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420 : Anglais et vieil anglais (anglo-saxon) : indice de base 42 |
Ouvrages de la bibliothèque en indexation 420 (426)
Affiner la recherche Interroger des sources externesCorrolation between the performance in english and the sociocultural background / karima Lakehal-Ayat
Titre : Corrolation between the performance in english and the sociocultural background : the case of the first year students of english Type de document : texte imprimé Auteurs : karima Lakehal-Ayat ; Univ. de Constantine, Éditeur scientifique ; John Humbley, Directeur de thèse Année de publication : 1997 Importance : 115 f. Note générale : 02 Disponibles au magasin de la bibliothèque universitaire centrale
1 exp. Transférer à la bibliothèque des sciences humainesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Edudiant 1Lre année Anglais ( Langue) Culture Université Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère Permalink : index.php?lvl=notice_display&id=4708 Corrolation between the performance in english and the sociocultural background : the case of the first year students of english [texte imprimé] / karima Lakehal-Ayat ; Univ. de Constantine, Éditeur scientifique ; John Humbley, Directeur de thèse . - 1997 . - 115 f.
02 Disponibles au magasin de la bibliothèque universitaire centrale
1 exp. Transférer à la bibliothèque des sciences humaines
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Edudiant 1Lre année Anglais ( Langue) Culture Université Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère Permalink : index.php?lvl=notice_display&id=4708 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité LAK/391 LAK/391 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 : 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 : 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 : Creative teaching to increase students' learning and achievement : The case of English teachers-University of Constantine Type de document : texte imprimé Auteurs : Mohamed Zineddine Belkaddas ; Univ. de Constantine, Éditeur scientifique ; Laarbi Koli, Directeur de thèse Année de publication : 2010 Importance : 51 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 : Students' learning Language sciences Students' achievement Creative teaching English teachers University of Constantine Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BEL1129.pdf Permalink : index.php?lvl=notice_display&id=4841 Creative teaching to increase students' learning and achievement : The case of English teachers-University of Constantine [texte imprimé] / Mohamed Zineddine Belkaddas ; Univ. de Constantine, Éditeur scientifique ; Laarbi Koli, Directeur de thèse . - 2010 . - 51 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 : Students' learning Language sciences Students' achievement Creative teaching English teachers University of Constantine Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BEL1129.pdf Permalink : index.php?lvl=notice_display&id=4841 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BEL/1129 BEL/1129 Thèse Bibliothèque principale Thèses Disponible 
Titre : A cross-cultural pragmatic approach to enhance learners’ intercultural communicative competence : Case study of third year students of English at the University of Mohammed Seddik Benyahia, Jijel Type de document : texte imprimé Auteurs : Meriem Bousba, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 307 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Compétence communicative interculturelle Compétences linguistiques pragmatiques socioculturelles Culture Pragmatique Approche Syllabus Techniques Evaluation Intercultural Communicative Competence Linguistic Pragmatic Socio-cultural Competences Pragmatics Approach Assessement "
الكفاءة التواصلية بين الثقافات الكفاءة اللغوية الكفاءة البراغماتية الكفاءة الثقافية الثقافة البراغماتية منهج تقنيات ،تقييمIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : In the light of the rapidly-changing world characterized by globalization, the concept of intercultural communicative competence is introduced to Foreign Language Teaching. This new construct has been propounded to supersede that of communicative competence in order to cater for the needs of learners to function effectively and appropriately with people from other cultures. Learners of English are required not just to develop their communicative skills, but also to adopt new attitudes of tolerance, empathy and acceptance of culture-specific norms and behaviours. These requirements are not systematically addressed by the teaching of English at Algerian universities. Particularly, and as a direct result, students at Mohammed Seddik Benyahia University, Jijel, are presumed to be not adept in managing intercultural contact and conversations even at advanced stages leading towards their graduation. On these accounts, a threefold aim is concocted for this study. The first aim is to diagnose the teaching of culture and its position in the implemented curriculum. The second and third aims pertain to suggesting a cultural pragmatic approach for teaching English at the tertiary level and assessing its effectiveness in developing learners’ intercultural communicative competence. To achieve the set aims, two hypotheses are formulated and tested out. The first stipulates that present teaching curricula, though incorporating culture and pragmatics of communication, seldom bring them to the forefront of teaching and, hence, do not serve the achievement of the desired outcome of improving learners’ intercultural communicative competence. It is put to the test using a questionnaire and a Discourse Completion Task designed to both teachers (n=16) and students (n=110), respectively. The data obtained revealed that teachers, though aware of the importance of culture, do not fully integrate it in their teaching syllabi, and that learners are unequipped with intercultural communicative competence. The second hypothesis maintains that using a cross-cultural pragmatic approach to teach English would result in enhancing this competence. It is tested by handing out two alternate tests to a control group and an experimental group of students (n=52) before and after intervention, which consists in implementing a semester-long cultural and pragmatic syllabus. Results of the pretest revealed convergent performances in and between the two groups of students, albeit failing to achieve passing scores. By the termination of the treatment period, the experimental group has not only outdone the control group in scores, but performed very positively on every aspect of intercultural communicative competence. On the basis of these findings, pedagogical recommendations are suggested to syllabus designers and teachers to assign culture adequate importance, one that is similar to language skills.
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1448.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10622 A cross-cultural pragmatic approach to enhance learners’ intercultural communicative competence : Case study of third year students of English at the University of Mohammed Seddik Benyahia, Jijel [texte imprimé] / Meriem Bousba, Auteur ; Farida Abderrahim, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 307 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Compétence communicative interculturelle Compétences linguistiques pragmatiques socioculturelles Culture Pragmatique Approche Syllabus Techniques Evaluation Intercultural Communicative Competence Linguistic Pragmatic Socio-cultural Competences Pragmatics Approach Assessement "
الكفاءة التواصلية بين الثقافات الكفاءة اللغوية الكفاءة البراغماتية الكفاءة الثقافية الثقافة البراغماتية منهج تقنيات ،تقييمIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : In the light of the rapidly-changing world characterized by globalization, the concept of intercultural communicative competence is introduced to Foreign Language Teaching. This new construct has been propounded to supersede that of communicative competence in order to cater for the needs of learners to function effectively and appropriately with people from other cultures. Learners of English are required not just to develop their communicative skills, but also to adopt new attitudes of tolerance, empathy and acceptance of culture-specific norms and behaviours. These requirements are not systematically addressed by the teaching of English at Algerian universities. Particularly, and as a direct result, students at Mohammed Seddik Benyahia University, Jijel, are presumed to be not adept in managing intercultural contact and conversations even at advanced stages leading towards their graduation. On these accounts, a threefold aim is concocted for this study. The first aim is to diagnose the teaching of culture and its position in the implemented curriculum. The second and third aims pertain to suggesting a cultural pragmatic approach for teaching English at the tertiary level and assessing its effectiveness in developing learners’ intercultural communicative competence. To achieve the set aims, two hypotheses are formulated and tested out. The first stipulates that present teaching curricula, though incorporating culture and pragmatics of communication, seldom bring them to the forefront of teaching and, hence, do not serve the achievement of the desired outcome of improving learners’ intercultural communicative competence. It is put to the test using a questionnaire and a Discourse Completion Task designed to both teachers (n=16) and students (n=110), respectively. The data obtained revealed that teachers, though aware of the importance of culture, do not fully integrate it in their teaching syllabi, and that learners are unequipped with intercultural communicative competence. The second hypothesis maintains that using a cross-cultural pragmatic approach to teach English would result in enhancing this competence. It is tested by handing out two alternate tests to a control group and an experimental group of students (n=52) before and after intervention, which consists in implementing a semester-long cultural and pragmatic syllabus. Results of the pretest revealed convergent performances in and between the two groups of students, albeit failing to achieve passing scores. By the termination of the treatment period, the experimental group has not only outdone the control group in scores, but performed very positively on every aspect of intercultural communicative competence. On the basis of these findings, pedagogical recommendations are suggested to syllabus designers and teachers to assign culture adequate importance, one that is similar to language skills.
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1448.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10622 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1448 BOU/1448 Thèse Bibliothèque principale Thèses Disponible
Titre : A cross-cultural study of politeness strategies in requests and refusals of requests : The case of Algerian Arabic and British English. Type de document : texte imprimé Auteurs : Maha Lounis, Auteur ; Youcef Beghoul, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 247 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Applied Linguistics:Studies of Applied Language stratégies de politesse demandes refus de demandes l'anglais britannique arabe algérien politeness strategies requests refusals British English Algerian Arabic استراتيجيات التأدب اللغوي الطلب الرفض الانجليزية البريطانية العربية الجزائرية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study is a cross-cultural comparative/contrastive analysis of the politeness strategies used in the realization patterns of two speech acts: requests and refusals to requests in British English and Algerian Arabic. Relying on the theory of linguistic politeness proposed by Brown and Levinson (1987), this research aims to find out the possible similarities and/or differences in the performance of these two speech acts by Algerian Arabic natives and British natives. Furthermore, it aims to test the different politeness strategies chosen by the speakers of both languages according to the particular social variables of social power, social distance and ranking of imposition. The hypothesis made is that different considerations of distance, power, and rank of imposition by the two types of investigated speakers with different linguistic and cultural backgrounds would result in different politeness strategies in the realization of requests and refusals to requests. The data of this research are elicited via a Discourse Completion Task. The obtained data are analysed quantitatively and qualitatively. The results reveal that both respondent groups use the same range of politeness strategies. However, while the native speakers of British English prefer negative politeness strategies, the native speakers of Algerian Arabic prefer positive politeness. The latter group has also
proved to be more direct in making requests and refusals than the first one. Moreover, whereas social power seems to count most in British English, considerations of social distance are of more importance in Algerian Arabic. In addition, not only are the Algerian requests and refusals influenced by socio-cultural conventions but also by religious beliefs. These findings are a contribution to the studies on cross-cultural communication, which strive to find solutions to possible communication breakdowns with regards to polite language, an important element in human interaction.
Diplôme : Doctorat En ligne : ../theses/anglais/LOU1542.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11134 A cross-cultural study of politeness strategies in requests and refusals of requests : The case of Algerian Arabic and British English. [texte imprimé] / Maha Lounis, Auteur ; Youcef Beghoul, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 247 f. ; 30 cm.
Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Applied Linguistics:Studies of Applied Language stratégies de politesse demandes refus de demandes l'anglais britannique arabe algérien politeness strategies requests refusals British English Algerian Arabic استراتيجيات التأدب اللغوي الطلب الرفض الانجليزية البريطانية العربية الجزائرية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study is a cross-cultural comparative/contrastive analysis of the politeness strategies used in the realization patterns of two speech acts: requests and refusals to requests in British English and Algerian Arabic. Relying on the theory of linguistic politeness proposed by Brown and Levinson (1987), this research aims to find out the possible similarities and/or differences in the performance of these two speech acts by Algerian Arabic natives and British natives. Furthermore, it aims to test the different politeness strategies chosen by the speakers of both languages according to the particular social variables of social power, social distance and ranking of imposition. The hypothesis made is that different considerations of distance, power, and rank of imposition by the two types of investigated speakers with different linguistic and cultural backgrounds would result in different politeness strategies in the realization of requests and refusals to requests. The data of this research are elicited via a Discourse Completion Task. The obtained data are analysed quantitatively and qualitatively. The results reveal that both respondent groups use the same range of politeness strategies. However, while the native speakers of British English prefer negative politeness strategies, the native speakers of Algerian Arabic prefer positive politeness. The latter group has also
proved to be more direct in making requests and refusals than the first one. Moreover, whereas social power seems to count most in British English, considerations of social distance are of more importance in Algerian Arabic. In addition, not only are the Algerian requests and refusals influenced by socio-cultural conventions but also by religious beliefs. These findings are a contribution to the studies on cross-cultural communication, which strive to find solutions to possible communication breakdowns with regards to polite language, an important element in human interaction.
Diplôme : Doctorat En ligne : ../theses/anglais/LOU1542.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11134 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité LOU/1542 LOU/1542 Thèse Bibliothèque principale Thèses Disponible Permalink
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