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Auteur Hacene Saadi |
Documents disponibles écrits par cet auteur (30)
Affiner la recherche Interroger des sources externesAn investigation of second-year students’view about studies, listening comprehension, motivation, and teachers’ styles / Azeddine Boulfelfel
Titre : An investigation of second-year students’view about studies, listening comprehension, motivation, and teachers’ styles : Department of English, University of Constantine Type de document : texte imprimé Auteurs : Azeddine Boulfelfel, Auteur ; Hacene Saadi, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2011 Importance : 396 f. Format : 31 cm. Note générale : Doctorat en sciences
2 copies imprimées disponiblesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Department of English, University of Constantine Teachers’ Styles Motivation Listening Comprehension Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BOU1297.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6077 An investigation of second-year students’view about studies, listening comprehension, motivation, and teachers’ styles : Department of English, University of Constantine [texte imprimé] / Azeddine Boulfelfel, Auteur ; Hacene Saadi, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2011 . - 396 f. ; 31 cm.
Doctorat en sciences
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Department of English, University of Constantine Teachers’ Styles Motivation Listening Comprehension Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BOU1297.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6077 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1297 BOU/1297 Thèse Bibliothèque principale Thèses Disponible
Titre : A Cognitive and focus-on-form approach to free stabilized interlanguage and avoid putative fossilization : The case of third year LMD students of English at the University Centre of Mila Learning parallel structures. Type de document : texte imprimé Auteurs : Fouad Boulkroun, Auteur ; Hacene Saadi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 323 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : l'interlangue la fossilisation stabilisation instruction centration sur la forme centration sur le sens feedback prise de conscience prise en conscience Interlanguage fossilization stabilization focus on form focus on meaning input enhancement consciousness-raising noticing لغة المتعلم التوقف عن التطور الدائم التوقف المؤقت التعليم المنهجي للنحو التركيز على الشكل التركيز على المعنى التغدية الراجعة تعزيز الوعي الإلتقاط Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : It cannot be denied that the ultimate aim of L2 teaching/learning is to produce functionally competent performers who are not at a disadvantage, or short, of grammatical equipments.
However, undue focus on meaning or communicative skills at the cost of forms or grammatical accuracy results in learners who stop developing at a grammatically inaccurate level of proficiency. Evidence from several immersion studies justifies the motivation for formal instruction, i.e. the inclusion of grammar, an issue that constitutes the cornerstone of the endless debate in L2 teaching methodologies: Should we teach grammar at all? It is our
contention that focus-on-form instruction should be adopted as a mediator between extreme practices by teaching grammar forms in situations where the focus is primarily on meaning and communication. The present study suggests a cognitive and focus-on-form approach to free stabilized interlanguage, escape putative fossilization, and boost L2 acquisition. It seeks to investigate the differential effect of different types of instruction, namely focus-on-form, focus-on-meaning and no-instruction. In order for us to determine the role of focus-on-form instruction in the acquisition of English parallel structures, five research questions are put forward, where two are most prominent: 1) Does focus-on-form instruction, both preemptive and reactive, have a differential effect on learners' interlanguage system? 2) Are short-term gains, if at all, maintained in the long-term? These are translated into working hypotheses which are roughly summarized as follows: the focus-on-form instructed subjects and the focus-on-meaning subjects would outperform the uninstructed participants of the control group; secondly, different types of instructional conditions would have differential effects on the short-term learning of parallel structures; thirdly, the focus-on-form group would outperform the focus-on-meaning group in the short-term; and finally, short-term gains would be maintained in the long-term and higher for the focus-on-form group than for the focus-onmeaning group. Seventy eight (78) third-year LMD university English language learners are
divided into three groups: a focus-on-form group (N=27), a focus-on-meaning group (N=27), and a control group (N=24). A Grammaticality Judgment Test (GJT) was used to measure accuracy of the target parallel forms over the short- and the long-term; therefore, three similar but not identical tests were administered at three temporal times: a pre-test, an immediate post-test, and a delayed post-test. The results of the present study show that focus-on-form instruction had a differential effect in language learning in both the short- and the long-term.
Recommendations for both research and pedagogy are discussed, and a model course of instruction is suggested.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BOU1484.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10818 A Cognitive and focus-on-form approach to free stabilized interlanguage and avoid putative fossilization : The case of third year LMD students of English at the University Centre of Mila Learning parallel structures. [texte imprimé] / Fouad Boulkroun, Auteur ; Hacene Saadi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2018 . - 323 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : l'interlangue la fossilisation stabilisation instruction centration sur la forme centration sur le sens feedback prise de conscience prise en conscience Interlanguage fossilization stabilization focus on form focus on meaning input enhancement consciousness-raising noticing لغة المتعلم التوقف عن التطور الدائم التوقف المؤقت التعليم المنهجي للنحو التركيز على الشكل التركيز على المعنى التغدية الراجعة تعزيز الوعي الإلتقاط Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : It cannot be denied that the ultimate aim of L2 teaching/learning is to produce functionally competent performers who are not at a disadvantage, or short, of grammatical equipments.
However, undue focus on meaning or communicative skills at the cost of forms or grammatical accuracy results in learners who stop developing at a grammatically inaccurate level of proficiency. Evidence from several immersion studies justifies the motivation for formal instruction, i.e. the inclusion of grammar, an issue that constitutes the cornerstone of the endless debate in L2 teaching methodologies: Should we teach grammar at all? It is our
contention that focus-on-form instruction should be adopted as a mediator between extreme practices by teaching grammar forms in situations where the focus is primarily on meaning and communication. The present study suggests a cognitive and focus-on-form approach to free stabilized interlanguage, escape putative fossilization, and boost L2 acquisition. It seeks to investigate the differential effect of different types of instruction, namely focus-on-form, focus-on-meaning and no-instruction. In order for us to determine the role of focus-on-form instruction in the acquisition of English parallel structures, five research questions are put forward, where two are most prominent: 1) Does focus-on-form instruction, both preemptive and reactive, have a differential effect on learners' interlanguage system? 2) Are short-term gains, if at all, maintained in the long-term? These are translated into working hypotheses which are roughly summarized as follows: the focus-on-form instructed subjects and the focus-on-meaning subjects would outperform the uninstructed participants of the control group; secondly, different types of instructional conditions would have differential effects on the short-term learning of parallel structures; thirdly, the focus-on-form group would outperform the focus-on-meaning group in the short-term; and finally, short-term gains would be maintained in the long-term and higher for the focus-on-form group than for the focus-onmeaning group. Seventy eight (78) third-year LMD university English language learners are
divided into three groups: a focus-on-form group (N=27), a focus-on-meaning group (N=27), and a control group (N=24). A Grammaticality Judgment Test (GJT) was used to measure accuracy of the target parallel forms over the short- and the long-term; therefore, three similar but not identical tests were administered at three temporal times: a pre-test, an immediate post-test, and a delayed post-test. The results of the present study show that focus-on-form instruction had a differential effect in language learning in both the short- and the long-term.
Recommendations for both research and pedagogy are discussed, and a model course of instruction is suggested.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BOU1484.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10818 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1484 BOU/1484 Thèse Bibliothèque principale Thèses Disponible
Titre : Developing vocabulary strategies in learners of english at university level : First-year L.M.D students Type de document : texte imprimé Auteurs : Samir Laraba, Auteur ; John Humbley, Directeur de thèse ; Hacene Saadi, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2007 Importance : 404 f. Format : 31 cm Note générale : Doctorat d’etat
2 copies imprimées disponiblesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Doctorat En ligne : ../theses/anglais/LAR10045.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=5875 Developing vocabulary strategies in learners of english at university level : First-year L.M.D students [texte imprimé] / Samir Laraba, Auteur ; John Humbley, Directeur de thèse ; Hacene Saadi, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2007 . - 404 f. ; 31 cm.
Doctorat d’etat
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Doctorat En ligne : ../theses/anglais/LAR10045.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=5875 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité LAR/10045 LAR/10045 Thèse Bibliothèque principale Thèses Disponible
Titre : Fear of Negative Evaluation as a Variety of Anxiety in Foreign Language Learning : the Case of First Year LMD Students of English at Bejaia University. Type de document : texte imprimé Auteurs : Nadia Idri, Auteur ; Hacene Saadi, Directeur de thèse Editeur : constantine [Algérie] : Université Constantine 1 Année de publication : 2014 Importance : 556 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This research work explores sources of Fear of Negative Evaluation (FNE) from the perspective of first year university students of EFL enrolled in the LMD1 system during the academic year 2006/2007 at Abderrahmane Mira University- Béjaia. The sources we considered in our three hypotheses are classroom interaction, language proficiency, error correction and evaluation. A mixed methodology was used all along the research work. That
is, a mixture of quantitative and qualitative methodology accompanied with a descriptive, analytic style and a thematic analysis of data were used for data analysis. Four research techniques were used in data collection. A piloting phase about the theme’s ‘researchability’ and feasibility was introduced first in a three month participant observation period of eight groups during their research methodology sessions. Data analysis showed that FNE was an existent and a significant phenomenon that seemed to be directed by a number of factors
among which interaction, evaluation, error correction and language proficiency (speaking and vocabulary in particular) take part of. After this phase, we could develop a questionnaire; we tested it and handed it to 157 participants. Results revealed that apart from classroom interaction which was positive, all the other sources were considerably contributing factors in creating anxiety and FNE. To complete these findings, we used the Before/After Design. We asked our participants to report their feelings before experiencing exams and after. Results indicated that FNE is experienced before exams and not after exams. Finally, we reinforced
our questionnaire with a sixteen questions interview format. Here, a thematic analysis was employed. Findings indicated that interaction with peers seemed less significant compared to the teacher’s one because participants affirmed that the learner-instructor interaction leads to fear. These findings reinforced the idea that fear is caused by the teacher’s way of error correction; a phenomenon that proved to be one of the main factors behind FNE. Further, learners revealed that they experience FNE because of their low language proficiency. Here,
speaking and vocabulary appeared to be the most significant weaknesses in English. Finally, evaluation seems also another major aspect where self-evaluation, peer evaluation and teacher evaluation are all exposed as a possible source of FNE. According to the findings, our three hypotheses have been confirmed. Only classroom interaction showed less significance compared to the other sources and emphasis was put on the teacher rather than on peer
interaction.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/IDR1360.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=9605 Fear of Negative Evaluation as a Variety of Anxiety in Foreign Language Learning : the Case of First Year LMD Students of English at Bejaia University. [texte imprimé] / Nadia Idri, Auteur ; Hacene Saadi, Directeur de thèse . - constantine [Algérie] : Université Constantine 1, 2014 . - 556 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This research work explores sources of Fear of Negative Evaluation (FNE) from the perspective of first year university students of EFL enrolled in the LMD1 system during the academic year 2006/2007 at Abderrahmane Mira University- Béjaia. The sources we considered in our three hypotheses are classroom interaction, language proficiency, error correction and evaluation. A mixed methodology was used all along the research work. That
is, a mixture of quantitative and qualitative methodology accompanied with a descriptive, analytic style and a thematic analysis of data were used for data analysis. Four research techniques were used in data collection. A piloting phase about the theme’s ‘researchability’ and feasibility was introduced first in a three month participant observation period of eight groups during their research methodology sessions. Data analysis showed that FNE was an existent and a significant phenomenon that seemed to be directed by a number of factors
among which interaction, evaluation, error correction and language proficiency (speaking and vocabulary in particular) take part of. After this phase, we could develop a questionnaire; we tested it and handed it to 157 participants. Results revealed that apart from classroom interaction which was positive, all the other sources were considerably contributing factors in creating anxiety and FNE. To complete these findings, we used the Before/After Design. We asked our participants to report their feelings before experiencing exams and after. Results indicated that FNE is experienced before exams and not after exams. Finally, we reinforced
our questionnaire with a sixteen questions interview format. Here, a thematic analysis was employed. Findings indicated that interaction with peers seemed less significant compared to the teacher’s one because participants affirmed that the learner-instructor interaction leads to fear. These findings reinforced the idea that fear is caused by the teacher’s way of error correction; a phenomenon that proved to be one of the main factors behind FNE. Further, learners revealed that they experience FNE because of their low language proficiency. Here,
speaking and vocabulary appeared to be the most significant weaknesses in English. Finally, evaluation seems also another major aspect where self-evaluation, peer evaluation and teacher evaluation are all exposed as a possible source of FNE. According to the findings, our three hypotheses have been confirmed. Only classroom interaction showed less significance compared to the other sources and emphasis was put on the teacher rather than on peer
interaction.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/IDR1360.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=9605 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité IDR/1360 IDR/1360 Thèse Bibliothèque principale Thèses Disponible
Titre : Improving EFL students’writing through trained peer review : The case of second year students at teacher training school of Constantine, "E.N.S" Type de document : texte imprimé Auteurs : Sami Berbache, Auteur ; Hacene Saadi, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2007 Importance : 225 f. Format : 31 cm Note générale : Magister
2 copies imprimées disponiblesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère En ligne : ../theses/anglais/BER100039.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=5863 Improving EFL students’writing through trained peer review : The case of second year students at teacher training school of Constantine, "E.N.S" [texte imprimé] / Sami Berbache, Auteur ; Hacene Saadi, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2007 . - 225 f. ; 31 cm.
Magister
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère En ligne : ../theses/anglais/BER100039.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=5863 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BER/100039 BER/909 Thèse Bibliothèque principale Thèses Disponible Permalink
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