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Auteur Samir Laraba |
Documents disponibles écrits par cet auteur (7)
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Titre : Developing the reading skill : an analysis of the history departement student's needs Type de document : texte imprimé Auteurs : Samir Laraba ; Farida Abderrahim, Directeur de thèse ; Univ. de Constantine, Éditeur scientifique Année de publication : 1996 Importance : 168 f. Note générale : 02 Disponibles au magasin de la bibliothèque universitaire centrale
1 exp. Transférer à la bibliothèque des sciences humainesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Lecture Compréhension orale Etudiant Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Permalink : index.php?lvl=notice_display&id=4710 Developing the reading skill : an analysis of the history departement student's needs [texte imprimé] / Samir Laraba ; Farida Abderrahim, Directeur de thèse ; Univ. de Constantine, Éditeur scientifique . - 1996 . - 168 f.
02 Disponibles au magasin de la bibliothèque universitaire centrale
1 exp. Transférer à la bibliothèque des sciences humaines
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Lecture Compréhension orale Etudiant Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Permalink : index.php?lvl=notice_display&id=4710 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité LAR/376 LAR/376 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 : Teaching and learning vocabulary strategies in an algerian efl context : The case of 3rd year students of English at The Ecole Normale Supérieure of Constantine. Type de document : texte imprimé Auteurs : Amel Benyahia, Auteur ; Samir Laraba, Directeur de thèse ; Riad Belouahem, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 316 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : stratégies d’apprentissage du vocabulaire( VLS) niveau de compétence(bons et moins bons apprenants) formation en VLS vocabulary learning strategiesVLS proficiency level(succeful VS less successful) strategy training استراتيجيات تعلم مفرادات اللغة الانجليزية الكفاءات الدراسية (ذووا الكفاءات العليا وذووا الكفاءات الدنيا) برنامج تدريب على طريقة استعمال بعض الاستراتيجيات Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study investigates the teaching and learning of vocabulary learning strategies (VLS) in an Algerian EFL context; the case of third year students at l’ENSC (l’Ecole Normale Supérieure de Constantine). Three major questions about ENSC students’ use of different vocabulary learning strategies, the impact of their proficiency level on such use as well as the effect of strategy training on learners with a lower proficiency level are raised at the onset of the study. On this basis, three main hypotheses are formulated. Firstly, ENSC students make use of different VLS but some strategies, such as dictionary use are more common among students than other strategies. Secondly, students’ proficiency level may have an impact both on the quantity and quality of the strategies in use. Thirdly, strategy training may have a positive impact on students’ use of the strategies under study. The study population consisted of twenty (20) third year students from the English department at l’ENSC. The participants were divided into two groups of ten students each, representing successful and less successful
learners. In the second stage of the investigation, only ten students (less successful learners) took part. To test the stated hypotheses, the study employed two main tools of investigation:
focus groups and a strategy training program, each of them was carried out through further sub tools. In the first phase; focus group discussions, direct observation of learners’ behaviours while performing reading tasks, verbal reporting from the participants about the strategies they made use of in addition to two vocabulary tests were administered in each group separately. In the second phase, a pre- and a post-test were administered at the
beginning and at the end of the training respectively. The results show that ENSC students’ use of various VLS corresponds to Shmitt’s (2000) classification. Two strategies, in particular; ‘dictionary use’ and ‘contextual guessing’, are most common among students in the population of the study, but at the same time carried out differently by higher and lower achievers. The results also show that successful learners use more strategies and more strategy types than less successful learners. In addition, results of the pre-and post tests show that the
training program has had a positive impact on less successful learners’ performance in relation to the strategies under study.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BEN1459.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10446 Teaching and learning vocabulary strategies in an algerian efl context : The case of 3rd year students of English at The Ecole Normale Supérieure of Constantine. [texte imprimé] / Amel Benyahia, Auteur ; Samir Laraba, Directeur de thèse ; Riad Belouahem, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 316 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : stratégies d’apprentissage du vocabulaire( VLS) niveau de compétence(bons et moins bons apprenants) formation en VLS vocabulary learning strategiesVLS proficiency level(succeful VS less successful) strategy training استراتيجيات تعلم مفرادات اللغة الانجليزية الكفاءات الدراسية (ذووا الكفاءات العليا وذووا الكفاءات الدنيا) برنامج تدريب على طريقة استعمال بعض الاستراتيجيات Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study investigates the teaching and learning of vocabulary learning strategies (VLS) in an Algerian EFL context; the case of third year students at l’ENSC (l’Ecole Normale Supérieure de Constantine). Three major questions about ENSC students’ use of different vocabulary learning strategies, the impact of their proficiency level on such use as well as the effect of strategy training on learners with a lower proficiency level are raised at the onset of the study. On this basis, three main hypotheses are formulated. Firstly, ENSC students make use of different VLS but some strategies, such as dictionary use are more common among students than other strategies. Secondly, students’ proficiency level may have an impact both on the quantity and quality of the strategies in use. Thirdly, strategy training may have a positive impact on students’ use of the strategies under study. The study population consisted of twenty (20) third year students from the English department at l’ENSC. The participants were divided into two groups of ten students each, representing successful and less successful
learners. In the second stage of the investigation, only ten students (less successful learners) took part. To test the stated hypotheses, the study employed two main tools of investigation:
focus groups and a strategy training program, each of them was carried out through further sub tools. In the first phase; focus group discussions, direct observation of learners’ behaviours while performing reading tasks, verbal reporting from the participants about the strategies they made use of in addition to two vocabulary tests were administered in each group separately. In the second phase, a pre- and a post-test were administered at the
beginning and at the end of the training respectively. The results show that ENSC students’ use of various VLS corresponds to Shmitt’s (2000) classification. Two strategies, in particular; ‘dictionary use’ and ‘contextual guessing’, are most common among students in the population of the study, but at the same time carried out differently by higher and lower achievers. The results also show that successful learners use more strategies and more strategy types than less successful learners. In addition, results of the pre-and post tests show that the
training program has had a positive impact on less successful learners’ performance in relation to the strategies under study.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BEN1459.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10446 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BEN/1459 BEN/1459 Thèse Bibliothèque principale Thèses Disponible The effect of LT cooperative learning model and teacher’s feedback on EFL students’ writing / Assia Azzioui
Titre : The effect of LT cooperative learning model and teacher’s feedback on EFL students’ writing : The case of second year students of English at the Mentouri Brothers University, Constantine. Type de document : texte imprimé Auteurs : Assia Azzioui, Auteur ; Samir Laraba, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 314 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Didactique des Langues Etrangères l'apprentissage coopératif la méthode de LT écrit Cooperative learning the LT Method Teacher Feedback Writing التعبير الكتابي التعلم التعاوني منهجية LT تعليمات و توجيهات الأستاذ Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
This study sets out to get insight into the effect of the Johnsons’ “Learning Together” cooperative model and teacher’s feedback on second-year EFL students' writing ability. Another equally considerable part of this research is to check whether CL and teachers’ feedback are used in the writing cl ass, the way they have to, and the teachers’ and students’ perceptions about the importance of integrating these methods in the writing class. This investigation is based on the hypothesis that if students under study receive effective teacher’s feedback while writing cooperatively, their writing ability would likely be better. In addition, we hypothesize that the teachers are convinced of the productivity of their feedback and CL in the writing class and would reach fruitful results if th ey are aware of the principles required in order to successfully implement these techniques, and that students would like to write cooperatively and receive teachers’ feedback if their perceptions towards these techniques are taken into consideration. To test out the first hypothesis, we have used a true randomized post-test only control group design, alternatively teachers’ and students’ questionnaires are used to check out the second one. Post-test results showed that st udents in the Exp.G produced better assignments than students who wrote individually and that the Exp.G relatively outperformed the CG in the five components of writing. T-test statistically confirmed the obtained results at the .05 level of significance and determined the effectiveness of these techniques on students’ writing. The second hypothesis is also confirmed, in that both teachers and students are fully aware of the im portance of CL and teachers’ feedback in the writing class, however most of the teachers have been found to not organize the students’ groups according to the basic elements of CL, do not make training on this technique either for themselves or their students, still overemphasis surface-level feedback and negative feedback , and their feedback is usually given at the students’ end product. In addition, students claim that they prefer to write in groups under some conditions and that teachers’ feedback have to be in line with their personalities and styles, and ask teachers to couple praises with criticisms to give them the balance d feedback they need. Based on the provided results, we have suggested some recommendations that would serve as insights for teachers to use these techniques effectively.Diplôme : Doctorat En ligne : ../theses/anglais/AZZ1397.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10207 The effect of LT cooperative learning model and teacher’s feedback on EFL students’ writing : The case of second year students of English at the Mentouri Brothers University, Constantine. [texte imprimé] / Assia Azzioui, Auteur ; Samir Laraba, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 314 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Didactique des Langues Etrangères l'apprentissage coopératif la méthode de LT écrit Cooperative learning the LT Method Teacher Feedback Writing التعبير الكتابي التعلم التعاوني منهجية LT تعليمات و توجيهات الأستاذ Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
This study sets out to get insight into the effect of the Johnsons’ “Learning Together” cooperative model and teacher’s feedback on second-year EFL students' writing ability. Another equally considerable part of this research is to check whether CL and teachers’ feedback are used in the writing cl ass, the way they have to, and the teachers’ and students’ perceptions about the importance of integrating these methods in the writing class. This investigation is based on the hypothesis that if students under study receive effective teacher’s feedback while writing cooperatively, their writing ability would likely be better. In addition, we hypothesize that the teachers are convinced of the productivity of their feedback and CL in the writing class and would reach fruitful results if th ey are aware of the principles required in order to successfully implement these techniques, and that students would like to write cooperatively and receive teachers’ feedback if their perceptions towards these techniques are taken into consideration. To test out the first hypothesis, we have used a true randomized post-test only control group design, alternatively teachers’ and students’ questionnaires are used to check out the second one. Post-test results showed that st udents in the Exp.G produced better assignments than students who wrote individually and that the Exp.G relatively outperformed the CG in the five components of writing. T-test statistically confirmed the obtained results at the .05 level of significance and determined the effectiveness of these techniques on students’ writing. The second hypothesis is also confirmed, in that both teachers and students are fully aware of the im portance of CL and teachers’ feedback in the writing class, however most of the teachers have been found to not organize the students’ groups according to the basic elements of CL, do not make training on this technique either for themselves or their students, still overemphasis surface-level feedback and negative feedback , and their feedback is usually given at the students’ end product. In addition, students claim that they prefer to write in groups under some conditions and that teachers’ feedback have to be in line with their personalities and styles, and ask teachers to couple praises with criticisms to give them the balance d feedback they need. Based on the provided results, we have suggested some recommendations that would serve as insights for teachers to use these techniques effectively.Diplôme : Doctorat En ligne : ../theses/anglais/AZZ1397.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10207 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité AZZ/1397 AZZ/1397 Thèse Bibliothèque principale Thèses Disponible
Titre : The importance of outlining in developing good essays for foreign language writers : A case study of second year students at Mentouri-University Constantine Type de document : texte imprimé Auteurs : Abderrahim Bouderbane, Auteur ; Samir Laraba, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2009 Importance : 91 f. Format : 31 cm Note générale : Master
2 copies imprimées disponiblesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Langue Anglaise Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Writing in second and foreign language contexts is a discovery of new things. Because it is to find out how to write strategically, instead of only translating preconceived ideas into text. That is to say writing for novice writers is based on developing strategies of writing, for implementing knowledge and transforming it to the readers. In all the models of writing being tackled in this research, Hayes and Flower (1980), Bereiter and Scardamalia (1987), the discovery involved, was highly based on the problem-solving issue to show the difference between novice writers and expert writers, and to give examples of how they process knowledge in writing. Experts determine a set of goals for their texts, and organize the ideas using outlining and planning strategies.
While novice writers write the ideas prompted in their minds spontaneously and translate them directly into a text. This study investigates the importance of outlining in developing and organizing good texts for student‟s writers enrolled in Mentouri University (Constantine).
It represents a case study of 40 students chosen to represent the experimental group and the control group through the evaluation of their final papers presented at the end of the test. We attempted to know the importance of this strategy in writing and what impact it has on the students writing. Hence, we evaluated four basic writing criteria in our student‟s papers (The targeted audience, content and organization, rhetorical functions, and coherence and cohesion). There were no significant differences between the performance of the experimental group and the performance of the control group.Diplôme : Master 2 En ligne : ../theses/anglais/BOU1263.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=5743 The importance of outlining in developing good essays for foreign language writers : A case study of second year students at Mentouri-University Constantine [texte imprimé] / Abderrahim Bouderbane, Auteur ; Samir Laraba, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2009 . - 91 f. ; 31 cm.
Master
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Langue Anglaise Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Writing in second and foreign language contexts is a discovery of new things. Because it is to find out how to write strategically, instead of only translating preconceived ideas into text. That is to say writing for novice writers is based on developing strategies of writing, for implementing knowledge and transforming it to the readers. In all the models of writing being tackled in this research, Hayes and Flower (1980), Bereiter and Scardamalia (1987), the discovery involved, was highly based on the problem-solving issue to show the difference between novice writers and expert writers, and to give examples of how they process knowledge in writing. Experts determine a set of goals for their texts, and organize the ideas using outlining and planning strategies.
While novice writers write the ideas prompted in their minds spontaneously and translate them directly into a text. This study investigates the importance of outlining in developing and organizing good texts for student‟s writers enrolled in Mentouri University (Constantine).
It represents a case study of 40 students chosen to represent the experimental group and the control group through the evaluation of their final papers presented at the end of the test. We attempted to know the importance of this strategy in writing and what impact it has on the students writing. Hence, we evaluated four basic writing criteria in our student‟s papers (The targeted audience, content and organization, rhetorical functions, and coherence and cohesion). There were no significant differences between the performance of the experimental group and the performance of the control group.Diplôme : Master 2 En ligne : ../theses/anglais/BOU1263.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=5743 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1263 BOU/1263 Thèse Bibliothèque principale Thèses Disponible
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