Détail de l'auteur
Auteur Hacène Saadi |
Documents disponibles écrits par cet auteur (10)
Affiner la recherche Interroger des sources externesAutomaticity and cognition in received pronunciation English vowel perception, and attitudes towards English language pronunciation / Ramzi Nouioua
Titre : Automaticity and cognition in received pronunciation English vowel perception, and attitudes towards English language pronunciation : The case of Third-year students at the école normale supérieure Assia Djebar, Constantine. Type de document : texte imprimé Auteurs : Ramzi Nouioua, Auteur ; Hacène Saadi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2020 Importance : 372 f. Format : 30 cm. Note générale : 1 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Applied Linguistics and Foreign Language Teaching Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
The present research investigated perception of RP English prototypic vowels among a group of 53 Algerian 3rd year students of English at the ENS Assia Djebar School in Constantine and their attitudes towards English language pronunciation. The research hypothesised that participants’ L1 vowel inventory would not predict perception difficulty and that their attitudes would significantly correlate with their speaking proficiency. The research used a mixed research design to investigate phenomena of interest. Three experimental conditions were manipulated: (a) discrimination of spectral distance among 9 RP English prototypic vowel contrasts, using an AX test, (b) identification of RP English prototypic vowels in isolation across durational variation, using an m-AFC test, and (c) an m-AFC test for identification of RP English prototypic vowels in varying phonetic contexts. The research used a questionnaire to explore Algerian learners’ attitudes towards pronunciation. Findings for AX discrimination test showed learners’ remarkable perceptual sensitivity to spectral distances among 8 vowel contrasts, with d’ ranging between 1.87 for (/uː/ vs. /ʊ/) and 5.76 for (/ɜː/ vs. /ʊ/), and a null d’ for (/ɑː/ vs. /ʌ/). The m-AFC test for isolated vowels’ identification across manipulated durations showed the following identification pattern: /ʊ/ > /ɪ/ > /e/ > /ʌ/ > /æ/ > /ɒ/, with /ɒ/ being significantly the least accurately identified. For long vowels, the pattern was /iː/ > /ɔː/ > /ɑː/ > /ɜː/ > /uː/, with /uː/ being significantly the least accurately identified. In the second mAFC test, identification of in-context vowels followed a varied pattern than in the previous test, with all vowels identified accurately with a hit rate ranging from .74 to .98. The survey demonstrated an overall positive attitude towards English pronunciation learning and instruction and a sensed reluctance in involvement in self-initiated pronunciation learning activities. The research discussed obtained findings within common theories of cross language speech perception, the status of pronunciation among Algerian students of English, drew a brief conclusion and recommended further speech perception research within the Algerian context.Note de contenu :
Appendix.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/NOU1576.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11685 Automaticity and cognition in received pronunciation English vowel perception, and attitudes towards English language pronunciation : The case of Third-year students at the école normale supérieure Assia Djebar, Constantine. [texte imprimé] / Ramzi Nouioua, Auteur ; Hacène Saadi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2020 . - 372 f. ; 30 cm.
1 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Applied Linguistics and Foreign Language Teaching Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
The present research investigated perception of RP English prototypic vowels among a group of 53 Algerian 3rd year students of English at the ENS Assia Djebar School in Constantine and their attitudes towards English language pronunciation. The research hypothesised that participants’ L1 vowel inventory would not predict perception difficulty and that their attitudes would significantly correlate with their speaking proficiency. The research used a mixed research design to investigate phenomena of interest. Three experimental conditions were manipulated: (a) discrimination of spectral distance among 9 RP English prototypic vowel contrasts, using an AX test, (b) identification of RP English prototypic vowels in isolation across durational variation, using an m-AFC test, and (c) an m-AFC test for identification of RP English prototypic vowels in varying phonetic contexts. The research used a questionnaire to explore Algerian learners’ attitudes towards pronunciation. Findings for AX discrimination test showed learners’ remarkable perceptual sensitivity to spectral distances among 8 vowel contrasts, with d’ ranging between 1.87 for (/uː/ vs. /ʊ/) and 5.76 for (/ɜː/ vs. /ʊ/), and a null d’ for (/ɑː/ vs. /ʌ/). The m-AFC test for isolated vowels’ identification across manipulated durations showed the following identification pattern: /ʊ/ > /ɪ/ > /e/ > /ʌ/ > /æ/ > /ɒ/, with /ɒ/ being significantly the least accurately identified. For long vowels, the pattern was /iː/ > /ɔː/ > /ɑː/ > /ɜː/ > /uː/, with /uː/ being significantly the least accurately identified. In the second mAFC test, identification of in-context vowels followed a varied pattern than in the previous test, with all vowels identified accurately with a hit rate ranging from .74 to .98. The survey demonstrated an overall positive attitude towards English pronunciation learning and instruction and a sensed reluctance in involvement in self-initiated pronunciation learning activities. The research discussed obtained findings within common theories of cross language speech perception, the status of pronunciation among Algerian students of English, drew a brief conclusion and recommended further speech perception research within the Algerian context.Note de contenu :
Appendix.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/NOU1576.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11685 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité NOU/1576 NOU/1576 Thèse Bibliothèque principale Thèses Disponible
Titre : Enhancing learners’ motivation and the English speaking skill through cooperative learning activities. : The case of third year license students of English at the University of Frères Mentouri Constantine. Type de document : texte imprimé Auteurs : Rym Ghosn El-Bey Chelbi, Auteur ; Hacène Saadi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 311 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles. Langues : Français (fre) Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research aims at investigating EFL learners’ motivation and English speaking skill development through the implementation of Cooperative Learning activities at the Department of Letters and English at the University of Frères Mentouri Constantine, with a sample of third year Didactics. In order to investigate the relationship between the three variables, we first conducted, at the very beginning of our study, a pre questionnaire that was administered to both of the experimental and the control groups, in order to know the students’ views concerning the Oral Expression module and the idea of working in groups. After that, we conducted a pre test for both groups to test the students’ level. Next, a six- week teaching experiment was conducted through the implementation of Cooperative Learning activities with the experimental group and the use of individualistic type of learning with the control group. At the end of the treatment, we administered a post test to the experimental and the control groups. The comparison of the results provided by the pre and post tests aims at determining the effect that the Cooperative Learning activities has on the students of the experimental group, as contrasted with the students of the control group who performed the tasks individually. At last, a post questionnaire was administered in the end of the experiment to the experimental group, so as to survey to what extent the Cooperative Learning activities could be useful in bolstering up the learners’ motivation, and developing their speaking skill. Additionally, a questionnaire was administered to Oral Expression teachers at the department of Letters and Languages at the University of Constantine, with the intention of discerning their assumptions and points of views regarding the effects of Cooperative Learning activities on students’ motivation and speaking skill development. Overall, the comparison of the pre and post tests’ results of both groups revealed that the students who worked cooperatively to perform the tasks assigned to them outscored the students who worked individually to solve a given task. These findings support our hypotheses, and are in the direction of many studies which emphasize that Cooperative Learning activities act as a bridge between motivation and the speaking skill development.
Diplôme : Doctorat En ligne : ../theses/anglais/CHE1438.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10632 Enhancing learners’ motivation and the English speaking skill through cooperative learning activities. : The case of third year license students of English at the University of Frères Mentouri Constantine. [texte imprimé] / Rym Ghosn El-Bey Chelbi, Auteur ; Hacène Saadi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 311 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Français (fre)
Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research aims at investigating EFL learners’ motivation and English speaking skill development through the implementation of Cooperative Learning activities at the Department of Letters and English at the University of Frères Mentouri Constantine, with a sample of third year Didactics. In order to investigate the relationship between the three variables, we first conducted, at the very beginning of our study, a pre questionnaire that was administered to both of the experimental and the control groups, in order to know the students’ views concerning the Oral Expression module and the idea of working in groups. After that, we conducted a pre test for both groups to test the students’ level. Next, a six- week teaching experiment was conducted through the implementation of Cooperative Learning activities with the experimental group and the use of individualistic type of learning with the control group. At the end of the treatment, we administered a post test to the experimental and the control groups. The comparison of the results provided by the pre and post tests aims at determining the effect that the Cooperative Learning activities has on the students of the experimental group, as contrasted with the students of the control group who performed the tasks individually. At last, a post questionnaire was administered in the end of the experiment to the experimental group, so as to survey to what extent the Cooperative Learning activities could be useful in bolstering up the learners’ motivation, and developing their speaking skill. Additionally, a questionnaire was administered to Oral Expression teachers at the department of Letters and Languages at the University of Constantine, with the intention of discerning their assumptions and points of views regarding the effects of Cooperative Learning activities on students’ motivation and speaking skill development. Overall, the comparison of the pre and post tests’ results of both groups revealed that the students who worked cooperatively to perform the tasks assigned to them outscored the students who worked individually to solve a given task. These findings support our hypotheses, and are in the direction of many studies which emphasize that Cooperative Learning activities act as a bridge between motivation and the speaking skill development.
Diplôme : Doctorat En ligne : ../theses/anglais/CHE1438.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10632 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité CHE/1438 CHE/1438 Thèse Bibliothèque principale Thèses Disponible
Titre : Enhancing problem-solving skills and motivation through cooperative learning : The case of postgraduate students,Department of Geology,University of Mentouri Brothers,Constantine Type de document : texte imprimé Auteurs : Ahlam Debache, Auteur ; Hacène Saadi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 260 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : déduction induction motivation coopération problem-solving skills cooperative learning مهارت حل المشاكل الدافع التعلم التعاوني Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research aims at showing the significance of active involvement into learning
for boosting academic achievement, through exposing postgraduate students of the
Department of Geology of the University Mentouri Brothers at Constantine to a problemsolving and cooperative learning training program, which includes a combination of
activities, such as team building, and thought-provoking activities. We intend to get learners
actively involved into thought-provoking tasks, which necessitate the application of
problem-solving skills, and cooperation, then see the effect of training program on learners’
academic performance. The general objective which steers the entire research is that
learners learn better through hands-on activities which are particularly designed to enhance
problem-solving skills and cooperative learning. Cooperative problem-solving provides
learners with genuine opportunities to explore and practice problem-solving skills, namely
deductive reasoning skills, and inductive reasoning skills within cooperative learning
environment. Learners foster cooperative learning skills such as positive interdependence,
face-to-face interaction, communication, and team working while dealing with issues which
require deep thinking, and problem-solving skills. Our research design studies the effect of
training program on learners’ learning; the results obtained show a difference in learners’
learning performance due to an exposure to a set of cooperative problem-solving activities,
compared with their performance before being trained to do cooperative problem-solving
activities, thus supporting the hypothesis of the present research. So, cooperative learning is
directed toward getting learners engaged into exploring, employing and therefore improving
their cooperative problem-solving skills; hence, active involvement into learning can actually
be deemed as the cornerstone of effective and meaningful learning.
Diplôme : Doctorat En ligne : ../theses/anglais/DEB1454.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10441 Enhancing problem-solving skills and motivation through cooperative learning : The case of postgraduate students,Department of Geology,University of Mentouri Brothers,Constantine [texte imprimé] / Ahlam Debache, Auteur ; Hacène Saadi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 260 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : déduction induction motivation coopération problem-solving skills cooperative learning مهارت حل المشاكل الدافع التعلم التعاوني Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research aims at showing the significance of active involvement into learning
for boosting academic achievement, through exposing postgraduate students of the
Department of Geology of the University Mentouri Brothers at Constantine to a problemsolving and cooperative learning training program, which includes a combination of
activities, such as team building, and thought-provoking activities. We intend to get learners
actively involved into thought-provoking tasks, which necessitate the application of
problem-solving skills, and cooperation, then see the effect of training program on learners’
academic performance. The general objective which steers the entire research is that
learners learn better through hands-on activities which are particularly designed to enhance
problem-solving skills and cooperative learning. Cooperative problem-solving provides
learners with genuine opportunities to explore and practice problem-solving skills, namely
deductive reasoning skills, and inductive reasoning skills within cooperative learning
environment. Learners foster cooperative learning skills such as positive interdependence,
face-to-face interaction, communication, and team working while dealing with issues which
require deep thinking, and problem-solving skills. Our research design studies the effect of
training program on learners’ learning; the results obtained show a difference in learners’
learning performance due to an exposure to a set of cooperative problem-solving activities,
compared with their performance before being trained to do cooperative problem-solving
activities, thus supporting the hypothesis of the present research. So, cooperative learning is
directed toward getting learners engaged into exploring, employing and therefore improving
their cooperative problem-solving skills; hence, active involvement into learning can actually
be deemed as the cornerstone of effective and meaningful learning.
Diplôme : Doctorat En ligne : ../theses/anglais/DEB1454.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10441 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DEB/1454 DEB/1454 Thèse Bibliothèque principale Thèses Disponible
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 humainesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseIndex. 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 AnglaiseIndex. 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
Titre : Studentsi approach to text cohesion and coherence while translating Type de document : texte imprimé Auteurs : Saoussen Madoui ; Univ. de Constantine, Éditeur scientifique ; Hacène Saadi, Directeur de thèse Année de publication : 2004 Importance : 171 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 AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère Permalink : index.php?lvl=notice_display&id=4728 Studentsi approach to text cohesion and coherence while translating [texte imprimé] / Saoussen Madoui ; Univ. de Constantine, Éditeur scientifique ; Hacène Saadi, Directeur de thèse . - 2004 . - 171 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 AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère Permalink : index.php?lvl=notice_display&id=4728 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité MAD/852 MAD/852 Thèse Bibliothèque principale Thèses Disponible
PermalinkPermalink
PermalinkPermalink
Permalink
