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Partager le résultat de cette rechercheAssumptions towards the effectiveness of the audio-visual method in teaching the listening skill / Amel Aftis
Titre : Assumptions towards the effectiveness of the audio-visual method in teaching the listening skill : The case of second – year students of english at the ens (constantine) Type de document : texte imprimé Auteurs : Amel Aftis, Auteur ; Ilhem Sahraoui, Auteur ; Djamila Babaa, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 70 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 Effectiveness Audio-Visual Method Teaching Listening Skill Index. décimale : 420 Langue anglaise Résumé : The purpose of this dissertation is to investigate the assumptions of the teachers and students
towards the effectiveness of the Audio-Visual method in teaching the listening skill of
English. In order to help students foster their listening abilities, teachers must use effective
methods. The use of technology inside classes may help students improve their listening
competence. Thus, we hypothesis that if the Audio-Visual method is used in teaching the
listening skill, students’ listening abilities will be enhanced. To check the validity of this
hypothesis, two questionnaires are administrated: one to second year students and another one
to their teachers at the Department of English in École Normale Supérieure (ENS) of
Constantine. The analysis of data shows that the implementation of the Audio-Visual method
in teaching listening can be a very effective tool to enhance learners’ listening abilities. The
findings also show that both teachers and students have demonstrated very positive attitudes
with regard to the use of such method in the English as a Foreign Language classroom.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5192 Assumptions towards the effectiveness of the audio-visual method in teaching the listening skill : The case of second – year students of english at the ens (constantine) [texte imprimé] / Amel Aftis, Auteur ; Ilhem Sahraoui, Auteur ; Djamila Babaa, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 70 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies Effectiveness Audio-Visual Method Teaching Listening Skill Index. décimale : 420 Langue anglaise Résumé : The purpose of this dissertation is to investigate the assumptions of the teachers and students
towards the effectiveness of the Audio-Visual method in teaching the listening skill of
English. In order to help students foster their listening abilities, teachers must use effective
methods. The use of technology inside classes may help students improve their listening
competence. Thus, we hypothesis that if the Audio-Visual method is used in teaching the
listening skill, students’ listening abilities will be enhanced. To check the validity of this
hypothesis, two questionnaires are administrated: one to second year students and another one
to their teachers at the Department of English in École Normale Supérieure (ENS) of
Constantine. The analysis of data shows that the implementation of the Audio-Visual method
in teaching listening can be a very effective tool to enhance learners’ listening abilities. The
findings also show that both teachers and students have demonstrated very positive attitudes
with regard to the use of such method in the English as a Foreign Language classroom.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5192 Réservation
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Titre : The Effectiveness of authentic videos with bimodal Type de document : texte imprimé Auteurs : Moufida Farah, Auteur ; Selma Menidjeli, Auteur ; El kheir Atamna, Auteur Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 72 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 Studies Effectiveness AuthVocabulary Learning entic Videos Bimodal Index. décimale : 420 Langue anglaise Résumé : Vocabulary knowledge has been identified as the most important aspect of learning a foreign
language. With this in mind, it is imperative, in every content area, to search for the best
techniques in vocabulary instruction that will ultimately be beneficial to EFL students in
terms of vocabulary learning. The current research attempts to explore vocabulary learning
through an effective teaching tool in enriching EFL students’ vocabulary knowledge, namely
the use of authentic videos with bimodal subtitles. The combination between sound, image
and text provides learners with an authentic input in an appropriate context with
grammatically well-formed sentences and which enables them to easily grasp concepts and in
turn results in better retention and recall of the vocabulary items used. To prove the
effectiveness of this tool, an experiment was carried out at the Department of English at the
University Constantine 1 with 40 LMD third year students. Students’ level was first tested by
a pre-test, which appeared to be quite low with regard to the vocabulary items that were used.
Then, the population was equally divided into two groups, the experimental group was taught
with 3 videos, selected by the researchers, with bimodal subtitles, while the control group
watched the same videos but without the support of subtitles. The experiment lasted 3 weeks.
After being exposed to the subtitled videos, the performance of the experimental group in the
post-test showed significance gain in vocabulary from pre to post testing which proves that
authentic videos with bimodal subtitles are a rich source of vocabulary that needs to be
implemented in the EFL classroom settings.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3632 The Effectiveness of authentic videos with bimodal [texte imprimé] / Moufida Farah, Auteur ; Selma Menidjeli, Auteur ; El kheir Atamna, Auteur . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 72 f. ; 30 cm.
Une copie électronique PDF disponible en Bus
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Studies Effectiveness AuthVocabulary Learning entic Videos Bimodal Index. décimale : 420 Langue anglaise Résumé : Vocabulary knowledge has been identified as the most important aspect of learning a foreign
language. With this in mind, it is imperative, in every content area, to search for the best
techniques in vocabulary instruction that will ultimately be beneficial to EFL students in
terms of vocabulary learning. The current research attempts to explore vocabulary learning
through an effective teaching tool in enriching EFL students’ vocabulary knowledge, namely
the use of authentic videos with bimodal subtitles. The combination between sound, image
and text provides learners with an authentic input in an appropriate context with
grammatically well-formed sentences and which enables them to easily grasp concepts and in
turn results in better retention and recall of the vocabulary items used. To prove the
effectiveness of this tool, an experiment was carried out at the Department of English at the
University Constantine 1 with 40 LMD third year students. Students’ level was first tested by
a pre-test, which appeared to be quite low with regard to the vocabulary items that were used.
Then, the population was equally divided into two groups, the experimental group was taught
with 3 videos, selected by the researchers, with bimodal subtitles, while the control group
watched the same videos but without the support of subtitles. The experiment lasted 3 weeks.
After being exposed to the subtitled videos, the performance of the experimental group in the
post-test showed significance gain in vocabulary from pre to post testing which proves that
authentic videos with bimodal subtitles are a rich source of vocabulary that needs to be
implemented in the EFL classroom settings.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3632 Exemplaires (1)
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Titre : The Effectiveness of Classroom Peer Review in Increasing Students’ Interest in Feedback to Better the Quality of Their Writings: The Case Study of First-Year Students, University of Constantine 1 Type de document : texte imprimé Auteurs : Lilia Abdelaziz, Auteur ; Nacif Labed, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2020 Importance : 70 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Effectiveness Feedback peer . Index. décimale : 420 Langue anglaise Résumé : This study is conducted to see the efficacy of peer review and to determine the extent to which
it can help students deal with mistakes/ errors. For this purpose, it was hypothesized that if
teachers use peer review in their writing classes with first-year EFL students, their interest and
concern in the recorded peer notes will increase since this contributes to better the quality of
their writings ,and as a result, mistakes/ errors will be decreased. To accomplish this study and
to check this hypothesis, three means of research were chosen. First, a questionnaire was
administrated to eight teachers of writing and another one to the sample of fifteen first-year
EFL students. A pre-test and post-test, and a classroom observation were also used. The result
showed that peer review is effective in increasing students’ interest in the recorded peer notes
(feedback) that contribute to better the quality of their writings. Thus, the hypothesis is to some
extent confirmed (H1)Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13500 The Effectiveness of Classroom Peer Review in Increasing Students’ Interest in Feedback to Better the Quality of Their Writings: The Case Study of First-Year Students, University of Constantine 1 [texte imprimé] / Lilia Abdelaziz, Auteur ; Nacif Labed, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 70 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Effectiveness Feedback peer . Index. décimale : 420 Langue anglaise Résumé : This study is conducted to see the efficacy of peer review and to determine the extent to which
it can help students deal with mistakes/ errors. For this purpose, it was hypothesized that if
teachers use peer review in their writing classes with first-year EFL students, their interest and
concern in the recorded peer notes will increase since this contributes to better the quality of
their writings ,and as a result, mistakes/ errors will be decreased. To accomplish this study and
to check this hypothesis, three means of research were chosen. First, a questionnaire was
administrated to eight teachers of writing and another one to the sample of fifteen first-year
EFL students. A pre-test and post-test, and a classroom observation were also used. The result
showed that peer review is effective in increasing students’ interest in the recorded peer notes
(feedback) that contribute to better the quality of their writings. Thus, the hypothesis is to some
extent confirmed (H1)Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13500 Réservation
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Titre : The effectiveness of games in teaching the third person singular “s” to young learners : A case study: first year pupils in a middle school in constantine Type de document : texte imprimé Auteurs : Samra Dekkiche, Auteur ; Karima Lakehal ayat, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2012 Importance : 59 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 Effectiveness Teaching Person Singular Index. décimale : 420 Langue anglaise Résumé : This study seeks to explore the effects of the use of games as a teaching practice tool
for enhancing the grammatical accuracy of English learners in the Algerian middle school. It
aims to observe the effects of games-based grammar practice on pupils’ awareness-raising
about the rule of the /s/ of third person singular in the present simple tense. In order to test our
hypothesis, two groups of learners took part in our study: a control group and an experimental
group. Both groups received the same instructions, but whereas the experimental group
followed game-based activities, the control group received a more traditional grammar-based
practice-fill in the gap activity. Data were collected through grammar test and observation in
order to confirm the hypothesis of this research is that: if a course of present simple tense is
presented through games it will motivate elementary school learners to attain higher
grammatical achievements at the end. The results of the study support our hypothesis for the
significant improvement in grammatical accuracy by the experimental group learners as a
result of games-based practice. The worthwhile grammatical achievement is observed in the
substantial enhancement in pupils’ motivation through the inclusion of games in a grammar
lecture.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6871 The effectiveness of games in teaching the third person singular “s” to young learners : A case study: first year pupils in a middle school in constantine [texte imprimé] / Samra Dekkiche, Auteur ; Karima Lakehal ayat, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 59 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Effectiveness Teaching Person Singular Index. décimale : 420 Langue anglaise Résumé : This study seeks to explore the effects of the use of games as a teaching practice tool
for enhancing the grammatical accuracy of English learners in the Algerian middle school. It
aims to observe the effects of games-based grammar practice on pupils’ awareness-raising
about the rule of the /s/ of third person singular in the present simple tense. In order to test our
hypothesis, two groups of learners took part in our study: a control group and an experimental
group. Both groups received the same instructions, but whereas the experimental group
followed game-based activities, the control group received a more traditional grammar-based
practice-fill in the gap activity. Data were collected through grammar test and observation in
order to confirm the hypothesis of this research is that: if a course of present simple tense is
presented through games it will motivate elementary school learners to attain higher
grammatical achievements at the end. The results of the study support our hypothesis for the
significant improvement in grammatical accuracy by the experimental group learners as a
result of games-based practice. The worthwhile grammatical achievement is observed in the
substantial enhancement in pupils’ motivation through the inclusion of games in a grammar
lecture.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6871 Réservation
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Titre : The effectiveness of project-based learning in enhancing students’ collaborative writing: : The case of second-year middle school students at chelghoum laid - mila Type de document : texte imprimé Auteurs : Adra Menad, Auteur ; Mokhtar Hamadouche, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 110 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 Effectiveness Project-based Collaborative Writing Index. décimale : 420 Langue anglaise Résumé : English curricula is still offering theories and traditional teaching methods in which
learners are almost passive instead of introducing new methods such as learning by doing,
experiential learning and student-directed/centered learning. Over the years, field trips,
laboratory investigations and other projects have been planned to enrich and extend the
curriculum and to engage learners in their own learning by involving them in challengingreal-
life situations that help in developing collaboration and decision-making strategies.
The present study investigates the effectiveness of project-based learning on Secondary
School learners’ collaborative writing performance through projects that emphasize
collaborative work and writing efficiency. Therefore, we hypothesize that if projects are welldeveloped
and implemented in the Foreign Language classroom, learners’ collaborative
writing will be enhanced in terms of writing outcomes and collaboration skills. For this, we
opted for three main research tools: an observation of learners’ tendencies while working in
groups, a teachers’ questionnaire and a quasi-experimental research design. The aim of the
observation is to evaluate qualitatively learners’ development as regards their group work and
contribution to the task. The questionnaire is done to reveal teachers’ attitudes towards the
effectiveness of project-based learning on collaborative writing. Finally, the objective of the
quasi-experiment is to measure quantitatively learners’ progress regarding their writing
performance as compared to the criteria of acceptability of the English written discourse and
to their performance before the treatmentDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6438 The effectiveness of project-based learning in enhancing students’ collaborative writing: : The case of second-year middle school students at chelghoum laid - mila [texte imprimé] / Adra Menad, Auteur ; Mokhtar Hamadouche, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 110 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Effectiveness Project-based Collaborative Writing Index. décimale : 420 Langue anglaise Résumé : English curricula is still offering theories and traditional teaching methods in which
learners are almost passive instead of introducing new methods such as learning by doing,
experiential learning and student-directed/centered learning. Over the years, field trips,
laboratory investigations and other projects have been planned to enrich and extend the
curriculum and to engage learners in their own learning by involving them in challengingreal-
life situations that help in developing collaboration and decision-making strategies.
The present study investigates the effectiveness of project-based learning on Secondary
School learners’ collaborative writing performance through projects that emphasize
collaborative work and writing efficiency. Therefore, we hypothesize that if projects are welldeveloped
and implemented in the Foreign Language classroom, learners’ collaborative
writing will be enhanced in terms of writing outcomes and collaboration skills. For this, we
opted for three main research tools: an observation of learners’ tendencies while working in
groups, a teachers’ questionnaire and a quasi-experimental research design. The aim of the
observation is to evaluate qualitatively learners’ development as regards their group work and
contribution to the task. The questionnaire is done to reveal teachers’ attitudes towards the
effectiveness of project-based learning on collaborative writing. Finally, the objective of the
quasi-experiment is to measure quantitatively learners’ progress regarding their writing
performance as compared to the criteria of acceptability of the English written discourse and
to their performance before the treatmentDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6438 Réservation
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