Détail de l'auteur
Auteur Riad Belouahem |
Documents disponibles écrits par cet auteur (23)
Affiner la recherche Interroger des sources externesCombining the competency-based approach and the multiple intelligences theory for better achievements / Djallel Boulmaiz
Titre : Combining the competency-based approach and the multiple intelligences theory for better achievements : The case of first year LMD students at the English department- University of Oum El Bouaghi. Type de document : texte imprimé Auteurs : Djallel Boulmaiz, Auteur ; Riad Belouahem, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2020 Importance : 385 f. Format : 30 cm. Note générale : 1 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Applied Linguistics and Language Teaching l'approche par compétences la théorie des intelligences multiples la compétence de parler apprentissage de l'Anglais comme une langue étrangère the Competency-Based Approach the Multiple Intelligences Theory eaking Skill EFL Learning المقاربة بالكفاءات نظریة الذكاءات المتعددة تعلم اللغة الإنجليزية كلغة أجنبية مھارة التحدث Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
A tough challenge the Algerian higher education system is confronted with concerns student underachievement. The factors that students’ success or failure can be attributed to are manifold and teaching methodology may actually top the list. The aim of this study is to investigate whether learners’ performance on a specific topical knowledge speaking test will be enhanced if we implement an instructional design that incorporates the principles of the Competency-Based Approach and the Multiple Intelligences Theory. The study attempts to investigate as well teachers’ knowledge and application of the Competency-Based Approach and the Multiple Intelligences Theory in addition to examining learners’ and teachers’ perceptions of the importance of the speaking skill and some of the main factors and problems that influence its acquisition. In order to achieve the research objectives, we resorted to a number of instruments, namely a quasi-experimental design, a students’ questionnaire, and a teachers’ questionnaire. The quasi-experiment was conducted on three randomly chosen groups of first year students at the level of the English department- Larbi Ben M’hidi University. It helped in testing the research hypotheses: that experimental group A (with whom the Competency-Based Approach is implemented) will outperform the control group in the specific topical knowledge speaking test and that experimental group B (with whom the Competency-Based Approach is implemented in combination with the Multiple Intelligences Theory) will outperform both the control group and experimental group A in the specific topical knowledge speaking test. The teachers’ questionnaire shed light on teachers’ familiarity with and use of the Competency-Based Approach and the Multiple Intelligences Theory, and both surveys explored students and instructors’ attitudes towards the speaking skill and the factors they think influence its development. Research findings reveal that the speaking skill is highly valued by both students and teachers. The quasi-experimental design findings demonstrate that combining the Competency-Based Approach and the Multiple Intelligences Theory yields better results in improving students’ speaking skill; our research hypotheses were confirmed. Results of the teachers’ questionnaire, however, indicate that teachers’ knowledge about the CompetencyBased Approach and the Multiple Intelligences Theory is limited. In the light of the findings the researcher came to, a number of suggestions are put forward to help teachers and educational institutions implement effectively the Competency-Based Approach and the Multiple Intelligences Theory.
Note de contenu :
Appendix.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BOU1577.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11686 Combining the competency-based approach and the multiple intelligences theory for better achievements : The case of first year LMD students at the English department- University of Oum El Bouaghi. [texte imprimé] / Djallel Boulmaiz, Auteur ; Riad Belouahem, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2020 . - 385 f. ; 30 cm.
1 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Applied Linguistics and Language Teaching l'approche par compétences la théorie des intelligences multiples la compétence de parler apprentissage de l'Anglais comme une langue étrangère the Competency-Based Approach the Multiple Intelligences Theory eaking Skill EFL Learning المقاربة بالكفاءات نظریة الذكاءات المتعددة تعلم اللغة الإنجليزية كلغة أجنبية مھارة التحدث Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
A tough challenge the Algerian higher education system is confronted with concerns student underachievement. The factors that students’ success or failure can be attributed to are manifold and teaching methodology may actually top the list. The aim of this study is to investigate whether learners’ performance on a specific topical knowledge speaking test will be enhanced if we implement an instructional design that incorporates the principles of the Competency-Based Approach and the Multiple Intelligences Theory. The study attempts to investigate as well teachers’ knowledge and application of the Competency-Based Approach and the Multiple Intelligences Theory in addition to examining learners’ and teachers’ perceptions of the importance of the speaking skill and some of the main factors and problems that influence its acquisition. In order to achieve the research objectives, we resorted to a number of instruments, namely a quasi-experimental design, a students’ questionnaire, and a teachers’ questionnaire. The quasi-experiment was conducted on three randomly chosen groups of first year students at the level of the English department- Larbi Ben M’hidi University. It helped in testing the research hypotheses: that experimental group A (with whom the Competency-Based Approach is implemented) will outperform the control group in the specific topical knowledge speaking test and that experimental group B (with whom the Competency-Based Approach is implemented in combination with the Multiple Intelligences Theory) will outperform both the control group and experimental group A in the specific topical knowledge speaking test. The teachers’ questionnaire shed light on teachers’ familiarity with and use of the Competency-Based Approach and the Multiple Intelligences Theory, and both surveys explored students and instructors’ attitudes towards the speaking skill and the factors they think influence its development. Research findings reveal that the speaking skill is highly valued by both students and teachers. The quasi-experimental design findings demonstrate that combining the Competency-Based Approach and the Multiple Intelligences Theory yields better results in improving students’ speaking skill; our research hypotheses were confirmed. Results of the teachers’ questionnaire, however, indicate that teachers’ knowledge about the CompetencyBased Approach and the Multiple Intelligences Theory is limited. In the light of the findings the researcher came to, a number of suggestions are put forward to help teachers and educational institutions implement effectively the Competency-Based Approach and the Multiple Intelligences Theory.
Note de contenu :
Appendix.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BOU1577.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11686 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1577 BOU/1577 Thèse Bibliothèque principale Thèses Disponible
Titre : A comparison between the impact of the tasks rhetorical argumentation and narrating stories on fluency and accuracy. : A case study of second year students at the University of Constantine. Type de document : texte imprimé Auteurs : Abderrahim Bouderbane, Auteur ; Riad Belouahem, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 276 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Argumentation Rhétorique Narration des Histoires Fluidité Précision Expression Orale rhetorical argumentation narrating stories fluency accuracy oral expression الحجج البلاغية سرد القصص الطلاقة الدقة التعبير الشفوي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study is a comparison between the impact of rhetorical argumentation and narrating stories on students’ fluency and accuracy in communicative competence. We aimed at evaluating the usefulness and suitability of these tasks, and their efficiency when it comes to teaching fluency and accuracy by analysing the direct effects of the tasks on the indices of fluency and accuracy. The problematic issue in this research investigates the effects of the task rhetorical argumentation, and whether it is an important task that teachers should rely on it in teaching speaking in academic contexts. The research hypotheses are used to probe the aims and they are: 1) - If students are taught how to organize information rhetorically, then they will master fluency and accuracy. 2) - If rhetorical argumentation is used as a communicative task in the classroom, then the students’ level of fluency and accuracy will improve. 3) - Teachers should be made aware that rhetorical argumentation is more suitable than narrating stories for teaching fluency and accuracy in academic contexts. In this research, we worked with second year students at the University of Frères Mentouri, Constantine.
The sample is composed of 65 students which are divided in between 30 students in the control group and 35 students in experimental group. The data was collected by two research methods: a classroom observation and an experiment. The former is used to evaluate three main areas which are: classroom interaction, topic knowledge and language knowledge. The latter is developed with a pre-test and a post-test to validate or invalidate the research hypotheses by calculating the coefficient correlation (r), t-test and the standard deviation. The results of the experiment show that there are two types of fluency which are procedural and automatic, rhetorical argumentation can be used to develop procedural fluency, and not automatic since the task is considered as difficult and students were not familiar with it. While the task of narrating stories strengthens students automatic fluency since the task was familiar to they and they already possess schema knowledge.
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1434.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10636 A comparison between the impact of the tasks rhetorical argumentation and narrating stories on fluency and accuracy. : A case study of second year students at the University of Constantine. [texte imprimé] / Abderrahim Bouderbane, Auteur ; Riad Belouahem, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 276 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Argumentation Rhétorique Narration des Histoires Fluidité Précision Expression Orale rhetorical argumentation narrating stories fluency accuracy oral expression الحجج البلاغية سرد القصص الطلاقة الدقة التعبير الشفوي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study is a comparison between the impact of rhetorical argumentation and narrating stories on students’ fluency and accuracy in communicative competence. We aimed at evaluating the usefulness and suitability of these tasks, and their efficiency when it comes to teaching fluency and accuracy by analysing the direct effects of the tasks on the indices of fluency and accuracy. The problematic issue in this research investigates the effects of the task rhetorical argumentation, and whether it is an important task that teachers should rely on it in teaching speaking in academic contexts. The research hypotheses are used to probe the aims and they are: 1) - If students are taught how to organize information rhetorically, then they will master fluency and accuracy. 2) - If rhetorical argumentation is used as a communicative task in the classroom, then the students’ level of fluency and accuracy will improve. 3) - Teachers should be made aware that rhetorical argumentation is more suitable than narrating stories for teaching fluency and accuracy in academic contexts. In this research, we worked with second year students at the University of Frères Mentouri, Constantine.
The sample is composed of 65 students which are divided in between 30 students in the control group and 35 students in experimental group. The data was collected by two research methods: a classroom observation and an experiment. The former is used to evaluate three main areas which are: classroom interaction, topic knowledge and language knowledge. The latter is developed with a pre-test and a post-test to validate or invalidate the research hypotheses by calculating the coefficient correlation (r), t-test and the standard deviation. The results of the experiment show that there are two types of fluency which are procedural and automatic, rhetorical argumentation can be used to develop procedural fluency, and not automatic since the task is considered as difficult and students were not familiar with it. While the task of narrating stories strengthens students automatic fluency since the task was familiar to they and they already possess schema knowledge.
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1434.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10636 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1434 BOU/1434 Thèse Bibliothèque principale Thèses Disponible
Titre : Difficulties encountered in the translation of medical texts : The case of First year Master students of English at the University of Frères Mentouri Constantine. Type de document : texte imprimé Auteurs : Nassima Benchabane, Auteur ; Riad Belouahem, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 300 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles. Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Textes Médicaux Traduction Difficultés Compréhension de Texte Medical Texts Translation Difficulties Reading Comprehension Strategies النصوص الطبية الترجمة مشاكل استراتيجية الفهم Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study tackles the problems of translating medical texts from English into Arabic. It uses an evaluative approach to investigate and discuss the problems and intricacies of translating medical texts from English to Arabic. The purpose of the study is to show the difficulties of translating medical terms and how they are tackled by first year master students of English.
It also attempts to identify the importance of reading comprehension in achieving a good translation of medical texts. Accordingly, it is hypothesized that if students manage to use reading comprehension strategies to generate inferences that can help them understand medical texts; their translation will be more efficient. To give consistency to the evaluative phase, two questionnaires have been used, a questionnaire for fifteen teachers and a questionnaire for fifty students. The teachers’ questionnaire aims to collect information on the Teachers’ perceptions of the strategies adopted in the translation of medical texts. The students’ questionnaire aims to collect information on the students’ knowledge concerning the features of medical texts and the strategies allocated to their translation. A pre- post experimental design has also been used. The aim of the pre-test is to depict the students’ translation and elicit the terminological difficulties encountered in the translation of medical texts. It also attempts to evaluate the strategies used by students in the translations of medical texts. The post-test aims to evaluate students’ use of reading comprehension strategies to achieve a good translation of medical texts. The result of the analysis revealed that students’ use of reading comprehension generate inferences that enhance their understanding of a source medical text and the production of an effective translation of it.
Diplôme : Doctorat En ligne : ../theses/anglais/BEN1472.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10776 Difficulties encountered in the translation of medical texts : The case of First year Master students of English at the University of Frères Mentouri Constantine. [texte imprimé] / Nassima Benchabane, Auteur ; Riad Belouahem, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 300 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Textes Médicaux Traduction Difficultés Compréhension de Texte Medical Texts Translation Difficulties Reading Comprehension Strategies النصوص الطبية الترجمة مشاكل استراتيجية الفهم Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study tackles the problems of translating medical texts from English into Arabic. It uses an evaluative approach to investigate and discuss the problems and intricacies of translating medical texts from English to Arabic. The purpose of the study is to show the difficulties of translating medical terms and how they are tackled by first year master students of English.
It also attempts to identify the importance of reading comprehension in achieving a good translation of medical texts. Accordingly, it is hypothesized that if students manage to use reading comprehension strategies to generate inferences that can help them understand medical texts; their translation will be more efficient. To give consistency to the evaluative phase, two questionnaires have been used, a questionnaire for fifteen teachers and a questionnaire for fifty students. The teachers’ questionnaire aims to collect information on the Teachers’ perceptions of the strategies adopted in the translation of medical texts. The students’ questionnaire aims to collect information on the students’ knowledge concerning the features of medical texts and the strategies allocated to their translation. A pre- post experimental design has also been used. The aim of the pre-test is to depict the students’ translation and elicit the terminological difficulties encountered in the translation of medical texts. It also attempts to evaluate the strategies used by students in the translations of medical texts. The post-test aims to evaluate students’ use of reading comprehension strategies to achieve a good translation of medical texts. The result of the analysis revealed that students’ use of reading comprehension generate inferences that enhance their understanding of a source medical text and the production of an effective translation of it.
Diplôme : Doctorat En ligne : ../theses/anglais/BEN1472.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10776 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BEN/1472 BEN/1472 Thèse Bibliothèque principale Thèses Disponible
Titre : Discourse and identity construction among Algerian Salafis on Facebook : An online ethnographic study. Type de document : texte imprimé Auteurs : Faycal Saoudi, Auteur ; Riad Belouahem, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 268 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
2 copies imprimées disponiblesLangues : Français (fre) Catégories : Français - Anglais
Langue AnglaiseTags : Linguistics and Applied Languages Facebook l‘identité le discours présentation de soi réseaux sociaux les
Salafistes Discourse Identity Salafis Self-presentation ابراز الهوية الخطاب السلفيين الهوية فايسبوك مواقع التواصل الاجتماعيIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Based on the tenets of discourse-centred online ethnography, this qualitative study
investigates how identity can be discursively generated, reproduced and co-constructed
among an Islamic religious grouping in Algeria known as Salafis within the genre of Social Networking Sites, taking as a case in point Facebook as it is the most famous and highly used social media platform nowadays. Adopting Zhao, Grasmuck and Martin ‟s (2008) sociological model of implicit and explicit identity claims on SNSs and leaning on Fairclough‟s (2003) critical discourse analytical tools and Van Djik‟s (2006) ideological square model, the study explores the armoury of linguistic and multimodal strategies employed in the presentation and construction of the Salafi identity on Facebook. The findings of the present research showed that the Algerian Salafis in this study represented their Salafi identity on Facebook through diverse textual and multimodal discursive practices including: nicknames, profile pictures (static practices), informative Salafi publications, ideological publications, and exclusive/inclusive discourse in status updates (dynamic discursive practices). Moreover, another key resource of identification and alignment within Salafism is the dominant use of Standard Arabic on Facebook and its „sacred‟ status among these people. These findings showed how identity is dynamic and mostly discursively “shown” rather than “told” on social media platforms and reflected the role of language as a
social practice in the modern digital world. The findings of this study have a number of implications for the study of discourse and identity on social media as well as the study of the social phenomena through the lens of SNSs.
Note de contenu : Appendices.
Diplôme : Doctorat En ligne : ../theses/anglais/SAO1523.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11116 Discourse and identity construction among Algerian Salafis on Facebook : An online ethnographic study. [texte imprimé] / Faycal Saoudi, Auteur ; Riad Belouahem, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2018 . - 268 f. ; 30 cm.
Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue AnglaiseTags : Linguistics and Applied Languages Facebook l‘identité le discours présentation de soi réseaux sociaux les
Salafistes Discourse Identity Salafis Self-presentation ابراز الهوية الخطاب السلفيين الهوية فايسبوك مواقع التواصل الاجتماعيIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Based on the tenets of discourse-centred online ethnography, this qualitative study
investigates how identity can be discursively generated, reproduced and co-constructed
among an Islamic religious grouping in Algeria known as Salafis within the genre of Social Networking Sites, taking as a case in point Facebook as it is the most famous and highly used social media platform nowadays. Adopting Zhao, Grasmuck and Martin ‟s (2008) sociological model of implicit and explicit identity claims on SNSs and leaning on Fairclough‟s (2003) critical discourse analytical tools and Van Djik‟s (2006) ideological square model, the study explores the armoury of linguistic and multimodal strategies employed in the presentation and construction of the Salafi identity on Facebook. The findings of the present research showed that the Algerian Salafis in this study represented their Salafi identity on Facebook through diverse textual and multimodal discursive practices including: nicknames, profile pictures (static practices), informative Salafi publications, ideological publications, and exclusive/inclusive discourse in status updates (dynamic discursive practices). Moreover, another key resource of identification and alignment within Salafism is the dominant use of Standard Arabic on Facebook and its „sacred‟ status among these people. These findings showed how identity is dynamic and mostly discursively “shown” rather than “told” on social media platforms and reflected the role of language as a
social practice in the modern digital world. The findings of this study have a number of implications for the study of discourse and identity on social media as well as the study of the social phenomena through the lens of SNSs.
Note de contenu : Appendices.
Diplôme : Doctorat En ligne : ../theses/anglais/SAO1523.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11116 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité SAO/1523 SAO/1523 Thèse Bibliothèque principale Thèses Disponible
Titre : Errors in Applying Rules for English Possessive Case : The Case of 3rd Year Students, Constantine Type de document : texte imprimé Auteurs : Sabrina Lemtaiche ; Univ. de Constantine, Éditeur scientifique ; Riad Belouahem, Directeur de thèse Année de publication : 2010 Importance : 50 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 : Errors Applying rules English possessive case 3rd year students Constantine Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/LEM1165.pdf Permalink : index.php?lvl=notice_display&id=4779 Errors in Applying Rules for English Possessive Case : The Case of 3rd Year Students, Constantine [texte imprimé] / Sabrina Lemtaiche ; Univ. de Constantine, Éditeur scientifique ; Riad Belouahem, Directeur de thèse . - 2010 . - 50 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 : Errors Applying rules English possessive case 3rd year students Constantine Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/LEM1165.pdf Permalink : index.php?lvl=notice_display&id=4779 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité LEM/1165 LEM/1165 Thèse Bibliothèque principale Thèses Disponible Permalink
PermalinkPermalink
PermalinkPermalink
PermalinkPermalink
PermalinkPermalinkPermalink
PermalinkPermalinkPermalinkPermalink
Permalink
