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Partager le résultat de cette recherche Interroger des sources externesReforme scolaire et soubassements theoriques de l’enseignement de la grammaire du français au secondaire / Ahlem Idjet Khenancha
Titre : Reforme scolaire et soubassements theoriques de l’enseignement de la grammaire du français au secondaire Type de document : texte imprimé Auteurs : Ahlem Idjet Khenancha, Auteur ; Daouia Hanachi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 323 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : réforme scolaire grammaire grammaire théorique /grammaire pédagogique énonciation déictiques school reform grammar theoretical grammar/ educational grammar statement deictic ??????? ??????? ????? ????? ??? ??????? ?????? ??? ??????? ?????????? ??? Index. décimale : 440 Langues romanes. Français Résumé : The programs in application in the secondary sector had for origin a reform led in the end of the 90s aiming at a total reorganization of the school system. We suggested developing a reflection on the treatment of the grammatical contents in the secondary sector.We listed the papers relative to the following domains: the concept of teaching
grammar, the treatment of grammar in class of language, the place of teaching grammar in some striking methods. It was allowed to us to confirm by calling upon several studies the major role of the grammatical teaching in the development of L2 We approached on the institutional executive the objectives of the teaching French
in the secondary sector, we noticed that the programs aim at objectives which go beyond the typological classification of texts and grant a considerable importance for the linguistics of the statement. The data of the enunciative grammar show themselves punctually in textbooks. Didactic object recently introduced into the programs the statement of a theoretical point of view, is not easily allowed arrest. The analysis of textbooks allowed us to notice to what extent it is difficult to propose a global and coherent vision of the statement.
By considering the reform of the education system, he it seemed to us essential as fulcrum in our search to know the practices of grammatical teaching adopted by the teachers. The meditative data show that the teachers try to propose diverse initiatives while the tools of which they make use are still marked by the traditional grammar. The
teachers use certain notions and theoretical principles which ensue from the enunciative grammar but they continue to use mainly traditional said educational methods. The results obtained from the analysis of questionnaires direct to a big variability in the practices of education of the grammar. The observations of class allowed us to have an overview on the current situation of the teaching of the grammar in the secondary sector. The answers
to questionnaires seem to confirm these results: we noticed that the studied grammatical contents are often connected with particular speeches the grammar is notional functional.
The used approach is of the type “explicit inductive”.
All these diverse grammatical practices testify of a revealing eclecticism of the grammatical representations of every teacher in the management of its language course.
We notice that the attempts of renovation didnot manage to stand out (be imperative) in the classes, but they have nevertheless their tracks.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/KHE1418.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10343 Reforme scolaire et soubassements theoriques de l’enseignement de la grammaire du français au secondaire [texte imprimé] / Ahlem Idjet Khenancha, Auteur ; Daouia Hanachi, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2016 . - 323 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : réforme scolaire grammaire grammaire théorique /grammaire pédagogique énonciation déictiques school reform grammar theoretical grammar/ educational grammar statement deictic ??????? ??????? ????? ????? ??? ??????? ?????? ??? ??????? ?????????? ??? Index. décimale : 440 Langues romanes. Français Résumé : The programs in application in the secondary sector had for origin a reform led in the end of the 90s aiming at a total reorganization of the school system. We suggested developing a reflection on the treatment of the grammatical contents in the secondary sector.We listed the papers relative to the following domains: the concept of teaching
grammar, the treatment of grammar in class of language, the place of teaching grammar in some striking methods. It was allowed to us to confirm by calling upon several studies the major role of the grammatical teaching in the development of L2 We approached on the institutional executive the objectives of the teaching French
in the secondary sector, we noticed that the programs aim at objectives which go beyond the typological classification of texts and grant a considerable importance for the linguistics of the statement. The data of the enunciative grammar show themselves punctually in textbooks. Didactic object recently introduced into the programs the statement of a theoretical point of view, is not easily allowed arrest. The analysis of textbooks allowed us to notice to what extent it is difficult to propose a global and coherent vision of the statement.
By considering the reform of the education system, he it seemed to us essential as fulcrum in our search to know the practices of grammatical teaching adopted by the teachers. The meditative data show that the teachers try to propose diverse initiatives while the tools of which they make use are still marked by the traditional grammar. The
teachers use certain notions and theoretical principles which ensue from the enunciative grammar but they continue to use mainly traditional said educational methods. The results obtained from the analysis of questionnaires direct to a big variability in the practices of education of the grammar. The observations of class allowed us to have an overview on the current situation of the teaching of the grammar in the secondary sector. The answers
to questionnaires seem to confirm these results: we noticed that the studied grammatical contents are often connected with particular speeches the grammar is notional functional.
The used approach is of the type “explicit inductive”.
All these diverse grammatical practices testify of a revealing eclecticism of the grammatical representations of every teacher in the management of its language course.
We notice that the attempts of renovation didnot manage to stand out (be imperative) in the classes, but they have nevertheless their tracks.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/KHE1418.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10343 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité KHE/1418 KHE/1418 Thèse Bibliothèque principale Thèses Disponible
Titre : L’enseignement explicite et implicite de la grammaire en première année moyenne Type de document : texte imprimé Auteurs : Louiza Iken, Auteur ; Hana Imen Bensid, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2010 Importance : 80 f. Format : 31 cm Note générale : Master
2 copies imprimées disponiblesLangues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Grammaire enseignement démarche explicite implicite déductif (ve) inductif(ve). Langue Française Index. décimale : 440 Langues romanes. Français Diplôme : Master 2 En ligne : ../theses/francais/IKE1271.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=5772 L’enseignement explicite et implicite de la grammaire en première année moyenne [texte imprimé] / Louiza Iken, Auteur ; Hana Imen Bensid, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2010 . - 80 f. ; 31 cm.
Master
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Grammaire enseignement démarche explicite implicite déductif (ve) inductif(ve). Langue Française Index. décimale : 440 Langues romanes. Français Diplôme : Master 2 En ligne : ../theses/francais/IKE1271.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=5772 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité IKE/1271 IKE/1271 Thèse Bibliothèque principale Thèses Disponible
Titre : La grammaire française au primiare et au collège : Enseigntement/apprentisssage des déterminants Type de document : texte imprimé Auteurs : Louiza Iken, Auteur ; Daouia Hanachi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 109 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : enseignement /apprentissage grammaire déterminants évaluation teaching / learning grammar determinants assessment ??????? / ?????? ????? ???????? ???????? Index. décimale : 440 Langues romanes. Français Résumé : Our work is part of didactics of FFL, and specifically in the teaching of grammar. Within this general framework, we have tried to investigate the determinants of teaching classes of FLE and especially elementary and middle
school. We mainly evaluated primary learners' knowledge and college-level determinants but we also investigated what times of their teaching / learning of FLE (prior to fourth year average), students had the opportunity to familiarize themselves with the notion.
The survey we conducted revealed that the concept of determinants is taught four times in the third AP by implication, 4th AP, AP 5th and 3rd AM inductive explicitly.
Skills assessment of the fifth AP learners, 3rd and 4th AM AM revealed that learners have the ability to recognize the hidden determinants in a words list, but they may find it difficult to use them correctly in sentences with holes or in free productions.
Diplôme : Doctorat En ligne : ../theses/francais/IKE1417.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10342 La grammaire française au primiare et au collège : Enseigntement/apprentisssage des déterminants [texte imprimé] / Louiza Iken, Auteur ; Daouia Hanachi, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2016 . - 109 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : enseignement /apprentissage grammaire déterminants évaluation teaching / learning grammar determinants assessment ??????? / ?????? ????? ???????? ???????? Index. décimale : 440 Langues romanes. Français Résumé : Our work is part of didactics of FFL, and specifically in the teaching of grammar. Within this general framework, we have tried to investigate the determinants of teaching classes of FLE and especially elementary and middle
school. We mainly evaluated primary learners' knowledge and college-level determinants but we also investigated what times of their teaching / learning of FLE (prior to fourth year average), students had the opportunity to familiarize themselves with the notion.
The survey we conducted revealed that the concept of determinants is taught four times in the third AP by implication, 4th AP, AP 5th and 3rd AM inductive explicitly.
Skills assessment of the fifth AP learners, 3rd and 4th AM AM revealed that learners have the ability to recognize the hidden determinants in a words list, but they may find it difficult to use them correctly in sentences with holes or in free productions.
Diplôme : Doctorat En ligne : ../theses/francais/IKE1417.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10342 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité IKE/1417 IKE/1417 Thèse Bibliothèque principale Thèses Disponible
Titre : Le R?le de la grammaire et du métalangage dans l'acquisition de la langue arabe chez l'adulte Type de document : texte imprimé Auteurs : Cherifa Ghettas ; Université d'Alger, Editeur scientifique ; L. Dabene, Directeur de thèse Année de publication : 1984 Importance : 223 f. Note générale : 01 Disponible au magasin de la bibliothèque universitaire centrale Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Grammaire Métalangage Arabe Adulte Index. décimale : 440 Langues romanes. Français Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=5481 Le R?le de la grammaire et du métalangage dans l'acquisition de la langue arabe chez l'adulte [texte imprimé] / Cherifa Ghettas ; Université d'Alger, Editeur scientifique ; L. Dabene, Directeur de thèse . - 1984 . - 223 f.
01 Disponible au magasin de la bibliothèque universitaire centrale
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Grammaire Métalangage Arabe Adulte Index. décimale : 440 Langues romanes. Français Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=5481 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité GUE/244 GUE/244 Thèse Bibliothèque principale Thèses Disponible 
Titre : Stylistics and its contribution to the second-year students of the English department at Bejaïa University Type de document : texte imprimé Auteurs : Nassera Sendhaji, Auteur ; Hacene Saadi, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2013 Importance : 679 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Li ttérature comme ‘texte’ Li ttérature comme discours Foregrounding
ou Prominence Complex de membres de phrases Interpretati on Grammaire vocabulaire Style Théori e de Halliday Forme/ Sens Li terature asText Li terature as Discourse Foregrounding The Clause Complex Grammai re vocabul aireIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
In this research work, we are probing into the contribut i on of st ylist i cs as a new li terary
approach to second-year students at the English department of Bejaia Universi t y. We attempt to know
whether the students will grasp this new approach. In doing so, we base ourselves on three main
cri teria which are devel oped wi t hin the body of this thesis. Our aim is also to correct a very recurring
syntactic error our students are used to making through the stylist i c approach and in parti cular through
M.A. K Halliday’s linguist i c theory of the ‘Clause Complex’.
Our first goal is to make the students understand the theoreti cal background of this new area of
study; then, we are going to opt for one stylist ic approach which we will apply to all the texts we will
study in the classroom. Besi des, our students’ syntacti c error, namely, the use of f ragment sentences is
an important one to correct since 47 students out of 114 are making i t. We shall explain in details how
we will proceed in the treatment and remedial work in the second half of our experimental part.
As to the basic quest i ons thi s research work rai ses, they are as foll ows:
1) Will the use of st ylist ics hel p students in interpreting li terary texts by being immersed in the web
and levels of language?
2) Will this course be contribut ing to improving our students’ wri ting skill by focusing on one of thei r
main weaknesses, namely, clause distincti ons in sentencesyntax?
We have started the present study wi t h 160 students and then we have retained 114 out of 160
because we want the students not to have more than two absences during the whol e experiments. Out
of 114 assiduous students, 62 students are consi dered successful according to the three cri teri a we have
selected and which we will be devel oping subsequent ly. Considering the fact that the students have
only pract i ced the li terary analyses during one short second semester, we can consider our resul ts as
encouraging. We can opt for extending the peri od to one full academic year and remark if we can
improve our resul ts. As to our syntacti c error, thanks to error correcti on feedbacks (a correl ate of
wri tten correcti on on the students’ papers, metalinguist i c explanat i on( Halliday’s theory), elici tat ion
and repet i t i on through the context of li t erary texts), we have succeeded in correcting their error since
only 1 out 47 students i s st ill wri t ing f ragment sentences in the post-test at the end of the year.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/SEN1343.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=9397 Stylistics and its contribution to the second-year students of the English department at Bejaïa University [texte imprimé] / Nassera Sendhaji, Auteur ; Hacene Saadi, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2013 . - 679 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Li ttérature comme ‘texte’ Li ttérature comme discours Foregrounding
ou Prominence Complex de membres de phrases Interpretati on Grammaire vocabulaire Style Théori e de Halliday Forme/ Sens Li terature asText Li terature as Discourse Foregrounding The Clause Complex Grammai re vocabul aireIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
In this research work, we are probing into the contribut i on of st ylist i cs as a new li terary
approach to second-year students at the English department of Bejaia Universi t y. We attempt to know
whether the students will grasp this new approach. In doing so, we base ourselves on three main
cri teria which are devel oped wi t hin the body of this thesis. Our aim is also to correct a very recurring
syntactic error our students are used to making through the stylist i c approach and in parti cular through
M.A. K Halliday’s linguist i c theory of the ‘Clause Complex’.
Our first goal is to make the students understand the theoreti cal background of this new area of
study; then, we are going to opt for one stylist ic approach which we will apply to all the texts we will
study in the classroom. Besi des, our students’ syntacti c error, namely, the use of f ragment sentences is
an important one to correct since 47 students out of 114 are making i t. We shall explain in details how
we will proceed in the treatment and remedial work in the second half of our experimental part.
As to the basic quest i ons thi s research work rai ses, they are as foll ows:
1) Will the use of st ylist ics hel p students in interpreting li terary texts by being immersed in the web
and levels of language?
2) Will this course be contribut ing to improving our students’ wri ting skill by focusing on one of thei r
main weaknesses, namely, clause distincti ons in sentencesyntax?
We have started the present study wi t h 160 students and then we have retained 114 out of 160
because we want the students not to have more than two absences during the whol e experiments. Out
of 114 assiduous students, 62 students are consi dered successful according to the three cri teri a we have
selected and which we will be devel oping subsequent ly. Considering the fact that the students have
only pract i ced the li terary analyses during one short second semester, we can consider our resul ts as
encouraging. We can opt for extending the peri od to one full academic year and remark if we can
improve our resul ts. As to our syntacti c error, thanks to error correcti on feedbacks (a correl ate of
wri tten correcti on on the students’ papers, metalinguist i c explanat i on( Halliday’s theory), elici tat ion
and repet i t i on through the context of li t erary texts), we have succeeded in correcting their error since
only 1 out 47 students i s st ill wri t ing f ragment sentences in the post-test at the end of the year.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/SEN1343.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=9397 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité SEN/1343 SEN/1343 Thèse Bibliothèque principale Thèses Disponible Documents numériques
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