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| Titre : |
Does subtitling hamper listening comprehension of humorous non-subtitled films? : The case of first english master students of applied languages at mentouri university of constantine |
| Type de document : |
texte imprimé |
| Auteurs : |
Abla Djellab, Auteur ; Khadidja Kerouache, Auteur ; Youcef Beghoul, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2015 |
| Importance : |
58 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 Subtitling Hamper Humorous Non Subtitled Films |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study attempts to investigate the effects of subtitled movies on student’s listening
comprehension, considered by the recent generation of students as a new strategy for
acquiring foreign languages instead of spending a long time reading books. To achieve this
aim, we hypothesised that if English Master students of Applied Languages at Mentouri
University are sufficiently exposed to the culture of English, they will be more receptive to
English humour, and if they do not rely on subtitling they can, with the passage of time,
improve their listening comprehension. To check the validity of these hypotheses, a
questionnaire and an audio-visual test are administered to a randomly selected sample of
students divided into two groups; the two groups watched a 17 minute humour video from the
hilarious American series “Friends”; one watched it without subtitles and the other one with
subtitles. The obtained results reveal that the group watching with subtitles understands better
than the one watching it without subtitles, which means that good listening comprehension is
conditioned by subtitling. Relying on subtitling has got negative effects on student’s English
vocabulary because it leads to lack of concentration on listening and continuous deficiency in
pronunciation. Therefore, encouraging students to watch films without subtitles is one of the
ways by which their listening comprehension as well as their pronunciation will be enhanced |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6202 |
Does subtitling hamper listening comprehension of humorous non-subtitled films? : The case of first english master students of applied languages at mentouri university of constantine [texte imprimé] / Abla Djellab, Auteur ; Khadidja Kerouache, Auteur ; Youcef Beghoul, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 58 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Applied Language Subtitling Hamper Humorous Non Subtitled Films |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study attempts to investigate the effects of subtitled movies on student’s listening
comprehension, considered by the recent generation of students as a new strategy for
acquiring foreign languages instead of spending a long time reading books. To achieve this
aim, we hypothesised that if English Master students of Applied Languages at Mentouri
University are sufficiently exposed to the culture of English, they will be more receptive to
English humour, and if they do not rely on subtitling they can, with the passage of time,
improve their listening comprehension. To check the validity of these hypotheses, a
questionnaire and an audio-visual test are administered to a randomly selected sample of
students divided into two groups; the two groups watched a 17 minute humour video from the
hilarious American series “Friends”; one watched it without subtitles and the other one with
subtitles. The obtained results reveal that the group watching with subtitles understands better
than the one watching it without subtitles, which means that good listening comprehension is
conditioned by subtitling. Relying on subtitling has got negative effects on student’s English
vocabulary because it leads to lack of concentration on listening and continuous deficiency in
pronunciation. Therefore, encouraging students to watch films without subtitles is one of the
ways by which their listening comprehension as well as their pronunciation will be enhanced |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6202 |
|
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| MSENG150037 | MSENG150037 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
texte integreAdobe Acrobat PDF | | |
| Titre : |
Audio-visual aids as a motivational factor in enhancing students’ speaking : A case study: second-year LMD students of english university of constantine1 |
| Type de document : |
texte imprimé |
| Auteurs : |
Hind Baoune, Auteur ; Ahlem Naamoune, Auteur ; Meriem Lebsir, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2016 |
| Importance : |
103 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 Audio-Visual Motivational Factor |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Speaking is considered to be the most important language skill that must be mastered by
language learners. Therefore, teachers have to focus on developing their students' speaking
skill by adopting different motivating techniques in the classroom. Audio-Visual Aids
technique is one of those techniques through which English students can easily get involved
in the classroom to improve their Oral Performance. The present study aims at investigating
the role of Audio-Visual Aids in motivating and improving students' Oral Performance. It is
hypothesized that integrating Audio-Visual Aids is likely to be effective to motivate students
and improve their Oral Performance. To check our hypothesis, we have made use of a
descriptive method in which we have relied on teachers’ and students’ questionnaires. The
teachers ’ questionnaire in intended to gather information about their points of view regarding
the usefulness of Audio-Visual Aids in enhancing students’ speaking. The students’
questionnaire aims at knowing students’ motivation and attitudes towards Audio-Visual Aids.
Through our analysis, it has been indicated that teachers' and students’ attitudinal evaluation
of Audio-Visual Aids reveals that these tools are motivating and effective in terms of
enhancing students' oral performance. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=8920 |
Audio-visual aids as a motivational factor in enhancing students’ speaking : A case study: second-year LMD students of english university of constantine1 [texte imprimé] / Hind Baoune, Auteur ; Ahlem Naamoune, Auteur ; Meriem Lebsir, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 103 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Applied Language Audio-Visual Motivational Factor |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Speaking is considered to be the most important language skill that must be mastered by
language learners. Therefore, teachers have to focus on developing their students' speaking
skill by adopting different motivating techniques in the classroom. Audio-Visual Aids
technique is one of those techniques through which English students can easily get involved
in the classroom to improve their Oral Performance. The present study aims at investigating
the role of Audio-Visual Aids in motivating and improving students' Oral Performance. It is
hypothesized that integrating Audio-Visual Aids is likely to be effective to motivate students
and improve their Oral Performance. To check our hypothesis, we have made use of a
descriptive method in which we have relied on teachers’ and students’ questionnaires. The
teachers ’ questionnaire in intended to gather information about their points of view regarding
the usefulness of Audio-Visual Aids in enhancing students’ speaking. The students’
questionnaire aims at knowing students’ motivation and attitudes towards Audio-Visual Aids.
Through our analysis, it has been indicated that teachers' and students’ attitudinal evaluation
of Audio-Visual Aids reveals that these tools are motivating and effective in terms of
enhancing students' oral performance. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=8920 |
|
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Réserver ce document
Exemplaires (1)
|
| MSENG160090 | MSENG160090 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
| Titre : |
Problems in translating collocations from english into arabic and from arabic into english : The case of third-year university frères mentouri- constantine students |
| Type de document : |
texte imprimé |
| Auteurs : |
Ahmed Amine Belloum, Auteur ; Soulef Boulmerka, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2017 |
| Importance : |
53 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 Translating Collocations English into Arabic Arabic into English |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The reason for this study is to have a few experiences about the awareness of
collocations, and the diverse issues which the student may confront while translating
diverse sorts of collocations. We will attempt to test and assess their mindfullness by
examining their translation of English collocations into Arabic, and the other way around.
The study is done through a test devided into two sections. The first part is a test of
knowledge in which the students answer two separate questions depending on their
background knowledge about collocations. The second part is the translation of
collocations from English into Arabic and vice versa. The results of this research reveal
two main causes of third year students‟ errors in translating collocations. In the first place
students receive strict translation as the translation technique. Second, third year students
don't give enough significance to collocations which belong to another culture and
language. The main conclusion is that collocations are both a semantic and a social issue
and are not simply an issue of substituting words by their counterparts in the other
language. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4526 |
Problems in translating collocations from english into arabic and from arabic into english : The case of third-year university frères mentouri- constantine students [texte imprimé] / Ahmed Amine Belloum, Auteur ; Soulef Boulmerka, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 53 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Applied Language Translating Collocations English into Arabic Arabic into English |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The reason for this study is to have a few experiences about the awareness of
collocations, and the diverse issues which the student may confront while translating
diverse sorts of collocations. We will attempt to test and assess their mindfullness by
examining their translation of English collocations into Arabic, and the other way around.
The study is done through a test devided into two sections. The first part is a test of
knowledge in which the students answer two separate questions depending on their
background knowledge about collocations. The second part is the translation of
collocations from English into Arabic and vice versa. The results of this research reveal
two main causes of third year students‟ errors in translating collocations. In the first place
students receive strict translation as the translation technique. Second, third year students
don't give enough significance to collocations which belong to another culture and
language. The main conclusion is that collocations are both a semantic and a social issue
and are not simply an issue of substituting words by their counterparts in the other
language. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4526 |
|
Réservation
Réserver ce document
Exemplaires (1)
|
| MSENG170105 | MSENG170105 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
| Titre : |
The misuse of the comma and the semicolon in e.f.l. learners’ writings. : The case study of master 01 students of english university of constantine 01 |
| Type de document : |
texte imprimé |
| Auteurs : |
Amira Roubache, Auteur ; Meriam Karoun, Auteur ; Nacif Labed, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
74 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 Semicolon E.F.L. Studies Misuse Writings |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study attempts to show the role of knowing the rules of using the comma and the semicolon in enhancing the students’ performance to punctuate correctly. It intends to investigate students’ knowledge of the rules of using the comma and the semicolon. For this, it has been hypothesized that if students give more attention to the rules of using the comma and the semicolon, they will adapt themselves to use them properly and write a good English. In attempt to do so, a questionnaire was administered to teachers of Written Expression and to a sample of 25 Master 01 students at the Department of Letters and the English Language University of Constantine 01, plus a test. The results obtained from the questionnaire contradicted the results of the test. In other words, in the questionnaire students said that they know the rules of using the comma and the semicolon, however, this is contradicted by their performance with the misuse of the comma and the semicolon in the test. So, and according to this, the hypothesis has been to some extent confirmed |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5735 |
The misuse of the comma and the semicolon in e.f.l. learners’ writings. : The case study of master 01 students of english university of constantine 01 [texte imprimé] / Amira Roubache, Auteur ; Meriam Karoun, Auteur ; Nacif Labed, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 74 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Applied Language Semicolon E.F.L. Studies Misuse Writings |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study attempts to show the role of knowing the rules of using the comma and the semicolon in enhancing the students’ performance to punctuate correctly. It intends to investigate students’ knowledge of the rules of using the comma and the semicolon. For this, it has been hypothesized that if students give more attention to the rules of using the comma and the semicolon, they will adapt themselves to use them properly and write a good English. In attempt to do so, a questionnaire was administered to teachers of Written Expression and to a sample of 25 Master 01 students at the Department of Letters and the English Language University of Constantine 01, plus a test. The results obtained from the questionnaire contradicted the results of the test. In other words, in the questionnaire students said that they know the rules of using the comma and the semicolon, however, this is contradicted by their performance with the misuse of the comma and the semicolon in the test. So, and according to this, the hypothesis has been to some extent confirmed |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5735 |
|
Réservation
Réserver ce document
Exemplaires (1)
|
| MSENG130160 | MSENG130160 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
Problems in translating collocations from english into arabic and from arabic into english / Ahmed Amine Belloum
