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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 ???? ????? ?????????? ????? ?????? ?????? ??? 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 : https://bu.umc.edu.dz/md/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 . - [S.l.] : 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 ???? ????? ?????????? ????? ?????? ?????? ??? 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 : https://bu.umc.edu.dz/md/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 : Teaching simple and complex grammar rules through explicit instruction : The case-study of first year economics students at the University of Oum El Bouaghi Type de document : texte imprimé Auteurs : Karima Belkacem Bouricha, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 231 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Régles complexes et simples grammaire enseignement explicite complex and simple rules grammar explicit instruction ????? ????? ??????? ???????? ????? ????? ????? ????? ????? ?? ?????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : While there is generally great interest in how languages are learned in the second/foreign language classroom, the question arises as to what type of grammar instruction is most effective and in learning which type of grammatical rules. This study examines the effect of explicit instruction on learning two types of grammar rules: simple and complex rules. While the target simple rule underlies the optional inversion of subject and verb following fronting of adverb of place (for example, ‘In the supermarket works Anna /Anna works’), the two target complex rules underlie the formation of pseudo-cleft sentences headed by ‘where’ and ‘what’ (for example, ‘Where the dog is is in the doghouse not in the kitchen’, and ‘What Anna does is write letters not read books’). This research work follows an experimental design
including experimental and control groups. Subjects in both conditions were evaluated on their level of learning the grammar structure in question, using identical assessment measures, namely a pre-test and a post-test. Difference in the instructional condition depended on the presence or absence of explicit grammatical information about the target rules. The results indicate that subjects in the explicit grammar condition outperformed the subjects in the implicit condition in both the simple and complex rules. Although the experimental group subjects’ achievement in the simple rule was not found to be statistically significant, it
suggests that explicit instruction has a more positive effect on learners in learning foreign language grammar rules than does the implicit instructional method. These results support previous findings that explicit instruction leads to gains in learning second/foreign language grammatical items. The findings seem to imply that knowing more information about grammar can provide a fertile ground for learners of English as a Foreign Language to enhance their level of accuracyDiplôme : Doctorat en sciences En ligne : ../theses/anglais/BEL1399.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10213 Teaching simple and complex grammar rules through explicit instruction : The case-study of first year economics students at the University of Oum El Bouaghi [texte imprimé] / Karima Belkacem Bouricha, Auteur ; Farida Abderrahim, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2016 . - 231 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Régles complexes et simples grammaire enseignement explicite complex and simple rules grammar explicit instruction ????? ????? ??????? ???????? ????? ????? ????? ????? ????? ?? ?????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : While there is generally great interest in how languages are learned in the second/foreign language classroom, the question arises as to what type of grammar instruction is most effective and in learning which type of grammatical rules. This study examines the effect of explicit instruction on learning two types of grammar rules: simple and complex rules. While the target simple rule underlies the optional inversion of subject and verb following fronting of adverb of place (for example, ‘In the supermarket works Anna /Anna works’), the two target complex rules underlie the formation of pseudo-cleft sentences headed by ‘where’ and ‘what’ (for example, ‘Where the dog is is in the doghouse not in the kitchen’, and ‘What Anna does is write letters not read books’). This research work follows an experimental design
including experimental and control groups. Subjects in both conditions were evaluated on their level of learning the grammar structure in question, using identical assessment measures, namely a pre-test and a post-test. Difference in the instructional condition depended on the presence or absence of explicit grammatical information about the target rules. The results indicate that subjects in the explicit grammar condition outperformed the subjects in the implicit condition in both the simple and complex rules. Although the experimental group subjects’ achievement in the simple rule was not found to be statistically significant, it
suggests that explicit instruction has a more positive effect on learners in learning foreign language grammar rules than does the implicit instructional method. These results support previous findings that explicit instruction leads to gains in learning second/foreign language grammatical items. The findings seem to imply that knowing more information about grammar can provide a fertile ground for learners of English as a Foreign Language to enhance their level of accuracyDiplôme : Doctorat en sciences En ligne : ../theses/anglais/BEL1399.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10213 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BEL/1399 BEL/1399 Thèse Bibliothèque principale Thèses Disponible
