Code-switching in the Algerian English as Foreign Language Classrooms. / Amira Henni  

Public ISBD Titre : Code-switching in the Algerian English as Foreign Language Classrooms. : Its Impact on the Student-Teacher Interaction and the Learning/Teaching Process The Case of First Year Secondary School Students in Constantine Type de document : texte imprimé Auteurs : Amira Henni, Auteur ; Madjda Chelli, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2020 Importance : 335 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD. 1 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : English Language: Linguistics and Applied Language Studies  l’alternance codique  EFL Classes  l’interaction élève-enseignants  le processus d’apprentissage/d’enseignement  Code-switching  The Algerian EFL Classroom  Student –Teacher Interaction  The Learning/Teaching Process  بين الطلبة والأستاذ التناوب اللغوي  اللغة الإنجليزية كلغة أجنبية في الجزائر  التفاعل  عملية التعلم و التعليم Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This research work probes the role of code-switching in the Algerian English as foreign language classrooms at the first year secondary school level in Constantine. It seeks to exhibit the perceptions of teachers and learners about the occurrence of Arabic and /or French in the English Foreign Language oral classroom context. Furthermore, it scrutinizes the effect of code-switching on the student-teacher interaction and on the learning process. The participants of this research were 24 teachers of English and 109 first year secondary school students. It was hypothesized that although CS is generally stigmatized in the educational setting, it may not always be a sign of deficiency in teaching and learning a foreign language in the Algerian secondary school context. It was hypothesized, too, that Code-switching in the Algerian EFL classroom was considered as a useful communicative tool which has positive effect on the student-teacher interaction if used whenever necessary. The third hypothesis suggested that the prudent use of code-switching in the Algerian EFL secondary school facilitated the learning/teaching process. To check the proposed hypotheses, quantitative and qualitative methods were adopted. These were two questionnaires submitted to teachers of English and their students, a classroom observation and a teacher interview. The examination of the data demonstrated that the majority of teachers and students held positive attitudes towards the use of code-switching, but it should be reasonably and wisely used. The findings revealed too that code-switching to Arabic and/ or French was used for academic purposes chiefly to overcome vocabulary gaps and to keep the flow of communication. Moreover; the results showed that the prudent use of code-switching had positive effects on the student-teacher interaction and it facilitated the learning/ teaching process. Nevertheless, if code-switching was overused, this would handicap the foreign language learning. At the end, some recommendations were suggested. Note de contenu : Appendices. Diplôme : Doctorat En ligne : ../theses/anglais/HEN1596.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=11706 Code-switching in the Algerian English as Foreign Language Classrooms. : Its Impact on the Student-Teacher Interaction and the Learning/Teaching Process The Case of First Year Secondary School Students in Constantine [texte imprimé] / Amira Henni, Auteur ; Madjda Chelli, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2020 . - 335 f. ; 30 cm. Doctorat 3 cycle LMD. 1 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : English Language: Linguistics and Applied Language Studies  l’alternance codique  EFL Classes  l’interaction élève-enseignants  le processus d’apprentissage/d’enseignement  Code-switching  The Algerian EFL Classroom  Student –Teacher Interaction  The Learning/Teaching Process  بين الطلبة والأستاذ التناوب اللغوي  اللغة الإنجليزية كلغة أجنبية في الجزائر  التفاعل  عملية التعلم و التعليم Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This research work probes the role of code-switching in the Algerian English as foreign language classrooms at the first year secondary school level in Constantine. It seeks to exhibit the perceptions of teachers and learners about the occurrence of Arabic and /or French in the English Foreign Language oral classroom context. Furthermore, it scrutinizes the effect of code-switching on the student-teacher interaction and on the learning process. The participants of this research were 24 teachers of English and 109 first year secondary school students. It was hypothesized that although CS is generally stigmatized in the educational setting, it may not always be a sign of deficiency in teaching and learning a foreign language in the Algerian secondary school context. It was hypothesized, too, that Code-switching in the Algerian EFL classroom was considered as a useful communicative tool which has positive effect on the student-teacher interaction if used whenever necessary. The third hypothesis suggested that the prudent use of code-switching in the Algerian EFL secondary school facilitated the learning/teaching process. To check the proposed hypotheses, quantitative and qualitative methods were adopted. These were two questionnaires submitted to teachers of English and their students, a classroom observation and a teacher interview. The examination of the data demonstrated that the majority of teachers and students held positive attitudes towards the use of code-switching, but it should be reasonably and wisely used. The findings revealed too that code-switching to Arabic and/ or French was used for academic purposes chiefly to overcome vocabulary gaps and to keep the flow of communication. Moreover; the results showed that the prudent use of code-switching had positive effects on the student-teacher interaction and it facilitated the learning/ teaching process. Nevertheless, if code-switching was overused, this would handicap the foreign language learning. At the end, some recommendations were suggested. Note de contenu : Appendices. Diplôme : Doctorat En ligne : ../theses/anglais/HEN1596.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=11706

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
HEN/1596	HEN/1596	Thèse	Bibliothèque principale	Thèses	Disponible

Enhancing students’ translation competence by implementing a contrastive analysis approach to language teaching for translation / Madjda Chelli  

Public ISBD Titre : Enhancing students’ translation competence by implementing a contrastive analysis approach to language teaching for translation : (The case of second year students of translation, department of translation, Mentouri University-Constantine) Type de document : texte imprimé Auteurs : Madjda Chelli, Auteur ; Mokhtar Mehamsadji, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2011 Importance : 674 f. Format : 31 cm. Note générale : 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : language teaching  translation  linguistics and translation Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research work attempts to shed light on teaching language for translation. According to Malmkjaer (2004), though language skills are very prominent in translating, very little has been written about language teaching for translators. This is the case because, most of the time, translation teachers are not language teachers. Thus the subject still remains an issue requiring further theoretical attention as well as experimental exploration. It is common sense that linguistic competence is the founding component of the translation activity; without a linguistic competence, no translation competence could be achieved. Far from engaging into a debate over whether to teach translation and language simultaneously or not, language enhancement, reinforcement or even teaching per-se became a fait accompli. Most translation courses whether they are international (at L’ESIT for instance) or national (in all our translation departments) comprise language modules as part of their curriculum. In an undergraduate translation course which combines language with translation modules, it was assumed that these modules will support each other. In reality however, students' translations showed little sign of applying language knowledge to translation. Instead, students’ linguistic behavior in translation modules was incompatible with their linguistic behavior in language modules concerning previously learnt constructions. Aware of the urgent need to disentangle this critical issue and to bring about a modest contribution to translation teaching, we embarked on highlighting the status of language teaching for translation in different translation teaching approaches. New trends of academic research have emerged to explore innovative lines of language Diplôme : Doctorat en sciences En ligne : ../theses/anglais/CHE1309.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=6124 Enhancing students’ translation competence by implementing a contrastive analysis approach to language teaching for translation : (The case of second year students of translation, department of translation, Mentouri University-Constantine) [texte imprimé] / Madjda Chelli, Auteur ; Mokhtar Mehamsadji, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2011 . - 674 f. ; 31 cm. 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : language teaching  translation  linguistics and translation Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research work attempts to shed light on teaching language for translation. According to Malmkjaer (2004), though language skills are very prominent in translating, very little has been written about language teaching for translators. This is the case because, most of the time, translation teachers are not language teachers. Thus the subject still remains an issue requiring further theoretical attention as well as experimental exploration. It is common sense that linguistic competence is the founding component of the translation activity; without a linguistic competence, no translation competence could be achieved. Far from engaging into a debate over whether to teach translation and language simultaneously or not, language enhancement, reinforcement or even teaching per-se became a fait accompli. Most translation courses whether they are international (at L’ESIT for instance) or national (in all our translation departments) comprise language modules as part of their curriculum. In an undergraduate translation course which combines language with translation modules, it was assumed that these modules will support each other. In reality however, students' translations showed little sign of applying language knowledge to translation. Instead, students’ linguistic behavior in translation modules was incompatible with their linguistic behavior in language modules concerning previously learnt constructions. Aware of the urgent need to disentangle this critical issue and to bring about a modest contribution to translation teaching, we embarked on highlighting the status of language teaching for translation in different translation teaching approaches. New trends of academic research have emerged to explore innovative lines of language Diplôme : Doctorat en sciences En ligne : ../theses/anglais/CHE1309.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=6124

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
CHE/1309	CHE/1309	Thèse	Bibliothèque principale	Thèses	Disponible

Investigation of the strategies of metaphor translation the case of second and third year students of translation university Mentouri Constantine / Madjda Chelli

Public ISBD Titre : Investigation of the strategies of metaphor translation the case of second and third year students of translation university Mentouri Constantine Type de document : texte imprimé Auteurs : Madjda Chelli ; Univ. de Constantine, Éditeur scientifique ; Hacène Saadi, Directeur de thèse Année de publication : 2003 Importance : 187 f. Note générale : 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 Anglaise Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère Permalink : index.php?lvl=notice_display&id=4726 Investigation of the strategies of metaphor translation the case of second and third year students of translation university Mentouri Constantine [texte imprimé] / Madjda Chelli ; Univ. de Constantine, Éditeur scientifique ; Hacène Saadi, Directeur de thèse . - 2003 . - 187 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 Anglaise Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère Permalink : index.php?lvl=notice_display&id=4726

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
CHE/851	CHE/851	Thèse	Bibliothèque principale	Thèses	Disponible

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