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Partager le résultat de cette recherche Interroger des sources externesLa compréhension de l'écrit en 5ème année de primaire Analyse de dispositifs d'enseignement et d'évaluation / Zineb Haroun
Titre : La compréhension de l'écrit en 5ème année de primaire Analyse de dispositifs d'enseignement et d'évaluation Type de document : texte imprimé Auteurs : Zineb Haroun, Auteur ; Aldjia Outaleb-Pellé, Directeur de thèse ; Jean Pascal Simon, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 475 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : didactique du FLE-dispositifs compréhension textes enseignement évaluation pratiques stratégies devices comprehension texts teaching evaluation practices strategies أجهزة فهم النصوص التدريس التقييم الممارسات الاستراتيجيات Index. décimale : 440 Langues romanes. Français Résumé : This doctoral research, which has been conducted right after the reform of French language teaching in the Algerian primary schools, attempts to give an account of the current way reading comprehension is taught in French as a subject matter in the Fifth grade. Its main objective is to find out the prominent characteristics and pitfalls of reading instruction, which could be subject to pedagogical alignment. These characteristics are examined on the basis of various fields of study: Text -Analysis Psycholinguistic, Psychology of Learning, Teaching Reading in the Mother Tongue and in a Foreign Language, and Educational Sciences), in addition to a pedagogical device that seems to integrate the interdependency of both the process of learning and teaching and the assessment of reading comprehension. The analysis of this interdependency aims at identifying the factors, which are at the heart
of the process of teaching, and assessing reading comprehension along with its theoretical insights; it also aims to determine the degree of defect, discrepancy or harmony between the processes of teaching and learning and assessing reading comprehension.
To clear up the nature of the relationship between these processes, an eclectic research approach has been adopted: Descriptive and Comprehensive, Interpretative, and Systemic so as to investigate teaching practices in relation to pupils ‘learning. The interrelation between the cited processes has brought about a particular view of the curriculum, which does not only prescribe specified learning competencies but, from a practical perspective, considers the learners’ effective acquisition of the prescribed competencies. The observation of the teaching and learning process has confirmed the hypothesis that Decoding Reading Competency is a necessary and preliminary phase to reading comprehension in prescriptive teaching practices, and to a less degree in more effective teaching practices in favored socio-economic classes. As for the hypothesis backing a rather fragmentary than
interactive activation of comprehension competencies by means of the evaluation of tests items, it proves to be valid for test models suggested by the prescribed practices and for class tests. However, it is not in accordance with evaluation principles, the assessed aspects of competence and the recommended tests. As for the hypothesis stating gaps between the prescribed and the actual curriculum, it is confirmed by different levels of the process of teaching and assessing reading comprehension. Based on these research findings, pedagogical alignments and teaching procedures are recommended to support both the design of reading curricula and teaching practices.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/HAR1423.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10348 La compréhension de l'écrit en 5ème année de primaire Analyse de dispositifs d'enseignement et d'évaluation [texte imprimé] / Zineb Haroun, Auteur ; Aldjia Outaleb-Pellé, Directeur de thèse ; Jean Pascal Simon, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 475 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : didactique du FLE-dispositifs compréhension textes enseignement évaluation pratiques stratégies devices comprehension texts teaching evaluation practices strategies أجهزة فهم النصوص التدريس التقييم الممارسات الاستراتيجيات Index. décimale : 440 Langues romanes. Français Résumé : This doctoral research, which has been conducted right after the reform of French language teaching in the Algerian primary schools, attempts to give an account of the current way reading comprehension is taught in French as a subject matter in the Fifth grade. Its main objective is to find out the prominent characteristics and pitfalls of reading instruction, which could be subject to pedagogical alignment. These characteristics are examined on the basis of various fields of study: Text -Analysis Psycholinguistic, Psychology of Learning, Teaching Reading in the Mother Tongue and in a Foreign Language, and Educational Sciences), in addition to a pedagogical device that seems to integrate the interdependency of both the process of learning and teaching and the assessment of reading comprehension. The analysis of this interdependency aims at identifying the factors, which are at the heart
of the process of teaching, and assessing reading comprehension along with its theoretical insights; it also aims to determine the degree of defect, discrepancy or harmony between the processes of teaching and learning and assessing reading comprehension.
To clear up the nature of the relationship between these processes, an eclectic research approach has been adopted: Descriptive and Comprehensive, Interpretative, and Systemic so as to investigate teaching practices in relation to pupils ‘learning. The interrelation between the cited processes has brought about a particular view of the curriculum, which does not only prescribe specified learning competencies but, from a practical perspective, considers the learners’ effective acquisition of the prescribed competencies. The observation of the teaching and learning process has confirmed the hypothesis that Decoding Reading Competency is a necessary and preliminary phase to reading comprehension in prescriptive teaching practices, and to a less degree in more effective teaching practices in favored socio-economic classes. As for the hypothesis backing a rather fragmentary than
interactive activation of comprehension competencies by means of the evaluation of tests items, it proves to be valid for test models suggested by the prescribed practices and for class tests. However, it is not in accordance with evaluation principles, the assessed aspects of competence and the recommended tests. As for the hypothesis stating gaps between the prescribed and the actual curriculum, it is confirmed by different levels of the process of teaching and assessing reading comprehension. Based on these research findings, pedagogical alignments and teaching procedures are recommended to support both the design of reading curricula and teaching practices.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/HAR1423.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10348 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité HAR/1423 HAR/1423 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
Titre : La comprehension de l'ecrit a l'ecole primaire. : Quelle demarche pour quels apprentissages? Type de document : texte imprimé Auteurs : Naima Dembri, Auteur ; Abdeslam Zetili, Directeur de thèse ; Jean Pascal Simon, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 374 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Apprendre à comprendre stratégies cognition enseignement explicite action apprenant lecture compréhension Learning to understand strategies explicit teaching learner reading comprehension تعلم الفهم استراتيجية معرفة التعلم الشارح فعل متعلم قراءة فعم Index. décimale : 440 Langues romanes. Français Résumé : This study investigates the performance of the speech acts of request and apology by Algerian EFL learners as part of their interlanguage pragmatics, focusing on the phenomenon of pragmatic transfer. The author attempts to contribute in a research area which is underexplored in the context of EFL in Algeria. Speech acts and politeness realisations differ across languages and cultures. This divergence is likely to result in face-loss or communication breakdowns when learners communicate with native speakers. A Discourse Completion Task is administered to two control groups in Arabic and English and two groups of Algerian learners at two proficiency levels (low
and high). The findings reveal many areas of cross-cultural variability in Arabic and English requests and apologies. For example, in Arabic, requesters tend to employ imperatives, terms of address, hearer-oriented expressions, lexical softeners and religious-bound expressions while, in English, they seem to favour modal items, speaker-oriented requests, consultative devices, imposition minimisers and apologies. Moreover, there seems to be no taboo in admitting responsibility in Arabic apologies, but, in English, apologisers favour repair and concern strategies instead of responsibility. Both types of transfer are evident in the learners’ performance.
Pragmalinguistic transfer is extant in the employment of linguistic items inspired by the mother
tongue and word-for-word translation. Sociopragmatic transfer is evidenced in learners’ perception
of situational variables and the evaluation of contexts which resemble, to a great extent, those of the
mother culture. In requests, transfer is evidenced in HAs, modification and request perspective. The
last aspect has the least immunity to transfer. Furthermore, interlanguage IFIDs, intensification, and
strategies of responsibility, explanation and concern, in apologies, testify to the mother culture’s
influence. Linguistic proficiency neither gives a marked advantage to the high-proficient group nor
does it trigger more transfer. Other features impact the learners’ production such as lack of
pragmatic competence and interlanguage-specific features.Diplôme : Doctorat en sciences En ligne : ../theses/francais/DEM1428.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10353 La comprehension de l'ecrit a l'ecole primaire. : Quelle demarche pour quels apprentissages? [texte imprimé] / Naima Dembri, Auteur ; Abdeslam Zetili, Directeur de thèse ; Jean Pascal Simon, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 374 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Apprendre à comprendre stratégies cognition enseignement explicite action apprenant lecture compréhension Learning to understand strategies explicit teaching learner reading comprehension تعلم الفهم استراتيجية معرفة التعلم الشارح فعل متعلم قراءة فعم Index. décimale : 440 Langues romanes. Français Résumé : This study investigates the performance of the speech acts of request and apology by Algerian EFL learners as part of their interlanguage pragmatics, focusing on the phenomenon of pragmatic transfer. The author attempts to contribute in a research area which is underexplored in the context of EFL in Algeria. Speech acts and politeness realisations differ across languages and cultures. This divergence is likely to result in face-loss or communication breakdowns when learners communicate with native speakers. A Discourse Completion Task is administered to two control groups in Arabic and English and two groups of Algerian learners at two proficiency levels (low
and high). The findings reveal many areas of cross-cultural variability in Arabic and English requests and apologies. For example, in Arabic, requesters tend to employ imperatives, terms of address, hearer-oriented expressions, lexical softeners and religious-bound expressions while, in English, they seem to favour modal items, speaker-oriented requests, consultative devices, imposition minimisers and apologies. Moreover, there seems to be no taboo in admitting responsibility in Arabic apologies, but, in English, apologisers favour repair and concern strategies instead of responsibility. Both types of transfer are evident in the learners’ performance.
Pragmalinguistic transfer is extant in the employment of linguistic items inspired by the mother
tongue and word-for-word translation. Sociopragmatic transfer is evidenced in learners’ perception
of situational variables and the evaluation of contexts which resemble, to a great extent, those of the
mother culture. In requests, transfer is evidenced in HAs, modification and request perspective. The
last aspect has the least immunity to transfer. Furthermore, interlanguage IFIDs, intensification, and
strategies of responsibility, explanation and concern, in apologies, testify to the mother culture’s
influence. Linguistic proficiency neither gives a marked advantage to the high-proficient group nor
does it trigger more transfer. Other features impact the learners’ production such as lack of
pragmatic competence and interlanguage-specific features.Diplôme : Doctorat en sciences En ligne : ../theses/francais/DEM1428.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10353 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DEM/1428 DEM/1428 Thèse Bibliothèque principale Thèses Disponible
Titre : Le dit et le non dit dans la consultation de psychologie infantile approche pour la compréhension du symptôme. Type de document : texte imprimé Auteurs : Maa Abbassi, Auteur ; Mohamed Lahlou, Directeur de thèse Editeur : université d'Alger Année de publication : 1993 Importance : 153 f. Note générale : 01 Disponible dans la salle de recherche Langues : Français (fre) Catégories : Français - Anglais
Psychologie et Sciences de l'éducationTags : Psychologie infantile Compréhension Index. décimale : 150 Psychologie Diplôme : inconnu Permalink : index.php?lvl=notice_display&id=5608 Le dit et le non dit dans la consultation de psychologie infantile approche pour la compréhension du symptôme. [texte imprimé] / Maa Abbassi, Auteur ; Mohamed Lahlou, Directeur de thèse . - université d'Alger, 1993 . - 153 f.
01 Disponible dans la salle de recherche
Langues : Français (fre)
Catégories : Français - Anglais
Psychologie et Sciences de l'éducationTags : Psychologie infantile Compréhension Index. décimale : 150 Psychologie Diplôme : inconnu Permalink : index.php?lvl=notice_display&id=5608 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ABB/378 ABB/378 Thèse Bibliothèque principale Thèses Disponible
Titre : Enhancing reading speed for comprehension in EFL classes : The case of first year LMD students, university of Constantine Type de document : texte imprimé Auteurs : Ouided Arab ; Univ. de Constantine, Éditeur scientifique ; Ahmed Moumene, Directeur de thèse Année de publication : 2009 Importance : 197 f. Format : 30 cm Note générale : Deux disponibles à la salle de recherche Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : EFL classes Compréhension Reading an d writing convergences First year LMD students University of Constantine Enhancing reading speed Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère En ligne : ../theses/anglais/ARA1055.pdf Permalink : index.php?lvl=notice_display&id=4857 Enhancing reading speed for comprehension in EFL classes : The case of first year LMD students, university of Constantine [texte imprimé] / Ouided Arab ; Univ. de Constantine, Éditeur scientifique ; Ahmed Moumene, Directeur de thèse . - 2009 . - 197 f. ; 30 cm.
Deux disponibles à la salle de recherche Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : EFL classes Compréhension Reading an d writing convergences First year LMD students University of Constantine Enhancing reading speed Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère En ligne : ../theses/anglais/ARA1055.pdf Permalink : index.php?lvl=notice_display&id=4857 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ARA/1055 ARA/1055 Thèse Bibliothèque principale Thèses Disponible Permalink
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