Détail de l'auteur
Auteur Nacif Labed |
Documents disponibles écrits par cet auteur (24)
Affiner la recherche Interroger des sources externesAdopting a student-centered approach through cooperative learning to enhance students’ writing skill / Nora Boudehane
Titre : Adopting a student-centered approach through cooperative learning to enhance students’ writing skill : The case of second year students, University of Constantine Type de document : texte imprimé Auteurs : Nora Boudehane, Auteur ; Nacif Labed, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 270 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Language Sciences Cooperative learning the S.T.A.D Method Writing l'apprentissage coopératif la méthode de STAD écrit التعبير الكتابي التعلم التعاوني منهجية S.T.A.D Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The study’s focal point is to check whether cooperative learning is a step forward to create a well-managed classroom that allows effective learners’ cooperation, performance and involvement. The study also sets out to investigate the way teachers of writing make students work jointly and whether teachers use cooperative learning appropriately at the Department of Letters and the English Language, University of Constantine. To see clearly into the efficacy of cooperative learning, the researcher advanced the hypothesis that if learners are taught writing from a student-centeredness perspective via cooperative learning, their writing is likely to improve. Two questionnaires, one for teachers of writing and another for a sample of second years, and a post-test were used to collect data about the various and pertinent issues on cooperative learning. The teachers questionnaire results showed that although teachers lack effective implementation of cooperative learning, they think it is efficacious in boosting learners’ writing. The data of the students questionnaire, showed positive attitudes toward writing in small group contexts. To further evaluate the effectiveness of using cooperative learning in teaching writing, we conducted an experiment in which the Experimental Group received the experiment treatment, i.e. the adapted Student Team-achievement Divisions
method (S.T.A.D). The students of this group were asked to accomplish five cooperative writing tasks and five individual writing ones whereas the students of the Control Group were asked to complete the same ten tasks individually. The analysis of the data of the experiment, after comparing the two groups’ individual written works and after conducting the post-test, showed a significant achievement among the subjects of the Experimental Group in comparison to that of the Control Group. Such results bear out the research hypothesis (H1).
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1396.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10206 Adopting a student-centered approach through cooperative learning to enhance students’ writing skill : The case of second year students, University of Constantine [texte imprimé] / Nora Boudehane, Auteur ; Nacif Labed, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 270 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Language Sciences Cooperative learning the S.T.A.D Method Writing l'apprentissage coopératif la méthode de STAD écrit التعبير الكتابي التعلم التعاوني منهجية S.T.A.D Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The study’s focal point is to check whether cooperative learning is a step forward to create a well-managed classroom that allows effective learners’ cooperation, performance and involvement. The study also sets out to investigate the way teachers of writing make students work jointly and whether teachers use cooperative learning appropriately at the Department of Letters and the English Language, University of Constantine. To see clearly into the efficacy of cooperative learning, the researcher advanced the hypothesis that if learners are taught writing from a student-centeredness perspective via cooperative learning, their writing is likely to improve. Two questionnaires, one for teachers of writing and another for a sample of second years, and a post-test were used to collect data about the various and pertinent issues on cooperative learning. The teachers questionnaire results showed that although teachers lack effective implementation of cooperative learning, they think it is efficacious in boosting learners’ writing. The data of the students questionnaire, showed positive attitudes toward writing in small group contexts. To further evaluate the effectiveness of using cooperative learning in teaching writing, we conducted an experiment in which the Experimental Group received the experiment treatment, i.e. the adapted Student Team-achievement Divisions
method (S.T.A.D). The students of this group were asked to accomplish five cooperative writing tasks and five individual writing ones whereas the students of the Control Group were asked to complete the same ten tasks individually. The analysis of the data of the experiment, after comparing the two groups’ individual written works and after conducting the post-test, showed a significant achievement among the subjects of the Experimental Group in comparison to that of the Control Group. Such results bear out the research hypothesis (H1).
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1396.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10206 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1396 BOU/1396 Thèse Bibliothèque principale Thèses Disponible
Titre : Bolstering-up Students with Authentic Literary Loaded Texts as an Effective Device to Use phrasal Verbs in Their Writings : The Case of Third Year Students, University of Constantine Type de document : texte imprimé Auteurs : Nadjia Yahia ; Univ. de Constantine, Éditeur scientifique ; Nacif Labed, Directeur de thèse Année de publication : 2010 Importance : 113 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 : Third year students Effective device Students Phrasal verbs Loaded texts Bolstering-up Authentic literary Writings University of Constantine Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Our research study consists of three chapters. The first chapter deals with
phrasal verbs as crucial components in English, while the second chapter deals
with writing and vocabulary, and phrasal verbs as vocabulary items. The crucial
purpose of this study is to check out the effectiveness of our device in teaching
and bolstering up our students to use phrasal verbs in their writings. We will
fu
rther, try to check our the hypothesis whether using authentic literary loaded
texts as a device in teaching phrasal verbs could be achieved and be ended up in
real application. By checking out the phrasal verbs that are made up by students,
it
is mainly after their reception of phrasal verbs in authentic texts, during their
process of writing. To achieve this objective, we relied on two means of
reseach: two tests and two questionnaires carried out. The pre-test is
administred in order to see students ' use of phrasal verbs. The post-test is
administred to check out our hypothesis through analysing students'own
production. The second tool is the students and teachers' questionnaires that are
designed to touch on different points. These points range between the lack of
such items in students ' productions, the reasons behind such lack, along with
their opinions towards authentic texts as a device in teaching. The results of
this investigation confirmed our hypothesis and showed up learners- subject to
study- proved to have shifted their old passive vocabulary items into active
ones. This is mainly due to their reception of our device in teaching phrasal
verbs in authentic literary loaded texts.Diplôme : Master 2 En ligne : ../theses/anglais/YAH1183.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4809 Bolstering-up Students with Authentic Literary Loaded Texts as an Effective Device to Use phrasal Verbs in Their Writings : The Case of Third Year Students, University of Constantine [texte imprimé] / Nadjia Yahia ; Univ. de Constantine, Éditeur scientifique ; Nacif Labed, Directeur de thèse . - 2010 . - 113 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 : Third year students Effective device Students Phrasal verbs Loaded texts Bolstering-up Authentic literary Writings University of Constantine Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Our research study consists of three chapters. The first chapter deals with
phrasal verbs as crucial components in English, while the second chapter deals
with writing and vocabulary, and phrasal verbs as vocabulary items. The crucial
purpose of this study is to check out the effectiveness of our device in teaching
and bolstering up our students to use phrasal verbs in their writings. We will
fu
rther, try to check our the hypothesis whether using authentic literary loaded
texts as a device in teaching phrasal verbs could be achieved and be ended up in
real application. By checking out the phrasal verbs that are made up by students,
it
is mainly after their reception of phrasal verbs in authentic texts, during their
process of writing. To achieve this objective, we relied on two means of
reseach: two tests and two questionnaires carried out. The pre-test is
administred in order to see students ' use of phrasal verbs. The post-test is
administred to check out our hypothesis through analysing students'own
production. The second tool is the students and teachers' questionnaires that are
designed to touch on different points. These points range between the lack of
such items in students ' productions, the reasons behind such lack, along with
their opinions towards authentic texts as a device in teaching. The results of
this investigation confirmed our hypothesis and showed up learners- subject to
study- proved to have shifted their old passive vocabulary items into active
ones. This is mainly due to their reception of our device in teaching phrasal
verbs in authentic literary loaded texts.Diplôme : Master 2 En ligne : ../theses/anglais/YAH1183.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4809 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité YAH/1183 YAH/1183 Thèse Bibliothèque principale Thèses Disponible
Titre : Creating a Motivating Environment for Promoting Grammar Learning through Poetry : The Case of Second Year Students, University of Constantine Type de document : texte imprimé Auteurs : Hadda Sbaai ; Nacif Labed, Directeur de thèse ; Univ. de Constantine, Éditeur scientifique Année de publication : 2010 Importance : 56 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 : Poetry Grammar Learning University of Constantine Motivating environment Promoting Second year students Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/SEB1173.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4780 Creating a Motivating Environment for Promoting Grammar Learning through Poetry : The Case of Second Year Students, University of Constantine [texte imprimé] / Hadda Sbaai ; Nacif Labed, Directeur de thèse ; Univ. de Constantine, Éditeur scientifique . - 2010 . - 56 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 : Poetry Grammar Learning University of Constantine Motivating environment Promoting Second year students Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/SEB1173.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4780 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité SEB/1173 SEB/1173 Thèse Bibliothèque principale Thèses Disponible
Titre : A descriptive and analytical study of the communicative functions and the pragmatic force of the exclamatory sentences in written discourse : A speech acts perspective the case of 3rd-Years, University of Jijel. Type de document : texte imprimé Auteurs : Samira Chaibeddra, Auteur ; Nacif Labed, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2020 Importance : 224 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
1 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Linguistics and Applied Language Studies Exclamatory sentences Speech Act Theory pragmatic force written discourse Phrases exclamatives Théorie de l'Acte de Langage force pragmatique discours écrit الجمل التعجبية نظرية الأفعال اللغوية القوة الإنجازية الخطاب الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
The present research work is an examination of exclamatory sentences from a pragmatic perspective. It aims at delineating these sentences place in Speech Act Theory. It also aims, through an experimental study, at verifying the efficacy of training third-year students at the Department of English, University of Jijel, to decipher the pragmatic force of exclamatory sentences in literary excerpts by means of the heuristic strategy and its influence on their written discourse. It has been hypothesised that using exclamatory sentences effectively in written discourse is only possible when the students have the necessary intake of adequate knowledge about the pragmatic force of these sentences. The outperformance of the experimental group over the control group in the post-test results and their effective use of exclamatory sentences in their post-test writing task confirmed this research hypothesis. This research work additionally encompasses a descriptive study which aims at revealing thirdyear students’ problems at the level of exclamatory sentences form-function pairing when realising the expressive speech act by virtue of a written discourse completion test and two questionnaires. The test detected the existence of such problems and the questionnaires divulged that the students’ lack of pragmalinguistic competence as far as the exclamatory sentences are concerned is ascribed to their poor reading practice on one hand, and their Written Expression teachers’ negligence in allocating attention to sentences meaning and context when teaching writing on the other. Accordingly, Written Expression teachers are called to integrate pragmatics into teaching writing for attaining the circumvention of their students’ pragmalinguistic problems.Note de contenu :
Appendices.
Diplôme : Doctorat En ligne : ../theses/anglais/CHA1586.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11696 A descriptive and analytical study of the communicative functions and the pragmatic force of the exclamatory sentences in written discourse : A speech acts perspective the case of 3rd-Years, University of Jijel. [texte imprimé] / Samira Chaibeddra, Auteur ; Nacif Labed, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2020 . - 224 f. ; 30 cm.
Doctorat 3 cycle LMD.
1 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Linguistics and Applied Language Studies Exclamatory sentences Speech Act Theory pragmatic force written discourse Phrases exclamatives Théorie de l'Acte de Langage force pragmatique discours écrit الجمل التعجبية نظرية الأفعال اللغوية القوة الإنجازية الخطاب الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
The present research work is an examination of exclamatory sentences from a pragmatic perspective. It aims at delineating these sentences place in Speech Act Theory. It also aims, through an experimental study, at verifying the efficacy of training third-year students at the Department of English, University of Jijel, to decipher the pragmatic force of exclamatory sentences in literary excerpts by means of the heuristic strategy and its influence on their written discourse. It has been hypothesised that using exclamatory sentences effectively in written discourse is only possible when the students have the necessary intake of adequate knowledge about the pragmatic force of these sentences. The outperformance of the experimental group over the control group in the post-test results and their effective use of exclamatory sentences in their post-test writing task confirmed this research hypothesis. This research work additionally encompasses a descriptive study which aims at revealing thirdyear students’ problems at the level of exclamatory sentences form-function pairing when realising the expressive speech act by virtue of a written discourse completion test and two questionnaires. The test detected the existence of such problems and the questionnaires divulged that the students’ lack of pragmalinguistic competence as far as the exclamatory sentences are concerned is ascribed to their poor reading practice on one hand, and their Written Expression teachers’ negligence in allocating attention to sentences meaning and context when teaching writing on the other. Accordingly, Written Expression teachers are called to integrate pragmatics into teaching writing for attaining the circumvention of their students’ pragmalinguistic problems.Note de contenu :
Appendices.
Diplôme : Doctorat En ligne : ../theses/anglais/CHA1586.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11696 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité CHA/1586 CHA/1586 Thèse Bibliothèque principale Thèses Disponible
Titre : From learning to write to writing to write : Instilling habit formation in EFL learners cognitive and meta-cognitive perspectives, the case of second year students, University of Jijel, Algeria. Type de document : texte imprimé Auteurs : Amin Kebieche, Auteur ; Nacif Labed, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2021 Importance : 242 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
1 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Applied Linguistics approche la rédaction l'apprentissage à la rédaction approach writing learning to write المقاربة مهارة الكتابة تعليم التعبير الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
The writing skill is a cognitively complex skill, and it is a problem for many EFL Written Expression students. Writing teachers at the Department of English at the University of Jijel agree that the second year EFL students’ written productions are mundane and prolix. The complexity of the writing skill can be partly attributable to some variables that EFL students have to cognitively master both at the sentence level and beyond the sentence level so as to achieve correct English pieces of writing. Besides, the way the writing skill is taught at the department of English remains debatable as to which method teachers should apply in their classes. It can be hypothesized that students would enjoy writing profusely if teachers used the appropriate approaches in teaching writing and know how to develop their students’ cognitive and metacognitive skills when writing. In other words, if students are to become proficient writers, it is incumbent upon their teachers to lead them from learning to write (learning the fundamentals of writing) to writing to write (enjoying writing and being aware of and motivated to write). As such, this study aims at testing the effects of implementing a well balanced approach to teaching writing and allowing more practice for a better students’ written performance. As a matter of fact, this approach is an eclectic approach to teaching writing, drawing on the product approach, process approach, and genre approach. With that end in view, two questionnaires were designed for both teachers and students and an experiment -conducted over a period of four months in which each second year student was required to write 4 essays. The analysis of the questionnaires has revealed that the writing skill is being taught and approached piecemeal, with less room for practice and insufficient feedback on the part of teachers of writing. The results of the experiment have shown that the students gained in writing proficiency; hence, the results support the hypothesis (H1).
Note de contenu :
Appendices.
Diplôme : Doctorat En ligne : ../theses/anglais/KEB1589.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11699 From learning to write to writing to write : Instilling habit formation in EFL learners cognitive and meta-cognitive perspectives, the case of second year students, University of Jijel, Algeria. [texte imprimé] / Amin Kebieche, Auteur ; Nacif Labed, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2021 . - 242 f. ; 30 cm.
Doctorat 3 cycle LMD.
1 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Applied Linguistics approche la rédaction l'apprentissage à la rédaction approach writing learning to write المقاربة مهارة الكتابة تعليم التعبير الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
The writing skill is a cognitively complex skill, and it is a problem for many EFL Written Expression students. Writing teachers at the Department of English at the University of Jijel agree that the second year EFL students’ written productions are mundane and prolix. The complexity of the writing skill can be partly attributable to some variables that EFL students have to cognitively master both at the sentence level and beyond the sentence level so as to achieve correct English pieces of writing. Besides, the way the writing skill is taught at the department of English remains debatable as to which method teachers should apply in their classes. It can be hypothesized that students would enjoy writing profusely if teachers used the appropriate approaches in teaching writing and know how to develop their students’ cognitive and metacognitive skills when writing. In other words, if students are to become proficient writers, it is incumbent upon their teachers to lead them from learning to write (learning the fundamentals of writing) to writing to write (enjoying writing and being aware of and motivated to write). As such, this study aims at testing the effects of implementing a well balanced approach to teaching writing and allowing more practice for a better students’ written performance. As a matter of fact, this approach is an eclectic approach to teaching writing, drawing on the product approach, process approach, and genre approach. With that end in view, two questionnaires were designed for both teachers and students and an experiment -conducted over a period of four months in which each second year student was required to write 4 essays. The analysis of the questionnaires has revealed that the writing skill is being taught and approached piecemeal, with less room for practice and insufficient feedback on the part of teachers of writing. The results of the experiment have shown that the students gained in writing proficiency; hence, the results support the hypothesis (H1).
Note de contenu :
Appendices.
Diplôme : Doctorat En ligne : ../theses/anglais/KEB1589.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11699 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité KEB/1589 KEB/1589 Thèse Bibliothèque principale Thèses Disponible
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