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background knowledge activation through / Samira Badi 

Public ISBD Titre : background knowledge activation through : The case of first year L.M.D students at Mentouri university, constantine Type de document : texte imprimé Auteurs : Samira Badi, Auteur ; Ahmed Moumene, Auteur Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 75 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en Bus Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  background  activation  previewing  reading Index. décimale : 420 Langue anglaise Résumé : Prior knowledge has been emphasised in research to be an important factor for successful learning particularly reading. The present study, which consists of three chapters, is conducted to investigate the role of prior knowledge activation through previewing for enhancing first year English students' reading comprehension. Our main concern is to uncover the nature of the relationship which joins background knowledge and reading comprehension. We have hypothesised that the activation of first year English learners' prior knowledge of informational texts is likely to foster reading comprehension. To verify the validity of this hypothesis, we have administered a students’ questionnaire which aims at collecting data about their opinions towards reading, reading comprehension difficulties, and background knowledge activation. After, we have conducted a practical exercise in which we wanted to confirm the questionnaire results since we noticed that they were not sufficient. In addition, the practical exercise aims at eliciting further accurate data concerning our tackled strategy. The findings of both the questionnaire and the exercise confirmed the set hypothesis. Through the discussion of the results, it was noticed that pre-existing knowledge of a given topic indeed helps first year students to comprehend the new information related to that topic. Besides, students have shown their tendency for previewing reading materials before getting started with reading for the sake of activating their background knowledge. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3544 background knowledge activation through : The case of first year L.M.D students at Mentouri university, constantine [texte imprimé] / Samira Badi, Auteur ; Ahmed Moumene, Auteur . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 75 f. ; 30 cm. Une copie électronique PDF disponible en Bus Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  background  activation  previewing  reading Index. décimale : 420 Langue anglaise Résumé : Prior knowledge has been emphasised in research to be an important factor for successful learning particularly reading. The present study, which consists of three chapters, is conducted to investigate the role of prior knowledge activation through previewing for enhancing first year English students' reading comprehension. Our main concern is to uncover the nature of the relationship which joins background knowledge and reading comprehension. We have hypothesised that the activation of first year English learners' prior knowledge of informational texts is likely to foster reading comprehension. To verify the validity of this hypothesis, we have administered a students’ questionnaire which aims at collecting data about their opinions towards reading, reading comprehension difficulties, and background knowledge activation. After, we have conducted a practical exercise in which we wanted to confirm the questionnaire results since we noticed that they were not sufficient. In addition, the practical exercise aims at eliciting further accurate data concerning our tackled strategy. The findings of both the questionnaire and the exercise confirmed the set hypothesis. Through the discussion of the results, it was noticed that pre-existing knowledge of a given topic indeed helps first year students to comprehend the new information related to that topic. Besides, students have shown their tendency for previewing reading materials before getting started with reading for the sake of activating their background knowledge. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3544

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Investigating the effect of background knowledge of english cultural events on reading comprehension / Khaoula Sadallah 

Public ISBD Titre : Investigating the effect of background knowledge of english cultural events on reading comprehension : The case of third year students of english at the university of frères mentouri constantine Type de document : texte imprimé Auteurs : Khaoula Sadallah, Auteur ; Roumeissa Mammouche, Auteur ; Meriem Mazri, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 75 f. Format : 30 cm. Note générale : Une copie elelctronique PDF disponible en Buc Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies  Background  Knowledge  Cultural Events Index. décimale : 420 Langue anglaise Résumé : The current research attempts to explore the reading strategies used by third year students to understand cultural texts, at the Department of Letters and English Language at the University of Frères Mentouri, Constantine. Most importantly, it seeks to investigate the effect of having background knowledge of English cultural events on their reading comprehension. As such, the hypothesis of this work stresses that if third year students of English have adequate background knowledge of English cultural events, they will not find difficulties in reading comprehension. To answer the aims and the research hypothesis, we administered a questionnaire and a test to a sample fifty third year students. On the one hand, the questionnaire aims at testing students’ knowledge of culture, estimating their English cultural background knowledge of one particular event, Shrove Tuesday, and identifying their most common reading strategies. On the other hand, the test tends to evaluate the students’ reading comprehension of Shrove Tuesday text, based on their cultural background knowledge. The results obtained reveal that the most common strategies used by learners are re-reading, reading out loud and scanning which helped them to comprehend Shrove Tuesday text without having adequate background knowledge of the event. Their comprehension of the text is due to their appropriate use of the reading strategies that facilitates the task. Accordingly, we disconfirm our hypothesis. Although third year students were able to understand and answer most of the questions correctly, they should read extensively about the English culture in order to gain cultural knowledge and ameliorate their level Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6829 Investigating the effect of background knowledge of english cultural events on reading comprehension : The case of third year students of english at the university of frères mentouri constantine [texte imprimé] / Khaoula Sadallah, Auteur ; Roumeissa Mammouche, Auteur ; Meriem Mazri, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 75 f. ; 30 cm. Une copie elelctronique PDF disponible en Buc Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies  Background  Knowledge  Cultural Events Index. décimale : 420 Langue anglaise Résumé : The current research attempts to explore the reading strategies used by third year students to understand cultural texts, at the Department of Letters and English Language at the University of Frères Mentouri, Constantine. Most importantly, it seeks to investigate the effect of having background knowledge of English cultural events on their reading comprehension. As such, the hypothesis of this work stresses that if third year students of English have adequate background knowledge of English cultural events, they will not find difficulties in reading comprehension. To answer the aims and the research hypothesis, we administered a questionnaire and a test to a sample fifty third year students. On the one hand, the questionnaire aims at testing students’ knowledge of culture, estimating their English cultural background knowledge of one particular event, Shrove Tuesday, and identifying their most common reading strategies. On the other hand, the test tends to evaluate the students’ reading comprehension of Shrove Tuesday text, based on their cultural background knowledge. The results obtained reveal that the most common strategies used by learners are re-reading, reading out loud and scanning which helped them to comprehend Shrove Tuesday text without having adequate background knowledge of the event. Their comprehension of the text is due to their appropriate use of the reading strategies that facilitates the task. Accordingly, we disconfirm our hypothesis. Although third year students were able to understand and answer most of the questions correctly, they should read extensively about the English culture in order to gain cultural knowledge and ameliorate their level Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6829

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The effect of vocabulary and background knowledge on reading comprehension / Rayene Bahri 

Public ISBD Titre : The effect of vocabulary and background knowledge on reading comprehension : The case of first year undergraduate student of english- mentouri university Type de document : texte imprimé Auteurs : Rayene Bahri, Auteur ; Rym Imane Mezlah, Auteur ; Harouni Zahri, 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 : Applied Language Studies  Vocabulary  Background  KnowledgeReading Comprehension Index. décimale : 420 Langue anglaise Résumé : The present study reports the results of an investigation about the role and the influence of vocabulary knowledge and background knowledge on the reading comprehension of first year students of English. The data are collected from a reading comprehension test called TOEFL (Test of English as a Foreign Language). The test is administered to thirty (30) first year LMD students of English as a foreign language at the University of Mentouni Constantine. The sample is divided into three groups: vocabulary knowledge group, background knowledge group, and the control group in order to verify the hypothesis that was raised for this work which shows that if students use their vocabulary and background knowledge, their reading comprehension will be improved. The test is a passage with twelve questions about reading comprehension and vocabulary knowledge. In the light of the TOEFL results, we conclude that vocabulary knowledge and background knowledge are important factors in reading comprehension Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4999 The effect of vocabulary and background knowledge on reading comprehension : The case of first year undergraduate student of english- mentouri university [texte imprimé] / Rayene Bahri, Auteur ; Rym Imane Mezlah, Auteur ; Harouni Zahri, Directeur de thèse . - CONSTANTINE [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 : Applied Language Studies  Vocabulary  Background  KnowledgeReading Comprehension Index. décimale : 420 Langue anglaise Résumé : The present study reports the results of an investigation about the role and the influence of vocabulary knowledge and background knowledge on the reading comprehension of first year students of English. The data are collected from a reading comprehension test called TOEFL (Test of English as a Foreign Language). The test is administered to thirty (30) first year LMD students of English as a foreign language at the University of Mentouni Constantine. The sample is divided into three groups: vocabulary knowledge group, background knowledge group, and the control group in order to verify the hypothesis that was raised for this work which shows that if students use their vocabulary and background knowledge, their reading comprehension will be improved. The test is a passage with twelve questions about reading comprehension and vocabulary knowledge. In the light of the TOEFL results, we conclude that vocabulary knowledge and background knowledge are important factors in reading comprehension Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4999

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