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Auteur Mohammed Ouskourt |
Documents disponibles écrits par cet auteur (4)
Affiner la recherche Interroger des sources externesDevelopping efficient writing strategies through the process approach and teacher's feedback / Mohammed Ouskourt
Titre : Developping efficient writing strategies through the process approach and teacher's feedback : A case study Type de document : texte imprimé Auteurs : Mohammed Ouskourt ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse Année de publication : 2008 Importance : 331 f. Format : 30 cm Note générale : Deux disponibles à la salle de recherche Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Teacher's feedback Second year students Setif university Applied linguistics Developping efficient writing strategies Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/OUS1036.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4894 Developping efficient writing strategies through the process approach and teacher's feedback : A case study [texte imprimé] / Mohammed Ouskourt ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse . - 2008 . - 331 f. ; 30 cm.
Deux disponibles à la salle de recherche Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Teacher's feedback Second year students Setif university Applied linguistics Developping efficient writing strategies Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/OUS1036.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4894 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité OUS/1036 OUS/1036 Thèse Bibliothèque principale Thèses Disponible
Titre : Investigating teachers’ attitudes towards implementing drama activities in the Algerian secondary school textbooks : A case study: Second year textbook -getting through-. Type de document : texte imprimé Auteurs : Farouq Zaabab, Auteur ; Mohammed Ouskourt, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 243 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
1 copies imprimées disponiblesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : English language:Didactique des Langues Etrangères Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
Competency in English is crucial in a globalised world. Therefore, in a secondary school setting, English courses do not focus solely on the development of the four language skills. Instead, emphasis is put on the use of English in real world contexts, and this is known as the Competency-Based Approach (CBA). It is argued that the majority of English language instruction ignores the use of drama activities in the classroom despite their usefulness. The present research sets out to investigate the use of drama activities in teaching English in the Algerian secondary schools. More precisely, focus is placed on the second year textbook entitled “Getting Through”. Answering if and to what extent drama activities are used by the teachers and what they think of them is one of our aims. Another equally significant aspect of this study is to investigate how teachers think about the textbook “Getting Through” and how it can be adapted. We hypothesise that if the participating teachers receive a training workshop on how to use drama activities in the classroom, they would be willing to implement them in their teaching practices. In addition, we hypothesise
that the activities included in “Getting Through” can be changed into drama ctivities. The first hypothesis is tested by means of a Teachers Questionnaire. For the second one, a Drama Adaptability Checklist (DAC) is developed to analyse all the activities of “Getting Through”. The findings obtained allow to validate the first hypothesis and null the second one. On the basis of these findings, recommendations are made to the authors and designers of “Getting Through” in order to help make its content more engaging for both teachers and students.Note de contenu :
Appendices.Diplôme : Doctorat En ligne : ../theses/anglais/ZAA1557.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11278 Investigating teachers’ attitudes towards implementing drama activities in the Algerian secondary school textbooks : A case study: Second year textbook -getting through-. [texte imprimé] / Farouq Zaabab, Auteur ; Mohammed Ouskourt, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 243 f. ; 30 cm.
Doctorat 3 cycle LMD.
1 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : English language:Didactique des Langues Etrangères Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
Competency in English is crucial in a globalised world. Therefore, in a secondary school setting, English courses do not focus solely on the development of the four language skills. Instead, emphasis is put on the use of English in real world contexts, and this is known as the Competency-Based Approach (CBA). It is argued that the majority of English language instruction ignores the use of drama activities in the classroom despite their usefulness. The present research sets out to investigate the use of drama activities in teaching English in the Algerian secondary schools. More precisely, focus is placed on the second year textbook entitled “Getting Through”. Answering if and to what extent drama activities are used by the teachers and what they think of them is one of our aims. Another equally significant aspect of this study is to investigate how teachers think about the textbook “Getting Through” and how it can be adapted. We hypothesise that if the participating teachers receive a training workshop on how to use drama activities in the classroom, they would be willing to implement them in their teaching practices. In addition, we hypothesise
that the activities included in “Getting Through” can be changed into drama ctivities. The first hypothesis is tested by means of a Teachers Questionnaire. For the second one, a Drama Adaptability Checklist (DAC) is developed to analyse all the activities of “Getting Through”. The findings obtained allow to validate the first hypothesis and null the second one. On the basis of these findings, recommendations are made to the authors and designers of “Getting Through” in order to help make its content more engaging for both teachers and students.Note de contenu :
Appendices.Diplôme : Doctorat En ligne : ../theses/anglais/ZAA1557.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11278 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ZAA/1557 ZAA/1557 Thèse Bibliothèque principale Thèses Disponible
Titre : The association between variance in working memory capacity and foreign language receptive and productive lexical knowledge : The case study of Master one students of English as a foreign language— University of Frères Mentouri Constantine 1. Type de document : texte imprimé Auteurs : Yahia Almi, Auteur ; Mohammed Ouskourt, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 269 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : connaissance lexicale receptive connaissance lexicale productive frequence des mots la capacité de mémoire de travail Receptive vocabulary knowledge productive vocabulary knowledge word frequency Working Memory capacity المعرفة المعجمية الكامنة المعرفة المعجمية المستعملة مستوى تردد الكلمات في اللغة قدرة الذاكرة
العاملةIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Acquiring a satisfactory level of vocabulary knowledge is a prerequisite for mastering any language. It is a complex and continuous process that recruits several cognitive faculties, particularly memory mechanisms. The working memory is a memory concept that plays a vital role in the processing, manipulation and retrieval of information. The present study sets out to examine the association between the working memory capacity and vocabulary comprehension and use among students of English as a Foreign Language based on the frequency levels of words’ occurrence in the language. To achieve such a purpose, four widely used tests were administered: two vocabulary tests and two working memory capacity tests; the tests were taken by a randomly chosen sample of (40) Master One students of English as a Foreign Language enrolled at the Department of Letters and English—University of Frères Mentouri Constantine 1. The scores obtained from the vocabulary test, the Vocabulary Size Test, that assesses the subjects’ abilities to recognize and comprehend words—receptive lexical knowledge—were compared with their scores in the working memory capacity test, the Reading Span Test, that measures their abilities to comprehend and recall words. Similarly, the scores obtained from the vocabulary test, the Productive Vocabulary Levels Test, that assesses their abilities to use words—productive lexical knowledge—were compared with the scores they obtained in a working memory capacity tests, the Speaking Span Test, measuring their abilities to retain and reproduce words in sentences. Moreover, two questionnaires were delivered to teachers and students to determine their level of awareness and perceptions of the implications of cognitive and psychological abilities in language learning, with heavier focus on the link between vocabulary and memory.
A high correlation (r1= .59) was found between the working memory capacity to recognize words and receptive lexical knowledge. In parallel, a high correlation (r2= .73) was achieved between the students’ working memory capacity to retain and reproduce words and productive lexical knowledge. The questionnaires revealed a high level of awareness among both teachers and students of the significant role of various cognitive and psychological processes in vocabulary building. Furthermore, the working memory functioning was found to be highly implicated in vocabulary comprehension and use.Diplôme : Doctorat En ligne : ../theses/anglais/ALM1511.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10956 The association between variance in working memory capacity and foreign language receptive and productive lexical knowledge : The case study of Master one students of English as a foreign language— University of Frères Mentouri Constantine 1. [texte imprimé] / Yahia Almi, Auteur ; Mohammed Ouskourt, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2018 . - 269 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : connaissance lexicale receptive connaissance lexicale productive frequence des mots la capacité de mémoire de travail Receptive vocabulary knowledge productive vocabulary knowledge word frequency Working Memory capacity المعرفة المعجمية الكامنة المعرفة المعجمية المستعملة مستوى تردد الكلمات في اللغة قدرة الذاكرة
العاملةIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Acquiring a satisfactory level of vocabulary knowledge is a prerequisite for mastering any language. It is a complex and continuous process that recruits several cognitive faculties, particularly memory mechanisms. The working memory is a memory concept that plays a vital role in the processing, manipulation and retrieval of information. The present study sets out to examine the association between the working memory capacity and vocabulary comprehension and use among students of English as a Foreign Language based on the frequency levels of words’ occurrence in the language. To achieve such a purpose, four widely used tests were administered: two vocabulary tests and two working memory capacity tests; the tests were taken by a randomly chosen sample of (40) Master One students of English as a Foreign Language enrolled at the Department of Letters and English—University of Frères Mentouri Constantine 1. The scores obtained from the vocabulary test, the Vocabulary Size Test, that assesses the subjects’ abilities to recognize and comprehend words—receptive lexical knowledge—were compared with their scores in the working memory capacity test, the Reading Span Test, that measures their abilities to comprehend and recall words. Similarly, the scores obtained from the vocabulary test, the Productive Vocabulary Levels Test, that assesses their abilities to use words—productive lexical knowledge—were compared with the scores they obtained in a working memory capacity tests, the Speaking Span Test, measuring their abilities to retain and reproduce words in sentences. Moreover, two questionnaires were delivered to teachers and students to determine their level of awareness and perceptions of the implications of cognitive and psychological abilities in language learning, with heavier focus on the link between vocabulary and memory.
A high correlation (r1= .59) was found between the working memory capacity to recognize words and receptive lexical knowledge. In parallel, a high correlation (r2= .73) was achieved between the students’ working memory capacity to retain and reproduce words and productive lexical knowledge. The questionnaires revealed a high level of awareness among both teachers and students of the significant role of various cognitive and psychological processes in vocabulary building. Furthermore, the working memory functioning was found to be highly implicated in vocabulary comprehension and use.Diplôme : Doctorat En ligne : ../theses/anglais/ALM1511.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10956 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ALM/1511 ALM/1511 Thèse Bibliothèque principale Thèses Disponible
Titre : The written composition as an effective device in the testing of the writing skill with reference to an E.S.P situation Type de document : texte imprimé Auteurs : Mohammed Ouskourt ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse Année de publication : 1995 Importance : 162 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 : Compréhension écrite Rédaction ESP Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4720 The written composition as an effective device in the testing of the writing skill with reference to an E.S.P situation [texte imprimé] / Mohammed Ouskourt ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse . - 1995 . - 162 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 : Compréhension écrite Rédaction ESP Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4720 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité OUS/367 OUS/367 Thèse Bibliothèque principale Thèses Disponible
