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Partager le résultat de cette recherche Interroger des sources externesCorrelation study between self-concept and foreign language achievement at secondary school / Anissa Idjhanine
Titre : Correlation study between self-concept and foreign language achievement at secondary school Type de document : texte imprimé Auteurs : Anissa Idjhanine, Auteur ; Hacene Hamada, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2011 Importance : 146 f. Format : 31 cm. Note générale : 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : secondary school foreign language Language teaching and methodology study Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Recent research findings assert the importance of the psychological components in learning with an increasing focus on the role of personality variables such as self-concept to improve academic outcomes. The literature shows that effective learning begins with promoting students’ self-concept, a key ingredient for cultivating autonomous and successful learners. Within this scope, this research attempts to answer a number of questions relevant to the role of teachers and school environment in promoting self concept in order to get better achievement in the general secondary school course and the English language course among a sample of secondary school learners. However, how many of our students can not ask us for help when they have difficulties? How many of them can not talk in front of a group and sacrifice their chance of learning for fear of being judged or laughed at? How many of them do not even try, just because they are persuaded that they can not? The question to be asked then is, “what do schools and teachers do or not do that leaves our students with such a damaged self-concept?” It is hypothesized, in this study, that when learners display a positive self-concept, their general academic achievement will be satisfactory and they will reach satisfactory foreign language (English) performance.
Data gathering tools- a questionnaire and achievement grades in the general course and the English course- provide significant results to draw a correlation between the different variables of the study and confirm the hypothesis. The study determines the need to raise awareness about the importance of self-concept in the learning process and in the learning of foreign languages, to help both teachers and parents win the battle against the challenges they face: high dropout rate, low academic achievement, lack of motivation and low academic self-concept, as the undeniable fact is that every child has the ability to learn and be successful if the right environment is provided.Diplôme : Magistère En ligne : ../theses/anglais/IDJ1301.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6102 Correlation study between self-concept and foreign language achievement at secondary school [texte imprimé] / Anissa Idjhanine, Auteur ; Hacene Hamada, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2011 . - 146 f. ; 31 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : secondary school foreign language Language teaching and methodology study Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Recent research findings assert the importance of the psychological components in learning with an increasing focus on the role of personality variables such as self-concept to improve academic outcomes. The literature shows that effective learning begins with promoting students’ self-concept, a key ingredient for cultivating autonomous and successful learners. Within this scope, this research attempts to answer a number of questions relevant to the role of teachers and school environment in promoting self concept in order to get better achievement in the general secondary school course and the English language course among a sample of secondary school learners. However, how many of our students can not ask us for help when they have difficulties? How many of them can not talk in front of a group and sacrifice their chance of learning for fear of being judged or laughed at? How many of them do not even try, just because they are persuaded that they can not? The question to be asked then is, “what do schools and teachers do or not do that leaves our students with such a damaged self-concept?” It is hypothesized, in this study, that when learners display a positive self-concept, their general academic achievement will be satisfactory and they will reach satisfactory foreign language (English) performance.
Data gathering tools- a questionnaire and achievement grades in the general course and the English course- provide significant results to draw a correlation between the different variables of the study and confirm the hypothesis. The study determines the need to raise awareness about the importance of self-concept in the learning process and in the learning of foreign languages, to help both teachers and parents win the battle against the challenges they face: high dropout rate, low academic achievement, lack of motivation and low academic self-concept, as the undeniable fact is that every child has the ability to learn and be successful if the right environment is provided.Diplôme : Magistère En ligne : ../theses/anglais/IDJ1301.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6102 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité IDJ/1301 IDJ/1301 Thèse Bibliothèque principale Thèses Disponible
Titre : The role of foreign language learners' self- esteem in enhancing their oral performance : The case of second year LMD students of English, university of Constantine Type de document : texte imprimé Auteurs : Naouel Bouchareb ; Univ. de Constantine, Éditeur scientifique ; Hacene Saadi, Directeur de thèse Année de publication : 2010 Importance : 86 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 : Second year LMD students of English Role of learners' self-esteem University of Constantine Foreign language Oral performance Enhancing Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BOU1160.pdf Permalink : index.php?lvl=notice_display&id=4790 The role of foreign language learners' self- esteem in enhancing their oral performance : The case of second year LMD students of English, university of Constantine [texte imprimé] / Naouel Bouchareb ; Univ. de Constantine, Éditeur scientifique ; Hacene Saadi, Directeur de thèse . - 2010 . - 86 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 : Second year LMD students of English Role of learners' self-esteem University of Constantine Foreign language Oral performance Enhancing Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BOU1160.pdf Permalink : index.php?lvl=notice_display&id=4790 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1160 BOU/1160 Thèse Bibliothèque principale Thèses Disponible
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 لغة اجنبیة تعدد اللغات التعلیمیة متعددة اللغات التعبیر الكتابي النقل الایجابي النقل السلبي استراتیجیة 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 : 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 [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 لغة اجنبیة تعدد اللغات التعلیمیة متعددة اللغات التعبیر الكتابي النقل الایجابي النقل السلبي استراتیجیة 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 : 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 PDF
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
