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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 قواعد اللغة المركبة والبسيطة قواعد اللغة تعليم اللغة ضمنيا أو ظاهريا 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 : 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 . - 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 قواعد اللغة المركبة والبسيطة قواعد اللغة تعليم اللغة ضمنيا أو ظاهريا 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 : 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 An alysis of the English as a second/foreign language learners’ use of English modal verbs / Salima Selmen
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 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 التدريس / التعلم النحو المحددات والتقييم 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 : 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 . - 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 التدريس / التعلم النحو المحددات والتقييم 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 : 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 : 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 الإصلاح المدرسي قواعد اللغة علم القواعد النظري علم القواعد البيداغوجي عرض 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 : 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 . - 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 الإصلاح المدرسي قواعد اللغة علم القواعد النظري علم القواعد البيداغوجي عرض 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 : 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 : Styles et stratégies d'apprentissage et évaluation formative de la grammaire du F.L.E : En 2éme année universitaire. Type de document : texte imprimé Auteurs : Yasmina Khainnar, Auteur ; Laarem Guidoum, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 286 f. Format : 30 cm. Note générale : 1 copies imprimées disponibles Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Langue Français:didactique styles d’apprentissage stratégies d’apprentissage tâche consigne grammaire norme traitement de l’information learning styles learning strategies grammar standard task instructions information
processing أساليب التعلم استراتيجيات التعلم القواعد المعايير معالجة المعلومات مهمة تعليماتIndex. décimale : 440 Langues romanes. Français Résumé :
The act of learning is subjective. Indeed, the diversity of learning styles and strategies of each learner only confirms the difference individuals have in learning. This difference deserves to be taken into account because it is so central a dimension that, in our view, it is necessary to take it into consideration during any didactic or educational intervention, particularly in the context of training. It is around this subjective aspect of learning that this research proposes to translate learning styles and strategies into tasks that highlight them; and as part of the formative evaluation of grammar to make it more focused and effective.Note de contenu :
-ANNEXE I : Les Questionnaires.
-ANNEXE II : Transcription des entretiens des étudiants.
-ANNEXE III : Les réponses des apprenants aux tâches
Diplôme : Doctorat en sciences En ligne : ../theses/francais/KHA1554.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11275 Styles et stratégies d'apprentissage et évaluation formative de la grammaire du F.L.E : En 2éme année universitaire. [texte imprimé] / Yasmina Khainnar, Auteur ; Laarem Guidoum, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 286 f. ; 30 cm.
1 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Langue Français:didactique styles d’apprentissage stratégies d’apprentissage tâche consigne grammaire norme traitement de l’information learning styles learning strategies grammar standard task instructions information
processing أساليب التعلم استراتيجيات التعلم القواعد المعايير معالجة المعلومات مهمة تعليماتIndex. décimale : 440 Langues romanes. Français Résumé :
The act of learning is subjective. Indeed, the diversity of learning styles and strategies of each learner only confirms the difference individuals have in learning. This difference deserves to be taken into account because it is so central a dimension that, in our view, it is necessary to take it into consideration during any didactic or educational intervention, particularly in the context of training. It is around this subjective aspect of learning that this research proposes to translate learning styles and strategies into tasks that highlight them; and as part of the formative evaluation of grammar to make it more focused and effective.Note de contenu :
-ANNEXE I : Les Questionnaires.
-ANNEXE II : Transcription des entretiens des étudiants.
-ANNEXE III : Les réponses des apprenants aux tâches
Diplôme : Doctorat en sciences En ligne : ../theses/francais/KHA1554.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11275 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité KHA/1554 KHA/1554 Thèse Bibliothèque principale Thèses Disponible
