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Titre : Les difficultés grammaticales en 3ème année secondaire : études et remédiations Type de document : texte imprimé Auteurs : Sarra Hammouche, Auteur ; Daouia Hanachi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 353 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : didactique de la grammaire théories linguistiques difficultés grammaticales remédiations Grammar learning linguistic theories grammatical difficulties remediation تعليم النحو النظريات اللسانية الصعوبات النحوية المعالجة Index. décimale : 440 Langues romanes. Français Résumé : We study grammatical difficulties in the third year secondary. After a reminder about the evolution of grammar and linguistic theories and after an inventory about methods of grammar learning, we judged that it is useful to present
grammatical difficulties identified in reference books and subtleties of the French language.
Then, we firstly analyse all official documents and manuals of French of the three pillars of the national education, especially grammar lessons, then answers of distributed questionnaires to PES of 44 high schools and to two IES in the province of Constantine and finally answers of the test proposed for students of 42 high schools and those of the Bac blanc copies of 5 high schools in the same province during the scholar year 2011/2012.
The analysis presents that purposes of the manuals are accomplished in the field of comprehension and communication but the students of the graduating class have a grammatical lack that’s why we finish our research with remediation proposition:
- Review purposes of learning of the French language in Algeria.
- Use audio-visual means.
- Create grammar books and grammar exercise notebooks for each level.
- Introduce funny activities in order to make exercises more attractive.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/HAM1462.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10609 Les difficultés grammaticales en 3ème année secondaire : études et remédiations [texte imprimé] / Sarra Hammouche, Auteur ; Daouia Hanachi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 353 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : didactique de la grammaire théories linguistiques difficultés grammaticales remédiations Grammar learning linguistic theories grammatical difficulties remediation تعليم النحو النظريات اللسانية الصعوبات النحوية المعالجة Index. décimale : 440 Langues romanes. Français Résumé : We study grammatical difficulties in the third year secondary. After a reminder about the evolution of grammar and linguistic theories and after an inventory about methods of grammar learning, we judged that it is useful to present
grammatical difficulties identified in reference books and subtleties of the French language.
Then, we firstly analyse all official documents and manuals of French of the three pillars of the national education, especially grammar lessons, then answers of distributed questionnaires to PES of 44 high schools and to two IES in the province of Constantine and finally answers of the test proposed for students of 42 high schools and those of the Bac blanc copies of 5 high schools in the same province during the scholar year 2011/2012.
The analysis presents that purposes of the manuals are accomplished in the field of comprehension and communication but the students of the graduating class have a grammatical lack that’s why we finish our research with remediation proposition:
- Review purposes of learning of the French language in Algeria.
- Use audio-visual means.
- Create grammar books and grammar exercise notebooks for each level.
- Introduce funny activities in order to make exercises more attractive.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/HAM1462.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10609 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité HAM/1462 HAM/1462 Thèse Bibliothèque principale Thèses Disponible
Titre : Pronoms complements : Enseignement de cette notion dans les manuels scolaires algeriens, demarches et difficultes rencontrees. Type de document : texte imprimé Auteurs : Abdelaziz Sissaoui, Auteur ; Daouia Hanachi, Auteur Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 339 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Pronoms compléments didactique de la grammaire analyse des programmes analyse des
complement pronouns analysis of the school handbooks analysis the programmes grammar didactique
الضمائر المكملة تعلمية القواعد تحليل المناهج تحليل الكتب المدرسيةIndex. décimale : 440 Langues romanes. Français Résumé : This research is a reflection about the teaching/learning complement pronouns.The analysis of the school handbooks and the third year secondary school learners's production being the subject matter.This research aims at clarifying adapted pedagogical approaches and encountered difficulties.In order to define the difficulties,understand their origins and explain them,the subject of this study focuses on analysing the programmes,their accompaniements and the school handbooks.We have stressed the purposes and the general objectives of the teaching of French
language,the methodological and theoritical bases and the competencies to be implemented.Of course,we have to make it clear that we are particularly interested in the teaching/learning of complement pronouns.Therefore,our task is to analyse and interprete the difficulties that learners may come up against while solving problem
situations.(exercises and written production) So as to optimise and make learning of complement pronouns more dynamic within an institutional frame work,we have suggested pedagogical remedies based on facts from cognitive psychology and on pedagogical of integration.Our contribution is fundamentally based on:
-Integration of questions on the use of pronouns in text comprehension.
-Language activities centered on complement pronouns.
-Suggested activities for writing.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/SIS1420.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10345 Pronoms complements : Enseignement de cette notion dans les manuels scolaires algeriens, demarches et difficultes rencontrees. [texte imprimé] / Abdelaziz Sissaoui, Auteur ; Daouia Hanachi, Auteur . - جامعة الإخوة منتوري قسنطينة, 2016 . - 339 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Pronoms compléments didactique de la grammaire analyse des programmes analyse des
complement pronouns analysis of the school handbooks analysis the programmes grammar didactique
الضمائر المكملة تعلمية القواعد تحليل المناهج تحليل الكتب المدرسيةIndex. décimale : 440 Langues romanes. Français Résumé : This research is a reflection about the teaching/learning complement pronouns.The analysis of the school handbooks and the third year secondary school learners's production being the subject matter.This research aims at clarifying adapted pedagogical approaches and encountered difficulties.In order to define the difficulties,understand their origins and explain them,the subject of this study focuses on analysing the programmes,their accompaniements and the school handbooks.We have stressed the purposes and the general objectives of the teaching of French
language,the methodological and theoritical bases and the competencies to be implemented.Of course,we have to make it clear that we are particularly interested in the teaching/learning of complement pronouns.Therefore,our task is to analyse and interprete the difficulties that learners may come up against while solving problem
situations.(exercises and written production) So as to optimise and make learning of complement pronouns more dynamic within an institutional frame work,we have suggested pedagogical remedies based on facts from cognitive psychology and on pedagogical of integration.Our contribution is fundamentally based on:
-Integration of questions on the use of pronouns in text comprehension.
-Language activities centered on complement pronouns.
-Suggested activities for writing.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/SIS1420.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10345 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité SIS/1420 SIS/1420 Thèse Bibliothèque principale Thèses Disponible
