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Partager le résultat de cette recherche Interroger des sources externesContribution à l'étude de la prise de risque chez le footballeur algérien dans une perspective d'optimisation de la conduite technico-tactique / Abderrachid Bouarrata
Titre : Contribution à l'étude de la prise de risque chez le footballeur algérien dans une perspective d'optimisation de la conduite technico-tactique Type de document : texte imprimé Auteurs : Abderrachid Bouarrata ; Univ. de Constantine, Éditeur scientifique ; Hachemi Loukia, Directeur de thèse Année de publication : 2005 Importance : 261 f. Note générale : 01 disponible dans la salle de recherche
02 disponibles au magasin de la bibliothèque centraleLangues : Français (fre) Catégories : Français - Anglais
SportTags : Optimisation Technico-tactique Prise de risque Footballeur Conduite Index. décimale : 790 Loisirs et arts du spectacle Diplôme : Doctorat Permalink : index.php?lvl=notice_display&id=5346 Contribution à l'étude de la prise de risque chez le footballeur algérien dans une perspective d'optimisation de la conduite technico-tactique [texte imprimé] / Abderrachid Bouarrata ; Univ. de Constantine, Éditeur scientifique ; Hachemi Loukia, Directeur de thèse . - 2005 . - 261 f.
01 disponible dans la salle de recherche
02 disponibles au magasin de la bibliothèque centrale
Langues : Français (fre)
Catégories : Français - Anglais
SportTags : Optimisation Technico-tactique Prise de risque Footballeur Conduite Index. décimale : 790 Loisirs et arts du spectacle Diplôme : Doctorat Permalink : index.php?lvl=notice_display&id=5346 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/4365 BOU/4365 Thèse Bibliothèque principale Thèses Disponible 
Titre : Investigating the scaffolding strategies related to risk-taking during classroom interaction : Case Study: First Year LMD Students at Constantine University Type de document : texte imprimé Auteurs : Redouane Naili, Auteur ; Sa?d Keskes, Directeur de thèse Editeur : constantine [Algérie] : Université Constantine 1 Année de publication : 2014 Importance : 269 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue AnglaiseTags : Language teaching methods and methodology Echaffadage prise de risque interaction en classe participation questions référentielles questionnel duration de pause stratégies de réponses IRF théorie socio- culturelle scaffolding risk taking classroom interaction referntial questions display questions questioning wait time prompting-answer strategies giving- answer stretegies socio-cultural theory الدعامات المجازفة التفاعل الصفي المشاركة الأسئلة المرجعية إستراتيجيات الإجابة مبادرة إجابة تعليق(IRF) ،النظرية الإجتماعية الثقافية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study purports to investigate how some selected aspects of the teacher’s interactional behaviour can serve as scaffoldings for students’ risk-taking. This latter is a construct that, if adopted by students, leads to an increase in both the quality and the quantity of their participation in classroom interaction. It is found that teacher’s use of referential questions is positively related to a surge in risktaking. Moreover, the provision of varied pauses in the forms of extended wait times before students’ responses and short wait times after students have finished responding to questions co-occurred with relatively more risk-taking. It was also established that using strategies prompting students to respond or answer questions such as clarification requests and clues relates positively to better risk-taking.
Such interactional behaviours are deemed scaffoldings insofar as they mediate students’ risk taking within their zone of proximal development as suggested by the socio-cultural theory on interaction.
This is so because the results of this study suggest that students take more turns at speaking, provide more one-word and multi-word responses and self-initiations, and their productions are to a higher extent relevant, correct and/or complete than when the teacher relies on other alternatives to these aspects of interaction. Recommendations are directed to teachers to be constantly adaptive, to use interactional behaviours that assist students in taking better risks. As for students, it is worthwhile to adopt such a strategy which is established to be characterizing good and successful language learners.
Diplôme : Magistère En ligne : ../theses/anglais/NAI1377.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=9965 Investigating the scaffolding strategies related to risk-taking during classroom interaction : Case Study: First Year LMD Students at Constantine University [texte imprimé] / Redouane Naili, Auteur ; Sa?d Keskes, Directeur de thèse . - constantine [Algérie] : Université Constantine 1, 2014 . - 269 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue AnglaiseTags : Language teaching methods and methodology Echaffadage prise de risque interaction en classe participation questions référentielles questionnel duration de pause stratégies de réponses IRF théorie socio- culturelle scaffolding risk taking classroom interaction referntial questions display questions questioning wait time prompting-answer strategies giving- answer stretegies socio-cultural theory الدعامات المجازفة التفاعل الصفي المشاركة الأسئلة المرجعية إستراتيجيات الإجابة مبادرة إجابة تعليق(IRF) ،النظرية الإجتماعية الثقافية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study purports to investigate how some selected aspects of the teacher’s interactional behaviour can serve as scaffoldings for students’ risk-taking. This latter is a construct that, if adopted by students, leads to an increase in both the quality and the quantity of their participation in classroom interaction. It is found that teacher’s use of referential questions is positively related to a surge in risktaking. Moreover, the provision of varied pauses in the forms of extended wait times before students’ responses and short wait times after students have finished responding to questions co-occurred with relatively more risk-taking. It was also established that using strategies prompting students to respond or answer questions such as clarification requests and clues relates positively to better risk-taking.
Such interactional behaviours are deemed scaffoldings insofar as they mediate students’ risk taking within their zone of proximal development as suggested by the socio-cultural theory on interaction.
This is so because the results of this study suggest that students take more turns at speaking, provide more one-word and multi-word responses and self-initiations, and their productions are to a higher extent relevant, correct and/or complete than when the teacher relies on other alternatives to these aspects of interaction. Recommendations are directed to teachers to be constantly adaptive, to use interactional behaviours that assist students in taking better risks. As for students, it is worthwhile to adopt such a strategy which is established to be characterizing good and successful language learners.
Diplôme : Magistère En ligne : ../theses/anglais/NAI1377.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=9965 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité NAI/1377 NAI/1377 Thèse Bibliothèque principale Thèses Disponible
Titre : The effects of risk- taking and anxiety on the foreign language oral fluency : case study: Second year students at the department of English, University Mentouri Bro. Constantine Type de document : texte imprimé Auteurs : Naouel Bouchareb, Auteur ; Hacène Saadi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 350 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : LanguageScience and English Language Teaching Prise de risque anxiété les facteurs affectifs parler couramment Risk taking Anxiety affective factors speaking fluency عوامل الشخصیة القلق المخاطرة مھارة التحدّث الطّلاقة الشفھیّة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Psychologists, educators, and sociologists have long been emphasizing the importance of learners’ emotional side to the academic growth. In that context, the present study aims at focusing on learners’ attention to the significance of what happens inside them, singling out anxiety, and risk-taking as strategies for enhancing their speaking fluency level and exploring possible relationships between the two variables. It is hypothesized that if teachers can encourage students to take risk in speaking and not to be anxious, then their oral fluency level would improve consistently. Thus, the less learners are anxious and the more they are risktakers, the more they will become fluent in the EFL speaking. The methods used in this research are both quantitative and qualitative ones. Accordingly, three groups (90 students) of English at Constantine University are selected, and after conducting an interview with the researcher, are divided into anxious and non-anxious, this is being the result of their answers
to the Foreign Language Classroom Anxiety Scale, and as being risk- takers and non-risk takers after exploring their answers to the risk- taking questionnaire. Learners̕ obtained marks from the scales are correlated with their marks of a story narration task, and their exam measuring oral fluency by calculating the coefficient of correlation. Besides, a questionnaire is delivered to Algerian teachers of Oral Expression of English at University of Constantine, Department of English. The inquiry highlights that there is a positive relation between learners’ risk- taking and their oral fluency level, but a high negative relation between anxiety and their speaking fluency. Analysis and interpretation of data suggest some implications for language pedagogy, for EFL teachers to pay more attention to their learners’ affective side, and for students to raise their awareness to be risk- takers and to become less anxious to speak English fluently.
Note de contenu : Appendices
Appendix I: The Teachers’ Questionnaire.
Appendix II: The Learners’ Interview.
Appendix III: The Adapted Foreign Language Classroom Anxiety Scale –
(FLCAS).
Appendix IV: Classroom Risk -taking Scale.
Appendix V: Learners’ Story Description Task
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1544.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11136 The effects of risk- taking and anxiety on the foreign language oral fluency : case study: Second year students at the department of English, University Mentouri Bro. Constantine [texte imprimé] / Naouel Bouchareb, Auteur ; Hacène Saadi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 350 f. ; 30 cm.
Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : LanguageScience and English Language Teaching Prise de risque anxiété les facteurs affectifs parler couramment Risk taking Anxiety affective factors speaking fluency عوامل الشخصیة القلق المخاطرة مھارة التحدّث الطّلاقة الشفھیّة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Psychologists, educators, and sociologists have long been emphasizing the importance of learners’ emotional side to the academic growth. In that context, the present study aims at focusing on learners’ attention to the significance of what happens inside them, singling out anxiety, and risk-taking as strategies for enhancing their speaking fluency level and exploring possible relationships between the two variables. It is hypothesized that if teachers can encourage students to take risk in speaking and not to be anxious, then their oral fluency level would improve consistently. Thus, the less learners are anxious and the more they are risktakers, the more they will become fluent in the EFL speaking. The methods used in this research are both quantitative and qualitative ones. Accordingly, three groups (90 students) of English at Constantine University are selected, and after conducting an interview with the researcher, are divided into anxious and non-anxious, this is being the result of their answers
to the Foreign Language Classroom Anxiety Scale, and as being risk- takers and non-risk takers after exploring their answers to the risk- taking questionnaire. Learners̕ obtained marks from the scales are correlated with their marks of a story narration task, and their exam measuring oral fluency by calculating the coefficient of correlation. Besides, a questionnaire is delivered to Algerian teachers of Oral Expression of English at University of Constantine, Department of English. The inquiry highlights that there is a positive relation between learners’ risk- taking and their oral fluency level, but a high negative relation between anxiety and their speaking fluency. Analysis and interpretation of data suggest some implications for language pedagogy, for EFL teachers to pay more attention to their learners’ affective side, and for students to raise their awareness to be risk- takers and to become less anxious to speak English fluently.
Note de contenu : Appendices
Appendix I: The Teachers’ Questionnaire.
Appendix II: The Learners’ Interview.
Appendix III: The Adapted Foreign Language Classroom Anxiety Scale –
(FLCAS).
Appendix IV: Classroom Risk -taking Scale.
Appendix V: Learners’ Story Description Task
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1544.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11136 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1544 BOU/1544 Thèse Bibliothèque principale Thèses Disponible
