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Auteur Abdelhak Nemouchi |
Documents disponibles écrits par cet auteur (9)
Affiner la recherche Interroger des sources externesGames techniques for better motivation in boosting learners’ strategies of EFL Grammar / Nour Belhacene
Titre : Games techniques for better motivation in boosting learners’ strategies of EFL Grammar : Case study of second year students of English in the department of letters and English language at Constantine 1 University Type de document : texte imprimé Auteurs : Nour Belhacene, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : constantine [Algérie] : Université Constantine 1 Année de publication : 2014 Importance : 105 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 : Grammar is recognized as an aspect which plays a crucial role in the process of language learning. This modest research is an attempt toinvestigate the impact ofteaching grammar through interactive communication. Its main purpose is to explore the effects of language games as a teaching strategy to foster motivation in grammar learning to Second Year English students at Constantine 1 University and to gauge whether students prefer the traditional methods of learning grammar (giving rules and then doing simple activities) or the modern interactive ones where they are more involved and more interested. To carry out our study, two questionnaires were submitted to a sample of fifty Second Year LMD students and a group of twelve grammar teachers in the Department of Letters and English Language at Constantine 1 University. To confirm the validity of the set hypothesis which stipulates“if students were taught grammatical structures through games, they would feel motivated; and subsequently, they would foster the mastery of the grammar structures significantly”. The results from the analysis of both questionnaires revealed that both teachers and students are aware of the important role of grammar in the process of learning foreign languages and that grammar course will be more challenging and interesting when students practise games activities. The main conclusion drawn from this study is that language games have a fruitful impact on students’ learning outcomes, keep learners motivated, and encourage them to communicate, using the target language in meaningful context.
Diplôme : Magistère En ligne : ../theses/anglais/BEL1365.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=9790 Games techniques for better motivation in boosting learners’ strategies of EFL Grammar : Case study of second year students of English in the department of letters and English language at Constantine 1 University [texte imprimé] / Nour Belhacene, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - constantine [Algérie] : Université Constantine 1, 2014 . - 105 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 : Grammar is recognized as an aspect which plays a crucial role in the process of language learning. This modest research is an attempt toinvestigate the impact ofteaching grammar through interactive communication. Its main purpose is to explore the effects of language games as a teaching strategy to foster motivation in grammar learning to Second Year English students at Constantine 1 University and to gauge whether students prefer the traditional methods of learning grammar (giving rules and then doing simple activities) or the modern interactive ones where they are more involved and more interested. To carry out our study, two questionnaires were submitted to a sample of fifty Second Year LMD students and a group of twelve grammar teachers in the Department of Letters and English Language at Constantine 1 University. To confirm the validity of the set hypothesis which stipulates“if students were taught grammatical structures through games, they would feel motivated; and subsequently, they would foster the mastery of the grammar structures significantly”. The results from the analysis of both questionnaires revealed that both teachers and students are aware of the important role of grammar in the process of learning foreign languages and that grammar course will be more challenging and interesting when students practise games activities. The main conclusion drawn from this study is that language games have a fruitful impact on students’ learning outcomes, keep learners motivated, and encourage them to communicate, using the target language in meaningful context.
Diplôme : Magistère En ligne : ../theses/anglais/BEL1365.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=9790 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BEL/1365 BEL/1365 Thèse Bibliothèque principale Thèses Disponible
Titre : Improving students’ speaking fluency through communication-based activities : The case study of second year university students of English at Frères Mentouri University Type de document : texte imprimé Auteurs : Rima Hadef, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 286 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 discusses the problem of teaching and learning speaking fluency to Second Year Students of English at Frères Mentouri University. Literature in the field of speaking skills reveals that fluency is the hardest skill to be taught and learned. Fluency does not obey preestablished regulations and even though many activities are designed to develop it, learners still meet great difficulties to master it as it requires time and intensive practice. This research is developed to identify and experiment the most effective classroom fluency activity that may enhance fluency in foreign language learners’ speech. It attempts to check the validity of the hypothesis which states that teachers of the oral expression module would improve their
students speaking fluency if they could identify and practise the most appropriate classroom
activity among an array of other activities. Two kinds of means of research are adopted:
teachers’ questionnaire and students’ test. The former is planned out to see what second year oral expression teachers suggest to be the most efficient fluency classroom activities. The latter is adopted to experiment what teachers suggest as the best two fluency activities to identify the most effective one among them. The results of both, the teachers’ questionnaire and the students’ test, reveal that ‘free discussion’ is the most effective fluency classroom activity which helps learners minimize shyness and maximize participation in the classroom.Diplôme : Doctorat En ligne : ../theses/anglais/HAD1440.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10630 Improving students’ speaking fluency through communication-based activities : The case study of second year university students of English at Frères Mentouri University [texte imprimé] / Rima Hadef, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 286 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 discusses the problem of teaching and learning speaking fluency to Second Year Students of English at Frères Mentouri University. Literature in the field of speaking skills reveals that fluency is the hardest skill to be taught and learned. Fluency does not obey preestablished regulations and even though many activities are designed to develop it, learners still meet great difficulties to master it as it requires time and intensive practice. This research is developed to identify and experiment the most effective classroom fluency activity that may enhance fluency in foreign language learners’ speech. It attempts to check the validity of the hypothesis which states that teachers of the oral expression module would improve their
students speaking fluency if they could identify and practise the most appropriate classroom
activity among an array of other activities. Two kinds of means of research are adopted:
teachers’ questionnaire and students’ test. The former is planned out to see what second year oral expression teachers suggest to be the most efficient fluency classroom activities. The latter is adopted to experiment what teachers suggest as the best two fluency activities to identify the most effective one among them. The results of both, the teachers’ questionnaire and the students’ test, reveal that ‘free discussion’ is the most effective fluency classroom activity which helps learners minimize shyness and maximize participation in the classroom.Diplôme : Doctorat En ligne : ../theses/anglais/HAD1440.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10630 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité HAD/1440 HAD/1440 Thèse Bibliothèque principale Thèses Disponible
Titre : Measuring the effectiveness of classroom presentations and their impact on students' motivation for fluent speaking performance : The case study of second year students of English in Echahid Hamma Lakhdar University, El-Oued. Type de document : texte imprimé Auteurs : Ahmed Zellouma, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 253 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
2 copies imprimées disponiblesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Methodology of Language Teachingوspeaking public speaking oral expression oral presentations motivation parler parler en public expression orale présentations orales كلام الخطابة العامة تعبري شفهي عرض شفهي دافع Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study has two major aims. First, it investigates the impact of students' classroom presentations on their motivation to achieve a fluent speaking performance. Second, it investigates the effectiveness of an alternative course of oral expression activities that aim at both increasing students' motivation to attend as well as their chances to participate in the speaking class, hence enhancing their speaking abilities. In this research, we hypothesize that oral presentations, and under the current conditions, demotivate students from active participation in the oral expression sessions. Not only that, but this practice also hinders the
development of their speaking abilities. We also hypothesize that the alternative course of speaking activities is a better-suited solution to the problem, both to motivate students and enhance their speaking skill. Indeed, the three different means of research (a questionnaire for forty national oral expression teachers, and that of 105 second year students of English, besides their first test) reveal much information about the subject matter and strongly confirm these hypotheses. The students' questionnaire, on the one hand, shows that this course actually does what it is designed to achieve. Students' motivation increases remarkably during the application of the course. The students' second test, on the other hand, confirms that students' speaking performance develops thanks to the course. On the basis of the obtained results, the hypotheses we tested came to be confirmed, in that the oral presentations students perform demotivate them from taking part in the speaking class, also they do not improve their speaking performance. In contrast, the alternative course remarkably increases students' motivation and significantly improves their oral skills.
Diplôme : Doctorat En ligne : ../theses/anglais/ZEL1534.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11123 Measuring the effectiveness of classroom presentations and their impact on students' motivation for fluent speaking performance : The case study of second year students of English in Echahid Hamma Lakhdar University, El-Oued. [texte imprimé] / Ahmed Zellouma, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 253 f. ; 30 cm.
Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Methodology of Language Teachingوspeaking public speaking oral expression oral presentations motivation parler parler en public expression orale présentations orales كلام الخطابة العامة تعبري شفهي عرض شفهي دافع Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study has two major aims. First, it investigates the impact of students' classroom presentations on their motivation to achieve a fluent speaking performance. Second, it investigates the effectiveness of an alternative course of oral expression activities that aim at both increasing students' motivation to attend as well as their chances to participate in the speaking class, hence enhancing their speaking abilities. In this research, we hypothesize that oral presentations, and under the current conditions, demotivate students from active participation in the oral expression sessions. Not only that, but this practice also hinders the
development of their speaking abilities. We also hypothesize that the alternative course of speaking activities is a better-suited solution to the problem, both to motivate students and enhance their speaking skill. Indeed, the three different means of research (a questionnaire for forty national oral expression teachers, and that of 105 second year students of English, besides their first test) reveal much information about the subject matter and strongly confirm these hypotheses. The students' questionnaire, on the one hand, shows that this course actually does what it is designed to achieve. Students' motivation increases remarkably during the application of the course. The students' second test, on the other hand, confirms that students' speaking performance develops thanks to the course. On the basis of the obtained results, the hypotheses we tested came to be confirmed, in that the oral presentations students perform demotivate them from taking part in the speaking class, also they do not improve their speaking performance. In contrast, the alternative course remarkably increases students' motivation and significantly improves their oral skills.
Diplôme : Doctorat En ligne : ../theses/anglais/ZEL1534.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11123 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ZEL/1534 ZEL/1534 Thèse Bibliothèque principale Thèses Disponible
Titre : Reading and writing integration to enhance students’ performance in writing : Case study of second year students of english at the teachers’ training school and Mentouri Brothers University, Constantine 1 Type de document : texte imprimé Auteurs : Esma Fetsi, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 359 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Lecture Ecriture Intégration Techniques de la lecture Expression écrite Performance en Ecriture Reading Writing Integration Reading Techniques Written Expression Writing Performance القراءة الكتابة الدمج بين المهارات تقنيات القراءة التعبير الكتابي الناتج الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Reading and writing are often thought of as integrated skills. Some thinkers consider that they ought to be taught as a single subject, while others see the opposite. In our immediate environment, we notice that in the Teachers Training School they are taught as separate modules; while in Mentouri University there is no room for reading. This situation leads us to think that if reading is really indispensable for the mastery of writing, then we are tempted to believe our students are handicapped; in that, they learn writing without reading. This study aims first at shedding light on the different approaches and methods of teaching and integrating reading and writing, as well as assessing the development of the writing skill in the second year students of both departments. Second, it also aims at investigating the potential positive impacts that reading might have on improving the writing skill. We
hypothesize that if Reading and Writing were taught as integrated skills, the students' performance in Writing would be enhanced significantly. To test our hypothesis, we have chosen the descriptive method. Teachers and students questionnaires with students‟ scores in Written Expression and Reading Techniques were analyzed and manipulated with adequate statistical procedures to study the perceptions of the informants and compare the performances of the students in the exams. This revealed that the Teachers Training School students were better writers and readers than Mentouri Brothers University students. Through this study, we assume that reading plays an important role in developing students‟ writing performance. Hence, we want to prove that reading needs to be taught as a module on its own right in the English Department of Mentouri University to help our students improve their writing skills.
Diplôme : Doctorat En ligne : ../theses/anglais/FET1463.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10608 Reading and writing integration to enhance students’ performance in writing : Case study of second year students of english at the teachers’ training school and Mentouri Brothers University, Constantine 1 [texte imprimé] / Esma Fetsi, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 359 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Lecture Ecriture Intégration Techniques de la lecture Expression écrite Performance en Ecriture Reading Writing Integration Reading Techniques Written Expression Writing Performance القراءة الكتابة الدمج بين المهارات تقنيات القراءة التعبير الكتابي الناتج الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Reading and writing are often thought of as integrated skills. Some thinkers consider that they ought to be taught as a single subject, while others see the opposite. In our immediate environment, we notice that in the Teachers Training School they are taught as separate modules; while in Mentouri University there is no room for reading. This situation leads us to think that if reading is really indispensable for the mastery of writing, then we are tempted to believe our students are handicapped; in that, they learn writing without reading. This study aims first at shedding light on the different approaches and methods of teaching and integrating reading and writing, as well as assessing the development of the writing skill in the second year students of both departments. Second, it also aims at investigating the potential positive impacts that reading might have on improving the writing skill. We
hypothesize that if Reading and Writing were taught as integrated skills, the students' performance in Writing would be enhanced significantly. To test our hypothesis, we have chosen the descriptive method. Teachers and students questionnaires with students‟ scores in Written Expression and Reading Techniques were analyzed and manipulated with adequate statistical procedures to study the perceptions of the informants and compare the performances of the students in the exams. This revealed that the Teachers Training School students were better writers and readers than Mentouri Brothers University students. Through this study, we assume that reading plays an important role in developing students‟ writing performance. Hence, we want to prove that reading needs to be taught as a module on its own right in the English Department of Mentouri University to help our students improve their writing skills.
Diplôme : Doctorat En ligne : ../theses/anglais/FET1463.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10608 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité FET/1463 FET/1463 Thèse Bibliothèque principale Thèses Disponible
Titre : Teaching and learning vocabulary through spelling strategy : Acase study of first-year LMD students Type de document : texte imprimé Auteurs : Meriem Boukhira ; Univ. de Constantine, Éditeur scientifique ; Abdelhak Nemouchi, Directeur de thèse Année de publication : 2010 Importance : 61 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Spelling strategy Learning Teaching First-year LMD students Vocabulary Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BOU1177.pdf Permalink : index.php?lvl=notice_display&id=4817 Teaching and learning vocabulary through spelling strategy : Acase study of first-year LMD students [texte imprimé] / Meriem Boukhira ; Univ. de Constantine, Éditeur scientifique ; Abdelhak Nemouchi, Directeur de thèse . - 2010 . - 61 f. ; 30 cm.
01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Spelling strategy Learning Teaching First-year LMD students Vocabulary Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BOU1177.pdf Permalink : index.php?lvl=notice_display&id=4817 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1177 BOU/1177 Thèse Bibliothèque principale Thèses Disponible Permalink
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