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Auteur Saliha Chelli |
Documents disponibles écrits par cet auteur (3)
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Titre : Exploring grammar teachers’ beliefs and practices through focus-on-form instruction : The case study of grammar teachers at the English branch at Mohamed Khider University of Biskra Type de document : texte imprimé Auteurs : Youcef Laala, Auteur ; Saliha Chelli, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 262 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : language and Civilization Enseignants de grammaire croyances des enseignants instruction basée sur la
forme Teachers’ beliefs form-focused instruction grammar teaching أساتذة قواعد اللغة اعتقادات الأساتذة التعلیمة المبنیة على التركیبة اللغویةIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present case study intends to explore some aspects of the beliefs’ mechanism among grammar teachers and the way they are shaped in the teaching environment, particularly using form-focused instruction. This is a major issue relatively unexplored in the context of the Algerian university. Studies in the field of teaching and learning tended to explore and evaluate the teachers’ teaching practices and actions related to a definite framework guided by a prescribed teaching methodology. This interest stressed the concrete side of the teaching job but not in the mental process that controls and supervises everything. This work explores beliefs about form-focused instruction held by grammar teachers with different teaching experiences and backgrounds in the English section at the Mohamed Khider University of Biskra and the relationship between these beliefs and classroom practices, in addition to that, the elements shaping the teachers’ beliefs while performing their daily teaching routine. This exploratory research was based on two main questions: What are the teachers’ beliefs about form-focused instruction? And to what extent are these beliefs reflected in the classroom practices. Through the previous questions a hypothesis was formulated if teachers held beliefs about teaching including form-focused instruction, it would be reflected in the way they perform in the classroom. In order to answer the questions and validate the hypothesis, three data gathering tools were used: a questionnaire administered to nineteen teachers’ of grammar, a semi structured face-to-face interview to a sample of ten grammar teachers and a semi structured classroom observation during the 2016-2017 academic year. Results show that the participants hold very specific beliefs, shaped mostly by their personal experience and actualized in different ways in the classroom. Diplôme : Doctorat en sciences En ligne : ../theses/anglais/LAA1530.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11119 Exploring grammar teachers’ beliefs and practices through focus-on-form instruction : The case study of grammar teachers at the English branch at Mohamed Khider University of Biskra [texte imprimé] / Youcef Laala, Auteur ; Saliha Chelli, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 262 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : language and Civilization Enseignants de grammaire croyances des enseignants instruction basée sur la
forme Teachers’ beliefs form-focused instruction grammar teaching أساتذة قواعد اللغة اعتقادات الأساتذة التعلیمة المبنیة على التركیبة اللغویةIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present case study intends to explore some aspects of the beliefs’ mechanism among grammar teachers and the way they are shaped in the teaching environment, particularly using form-focused instruction. This is a major issue relatively unexplored in the context of the Algerian university. Studies in the field of teaching and learning tended to explore and evaluate the teachers’ teaching practices and actions related to a definite framework guided by a prescribed teaching methodology. This interest stressed the concrete side of the teaching job but not in the mental process that controls and supervises everything. This work explores beliefs about form-focused instruction held by grammar teachers with different teaching experiences and backgrounds in the English section at the Mohamed Khider University of Biskra and the relationship between these beliefs and classroom practices, in addition to that, the elements shaping the teachers’ beliefs while performing their daily teaching routine. This exploratory research was based on two main questions: What are the teachers’ beliefs about form-focused instruction? And to what extent are these beliefs reflected in the classroom practices. Through the previous questions a hypothesis was formulated if teachers held beliefs about teaching including form-focused instruction, it would be reflected in the way they perform in the classroom. In order to answer the questions and validate the hypothesis, three data gathering tools were used: a questionnaire administered to nineteen teachers’ of grammar, a semi structured face-to-face interview to a sample of ten grammar teachers and a semi structured classroom observation during the 2016-2017 academic year. Results show that the participants hold very specific beliefs, shaped mostly by their personal experience and actualized in different ways in the classroom. Diplôme : Doctorat en sciences En ligne : ../theses/anglais/LAA1530.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11119 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité LAA/1530 LAA/1530 Thèse Bibliothèque principale Thèses Disponible Improving students’ academic communicative proficiency through reading techniques and authentic materials / Saïd Slimani
Titre : Improving students’ academic communicative proficiency through reading techniques and authentic materials : The case of First year EFL students of the English language branch at Biskra University Type de document : texte imprimé Auteurs : Saïd Slimani, Auteur ; Saliha Chelli, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 305 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Applied Linguistics l’aptitude à lire textes authentique l’aptitude communicative the reading skil authentic materials communicative proficiency مهارة القراءة النصوص الأصلية مهارة التخاطب Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study attempts to explore the underlying reasons that prevent first year EFL
students at Mohamed Kheider University of Biskra (MKUB) during the academic year: 2014/2015 from positively interacting with the reading print to which they are intensively exposed to in most of their lectures. The hypotheses put forward throughout the current research are expressed as follows: If first year EFL students are totally aware of the importance of the reading skill and succeed in using the appropriate reading techniques and strategies, they may understand the assigned reading materials. This difficulty is due to the absence of the students’ awareness of the importance of the reading skill and their failure to use the appropriate reading strategies and techniques to understand them. Also, students’ communicative proficiency may increase through the implementation of authentic materials accompanied with the use of these reading strategies and techniques. In this study the exploratory method was opted in order to explore the importance of the reading skill and the extent to which the effectiveness of its implementation with authentic materials and teaching the appropriate reading strategies and techniques may enhance EFL students’ academic communicative proficiency. The findings obtained from the analysis of the questionnaire administered to 80 (N: 80) first year EFL learners have, on the one hand, revealed that they are conscious (but not aware) of the importance of the reading skill, and they totally ignore most of the reading strategies and techniques when approaching any reading material. On the other hand, those students have shown more enthusiasm and motivation towards the use of authentic materials in their classes. According to the results
obtained from 16 (N: 16) EFL teachers’ questionnaire, most of them have developed a positive attitude towards the use of these materials in their EFL classes. Concerning the use of reading strategies and techniques, only a small minority of those teachers stated that they, from time to time, remind their students about some of these strategies. Finally, to enhance first year EFL students’ academic communicative proficiency, a need for incorporating the reading skill in their curriculum and implementing authentic materials accompanied with the teaching/learning of the necessary reading strategies and techniques have become compulsory in order to avoid some undesirable and unsatisfactory outcomes of many Algerian EFL learners.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/SLI1526.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11113 Improving students’ academic communicative proficiency through reading techniques and authentic materials : The case of First year EFL students of the English language branch at Biskra University [texte imprimé] / Saïd Slimani, Auteur ; Saliha Chelli, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 305 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Applied Linguistics l’aptitude à lire textes authentique l’aptitude communicative the reading skil authentic materials communicative proficiency مهارة القراءة النصوص الأصلية مهارة التخاطب Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study attempts to explore the underlying reasons that prevent first year EFL
students at Mohamed Kheider University of Biskra (MKUB) during the academic year: 2014/2015 from positively interacting with the reading print to which they are intensively exposed to in most of their lectures. The hypotheses put forward throughout the current research are expressed as follows: If first year EFL students are totally aware of the importance of the reading skill and succeed in using the appropriate reading techniques and strategies, they may understand the assigned reading materials. This difficulty is due to the absence of the students’ awareness of the importance of the reading skill and their failure to use the appropriate reading strategies and techniques to understand them. Also, students’ communicative proficiency may increase through the implementation of authentic materials accompanied with the use of these reading strategies and techniques. In this study the exploratory method was opted in order to explore the importance of the reading skill and the extent to which the effectiveness of its implementation with authentic materials and teaching the appropriate reading strategies and techniques may enhance EFL students’ academic communicative proficiency. The findings obtained from the analysis of the questionnaire administered to 80 (N: 80) first year EFL learners have, on the one hand, revealed that they are conscious (but not aware) of the importance of the reading skill, and they totally ignore most of the reading strategies and techniques when approaching any reading material. On the other hand, those students have shown more enthusiasm and motivation towards the use of authentic materials in their classes. According to the results
obtained from 16 (N: 16) EFL teachers’ questionnaire, most of them have developed a positive attitude towards the use of these materials in their EFL classes. Concerning the use of reading strategies and techniques, only a small minority of those teachers stated that they, from time to time, remind their students about some of these strategies. Finally, to enhance first year EFL students’ academic communicative proficiency, a need for incorporating the reading skill in their curriculum and implementing authentic materials accompanied with the teaching/learning of the necessary reading strategies and techniques have become compulsory in order to avoid some undesirable and unsatisfactory outcomes of many Algerian EFL learners.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/SLI1526.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11113 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité SLI/1526 SLI/1526 Thèse Bibliothèque principale Thèses Disponible
Titre : The impact of computer-mediated task-based approach on vocabulary acquisition : The case of Third year secondary school students, Sirin Lekhmissi Secondary School- Souk Ahras- Type de document : texte imprimé Auteurs : Aicha Reffas, Auteur ; Saliha Chelli, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2021 Importance : 243 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
1 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Didactique des Langues Etrangères apprentissage linguistique assisté par ordinateur approche par taches acquisition du vocabulaire instruction basée sur les taches assistée par ordinateur Computer Assisted Language Learning Task-based Approach Vocabulary Acquisition computer-mediated task-based aquisition تعلم اللغات بمساعدة الكمبيوتر المقاربة القائمة على المهمات اكتساب المفردات إكتساب المفردات في المقاربة القائمة على المهمات Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Many Algerian stundents face difficulties in the process of learning English as a foreign language. Among them, vocabulary learning/retention is the most persistent despite teachers‘ effort to help them overcome their lexical issues. This mixed methods research attempted to test the following hypothesis which stated that ― third year scientific students‘ vocabulary learning would be improved if they were taught using computer-mediated task-based approach‖. This study; therefore, investigated the impact of computer-mediated task-based approach on vocabulary learning of third year secondary school scientific stream students from Sirine Lekhmissi Secondary School, Souk Ahras.The sample included 30 participants divided into two groups: a treatment group (n=15) and a control group (n=15). Before the treatment, two pre-questionnaires were administered to ten (n=10) teachers from Souk-Ahras secondary schools in addition to thirty students from the same population in order to confirm that this study was worth undertaking. Then, a teacher-made test of vocabulary was given as a pre-test to the sample followed by vocabulary instruction through which the control group was exposed to vocabulary using the board, pictures, postures and dictionaries. The same vocabulary was introduced to the experimental group using the task-based approach and teacher-made computer quizzes and the Hot Potatoe Software. At the end of this quasiexperiment, the post-test results revealed that the computer-mediated task-based approach was more effective than the traditional way of teaching vocabulary as the unpaired t-test value (5.47) was greater than the critical value (1.70) for twenty eight degrees of freedom. That approach can be more successful if the necessary conditions were provided including the availability of computers in addition to teachers and students‘ training in computer use.
Note de contenu :
Annexes.
Diplôme : Doctorat En ligne : ../theses/anglais/REF1594.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11704 The impact of computer-mediated task-based approach on vocabulary acquisition : The case of Third year secondary school students, Sirin Lekhmissi Secondary School- Souk Ahras- [texte imprimé] / Aicha Reffas, Auteur ; Saliha Chelli, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2021 . - 243 f. ; 30 cm.
Doctorat 3 cycle LMD.
1 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Didactique des Langues Etrangères apprentissage linguistique assisté par ordinateur approche par taches acquisition du vocabulaire instruction basée sur les taches assistée par ordinateur Computer Assisted Language Learning Task-based Approach Vocabulary Acquisition computer-mediated task-based aquisition تعلم اللغات بمساعدة الكمبيوتر المقاربة القائمة على المهمات اكتساب المفردات إكتساب المفردات في المقاربة القائمة على المهمات Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Many Algerian stundents face difficulties in the process of learning English as a foreign language. Among them, vocabulary learning/retention is the most persistent despite teachers‘ effort to help them overcome their lexical issues. This mixed methods research attempted to test the following hypothesis which stated that ― third year scientific students‘ vocabulary learning would be improved if they were taught using computer-mediated task-based approach‖. This study; therefore, investigated the impact of computer-mediated task-based approach on vocabulary learning of third year secondary school scientific stream students from Sirine Lekhmissi Secondary School, Souk Ahras.The sample included 30 participants divided into two groups: a treatment group (n=15) and a control group (n=15). Before the treatment, two pre-questionnaires were administered to ten (n=10) teachers from Souk-Ahras secondary schools in addition to thirty students from the same population in order to confirm that this study was worth undertaking. Then, a teacher-made test of vocabulary was given as a pre-test to the sample followed by vocabulary instruction through which the control group was exposed to vocabulary using the board, pictures, postures and dictionaries. The same vocabulary was introduced to the experimental group using the task-based approach and teacher-made computer quizzes and the Hot Potatoe Software. At the end of this quasiexperiment, the post-test results revealed that the computer-mediated task-based approach was more effective than the traditional way of teaching vocabulary as the unpaired t-test value (5.47) was greater than the critical value (1.70) for twenty eight degrees of freedom. That approach can be more successful if the necessary conditions were provided including the availability of computers in addition to teachers and students‘ training in computer use.
Note de contenu :
Annexes.
Diplôme : Doctorat En ligne : ../theses/anglais/REF1594.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11704 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité REF/1594 REF/1594 Thèse Bibliothèque principale Thèses Disponible
