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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 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 : La prise de notes, une stratégie dans le processus de l’apprentissage Type de document : texte imprimé Auteurs : Douaa Boulfekhar, Auteur ; Fatiha Hacini, Directeur de thèse ; Jean-Christophe Pellat, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 658 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : stratégies d’apprentissage apprenant enseignant autonomie motivation prise de notes activité post-PDN formation véritable conscience université apprenticeship learner teachers autonomy note-taking post note-taking activity training genuine consciousness university استراتيجيات التعلم التعلم المتعلم الأستاذ استقلالية المتعلم التحفيز اخذ الملاحظات ما بعد اخد الملاحظات التكوين والتدريب الوعي الجامعة Index. décimale : 440 Langues romanes. Français Résumé : This research sheds lights on the importance of taking notes as a strategy in the apprenticeship process. The strategy in question is very interesting in all the levels, especially at the university where the learner is confronting a magisterial course.
The first part of the thesis is theoretic. It has two chapters. The first one counts for note-taking apprenticeship strategy cognitive. It situates the concept of “apprenticeship strategy” in the didactic of the languages history. The second chapter presents the multiple situations of note-taking. This should reveal the richness and utility of this activity.
The second part of the thesis is practical. It is formed of tree chapters. The first one presents the analysis and the results achieved thanks to a questionnaire given to the students. The questionnaire permit to check if the student needs the taking notes strategy in their apprenticeship process and also examine their motivation, their consciousness as for the utility of the notes taking strategy; the conception and functioning of during a course and also post note-taking activity and after all their formation as for the strategy in question.
The second chapter presents the talks and interviews analysis done with the students. The talks approach the points which expect explanations from the part of the students, for example: the note taking evolution among the students from a module to another and also from one year to another.
Finally, the third chapter of the practical part concerns the analysis of the students’ works. It permits to check if the student focus on the sense or better on the clues in the teachers’ purposes in the research of the essential information, if they use the abbreviations and if they are able to draft starting from their taken notes.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/BOU1446.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10624 La prise de notes, une stratégie dans le processus de l’apprentissage [texte imprimé] / Douaa Boulfekhar, Auteur ; Fatiha Hacini, Directeur de thèse ; Jean-Christophe Pellat, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 658 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : stratégies d’apprentissage apprenant enseignant autonomie motivation prise de notes activité post-PDN formation véritable conscience université apprenticeship learner teachers autonomy note-taking post note-taking activity training genuine consciousness university استراتيجيات التعلم التعلم المتعلم الأستاذ استقلالية المتعلم التحفيز اخذ الملاحظات ما بعد اخد الملاحظات التكوين والتدريب الوعي الجامعة Index. décimale : 440 Langues romanes. Français Résumé : This research sheds lights on the importance of taking notes as a strategy in the apprenticeship process. The strategy in question is very interesting in all the levels, especially at the university where the learner is confronting a magisterial course.
The first part of the thesis is theoretic. It has two chapters. The first one counts for note-taking apprenticeship strategy cognitive. It situates the concept of “apprenticeship strategy” in the didactic of the languages history. The second chapter presents the multiple situations of note-taking. This should reveal the richness and utility of this activity.
The second part of the thesis is practical. It is formed of tree chapters. The first one presents the analysis and the results achieved thanks to a questionnaire given to the students. The questionnaire permit to check if the student needs the taking notes strategy in their apprenticeship process and also examine their motivation, their consciousness as for the utility of the notes taking strategy; the conception and functioning of during a course and also post note-taking activity and after all their formation as for the strategy in question.
The second chapter presents the talks and interviews analysis done with the students. The talks approach the points which expect explanations from the part of the students, for example: the note taking evolution among the students from a module to another and also from one year to another.
Finally, the third chapter of the practical part concerns the analysis of the students’ works. It permits to check if the student focus on the sense or better on the clues in the teachers’ purposes in the research of the essential information, if they use the abbreviations and if they are able to draft starting from their taken notes.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/BOU1446.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10624 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1446 BOU/1446 Thèse Bibliothèque principale Thèses Disponible
