Titre :	Assessment of reading comprehension under the competency-based approach to language teaching : A case study of fourth-year pupils at rouissi belgacem middle school
Type de document :	texte imprimé
Auteurs :	Ouissam Tedjani, Auteur ; Karima Lakehal ayat, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2012
Importance :	138 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 Science Studies  Assessment  Reading under the Competency-Based  Language Teaching
Index. décimale :	420 Langue anglaise
Résumé :	This work aims at analyzing the assessment methods of reading comprehension mostly conducted in fourth-year classes of Algerian middle schools, then discussing and verifying their compatibility with the assessment criteria of the Competency-Based Approach to Language Teaching (CBALT) which is a new approach of teaching and competencies assessment. For this purpose, we have hypothesized that if reading comprehension assessment in English in the Algerian fourth-year middle school matches the CBALT assessment criteria, then it will probably show pupils' competencies. To test our hypothesis, a classroom observation at a middle school has been carried out in three out of six classes of Grade 4 pupils. The observed classes consisted of 29 pupils i.e. 87 pupils out of 174. The subjects of this study are 15 / 16 years old. The observation aims first at identifying and evaluating reading comprehension activities in the two sequences “Read and Consider” and “Reading and Writing”, in File Five: “Dreams, Dreams…” of the fourth-year middle school textbook, On the Move. The second aim was to know whether the assessment matches the norms under the Competency-Based Approach to Language Teaching. To this end, reading comprehension activities both in the classroom and in the final examination (BEM: Brevet d’Enseignement Moyen) were evaluated. The results came to validate and confirm our hypothesis in that the methods of assessing reading comprehension were incompatible with the CABLT assessment standards and do not assess efficiently pupils’ competencies.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3552

Assessment of reading comprehension under the competency-based approach to language teaching : A case study of fourth-year pupils at rouissi belgacem middle school [texte imprimé] / Ouissam Tedjani, Auteur ; Karima Lakehal ayat, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2012 . - 138 f. ; 30 cm.
Une copie électronique PDF disponible en Bus
Langues : Anglais (eng)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Language Science Studies  Assessment  Reading under the Competency-Based  Language Teaching
Index. décimale :	420 Langue anglaise
Résumé :	This work aims at analyzing the assessment methods of reading comprehension mostly conducted in fourth-year classes of Algerian middle schools, then discussing and verifying their compatibility with the assessment criteria of the Competency-Based Approach to Language Teaching (CBALT) which is a new approach of teaching and competencies assessment. For this purpose, we have hypothesized that if reading comprehension assessment in English in the Algerian fourth-year middle school matches the CBALT assessment criteria, then it will probably show pupils' competencies. To test our hypothesis, a classroom observation at a middle school has been carried out in three out of six classes of Grade 4 pupils. The observed classes consisted of 29 pupils i.e. 87 pupils out of 174. The subjects of this study are 15 / 16 years old. The observation aims first at identifying and evaluating reading comprehension activities in the two sequences “Read and Consider” and “Reading and Writing”, in File Five: “Dreams, Dreams…” of the fourth-year middle school textbook, On the Move. The second aim was to know whether the assessment matches the norms under the Competency-Based Approach to Language Teaching. To this end, reading comprehension activities both in the classroom and in the final examination (BEM: Brevet d’Enseignement Moyen) were evaluated. The results came to validate and confirm our hypothesis in that the methods of assessing reading comprehension were incompatible with the CABLT assessment standards and do not assess efficiently pupils’ competencies.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3552