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Titre : Analyse des écrits dans un milieu plurilingue : (En 4ème année moyenne) Type de document : texte imprimé Auteurs : Aicha Chouaf, Auteur ; Daouia Hanachi, Directeur de thèse Editeur : constantine [Algérie] : Université Constantine 1 Année de publication : 2013 Importance : 356 f. Format : 30 cm. Note générale : 3 copies imprimées disponibles Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Lange Etrangère plurilinguisme Didactique du plurilinguisme écrit transfert positif transfert négatif Stratégie Foreign Language Multilinguism Multilinguism Didactics written expression positive transfer Negative Transfer Strategy ??? ?????? ???? ?????? ????????? ?????? ?????? ??????? ??????? ????? ???????? ????? ?????? ?????????? Index. décimale : 440 Langues romanes. Français Résumé : Once in French Class (taught as foreign language), where learner is directed to express himself both in oral and written expressions, what is the origin of good linguistic and discursive forms the learner manage to use? And which strategies should he follow while writing a text?
These are the questions, among others, researchers ask in the field of foreign languages didactics, notably with the emerging of a new field of research named “Multilinguism Didactics.” We try, through our research, to find answers to these questions in order to understand how learners of French as foreign language think when they write, and consequently, how to help them in written expression.Diplôme : Magistère En ligne : ../theses/francais/CHO1341.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=9381 Analyse des écrits dans un milieu plurilingue : (En 4ème année moyenne) [texte imprimé] / Aicha Chouaf, Auteur ; Daouia Hanachi, Directeur de thèse . - constantine (Route ain el bey, Algérie) : Université Constantine 1, 2013 . - 356 f. ; 30 cm.
3 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Lange Etrangère plurilinguisme Didactique du plurilinguisme écrit transfert positif transfert négatif Stratégie Foreign Language Multilinguism Multilinguism Didactics written expression positive transfer Negative Transfer Strategy ??? ?????? ???? ?????? ????????? ?????? ?????? ??????? ??????? ????? ???????? ????? ?????? ?????????? Index. décimale : 440 Langues romanes. Français Résumé : Once in French Class (taught as foreign language), where learner is directed to express himself both in oral and written expressions, what is the origin of good linguistic and discursive forms the learner manage to use? And which strategies should he follow while writing a text?
These are the questions, among others, researchers ask in the field of foreign languages didactics, notably with the emerging of a new field of research named “Multilinguism Didactics.” We try, through our research, to find answers to these questions in order to understand how learners of French as foreign language think when they write, and consequently, how to help them in written expression.Diplôme : Magistère En ligne : ../theses/francais/CHO1341.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=9381 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité CHO/1341 CHO/1341 Thèse Bibliothèque principale Ouvrages Latins Disponible Documents numériques
CHO1341.pdfAdobe Acrobat PDFAdopting 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 ??????? ??????? ?????? ???????? ?????? 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 . - [S.l.] : 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 ??????? ??????? ?????? ???????? ?????? 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 : Cohesion in written computer science discourse : a study of some lexical and grammatical features Type de document : texte imprimé Auteurs : Mourad Boughedaoui ; Université d'Alger, Editeur scientifique ; M.A. Hadj-Salah, Directeur de thèse Année de publication : 1989 Importance : 147 f. Note générale : 01 Disponible au magasin de la bibliothèque universitaire centrale Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Ecrit Cohesion Informatique Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4675 Cohesion in written computer science discourse : a study of some lexical and grammatical features [texte imprimé] / Mourad Boughedaoui ; Université d'Alger, Editeur scientifique ; M.A. Hadj-Salah, Directeur de thèse . - 1989 . - 147 f.
01 Disponible au magasin de la bibliothèque universitaire centrale
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Ecrit Cohesion Informatique Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4675 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/050 BOU/050 Thèse Bibliothèque principale Thèses Disponible
Titre : A comperative analysis on women's writing with special reference to marguerite duras's moderato contabile and mary mccarthy's the group Type de document : texte imprimé Auteurs : Adra Benaissa ; Université de Warwick, Editeur scientifique Année de publication : 1984 Importance : 110 f. Note générale : 01 Disponible au magasin de la bibliothèque universitaire centrale Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Femme Ecrit Mccarthy ( Mary) Dura (Marguerite) Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4629 A comperative analysis on women's writing with special reference to marguerite duras's moderato contabile and mary mccarthy's the group [texte imprimé] / Adra Benaissa ; Université de Warwick, Editeur scientifique . - 1984 . - 110 f.
01 Disponible au magasin de la bibliothèque universitaire centrale
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Femme Ecrit Mccarthy ( Mary) Dura (Marguerite) Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4629 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BEN/097 BEN/097 Thèse Bibliothèque principale Thèses Disponible
Titre : The effect of LT cooperative learning model and teacher’s feedback on EFL students’ writing : The case of second year students of English at the Mentouri Brothers University, Constantine. Type de document : texte imprimé Auteurs : Assia Azzioui, Auteur ; Samir Laraba, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 314 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Didactique des Langues Etrangères l'apprentissage coopératif la méthode de LT écrit Cooperative learning the LT Method Teacher Feedback Writing ??????? ??????? ?????? ???????? ?????? LT ??????? ? ??????? ??????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
This study sets out to get insight into the effect of the Johnsons’ “Learning Together” cooperative model and teacher’s feedback on second-year EFL students' writing ability. Another equally considerable part of this research is to check whether CL and teachers’ feedback are used in the writing cl ass, the way they have to, and the teachers’ and students’ perceptions about the importance of integrating these methods in the writing class. This investigation is based on the hypothesis that if students under study receive effective teacher’s feedback while writing cooperatively, their writing ability would likely be better. In addition, we hypothesize that the teachers are convinced of the productivity of their feedback and CL in the writing class and would reach fruitful results if th ey are aware of the principles required in order to successfully implement these techniques, and that students would like to write cooperatively and receive teachers’ feedback if their perceptions towards these techniques are taken into consideration. To test out the first hypothesis, we have used a true randomized post-test only control group design, alternatively teachers’ and students’ questionnaires are used to check out the second one. Post-test results showed that st udents in the Exp.G produced better assignments than students who wrote individually and that the Exp.G relatively outperformed the CG in the five components of writing. T-test statistically confirmed the obtained results at the .05 level of significance and determined the effectiveness of these techniques on students’ writing. The second hypothesis is also confirmed, in that both teachers and students are fully aware of the im portance of CL and teachers’ feedback in the writing class, however most of the teachers have been found to not organize the students’ groups according to the basic elements of CL, do not make training on this technique either for themselves or their students, still overemphasis surface-level feedback and negative feedback , and their feedback is usually given at the students’ end product. In addition, students claim that they prefer to write in groups under some conditions and that teachers’ feedback have to be in line with their personalities and styles, and ask teachers to couple praises with criticisms to give them the balance d feedback they need. Based on the provided results, we have suggested some recommendations that would serve as insights for teachers to use these techniques effectively.Diplôme : Doctorat En ligne : ../theses/anglais/AZZ1397.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10207 The effect of LT cooperative learning model and teacher’s feedback on EFL students’ writing : The case of second year students of English at the Mentouri Brothers University, Constantine. [texte imprimé] / Assia Azzioui, Auteur ; Samir Laraba, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2016 . - 314 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Didactique des Langues Etrangères l'apprentissage coopératif la méthode de LT écrit Cooperative learning the LT Method Teacher Feedback Writing ??????? ??????? ?????? ???????? ?????? LT ??????? ? ??????? ??????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
This study sets out to get insight into the effect of the Johnsons’ “Learning Together” cooperative model and teacher’s feedback on second-year EFL students' writing ability. Another equally considerable part of this research is to check whether CL and teachers’ feedback are used in the writing cl ass, the way they have to, and the teachers’ and students’ perceptions about the importance of integrating these methods in the writing class. This investigation is based on the hypothesis that if students under study receive effective teacher’s feedback while writing cooperatively, their writing ability would likely be better. In addition, we hypothesize that the teachers are convinced of the productivity of their feedback and CL in the writing class and would reach fruitful results if th ey are aware of the principles required in order to successfully implement these techniques, and that students would like to write cooperatively and receive teachers’ feedback if their perceptions towards these techniques are taken into consideration. To test out the first hypothesis, we have used a true randomized post-test only control group design, alternatively teachers’ and students’ questionnaires are used to check out the second one. Post-test results showed that st udents in the Exp.G produced better assignments than students who wrote individually and that the Exp.G relatively outperformed the CG in the five components of writing. T-test statistically confirmed the obtained results at the .05 level of significance and determined the effectiveness of these techniques on students’ writing. The second hypothesis is also confirmed, in that both teachers and students are fully aware of the im portance of CL and teachers’ feedback in the writing class, however most of the teachers have been found to not organize the students’ groups according to the basic elements of CL, do not make training on this technique either for themselves or their students, still overemphasis surface-level feedback and negative feedback , and their feedback is usually given at the students’ end product. In addition, students claim that they prefer to write in groups under some conditions and that teachers’ feedback have to be in line with their personalities and styles, and ask teachers to couple praises with criticisms to give them the balance d feedback they need. Based on the provided results, we have suggested some recommendations that would serve as insights for teachers to use these techniques effectively.Diplôme : Doctorat En ligne : ../theses/anglais/AZZ1397.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10207 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité AZZ/1397 AZZ/1397 Thèse Bibliothèque principale Thèses Disponible
