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Partager le résultat de cette recherche Interroger des sources externesAnalyse des pratiques pédagogiques d'enseignement du projet architectural au département d'architecture et d'urbanisme de Constantine à la lumière des méthodes pédagogiques actives / Messaoud Aiche
Titre : Analyse des pratiques pédagogiques d'enseignement du projet architectural au département d'architecture et d'urbanisme de Constantine à la lumière des méthodes pédagogiques actives : pour un meilleur développement des compétences des étudiants de fin de cycle Type de document : texte imprimé Auteurs : Messaoud Aiche ; Mohamed Salah Zerouala, Directeur de thèse ; Univ. de Constantine, Éditeur scientifique Année de publication : 2006 Importance : 245 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 : Communication Conception Compétence Projet Evaluation Méthode pédagogique Index. décimale : 720 Architecture Diplôme : Doctorat En ligne : ../theses/architecture/AIC4733.pdf Permalink : index.php?lvl=notice_display&id=2258 Analyse des pratiques pédagogiques d'enseignement du projet architectural au département d'architecture et d'urbanisme de Constantine à la lumière des méthodes pédagogiques actives : pour un meilleur développement des compétences des étudiants de fin de cycle [texte imprimé] / Messaoud Aiche ; Mohamed Salah Zerouala, Directeur de thèse ; Univ. de Constantine, Éditeur scientifique . - 2006 . - 245 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 : Communication Conception Compétence Projet Evaluation Méthode pédagogique Index. décimale : 720 Architecture Diplôme : Doctorat En ligne : ../theses/architecture/AIC4733.pdf Permalink : index.php?lvl=notice_display&id=2258 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité AIC/4733 AIC/4733 Thèse Bibliothèque principale Thèses Disponible 
Titre : L'argumentation écrite entre objectifs d'apprentissage et difficultés rencontrées Type de document : texte imprimé Auteurs : Ibtissem Benachour ; Univ. de Constantine, Éditeur scientifique ; Jean-Pascal Simon, Directeur de thèse Année de publication : 2009 Importance : 270 f. Format : 30 cm Note générale : Deux disponibles à la salle de recherche
Trois disponibles au magasin de la bibliothèque universitaire centrale+ 1 cdLangues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Compétence Argumentation Difficultés Production écrite Réforme Index. décimale : 440 Langues romanes. Français Résumé : What competences govern the acquisition of editorial competence, in 4thAM? What
difficulties meet these schoolboys in written production of the argumentatif text? And
which improvements they can approve in the course of one year of education / study of
argumentation?
The major interest of this memo, which redraws the contribution of the new program
of education of French foreign language in medium cycle, in the installation of
editorial competence, is that he sums up main difficulties that these schoolboys of the
4th AM, in product meet. This job is therefore meant to be a mirror reflecting the
pedagogic reality of this issue, which did not stop a suscitellicitude, often anxious,
teachers, parents and an instructive frame, with a view to ameliorating actual situation,
in written production.Diplôme : Magistère En ligne : ../theses/francais/BEN1042.pdf Permalink : index.php?lvl=notice_display&id=5433 L'argumentation écrite entre objectifs d'apprentissage et difficultés rencontrées [texte imprimé] / Ibtissem Benachour ; Univ. de Constantine, Éditeur scientifique ; Jean-Pascal Simon, Directeur de thèse . - 2009 . - 270 f. ; 30 cm.
Deux disponibles à la salle de recherche
Trois disponibles au magasin de la bibliothèque universitaire centrale+ 1 cd
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Compétence Argumentation Difficultés Production écrite Réforme Index. décimale : 440 Langues romanes. Français Résumé : What competences govern the acquisition of editorial competence, in 4thAM? What
difficulties meet these schoolboys in written production of the argumentatif text? And
which improvements they can approve in the course of one year of education / study of
argumentation?
The major interest of this memo, which redraws the contribution of the new program
of education of French foreign language in medium cycle, in the installation of
editorial competence, is that he sums up main difficulties that these schoolboys of the
4th AM, in product meet. This job is therefore meant to be a mirror reflecting the
pedagogic reality of this issue, which did not stop a suscitellicitude, often anxious,
teachers, parents and an instructive frame, with a view to ameliorating actual situation,
in written production.Diplôme : Magistère En ligne : ../theses/francais/BEN1042.pdf Permalink : index.php?lvl=notice_display&id=5433 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BEN/1042 BEN/1042 Thèse Bibliothèque principale Thèses Disponible Documents numériques
texte intégraleAdobe Acrobat PDF
Titre : Implementing competency based education in initial teacher training in Algeria : The case of pre-service middle school teachers of English at the higher teacher training school (Ecole Normale Supérieure) of Constantine Type de document : texte imprimé Auteurs : Mohamed Rafik Fadel, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 477 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Competency Competency Based Education Competency Based Teacher Education Teacher Education Initial Teacher Training compétence approche par compétences formation des enseignants basée sur les compétencesformation initiale des enseignants كفاءة المقاربة بالكفاءات تكوين الأساتذة بالكفاءات التكوين الأولي للأساتذة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Believing that the quality of education depends on the competence of teachers, the initial training of Middle School teachers in Algeria has been since 1999 the responsibility of a Higher Education institution to ensure providing teachers with high standards. In this context, our study aims at exploring the use of Competency Based Teacher Education at the Ecole Normale Supérieure of Constantine focusing on significant indicators namely attitude and
performance. Using a mixed research paradigm, we observed four classes concerned with the teaching methodology course intended for fourth-year students of English, and then we investigated both the students’ and the teachers’ attitudes about the course through an attitudes questionnaire. We have also gathered trainees’ rating of their teaching competencies after the course through a self-rating questionnaire and compared it with the ratings of their
supervisors and Middle School training teachers. Finally, we analyzed the lesson plans of the fifty trainees involved in the study after collecting their training copy books and rated their teaching performance using the same scale in the rating questionnaire. The results obtained from analyzing the classroom observation checklists indicate a tendency towards an applied science model approach in teacher education in the four subjects observed where the focus is on the knowledge to be acquired rather than on the competencies to be developed by the preservice teachers. Likewise, the correlation test has shown a relative correlation between trainees’ self-rating of their teaching competencies and the ratings of their supervisors and training teachers. However, there was a weak association between these scores and the ones obtained from analyzing the lesson plans of the trainees who scored lower in performance than in their attitudes about their performance. The study describes findings about teacher
education in Algeria and provides suggestions for the implementation of a competency-based model to prepare pre-service teachers for their future career.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/FAD1442.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10628 Implementing competency based education in initial teacher training in Algeria : The case of pre-service middle school teachers of English at the higher teacher training school (Ecole Normale Supérieure) of Constantine [texte imprimé] / Mohamed Rafik Fadel, Auteur ; Farida Abderrahim, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 477 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Competency Competency Based Education Competency Based Teacher Education Teacher Education Initial Teacher Training compétence approche par compétences formation des enseignants basée sur les compétencesformation initiale des enseignants كفاءة المقاربة بالكفاءات تكوين الأساتذة بالكفاءات التكوين الأولي للأساتذة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Believing that the quality of education depends on the competence of teachers, the initial training of Middle School teachers in Algeria has been since 1999 the responsibility of a Higher Education institution to ensure providing teachers with high standards. In this context, our study aims at exploring the use of Competency Based Teacher Education at the Ecole Normale Supérieure of Constantine focusing on significant indicators namely attitude and
performance. Using a mixed research paradigm, we observed four classes concerned with the teaching methodology course intended for fourth-year students of English, and then we investigated both the students’ and the teachers’ attitudes about the course through an attitudes questionnaire. We have also gathered trainees’ rating of their teaching competencies after the course through a self-rating questionnaire and compared it with the ratings of their
supervisors and Middle School training teachers. Finally, we analyzed the lesson plans of the fifty trainees involved in the study after collecting their training copy books and rated their teaching performance using the same scale in the rating questionnaire. The results obtained from analyzing the classroom observation checklists indicate a tendency towards an applied science model approach in teacher education in the four subjects observed where the focus is on the knowledge to be acquired rather than on the competencies to be developed by the preservice teachers. Likewise, the correlation test has shown a relative correlation between trainees’ self-rating of their teaching competencies and the ratings of their supervisors and training teachers. However, there was a weak association between these scores and the ones obtained from analyzing the lesson plans of the trainees who scored lower in performance than in their attitudes about their performance. The study describes findings about teacher
education in Algeria and provides suggestions for the implementation of a competency-based model to prepare pre-service teachers for their future career.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/FAD1442.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10628 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité FAD/1442 FAD/1442 Thèse Bibliothèque principale Thèses Disponible
Titre : Matching teaching and learning styles in developing students' oral fluency and competence : A case study of First year students of English of Nyala University, Khartoum,Sudan Type de document : texte imprimé Auteurs : Ibrahim Adam Mohammed Saleh, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 253 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : correspondance entre les styles d'enseignement et d'apprentissage capacité oral motivation Matching teaching and learning styles oral fluency competence مماثلة أساليب التعليم و التعلم المهارة اللغوية القدرة والدافع Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study investigates the degree of matching between teaching and learning styles as strategies to develop the Sudanese students' speaking ability. It draws attention of the teachers, the students and the educationists in Sudan to the importance of speaking as one of the most important language skills. The aim of this study is to come out with constructive recommendations for, the teachers, the students and the educationists in order to improve the processes of teaching and learning speaking. In addition, it aims to specify the mismatch between learning and teaching styles that affect speaking English. The sample of the study is 80 first year students at the College of Education and Arts, English Department, Nyala University, Sudan. The instrument used in this study are the students' speaking interview used as a pilot study and two questionnaires. One questionnaire was administered during formal lectures to students, and one questionnaire was administered to the teachers who teach English at tertiary level.
Data was statistically analyzed by ""Statistical Package for Social Sciences Program"". The findings of the
study indicate that there is mismatch between teaching and learning styles as strategies affecting the speaking skill. In addition, the study points out that these strategies have more impact on the speaking than any other language skill. It also suggests that the teachers who wish to improve their students' speaking skill have to consider these strategies to be matched with the students' learning styles.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/ADA1477.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10792 Matching teaching and learning styles in developing students' oral fluency and competence : A case study of First year students of English of Nyala University, Khartoum,Sudan [texte imprimé] / Ibrahim Adam Mohammed Saleh, Auteur ; Farida Abderrahim, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2018 . - 253 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : correspondance entre les styles d'enseignement et d'apprentissage capacité oral motivation Matching teaching and learning styles oral fluency competence مماثلة أساليب التعليم و التعلم المهارة اللغوية القدرة والدافع Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study investigates the degree of matching between teaching and learning styles as strategies to develop the Sudanese students' speaking ability. It draws attention of the teachers, the students and the educationists in Sudan to the importance of speaking as one of the most important language skills. The aim of this study is to come out with constructive recommendations for, the teachers, the students and the educationists in order to improve the processes of teaching and learning speaking. In addition, it aims to specify the mismatch between learning and teaching styles that affect speaking English. The sample of the study is 80 first year students at the College of Education and Arts, English Department, Nyala University, Sudan. The instrument used in this study are the students' speaking interview used as a pilot study and two questionnaires. One questionnaire was administered during formal lectures to students, and one questionnaire was administered to the teachers who teach English at tertiary level.
Data was statistically analyzed by ""Statistical Package for Social Sciences Program"". The findings of the
study indicate that there is mismatch between teaching and learning styles as strategies affecting the speaking skill. In addition, the study points out that these strategies have more impact on the speaking than any other language skill. It also suggests that the teachers who wish to improve their students' speaking skill have to consider these strategies to be matched with the students' learning styles.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/ADA1477.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10792 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ADA/1477 ADA/1477 Thèse Bibliothèque principale Thèses Disponible
Titre : An alysis of the English as a second/foreign language learners’ use of English modal verbs Type de document : texte imprimé Auteurs : Salima Selmen, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 265 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Linguistics and Language Teaching Grammaire verbes modaux anglais compréhension production compétence performance Grammar English modal verbs comprehension competence القواعد النحوية الأفعال الشرطية الإنجليزية الفهم الإنتاج الكفاءة الأداء Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Successful communication in the target language requires not only the mastery of syntax, morphology, phonology and lexis, but also the ability to use appropriate expressions in appropriate context. Learners of the target language always need more than linguistic knowledge and skills in order to be better language users. Many grammarians and applied linguistic researchers consider modal verbs as the most problematic grammatical element for learners and teachers due to their formal and semantic features. This study investigates the second/foreign language learners’ use of English modal verbs and the nature of difficulties and factors affecting their use. The purpose of this study is, therefore, to explore learners’ use in terms of communication strategy usage and competence in the second/foreign language. With all the problems associated with the difficulties of teaching and learning modal verbs, as well as the call for the necessity of finding out an approach to facilitate the teaching and learning of modal verbs, we hypothesized that Algerian university learners would fail to use modal verbs if they were engaged to express modality in English, and that their lack of knowledge of the semantic and the pragmatic use of English modal verbs would be the reason behind that. In order to answer the research questions and assess the research hypotheses, data were gathered through a questionnaire and a test administered to a sample of 116 students from a total population of 360 second year Master students at the Department of Letters and English at the University “Frères Mentouri”, Constantine 1. The results were analyzed qualitatively and quantitatively to identify the factors that affect the students’ use of English modal verbs and to investigate the frequency and difficulties in the use of each of the selected English modal verbs at comprehension and production level. The findings derived from this study provide a comprehensive understanding about assessing students’ acquisition of modality. In this respect, possible explanation of the students’ errors was discovered and pedagogical implications were provided both theoretically and practically. Note de contenu : APPENDIX I :The Students’ Questionnaire.
APPENDIX II:The Test.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/SEL1531.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11120 An alysis of the English as a second/foreign language learners’ use of English modal verbs [texte imprimé] / Salima Selmen, Auteur ; Farida Abderrahim, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 265 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Linguistics and Language Teaching Grammaire verbes modaux anglais compréhension production compétence performance Grammar English modal verbs comprehension competence القواعد النحوية الأفعال الشرطية الإنجليزية الفهم الإنتاج الكفاءة الأداء Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Successful communication in the target language requires not only the mastery of syntax, morphology, phonology and lexis, but also the ability to use appropriate expressions in appropriate context. Learners of the target language always need more than linguistic knowledge and skills in order to be better language users. Many grammarians and applied linguistic researchers consider modal verbs as the most problematic grammatical element for learners and teachers due to their formal and semantic features. This study investigates the second/foreign language learners’ use of English modal verbs and the nature of difficulties and factors affecting their use. The purpose of this study is, therefore, to explore learners’ use in terms of communication strategy usage and competence in the second/foreign language. With all the problems associated with the difficulties of teaching and learning modal verbs, as well as the call for the necessity of finding out an approach to facilitate the teaching and learning of modal verbs, we hypothesized that Algerian university learners would fail to use modal verbs if they were engaged to express modality in English, and that their lack of knowledge of the semantic and the pragmatic use of English modal verbs would be the reason behind that. In order to answer the research questions and assess the research hypotheses, data were gathered through a questionnaire and a test administered to a sample of 116 students from a total population of 360 second year Master students at the Department of Letters and English at the University “Frères Mentouri”, Constantine 1. The results were analyzed qualitatively and quantitatively to identify the factors that affect the students’ use of English modal verbs and to investigate the frequency and difficulties in the use of each of the selected English modal verbs at comprehension and production level. The findings derived from this study provide a comprehensive understanding about assessing students’ acquisition of modality. In this respect, possible explanation of the students’ errors was discovered and pedagogical implications were provided both theoretically and practically. Note de contenu : APPENDIX I :The Students’ Questionnaire.
APPENDIX II:The Test.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/SEL1531.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11120 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité SEL/1531 SEL/1531 Thèse Bibliothèque principale Thèses Disponible Permalink
