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Titre : Enseignement-apprentissage et usage des auxiliaires par les élèves du cycle moyen Type de document : texte imprimé Auteurs : Radja Mechri, Auteur ; Daouia Hanachi, Directeur de thèse Editeur : constantine [Algérie] : Université Constantine 1 Année de publication : 2012 Importance : 305 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : les auxiliaires méthodes méthodologie enseignement apprentissage auxiliary methodes methodology learning acquisitionالمنهاجية التحصيل التعلم طرق التعليم Index. décimale : 440 Langues romanes. Français Résumé : When dealing with this research work, we have wanted to send a syntactic and didactic portrait of the auxiliaries « to be » and « to have » in compound thenses into the algerian school materials and textbooks (primary and middle schools) and examine their usage in the algerian learners written expressions of middle schools. In order to reach these objectives, three points of research were priviledged :the reatment of the auxiliaries in different types of textbooks(according to several syntactic and semantic approches) ; the analysis of their treatment in the algerian school textbooks especially in the primary and middle ones ;and the usage of this part of language in the 4th year algerian
learners written expressions of middle schools. When examining some grammar or particular studies of the auxiliaries, we have noticed that when they have different positions and that they are not put adequately. The analysis of the algerian textbooks of reference showed that they laked the presence of this concept, the information needed in the choice of the adequate auxiliary in the formation of compound tenses are not completed yet. The exercises suggested to the studebts in the school textbooks are centred on the knowledge of these verbal forms.
The results of the analysis, based on the written expression of the algerian learneans in the 4th year, middle school, showed that the application and use of these auxiliaries constitutes a source of difficulty and hesitation, however, the choice of such auxiliary or that is not free. The results of our analysis select four linguistic factors puting as a condition the choice of the auxiliary : the pronouns construction, the application of parallel transitive, the contiguity of the auxiliary and the past participal and finally the application of
parallel adjectives.Diplôme : Magistère En ligne : ../theses/francais/MEC1338.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6333 Enseignement-apprentissage et usage des auxiliaires par les élèves du cycle moyen [texte imprimé] / Radja Mechri, Auteur ; Daouia Hanachi, Directeur de thèse . - constantine [Algérie] : Université Constantine 1, 2012 . - 305 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : les auxiliaires méthodes méthodologie enseignement apprentissage auxiliary methodes methodology learning acquisitionالمنهاجية التحصيل التعلم طرق التعليم Index. décimale : 440 Langues romanes. Français Résumé : When dealing with this research work, we have wanted to send a syntactic and didactic portrait of the auxiliaries « to be » and « to have » in compound thenses into the algerian school materials and textbooks (primary and middle schools) and examine their usage in the algerian learners written expressions of middle schools. In order to reach these objectives, three points of research were priviledged :the reatment of the auxiliaries in different types of textbooks(according to several syntactic and semantic approches) ; the analysis of their treatment in the algerian school textbooks especially in the primary and middle ones ;and the usage of this part of language in the 4th year algerian
learners written expressions of middle schools. When examining some grammar or particular studies of the auxiliaries, we have noticed that when they have different positions and that they are not put adequately. The analysis of the algerian textbooks of reference showed that they laked the presence of this concept, the information needed in the choice of the adequate auxiliary in the formation of compound tenses are not completed yet. The exercises suggested to the studebts in the school textbooks are centred on the knowledge of these verbal forms.
The results of the analysis, based on the written expression of the algerian learneans in the 4th year, middle school, showed that the application and use of these auxiliaries constitutes a source of difficulty and hesitation, however, the choice of such auxiliary or that is not free. The results of our analysis select four linguistic factors puting as a condition the choice of the auxiliary : the pronouns construction, the application of parallel transitive, the contiguity of the auxiliary and the past participal and finally the application of
parallel adjectives.Diplôme : Magistère En ligne : ../theses/francais/MEC1338.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6333 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité MEC/1338 MEC/1338 Thèse Bibliothèque principale Thèses Disponible Documents numériques
texte intégraleAdobe Acrobat PDF
Titre : La prise de notes, une stratégie dans le processus de l’apprentissage Type de document : texte imprimé Auteurs : Douaa Boulfekhar, Auteur ; Fatiha Hacini, Directeur de thèse ; Jean-Christophe Pellat, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 658 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : stratégies d’apprentissage apprenant enseignant autonomie motivation prise de notes activité post-PDN formation véritable conscience université apprenticeship learner teachers autonomy note-taking post note-taking activity training genuine consciousness university استراتيجيات التعلم التعلم المتعلم الأستاذ استقلالية المتعلم التحفيز اخذ الملاحظات ما بعد اخد الملاحظات التكوين والتدريب الوعي الجامعة Index. décimale : 440 Langues romanes. Français Résumé : This research sheds lights on the importance of taking notes as a strategy in the apprenticeship process. The strategy in question is very interesting in all the levels, especially at the university where the learner is confronting a magisterial course.
The first part of the thesis is theoretic. It has two chapters. The first one counts for note-taking apprenticeship strategy cognitive. It situates the concept of “apprenticeship strategy” in the didactic of the languages history. The second chapter presents the multiple situations of note-taking. This should reveal the richness and utility of this activity.
The second part of the thesis is practical. It is formed of tree chapters. The first one presents the analysis and the results achieved thanks to a questionnaire given to the students. The questionnaire permit to check if the student needs the taking notes strategy in their apprenticeship process and also examine their motivation, their consciousness as for the utility of the notes taking strategy; the conception and functioning of during a course and also post note-taking activity and after all their formation as for the strategy in question.
The second chapter presents the talks and interviews analysis done with the students. The talks approach the points which expect explanations from the part of the students, for example: the note taking evolution among the students from a module to another and also from one year to another.
Finally, the third chapter of the practical part concerns the analysis of the students’ works. It permits to check if the student focus on the sense or better on the clues in the teachers’ purposes in the research of the essential information, if they use the abbreviations and if they are able to draft starting from their taken notes.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/BOU1446.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10624 La prise de notes, une stratégie dans le processus de l’apprentissage [texte imprimé] / Douaa Boulfekhar, Auteur ; Fatiha Hacini, Directeur de thèse ; Jean-Christophe Pellat, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 658 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : stratégies d’apprentissage apprenant enseignant autonomie motivation prise de notes activité post-PDN formation véritable conscience université apprenticeship learner teachers autonomy note-taking post note-taking activity training genuine consciousness university استراتيجيات التعلم التعلم المتعلم الأستاذ استقلالية المتعلم التحفيز اخذ الملاحظات ما بعد اخد الملاحظات التكوين والتدريب الوعي الجامعة Index. décimale : 440 Langues romanes. Français Résumé : This research sheds lights on the importance of taking notes as a strategy in the apprenticeship process. The strategy in question is very interesting in all the levels, especially at the university where the learner is confronting a magisterial course.
The first part of the thesis is theoretic. It has two chapters. The first one counts for note-taking apprenticeship strategy cognitive. It situates the concept of “apprenticeship strategy” in the didactic of the languages history. The second chapter presents the multiple situations of note-taking. This should reveal the richness and utility of this activity.
The second part of the thesis is practical. It is formed of tree chapters. The first one presents the analysis and the results achieved thanks to a questionnaire given to the students. The questionnaire permit to check if the student needs the taking notes strategy in their apprenticeship process and also examine their motivation, their consciousness as for the utility of the notes taking strategy; the conception and functioning of during a course and also post note-taking activity and after all their formation as for the strategy in question.
The second chapter presents the talks and interviews analysis done with the students. The talks approach the points which expect explanations from the part of the students, for example: the note taking evolution among the students from a module to another and also from one year to another.
Finally, the third chapter of the practical part concerns the analysis of the students’ works. It permits to check if the student focus on the sense or better on the clues in the teachers’ purposes in the research of the essential information, if they use the abbreviations and if they are able to draft starting from their taken notes.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/BOU1446.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10624 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1446 BOU/1446 Thèse Bibliothèque principale Thèses Disponible The impact of language aptitude, working memory and verbal reasoning as aspects of linguistic intelligence on language learning achievement / Lamia Elmechta
Titre : The impact of language aptitude, working memory and verbal reasoning as aspects of linguistic intelligence on language learning achievement : The case of first year students at the department of letters and english language,University Des Frères Mentouri, Constantine Type de document : texte imprimé Auteurs : Lamia Elmechta, Auteur ; Hacene Saadi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 423 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : l’intelligence linguistique langues étrangères l'apprentissage didactique Linguistic Intelligence foreign language Learning Didactics الذكاء اللغوي اللغة الأجنبية التعلم Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study addresses some cognitive aspects of individual differences that influence foreign language learning. The research attempts to investigate the relationship between one type of intelligence that is referred to as linguistic intelligence and language learning achievement. Since linguistic intelligence is just a theoretical concept, we felt the need to look for a set of cognitive abilities as its constituent factors. Language aptitude, working memory, and verbal reasoning were, thus, elected to be the main factors of linguistic intelligence and
the major components of the test intended for that broad ability. Three measures of the three aforementioned capacities (working memory measure, language aptitude measure, and verbal reasoning measure) were, in effect, administered to a sample of seventy subjects from a population of 300 first-year students at the department of Letters and English, University Des Frères Mentouri, Constantine. Correlations were made between the obtained scores in these measures, and factor analysis was conducted to determine the final factors of Linguistic intelligence. The results confirm the existence of three factors, albeit with a precision in the designation of the hypothesized abilities. Grammatical ability is substituted for language aptitude, while working memory and verbal reasoning remain intact. On the basis of these findings, a further correlational study was conducted between the overall Linguistic intelligence score, as with the score of its final factors, and language learning achievement
score. Again, the results prove a significant relationship between the overall Linguistic intelligence and language learning achievement. As for the relationship between this latter and the final factors of Linguistic intelligence, two factors reveal a significant moderate correlation (grammatical ability and verbal reasoning), while the third factor (working memory) indicate a weak association. The study would, hence, encourage the implementation
of Linguistic intelligence test as the basis for selection in learning English as a foreign language.
Diplôme : Doctorat En ligne : ../theses/anglais/ELM1425.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10350 The impact of language aptitude, working memory and verbal reasoning as aspects of linguistic intelligence on language learning achievement : The case of first year students at the department of letters and english language,University Des Frères Mentouri, Constantine [texte imprimé] / Lamia Elmechta, Auteur ; Hacene Saadi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 423 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : l’intelligence linguistique langues étrangères l'apprentissage didactique Linguistic Intelligence foreign language Learning Didactics الذكاء اللغوي اللغة الأجنبية التعلم Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study addresses some cognitive aspects of individual differences that influence foreign language learning. The research attempts to investigate the relationship between one type of intelligence that is referred to as linguistic intelligence and language learning achievement. Since linguistic intelligence is just a theoretical concept, we felt the need to look for a set of cognitive abilities as its constituent factors. Language aptitude, working memory, and verbal reasoning were, thus, elected to be the main factors of linguistic intelligence and
the major components of the test intended for that broad ability. Three measures of the three aforementioned capacities (working memory measure, language aptitude measure, and verbal reasoning measure) were, in effect, administered to a sample of seventy subjects from a population of 300 first-year students at the department of Letters and English, University Des Frères Mentouri, Constantine. Correlations were made between the obtained scores in these measures, and factor analysis was conducted to determine the final factors of Linguistic intelligence. The results confirm the existence of three factors, albeit with a precision in the designation of the hypothesized abilities. Grammatical ability is substituted for language aptitude, while working memory and verbal reasoning remain intact. On the basis of these findings, a further correlational study was conducted between the overall Linguistic intelligence score, as with the score of its final factors, and language learning achievement
score. Again, the results prove a significant relationship between the overall Linguistic intelligence and language learning achievement. As for the relationship between this latter and the final factors of Linguistic intelligence, two factors reveal a significant moderate correlation (grammatical ability and verbal reasoning), while the third factor (working memory) indicate a weak association. The study would, hence, encourage the implementation
of Linguistic intelligence test as the basis for selection in learning English as a foreign language.
Diplôme : Doctorat En ligne : ../theses/anglais/ELM1425.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10350 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ELM/1425 ELM/1425 Thèse Bibliothèque principale Thèses Disponible
