes as a vocabulary teaching technique. We proved that it creates a joyful atmosphere, motivates and attracts students’ attention and consequently facilitates the improvement of their vocabulary knowledge. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6400

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Assumptions towards the effectiveness of the audio-visual method in teaching the listening skill / Amel Aftis 

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Implementing communicative language teaching to motivate efl learners and to promote their speaking and interaction skills / Ramzi Boumedjane 

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Investing technology in teaching languages: the impact of computer assisted language learning (call) on developing the oral communication skill of english language learners / Samir Benaskeur 

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The application of code switching in teaching english as a foreign language at middle school level (classroom discourse) / Imen Maizi 

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The Effect of Using Language Games on Teaching/ Learning the English Tenses The Case of Second Year Foreign Languages Pupils at Abou Laid DOUDOU High School in Bekira, Constantine / Roukia Lebsir 

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