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Auteur Sa?d Keskes |
Documents disponibles écrits par cet auteur (4)
Affiner la recherche Interroger des sources externesAdjusting teacher talk and affective attitudes to foster pupils' oral participation a case study / Sa?d Keskes
Titre : Adjusting teacher talk and affective attitudes to foster pupils' oral participation a case study : a ninth level english intermediate class Type de document : texte imprimé Auteurs : Sa?d Keskes ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse Année de publication : 2005 Importance : 589 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 : Doctorat En ligne : ../theses/anglais/KES878.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4733 Adjusting teacher talk and affective attitudes to foster pupils' oral participation a case study : a ninth level english intermediate class [texte imprimé] / Sa?d Keskes ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse . - 2005 . - 589 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 : Doctorat En ligne : ../theses/anglais/KES878.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4733 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité KES/878 KES/878 Thèse Bibliothèque principale Thèses Disponible
Titre : Anxiety in Algerian students speaking EFL : The case of third year (Annaba University) Type de document : texte imprimé Auteurs : Aicha Khaloufi Seliam, Auteur ; Sa?d Keskes, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 251 f. Format : 30 cm. Note générale : 2 copies imprimes disponibles Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Applied linguistics EFL classroom speaking anxiety affecive factor
Classe Anglaهs langعث etrangère communication anxiété et facteur affectif قسم الإنكليزية لغة أجنبية المحادثة التخوف العامل النفسيIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Being two-ways exchange between two or more interlocutors, the oral skill
involves a face-to-face confrontation between speaker(s) and hearer(s). The
oral skill inevitably involves a panel of complex affective, cognitive, emotional
and situational variables different from the ones existing in the other skills. In
oral classes, learners are found to exhibit anxiety, a high fear of rejection,
avoidance and similar negative feelings that may result in failure in verbal
performance. The main focus of this study is fallen on the learners’ emotional
states as part of their EFL speaking and learning processes. The present research
aims at exploring the nature of English language speaking and the variables that
account for individual, interrogational and affective differences. Through this
work, we aim to know if low anxiety leads to a better learning, i.e whether
high/low anxiety is a good predictor or inhibitor of oral proficiency and
communicative skills. For this purpose, we have carried out an investigation
through a student-self-completion scale. Anxiety is a composite variable
consisting of uncertainty and insecurity as a reaction of being called on without
hand-raising, and embarrassment in speaking English in a classroom situation.
This classroom personality is related to achievement in oral-aural
comprehension and expression. The results obtained revealed that high-anxious
students have their own preferences and learning styles and that they would feel
more at ease if given more attention, time and moral support from the teacher’s
part to overcome their unfounded beliefs and fears in a classroom interaction.
Our sight has been directed towards this variable of a vital importance together
with other co-existing sub-variables (motivation, attitudes, self-esteem…)
through which the students “filter” their English learning and speaking.
Throughout the present study, link was established between success in language
learning and the approach used in language teaching, in particular between
communicative approach and oral outcomes of third-year Annaba University
students majoring in English.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/KHA1387.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10136 Anxiety in Algerian students speaking EFL : The case of third year (Annaba University) [texte imprimé] / Aicha Khaloufi Seliam, Auteur ; Sa?d Keskes, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 251 f. ; 30 cm.
2 copies imprimes disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Applied linguistics EFL classroom speaking anxiety affecive factor
Classe Anglaهs langعث etrangère communication anxiété et facteur affectif قسم الإنكليزية لغة أجنبية المحادثة التخوف العامل النفسيIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Being two-ways exchange between two or more interlocutors, the oral skill
involves a face-to-face confrontation between speaker(s) and hearer(s). The
oral skill inevitably involves a panel of complex affective, cognitive, emotional
and situational variables different from the ones existing in the other skills. In
oral classes, learners are found to exhibit anxiety, a high fear of rejection,
avoidance and similar negative feelings that may result in failure in verbal
performance. The main focus of this study is fallen on the learners’ emotional
states as part of their EFL speaking and learning processes. The present research
aims at exploring the nature of English language speaking and the variables that
account for individual, interrogational and affective differences. Through this
work, we aim to know if low anxiety leads to a better learning, i.e whether
high/low anxiety is a good predictor or inhibitor of oral proficiency and
communicative skills. For this purpose, we have carried out an investigation
through a student-self-completion scale. Anxiety is a composite variable
consisting of uncertainty and insecurity as a reaction of being called on without
hand-raising, and embarrassment in speaking English in a classroom situation.
This classroom personality is related to achievement in oral-aural
comprehension and expression. The results obtained revealed that high-anxious
students have their own preferences and learning styles and that they would feel
more at ease if given more attention, time and moral support from the teacher’s
part to overcome their unfounded beliefs and fears in a classroom interaction.
Our sight has been directed towards this variable of a vital importance together
with other co-existing sub-variables (motivation, attitudes, self-esteem…)
through which the students “filter” their English learning and speaking.
Throughout the present study, link was established between success in language
learning and the approach used in language teaching, in particular between
communicative approach and oral outcomes of third-year Annaba University
students majoring in English.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/KHA1387.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10136 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité KHA/1387 KHA/1387 Thèse Bibliothèque principale Thèses Disponible
Titre : Cooperative learning as a motivational factor in enhancing students writing the case of second year EFL students at constantine university Type de document : texte imprimé Auteurs : Leila Zourez ; Univ. de Constantine, Éditeur scientifique ; Sa?d Keskes, Directeur de thèse Année de publication : 2010 Importance : 140 f. Format : 30 cm Note générale : Une disponible à la salle de recherche Une disponible au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Enhancing Second year EFL Motivational factor Students writing Language teaching Cooperative learning Constantine university Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/ZOU1076.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4764 Cooperative learning as a motivational factor in enhancing students writing the case of second year EFL students at constantine university [texte imprimé] / Leila Zourez ; Univ. de Constantine, Éditeur scientifique ; Sa?d Keskes, Directeur de thèse . - 2010 . - 140 f. ; 30 cm.
Une disponible à la salle de recherche Une disponible au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Enhancing Second year EFL Motivational factor Students writing Language teaching Cooperative learning Constantine university Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/ZOU1076.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4764 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ZOU/1076 ZOU/1076 Thèse Bibliothèque principale Thèses Disponible
Titre : Investigating the scaffolding strategies related to risk-taking during classroom interaction : Case Study: First Year LMD Students at Constantine University Type de document : texte imprimé Auteurs : Redouane Naili, Auteur ; Sa?d Keskes, Directeur de thèse Editeur : constantine [Algérie] : Université Constantine 1 Année de publication : 2014 Importance : 269 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue AnglaiseTags : Language teaching methods and methodology Echaffadage prise de risque interaction en classe participation questions référentielles questionnel duration de pause stratégies de réponses IRF théorie socio- culturelle scaffolding risk taking classroom interaction referntial questions display questions questioning wait time prompting-answer strategies giving- answer stretegies socio-cultural theory الدعامات المجازفة التفاعل الصفي المشاركة الأسئلة المرجعية إستراتيجيات الإجابة مبادرة إجابة تعليق(IRF) ،النظرية الإجتماعية الثقافية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study purports to investigate how some selected aspects of the teacher’s interactional behaviour can serve as scaffoldings for students’ risk-taking. This latter is a construct that, if adopted by students, leads to an increase in both the quality and the quantity of their participation in classroom interaction. It is found that teacher’s use of referential questions is positively related to a surge in risktaking. Moreover, the provision of varied pauses in the forms of extended wait times before students’ responses and short wait times after students have finished responding to questions co-occurred with relatively more risk-taking. It was also established that using strategies prompting students to respond or answer questions such as clarification requests and clues relates positively to better risk-taking.
Such interactional behaviours are deemed scaffoldings insofar as they mediate students’ risk taking within their zone of proximal development as suggested by the socio-cultural theory on interaction.
This is so because the results of this study suggest that students take more turns at speaking, provide more one-word and multi-word responses and self-initiations, and their productions are to a higher extent relevant, correct and/or complete than when the teacher relies on other alternatives to these aspects of interaction. Recommendations are directed to teachers to be constantly adaptive, to use interactional behaviours that assist students in taking better risks. As for students, it is worthwhile to adopt such a strategy which is established to be characterizing good and successful language learners.
Diplôme : Magistère En ligne : ../theses/anglais/NAI1377.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=9965 Investigating the scaffolding strategies related to risk-taking during classroom interaction : Case Study: First Year LMD Students at Constantine University [texte imprimé] / Redouane Naili, Auteur ; Sa?d Keskes, Directeur de thèse . - constantine [Algérie] : Université Constantine 1, 2014 . - 269 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue AnglaiseTags : Language teaching methods and methodology Echaffadage prise de risque interaction en classe participation questions référentielles questionnel duration de pause stratégies de réponses IRF théorie socio- culturelle scaffolding risk taking classroom interaction referntial questions display questions questioning wait time prompting-answer strategies giving- answer stretegies socio-cultural theory الدعامات المجازفة التفاعل الصفي المشاركة الأسئلة المرجعية إستراتيجيات الإجابة مبادرة إجابة تعليق(IRF) ،النظرية الإجتماعية الثقافية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study purports to investigate how some selected aspects of the teacher’s interactional behaviour can serve as scaffoldings for students’ risk-taking. This latter is a construct that, if adopted by students, leads to an increase in both the quality and the quantity of their participation in classroom interaction. It is found that teacher’s use of referential questions is positively related to a surge in risktaking. Moreover, the provision of varied pauses in the forms of extended wait times before students’ responses and short wait times after students have finished responding to questions co-occurred with relatively more risk-taking. It was also established that using strategies prompting students to respond or answer questions such as clarification requests and clues relates positively to better risk-taking.
Such interactional behaviours are deemed scaffoldings insofar as they mediate students’ risk taking within their zone of proximal development as suggested by the socio-cultural theory on interaction.
This is so because the results of this study suggest that students take more turns at speaking, provide more one-word and multi-word responses and self-initiations, and their productions are to a higher extent relevant, correct and/or complete than when the teacher relies on other alternatives to these aspects of interaction. Recommendations are directed to teachers to be constantly adaptive, to use interactional behaviours that assist students in taking better risks. As for students, it is worthwhile to adopt such a strategy which is established to be characterizing good and successful language learners.
Diplôme : Magistère En ligne : ../theses/anglais/NAI1377.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=9965 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité NAI/1377 NAI/1377 Thèse Bibliothèque principale Thèses Disponible
