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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 : Communication : From formal written interaction to media written interaction chat. Type de document : texte imprimé Auteurs : Amina Hezili, Auteur ; Karima Lakehal Ayat, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2010 Importance : 66 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 : Applied Language Studies Mentouri universitty Media written interaction Chat First year master students of English Applied language studies Communication Formal written interaction Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This dissertation gives interest to conversational media written interactions taking place in a real time on the internet, mainly Internet (online) Chats. This work introduces English students’ writing samples as a means of studying the multifaceted relationship between the overuse of chat and students’ writings. This study mentions that students’ writing samples offer a reliable framework in that they provide a way to understand, explain, and frame the students’ use and adaptation of written language to suit the conditions of Computer-Mediated Communication. This adaptation of written language has a negative influence on the students written productions. This study aims at bringing out the instances, linguistic specifities of language practices by young
users in cyberspace. This research is inspired by the works of Herring and Danet (2007) in digital writings namely in graphic usages, which deals with the differences between the available face to face semiotic material and that of chat, in addition to the claims put forward by Crystal(2001) that the new medium of communication in CMC is conducted in ways that are neither spoken nor written interaction ‘Netspeak’ as he pointed out. The results obtained from this study
show the negative influence of chat.Diplôme : Master 2 En ligne : ../theses/anglais/HEZ1096.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=4804 Communication : From formal written interaction to media written interaction chat. [texte imprimé] / Amina Hezili, Auteur ; Karima Lakehal Ayat, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2010 . - 66 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 : Applied Language Studies Mentouri universitty Media written interaction Chat First year master students of English Applied language studies Communication Formal written interaction Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This dissertation gives interest to conversational media written interactions taking place in a real time on the internet, mainly Internet (online) Chats. This work introduces English students’ writing samples as a means of studying the multifaceted relationship between the overuse of chat and students’ writings. This study mentions that students’ writing samples offer a reliable framework in that they provide a way to understand, explain, and frame the students’ use and adaptation of written language to suit the conditions of Computer-Mediated Communication. This adaptation of written language has a negative influence on the students written productions. This study aims at bringing out the instances, linguistic specifities of language practices by young
users in cyberspace. This research is inspired by the works of Herring and Danet (2007) in digital writings namely in graphic usages, which deals with the differences between the available face to face semiotic material and that of chat, in addition to the claims put forward by Crystal(2001) that the new medium of communication in CMC is conducted in ways that are neither spoken nor written interaction ‘Netspeak’ as he pointed out. The results obtained from this study
show the negative influence of chat.Diplôme : Master 2 En ligne : ../theses/anglais/HEZ1096.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=4804 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité HEZ/1096 HEZ/1096 Thèse Bibliothèque principale Thèses Disponible
Titre : Communitarism in Britain : The integration of the Pakistani community in the British society Type de document : texte imprimé Auteurs : Nesrine Bouhadjadja, Auteur ; Brahim Harouni, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2010 Importance : 47 f. Format : 31 cm Note générale : Master
2 copies imprimées disponiblesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Langue Anglaise Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present work looks at the attitude of Pakistani immigrants toward the United Kingdom with two different views; the first one is that of the first generation of immigrants who went to Great Britain after the Second World War as economic migrants in search of their dream of better life and at the same time with the dream of returning to the home land . The second view is that of the Britsh born Pakistanis who stayed in Britain and see her as their first and may be their only home country.
The object of the present research is to analyse the process that the Pakistani Community followed to integrate into the British society, and that strengthened the advantages that the United Kingdom offered when she passed the British Nationality Act which gave more support to the Pakistani Community to integrate into Britain in social, economic and educational spheres.
The discussion reveals that the British born Pakistanis had no other choice but integration into British society, thus they found themselves torn between two cultures; that of their ancestors and the one of the host society with a support from the second side offered many advantages such as
education.Diplôme : Master 2 En ligne : ../theses/anglais/BOU1239.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=5745 Communitarism in Britain : The integration of the Pakistani community in the British society [texte imprimé] / Nesrine Bouhadjadja, Auteur ; Brahim Harouni, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2010 . - 47 f. ; 31 cm.
Master
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Langue Anglaise Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present work looks at the attitude of Pakistani immigrants toward the United Kingdom with two different views; the first one is that of the first generation of immigrants who went to Great Britain after the Second World War as economic migrants in search of their dream of better life and at the same time with the dream of returning to the home land . The second view is that of the Britsh born Pakistanis who stayed in Britain and see her as their first and may be their only home country.
The object of the present research is to analyse the process that the Pakistani Community followed to integrate into the British society, and that strengthened the advantages that the United Kingdom offered when she passed the British Nationality Act which gave more support to the Pakistani Community to integrate into Britain in social, economic and educational spheres.
The discussion reveals that the British born Pakistanis had no other choice but integration into British society, thus they found themselves torn between two cultures; that of their ancestors and the one of the host society with a support from the second side offered many advantages such as
education.Diplôme : Master 2 En ligne : ../theses/anglais/BOU1239.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=5745 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1239 BOU/1239 Thèse Bibliothèque principale Thèses Disponible
Titre : A comparative analysis of educational systems in post-revolutionary societies : the case of the soviet union and China Type de document : texte imprimé Auteurs : Messouci Tassadit ; University of London, Éditeur scientifique ; Holmes, Directeur de thèse Année de publication : 1978 Importance : 104 f. Note générale : 01 Disponible au magasin de la bibliothèque universitaire centrale Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Union soviétique Chine Education Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Master 2 Permalink : index.php?lvl=notice_display&id=4652 A comparative analysis of educational systems in post-revolutionary societies : the case of the soviet union and China [texte imprimé] / Messouci Tassadit ; University of London, Éditeur scientifique ; Holmes, Directeur de thèse . - 1978 . - 104 f.
01 Disponible au magasin de la bibliothèque universitaire centrale
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Union soviétique Chine Education Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Master 2 Permalink : index.php?lvl=notice_display&id=4652 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité TAS/149 TAS/149 Thèse Bibliothèque principale Thèses Disponible
Titre : A comparative investigation of the effects of CD-ROM and printed dictionary Use on reading comprehension and vocabulary retention of University EFL students : The case of 2nd year EFL students at Mentouri Brothers University – Constantine 1 Type de document : texte imprimé Auteurs : Chaker Hamdi, Auteur ; Zahri Harouni, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 242 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Dictionnaire CD-ROM dictionnaire imprimé la compréhension de l’écrit l’apprentissage du vocabulaire CD-ROM dictionary printed dictionary log files reading comprehension vocabulary retention القاموس الإلكتروني القاموس الورقي القراء الإستيعابية تذكر المفردات Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The dictionary is one of the common learning tools for foreign and second language
learners who use various types of dictionaries to help them work on their language
development. Yet, to my knowledge, the effects of dictionaries, either in printed or
electronic form, have never been systematically investigated in the Algerian context.
Consequently, in order to investigate whether dictionary support improves (affects) text
comprehension and vocabulary retention, this study compares readers’ foreign language
text comprehension and vocabulary retention across two dictionary conditions. Reading
time, dictionary usage (lookup frequency), degree of comprehension, and recall of words
were the dependent measures employed. The subjects of this study were 44 EFL
sophomores studying in the English Department at Mentouri Brothers UniversityConstantine 1. They were assigned two reading tasks under two conditions: using a printed
dictionary (PD) at one time and a CD-ROM dictionary (CD) at another. The presentation
mode of the reading tests was on computer screen alone. I used a piece of monitoring
software to record the subjects’ lookups in the CD-ROM dictionary condition. The
monitoring software also took notes of the time each subject needed to finish the reading
task in both conditions. The recorded information was automatically saved in log files
concealed in the subjects’ computers, and a paired-samples t-test was then conducted to
test the research hypotheses. In addition, Pearson’s correlation coefficient was computed
to examine any correlation between the subjects’ lookup frequencies and their reading
scores in both conditions. As for the vocabulary retention tests, I administered a pretest
and posttest to the subjects in both lookup conditions (paper and CD-ROM), and an
iv
independent-samples t-test was conducted to compare memory for words. The analysis of
information retrieved from the log files revealed that the CD-ROM dictionary enabled the
subjects to read the passage in significantly less time than the printed dictionary. It was
also found that the subjects looked up significantly more words in the CD-ROM
dictionary than in the printed dictionary. However, the results indicate that the type of
dictionary does not significantly influence comprehension, and that no correlation exists
between the subjects’ lookup frequencies and their reading scores in PD and CD
conditions. With regard to vocabulary retention, the findings revealed that printed
dictionary lookup fosters better recall of vocabulary. It was concluded that CD-ROM
dictionaries would be effective and motivating aids to reading comprehension but could be
less effective to vocabulary retention.
Diplôme : Doctorat En ligne : ../theses/anglais/HAM1414.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10317 A comparative investigation of the effects of CD-ROM and printed dictionary Use on reading comprehension and vocabulary retention of University EFL students : The case of 2nd year EFL students at Mentouri Brothers University – Constantine 1 [texte imprimé] / Chaker Hamdi, Auteur ; Zahri Harouni, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 242 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Dictionnaire CD-ROM dictionnaire imprimé la compréhension de l’écrit l’apprentissage du vocabulaire CD-ROM dictionary printed dictionary log files reading comprehension vocabulary retention القاموس الإلكتروني القاموس الورقي القراء الإستيعابية تذكر المفردات Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The dictionary is one of the common learning tools for foreign and second language
learners who use various types of dictionaries to help them work on their language
development. Yet, to my knowledge, the effects of dictionaries, either in printed or
electronic form, have never been systematically investigated in the Algerian context.
Consequently, in order to investigate whether dictionary support improves (affects) text
comprehension and vocabulary retention, this study compares readers’ foreign language
text comprehension and vocabulary retention across two dictionary conditions. Reading
time, dictionary usage (lookup frequency), degree of comprehension, and recall of words
were the dependent measures employed. The subjects of this study were 44 EFL
sophomores studying in the English Department at Mentouri Brothers UniversityConstantine 1. They were assigned two reading tasks under two conditions: using a printed
dictionary (PD) at one time and a CD-ROM dictionary (CD) at another. The presentation
mode of the reading tests was on computer screen alone. I used a piece of monitoring
software to record the subjects’ lookups in the CD-ROM dictionary condition. The
monitoring software also took notes of the time each subject needed to finish the reading
task in both conditions. The recorded information was automatically saved in log files
concealed in the subjects’ computers, and a paired-samples t-test was then conducted to
test the research hypotheses. In addition, Pearson’s correlation coefficient was computed
to examine any correlation between the subjects’ lookup frequencies and their reading
scores in both conditions. As for the vocabulary retention tests, I administered a pretest
and posttest to the subjects in both lookup conditions (paper and CD-ROM), and an
iv
independent-samples t-test was conducted to compare memory for words. The analysis of
information retrieved from the log files revealed that the CD-ROM dictionary enabled the
subjects to read the passage in significantly less time than the printed dictionary. It was
also found that the subjects looked up significantly more words in the CD-ROM
dictionary than in the printed dictionary. However, the results indicate that the type of
dictionary does not significantly influence comprehension, and that no correlation exists
between the subjects’ lookup frequencies and their reading scores in PD and CD
conditions. With regard to vocabulary retention, the findings revealed that printed
dictionary lookup fosters better recall of vocabulary. It was concluded that CD-ROM
dictionaries would be effective and motivating aids to reading comprehension but could be
less effective to vocabulary retention.
Diplôme : Doctorat En ligne : ../theses/anglais/HAM1414.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10317 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité HAM/1414 HAM/1414 Thèse Bibliothèque principale Thèses Disponible
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