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Titre : Reading and writing integration to enhance students’ performance in writing : Case study of second year students of english at the teachers’ training school and Mentouri Brothers University, Constantine 1 Type de document : texte imprimé Auteurs : Esma Fetsi, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 359 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Lecture Ecriture Intégration Techniques de la lecture Expression écrite Performance en Ecriture Reading Writing Integration Reading Techniques Written Expression Writing Performance القراءة الكتابة الدمج بين المهارات تقنيات القراءة التعبير الكتابي الناتج الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Reading and writing are often thought of as integrated skills. Some thinkers consider that they ought to be taught as a single subject, while others see the opposite. In our immediate environment, we notice that in the Teachers Training School they are taught as separate modules; while in Mentouri University there is no room for reading. This situation leads us to think that if reading is really indispensable for the mastery of writing, then we are tempted to believe our students are handicapped; in that, they learn writing without reading. This study aims first at shedding light on the different approaches and methods of teaching and integrating reading and writing, as well as assessing the development of the writing skill in the second year students of both departments. Second, it also aims at investigating the potential positive impacts that reading might have on improving the writing skill. We
hypothesize that if Reading and Writing were taught as integrated skills, the students' performance in Writing would be enhanced significantly. To test our hypothesis, we have chosen the descriptive method. Teachers and students questionnaires with students‟ scores in Written Expression and Reading Techniques were analyzed and manipulated with adequate statistical procedures to study the perceptions of the informants and compare the performances of the students in the exams. This revealed that the Teachers Training School students were better writers and readers than Mentouri Brothers University students. Through this study, we assume that reading plays an important role in developing students‟ writing performance. Hence, we want to prove that reading needs to be taught as a module on its own right in the English Department of Mentouri University to help our students improve their writing skills.
Diplôme : Doctorat En ligne : ../theses/anglais/FET1463.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10608 Reading and writing integration to enhance students’ performance in writing : Case study of second year students of english at the teachers’ training school and Mentouri Brothers University, Constantine 1 [texte imprimé] / Esma Fetsi, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 359 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Lecture Ecriture Intégration Techniques de la lecture Expression écrite Performance en Ecriture Reading Writing Integration Reading Techniques Written Expression Writing Performance القراءة الكتابة الدمج بين المهارات تقنيات القراءة التعبير الكتابي الناتج الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Reading and writing are often thought of as integrated skills. Some thinkers consider that they ought to be taught as a single subject, while others see the opposite. In our immediate environment, we notice that in the Teachers Training School they are taught as separate modules; while in Mentouri University there is no room for reading. This situation leads us to think that if reading is really indispensable for the mastery of writing, then we are tempted to believe our students are handicapped; in that, they learn writing without reading. This study aims first at shedding light on the different approaches and methods of teaching and integrating reading and writing, as well as assessing the development of the writing skill in the second year students of both departments. Second, it also aims at investigating the potential positive impacts that reading might have on improving the writing skill. We
hypothesize that if Reading and Writing were taught as integrated skills, the students' performance in Writing would be enhanced significantly. To test our hypothesis, we have chosen the descriptive method. Teachers and students questionnaires with students‟ scores in Written Expression and Reading Techniques were analyzed and manipulated with adequate statistical procedures to study the perceptions of the informants and compare the performances of the students in the exams. This revealed that the Teachers Training School students were better writers and readers than Mentouri Brothers University students. Through this study, we assume that reading plays an important role in developing students‟ writing performance. Hence, we want to prove that reading needs to be taught as a module on its own right in the English Department of Mentouri University to help our students improve their writing skills.
Diplôme : Doctorat En ligne : ../theses/anglais/FET1463.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10608 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité FET/1463 FET/1463 Thèse Bibliothèque principale Thèses Disponible
Titre : La quête de l’Algérie dans la diversité des genres littéraires chez Leila Sebbar. Type de document : texte imprimé Auteurs : Karim Boulahbal, Auteur ; Farida Logbi, Directeur de thèse ; Bruno Gelas, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 253 f. Format : 30 cm. Note générale : 1 copies imprimées disponibles Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Langue Français: Sciences des textes littéraires quête exil Algérie écriture dualité mémoire identité quest exile Algeria writing duality memory identity بحث منفى الجزائر الكتابة الازددواجية الذاكرة الهوية Index. décimale : 440 Langues romanes. Français Résumé :
This research project proposes to raise different questions about the problematic linked to the generic diversity that characterizes the literary production of Leila Sebbar. Through writings whose themes are associated with a particular aesthetic, to give a writing of a mobile space, that of the in-between. This literature of the diverse reflects a search of Algeria that tirelessly leads the author, the exile and the socio-cultural duality are part of a reality, that of the origins and the native land. Thus, the Sebbarian works reflect this personal and collective feminine writing, to write in French an Algerian memory.Note de contenu :
Annexes.Diplôme : Doctorat en sciences En ligne : ../theses/francais/BOU1558.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11279 La quête de l’Algérie dans la diversité des genres littéraires chez Leila Sebbar. [texte imprimé] / Karim Boulahbal, Auteur ; Farida Logbi, Directeur de thèse ; Bruno Gelas, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 253 f. ; 30 cm.
1 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Langue Français: Sciences des textes littéraires quête exil Algérie écriture dualité mémoire identité quest exile Algeria writing duality memory identity بحث منفى الجزائر الكتابة الازددواجية الذاكرة الهوية Index. décimale : 440 Langues romanes. Français Résumé :
This research project proposes to raise different questions about the problematic linked to the generic diversity that characterizes the literary production of Leila Sebbar. Through writings whose themes are associated with a particular aesthetic, to give a writing of a mobile space, that of the in-between. This literature of the diverse reflects a search of Algeria that tirelessly leads the author, the exile and the socio-cultural duality are part of a reality, that of the origins and the native land. Thus, the Sebbarian works reflect this personal and collective feminine writing, to write in French an Algerian memory.Note de contenu :
Annexes.Diplôme : Doctorat en sciences En ligne : ../theses/francais/BOU1558.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11279 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1558FR BOU/1558 Thèse Bibliothèque principale Thèses Disponible
Titre : Voyages, mémoire et identité chez Assia Djebar et Salim Bachi. Type de document : texte imprimé Auteurs : Halima Yousra Lokoraï, Auteur ; Nedjma Benachour, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 463 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Littératures de langue française: Littératures française et francophone Voyage formes identité écriture Mythe Trip identity writing Myth الأدب الجزائري السفر الأشكال الهوية الكتابة التاريخ الأسطورة Index. décimale : 440 Langues romanes. Français Résumé : The purpose of this research is to demonstrate how Assia Djebar and Salim Bachi use the travel theme in their writings to introduce some sort of a discourse debating the World and the Self. A comparative study will allow us to identify the different representations that the authors make of travelling and what relationship or connection it may have with wandering. We will then determine how the travel discussed in our corpus involves a complex relationship between the Being and the Center. In this perspective, Ulysses, the archetype of the traveller, will be at the heart of the wandering sphere: he is undoubtedly the epitome of the nostalgic man condemned by a delayed return to roam the meanders of the world. We will therefore try to comprehend how the two writers make use of diverse elements for a rich and plural writing that reveals the fragmentary nature of an identity conflicting with a sense of bursting.
Note de contenu : Annexes:
-Présentation des auteurs :Assia Djebar.
-Biographie de Salim Bachi -Salim Bachi.
-corpus.
Diplôme : Doctorat En ligne : ../theses/francais/LOK1545.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11137 Voyages, mémoire et identité chez Assia Djebar et Salim Bachi. [texte imprimé] / Halima Yousra Lokoraï, Auteur ; Nedjma Benachour, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 463 f. ; 30 cm.
Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Littératures de langue française: Littératures française et francophone Voyage formes identité écriture Mythe Trip identity writing Myth الأدب الجزائري السفر الأشكال الهوية الكتابة التاريخ الأسطورة Index. décimale : 440 Langues romanes. Français Résumé : The purpose of this research is to demonstrate how Assia Djebar and Salim Bachi use the travel theme in their writings to introduce some sort of a discourse debating the World and the Self. A comparative study will allow us to identify the different representations that the authors make of travelling and what relationship or connection it may have with wandering. We will then determine how the travel discussed in our corpus involves a complex relationship between the Being and the Center. In this perspective, Ulysses, the archetype of the traveller, will be at the heart of the wandering sphere: he is undoubtedly the epitome of the nostalgic man condemned by a delayed return to roam the meanders of the world. We will therefore try to comprehend how the two writers make use of diverse elements for a rich and plural writing that reveals the fragmentary nature of an identity conflicting with a sense of bursting.
Note de contenu : Annexes:
-Présentation des auteurs :Assia Djebar.
-Biographie de Salim Bachi -Salim Bachi.
-corpus.
Diplôme : Doctorat En ligne : ../theses/francais/LOK1545.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11137 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité LOK/1545 LOK/1545 Thèse Bibliothèque principale Thèses Disponible Adopting 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 التعبير الكتابي التعلم التعاوني منهجية 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 : 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 . - 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 التعبير الكتابي التعلم التعاوني منهجية 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 : 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 : 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 Permalink
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