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Partager le résultat de cette recherche Interroger des sources externesA cross-cultural pragmatic approach to enhance learners’ intercultural communicative competence / Meriem Bousba
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 : From learning to write to writing to write : Instilling habit formation in EFL learners cognitive and meta-cognitive perspectives, the case of second year students, University of Jijel, Algeria. Type de document : texte imprimé Auteurs : Amin Kebieche, Auteur ; Nacif Labed, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2021 Importance : 242 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
1 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Applied Linguistics approche la rédaction l'apprentissage à la rédaction approach writing learning to write المقاربة مهارة الكتابة تعليم التعبير الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
The writing skill is a cognitively complex skill, and it is a problem for many EFL Written Expression students. Writing teachers at the Department of English at the University of Jijel agree that the second year EFL students’ written productions are mundane and prolix. The complexity of the writing skill can be partly attributable to some variables that EFL students have to cognitively master both at the sentence level and beyond the sentence level so as to achieve correct English pieces of writing. Besides, the way the writing skill is taught at the department of English remains debatable as to which method teachers should apply in their classes. It can be hypothesized that students would enjoy writing profusely if teachers used the appropriate approaches in teaching writing and know how to develop their students’ cognitive and metacognitive skills when writing. In other words, if students are to become proficient writers, it is incumbent upon their teachers to lead them from learning to write (learning the fundamentals of writing) to writing to write (enjoying writing and being aware of and motivated to write). As such, this study aims at testing the effects of implementing a well balanced approach to teaching writing and allowing more practice for a better students’ written performance. As a matter of fact, this approach is an eclectic approach to teaching writing, drawing on the product approach, process approach, and genre approach. With that end in view, two questionnaires were designed for both teachers and students and an experiment -conducted over a period of four months in which each second year student was required to write 4 essays. The analysis of the questionnaires has revealed that the writing skill is being taught and approached piecemeal, with less room for practice and insufficient feedback on the part of teachers of writing. The results of the experiment have shown that the students gained in writing proficiency; hence, the results support the hypothesis (H1).
Note de contenu :
Appendices.
Diplôme : Doctorat En ligne : ../theses/anglais/KEB1589.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11699 From learning to write to writing to write : Instilling habit formation in EFL learners cognitive and meta-cognitive perspectives, the case of second year students, University of Jijel, Algeria. [texte imprimé] / Amin Kebieche, Auteur ; Nacif Labed, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2021 . - 242 f. ; 30 cm.
Doctorat 3 cycle LMD.
1 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : English Language: Applied Linguistics approche la rédaction l'apprentissage à la rédaction approach writing learning to write المقاربة مهارة الكتابة تعليم التعبير الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
The writing skill is a cognitively complex skill, and it is a problem for many EFL Written Expression students. Writing teachers at the Department of English at the University of Jijel agree that the second year EFL students’ written productions are mundane and prolix. The complexity of the writing skill can be partly attributable to some variables that EFL students have to cognitively master both at the sentence level and beyond the sentence level so as to achieve correct English pieces of writing. Besides, the way the writing skill is taught at the department of English remains debatable as to which method teachers should apply in their classes. It can be hypothesized that students would enjoy writing profusely if teachers used the appropriate approaches in teaching writing and know how to develop their students’ cognitive and metacognitive skills when writing. In other words, if students are to become proficient writers, it is incumbent upon their teachers to lead them from learning to write (learning the fundamentals of writing) to writing to write (enjoying writing and being aware of and motivated to write). As such, this study aims at testing the effects of implementing a well balanced approach to teaching writing and allowing more practice for a better students’ written performance. As a matter of fact, this approach is an eclectic approach to teaching writing, drawing on the product approach, process approach, and genre approach. With that end in view, two questionnaires were designed for both teachers and students and an experiment -conducted over a period of four months in which each second year student was required to write 4 essays. The analysis of the questionnaires has revealed that the writing skill is being taught and approached piecemeal, with less room for practice and insufficient feedback on the part of teachers of writing. The results of the experiment have shown that the students gained in writing proficiency; hence, the results support the hypothesis (H1).
Note de contenu :
Appendices.
Diplôme : Doctorat En ligne : ../theses/anglais/KEB1589.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11699 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité KEB/1589 KEB/1589 Thèse Bibliothèque principale Thèses Disponible
Titre : Renouvellement du centre ancien de la ville de Tebessa Type de document : texte imprimé Auteurs : Lazhar Gherzouli ; Univ. de Constantine, Éditeur scientifique ; Belkacem Labii, Directeur de thèse Année de publication : 2007 Importance : 225 f. Note générale : 01 Disponible à la salle de recherche 02 Disponibles au magazin de la B.U.C. 01 cd Langues : Français (fre) Catégories : Français - Anglais
Architecture et UrbanismeTags : Tebessa Centre Renouvellement urbain Acteurs Approche Index. décimale : 720 Architecture En ligne : ../theses/architecture/GHE4949.pdf Permalink : index.php?lvl=notice_display&id=2219 Renouvellement du centre ancien de la ville de Tebessa [texte imprimé] / Lazhar Gherzouli ; Univ. de Constantine, Éditeur scientifique ; Belkacem Labii, Directeur de thèse . - 2007 . - 225 f.
01 Disponible à la salle de recherche 02 Disponibles au magazin de la B.U.C. 01 cd
Langues : Français (fre)
Catégories : Français - Anglais
Architecture et UrbanismeTags : Tebessa Centre Renouvellement urbain Acteurs Approche Index. décimale : 720 Architecture En ligne : ../theses/architecture/GHE4949.pdf Permalink : index.php?lvl=notice_display&id=2219 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité GHE/4949 GHE/4949 Thèse Bibliothèque principale Thèses Disponible
Titre : تطبيق مقاربات الترجمة لنقل الاستعارة المكنية من اللغة العربية إلى اللغة الفرنسية في ترجمة مارسال بوا لروايات نهاية الأمس، بان الصبح والجازية والدراويش لعبد الحميد بن هدوقة. Type de document : texte imprimé Auteurs : حسينة الواعر, Auteur ; يوسف وسطاني, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 463 ورقة. Format : 30 سم. Note générale : 2نسخ موجودة مكتبة المركزية
Langues : Arabe (ara) Catégories : Arabe
الترجمةTags : عبد الحميد بن هدوقة مارسال بوا المقاربة نظرية الاستعارة الاستعارة المكنية Abdelhamid BENHADDUGA Marcel BOIS approach theory of metaphor embodied metaphor approche théorie de métaphore métaphore personnifiée Index. décimale : 400 اللغـــات Résumé : This research, titled: Applying translation approaches to transfer embodied metaphor from Arabic into French in Bois’ translation of BENHADDOUGA’ novels: La fin d’hier, la mise à nue and Djazia et les derviches, aims at highlighting the linguistic, communication, pragmatic and hermeneutic translation approaches. The translator adopts them in order to transfer this figure of speech, which is directly connected to the culture, from Arabic into French. It aims also at verifying effectiveness of these approaches in the communication between the Arabic and the French societies.
Diplôme : Doctorat en sciences En ligne : ../theses/traduction/ALOU4386.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11177 تطبيق مقاربات الترجمة لنقل الاستعارة المكنية من اللغة العربية إلى اللغة الفرنسية في ترجمة مارسال بوا لروايات نهاية الأمس، بان الصبح والجازية والدراويش لعبد الحميد بن هدوقة. [texte imprimé] / حسينة الواعر, Auteur ; يوسف وسطاني, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 463 ورقة. ; 30 سم.
2نسخ موجودة مكتبة المركزية
Langues : Arabe (ara)
Catégories : Arabe
الترجمةTags : عبد الحميد بن هدوقة مارسال بوا المقاربة نظرية الاستعارة الاستعارة المكنية Abdelhamid BENHADDUGA Marcel BOIS approach theory of metaphor embodied metaphor approche théorie de métaphore métaphore personnifiée Index. décimale : 400 اللغـــات Résumé : This research, titled: Applying translation approaches to transfer embodied metaphor from Arabic into French in Bois’ translation of BENHADDOUGA’ novels: La fin d’hier, la mise à nue and Djazia et les derviches, aims at highlighting the linguistic, communication, pragmatic and hermeneutic translation approaches. The translator adopts them in order to transfer this figure of speech, which is directly connected to the culture, from Arabic into French. It aims also at verifying effectiveness of these approaches in the communication between the Arabic and the French societies.
Diplôme : Doctorat en sciences En ligne : ../theses/traduction/ALOU4386.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11177 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité الو/4386 الو/4386 Thèse Bibliothèque principale Thèses Disponible
