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Partager le résultat de cette recherche Interroger des sources externesA comparative investigation of the effects of CD-ROM and printed dictionary Use on reading comprehension and vocabulary retention of University EFL students / Chaker Hamdi
Titre : A comparative investigation of the effects of CD-ROM and printed dictionary Use on reading comprehension and vocabulary retention of University EFL students : The case of 2nd year EFL students at Mentouri Brothers University – Constantine 1 Type de document : texte imprimé Auteurs : Chaker Hamdi, Auteur ; Zahri Harouni, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 242 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Dictionnaire CD-ROM dictionnaire imprimé la compréhension de l’écrit l’apprentissage du vocabulaire CD-ROM dictionary printed dictionary log files reading comprehension vocabulary retention القاموس الإلكتروني القاموس الورقي القراء الإستيعابية تذكر المفردات Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The dictionary is one of the common learning tools for foreign and second language
learners who use various types of dictionaries to help them work on their language
development. Yet, to my knowledge, the effects of dictionaries, either in printed or
electronic form, have never been systematically investigated in the Algerian context.
Consequently, in order to investigate whether dictionary support improves (affects) text
comprehension and vocabulary retention, this study compares readers’ foreign language
text comprehension and vocabulary retention across two dictionary conditions. Reading
time, dictionary usage (lookup frequency), degree of comprehension, and recall of words
were the dependent measures employed. The subjects of this study were 44 EFL
sophomores studying in the English Department at Mentouri Brothers UniversityConstantine 1. They were assigned two reading tasks under two conditions: using a printed
dictionary (PD) at one time and a CD-ROM dictionary (CD) at another. The presentation
mode of the reading tests was on computer screen alone. I used a piece of monitoring
software to record the subjects’ lookups in the CD-ROM dictionary condition. The
monitoring software also took notes of the time each subject needed to finish the reading
task in both conditions. The recorded information was automatically saved in log files
concealed in the subjects’ computers, and a paired-samples t-test was then conducted to
test the research hypotheses. In addition, Pearson’s correlation coefficient was computed
to examine any correlation between the subjects’ lookup frequencies and their reading
scores in both conditions. As for the vocabulary retention tests, I administered a pretest
and posttest to the subjects in both lookup conditions (paper and CD-ROM), and an
iv
independent-samples t-test was conducted to compare memory for words. The analysis of
information retrieved from the log files revealed that the CD-ROM dictionary enabled the
subjects to read the passage in significantly less time than the printed dictionary. It was
also found that the subjects looked up significantly more words in the CD-ROM
dictionary than in the printed dictionary. However, the results indicate that the type of
dictionary does not significantly influence comprehension, and that no correlation exists
between the subjects’ lookup frequencies and their reading scores in PD and CD
conditions. With regard to vocabulary retention, the findings revealed that printed
dictionary lookup fosters better recall of vocabulary. It was concluded that CD-ROM
dictionaries would be effective and motivating aids to reading comprehension but could be
less effective to vocabulary retention.
Diplôme : Doctorat En ligne : ../theses/anglais/HAM1414.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10317 A comparative investigation of the effects of CD-ROM and printed dictionary Use on reading comprehension and vocabulary retention of University EFL students : The case of 2nd year EFL students at Mentouri Brothers University – Constantine 1 [texte imprimé] / Chaker Hamdi, Auteur ; Zahri Harouni, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 242 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Dictionnaire CD-ROM dictionnaire imprimé la compréhension de l’écrit l’apprentissage du vocabulaire CD-ROM dictionary printed dictionary log files reading comprehension vocabulary retention القاموس الإلكتروني القاموس الورقي القراء الإستيعابية تذكر المفردات Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The dictionary is one of the common learning tools for foreign and second language
learners who use various types of dictionaries to help them work on their language
development. Yet, to my knowledge, the effects of dictionaries, either in printed or
electronic form, have never been systematically investigated in the Algerian context.
Consequently, in order to investigate whether dictionary support improves (affects) text
comprehension and vocabulary retention, this study compares readers’ foreign language
text comprehension and vocabulary retention across two dictionary conditions. Reading
time, dictionary usage (lookup frequency), degree of comprehension, and recall of words
were the dependent measures employed. The subjects of this study were 44 EFL
sophomores studying in the English Department at Mentouri Brothers UniversityConstantine 1. They were assigned two reading tasks under two conditions: using a printed
dictionary (PD) at one time and a CD-ROM dictionary (CD) at another. The presentation
mode of the reading tests was on computer screen alone. I used a piece of monitoring
software to record the subjects’ lookups in the CD-ROM dictionary condition. The
monitoring software also took notes of the time each subject needed to finish the reading
task in both conditions. The recorded information was automatically saved in log files
concealed in the subjects’ computers, and a paired-samples t-test was then conducted to
test the research hypotheses. In addition, Pearson’s correlation coefficient was computed
to examine any correlation between the subjects’ lookup frequencies and their reading
scores in both conditions. As for the vocabulary retention tests, I administered a pretest
and posttest to the subjects in both lookup conditions (paper and CD-ROM), and an
iv
independent-samples t-test was conducted to compare memory for words. The analysis of
information retrieved from the log files revealed that the CD-ROM dictionary enabled the
subjects to read the passage in significantly less time than the printed dictionary. It was
also found that the subjects looked up significantly more words in the CD-ROM
dictionary than in the printed dictionary. However, the results indicate that the type of
dictionary does not significantly influence comprehension, and that no correlation exists
between the subjects’ lookup frequencies and their reading scores in PD and CD
conditions. With regard to vocabulary retention, the findings revealed that printed
dictionary lookup fosters better recall of vocabulary. It was concluded that CD-ROM
dictionaries would be effective and motivating aids to reading comprehension but could be
less effective to vocabulary retention.
Diplôme : Doctorat En ligne : ../theses/anglais/HAM1414.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10317 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité HAM/1414 HAM/1414 Thèse Bibliothèque principale Thèses Disponible
Titre : A describtive study of reading comprehension difficulties and strategies of fourth year microbiology sutdents of Ferhat Abbas universiy at Setif Type de document : texte imprimé Auteurs : Zahia Mebarki ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse Année de publication : 2008 Importance : 466 f. Format : 30 cm Note générale : Deux disponibles à la salle de recherche Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Strategies Applied linguistics Ferhat Abbas universiy at Setif Reading comprehension Fourth year Microbiology sutdents Difficulties Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/MEB1023.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4883 A describtive study of reading comprehension difficulties and strategies of fourth year microbiology sutdents of Ferhat Abbas universiy at Setif [texte imprimé] / Zahia Mebarki ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse . - 2008 . - 466 f. ; 30 cm.
Deux disponibles à la salle de recherche Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Strategies Applied linguistics Ferhat Abbas universiy at Setif Reading comprehension Fourth year Microbiology sutdents Difficulties Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/MEB1023.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4883 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité MEB/1023 MEB/1023 Thèse Bibliothèque principale Thèses Disponible
Titre : The role of working memory,anticipation of meaning and automatic information processing in enhancing young adults’ reading comprehension : The case of 3rd year English language students at Frères Mentouri University, Constantine, Algeria. Type de document : texte imprimé Auteurs : Achouak Bader, Auteur ; Hacene Hamada, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 526 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : English Language:Applied Linguisitcs andForeign LanguageTeaching reading comprehension anticipation automaticity working memory strategie Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
The current study seeks to investigate the importance of working memory, anticipation abilities and processing speed/ automaticity in university students’ reading comprehension. Therefore, the aim of this study is threefold. First, it sets out to investigate whether there is a strong correlation between the students’ working memory and their reading comprehension abilities by conducting a correlational study. Second, it measures the contribution of anticipation abilities in the growth of the students’ text processing abilities by carrying out an experimental study. Third, it examines the nature of the relationship between the participants’ processing speed/automaticity
and written comprehension using both- a correlational and an experimental study. Thus, it is hypothesised that “high memory spans are better comprehenders of a text written in English as a foreign language than low spans.” The second hypothesis that is tested in this study suggests that “if the students anticipate what comes next in the text, their reading comprehension of a text written in English as a foreign language will be improved. The third hypothesis that directs this study states that “the more automatic the students’ information processing is, the better their
reading comprehension of a print will be.” The participants are 100 third year English language students at the university of Frères Mentouri, Constantine, Algeria. The targeted cognitive capacities of these students are measured using different tasks. The participants’ reading comprehension is measured using multiple-choice-question exercises. Moreover, 2 working memory span tasks have been used to measure their reading comprehension. Besides, the
participants’ word-automaticity is assessed using word-list viewing exercises. In addition to these measures, many texts and strategies are used in the treatment phases with the experimental group. The statistical analyses, using correlation coefficient ‘r’ and the t-test, reveal that working memory capacity correlates significantly with reading comprehension capacities. Furthermore, anticipation abilities have shown to contribute to the students’ understanding of the print.
Moreover, processing speed is revealed as an important regulator of the readers’ processing of the written discourse.
Note de contenu :
Appendices.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BAD1461.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10610 The role of working memory,anticipation of meaning and automatic information processing in enhancing young adults’ reading comprehension : The case of 3rd year English language students at Frères Mentouri University, Constantine, Algeria. [texte imprimé] / Achouak Bader, Auteur ; Hacene Hamada, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 526 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : English Language:Applied Linguisitcs andForeign LanguageTeaching reading comprehension anticipation automaticity working memory strategie Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
The current study seeks to investigate the importance of working memory, anticipation abilities and processing speed/ automaticity in university students’ reading comprehension. Therefore, the aim of this study is threefold. First, it sets out to investigate whether there is a strong correlation between the students’ working memory and their reading comprehension abilities by conducting a correlational study. Second, it measures the contribution of anticipation abilities in the growth of the students’ text processing abilities by carrying out an experimental study. Third, it examines the nature of the relationship between the participants’ processing speed/automaticity
and written comprehension using both- a correlational and an experimental study. Thus, it is hypothesised that “high memory spans are better comprehenders of a text written in English as a foreign language than low spans.” The second hypothesis that is tested in this study suggests that “if the students anticipate what comes next in the text, their reading comprehension of a text written in English as a foreign language will be improved. The third hypothesis that directs this study states that “the more automatic the students’ information processing is, the better their
reading comprehension of a print will be.” The participants are 100 third year English language students at the university of Frères Mentouri, Constantine, Algeria. The targeted cognitive capacities of these students are measured using different tasks. The participants’ reading comprehension is measured using multiple-choice-question exercises. Moreover, 2 working memory span tasks have been used to measure their reading comprehension. Besides, the
participants’ word-automaticity is assessed using word-list viewing exercises. In addition to these measures, many texts and strategies are used in the treatment phases with the experimental group. The statistical analyses, using correlation coefficient ‘r’ and the t-test, reveal that working memory capacity correlates significantly with reading comprehension capacities. Furthermore, anticipation abilities have shown to contribute to the students’ understanding of the print.
Moreover, processing speed is revealed as an important regulator of the readers’ processing of the written discourse.
Note de contenu :
Appendices.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BAD1461.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10610 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BAD/1461 BAD/1461 Thèse Bibliothèque principale Thèses Disponible
Titre : La compréhension de l'écrit en classe de FLE chez les étudiants du CEIL Type de document : texte imprimé Auteurs : Leila Bouchebcheb, Auteur ; Daouia Hanachi, Directeur de thèse ; Emérite Henri Boyer, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 371 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Sociocognitivisme compréhension en lecture difficultés des apprenants autonomie étayage questionnement des textes Sociocognitivism reading comprehension learners difficulties autonomy shoring texts of questioning سوسيومعرفية الفهم في القراءة صعوبات المتعلمين استقلالية دعم استجواب
النصوصIndex. décimale : 440 Langues romanes. Français Résumé : Our pedagogical concern goes back to our beginnings as a teacher of the FLE CEIL Constantine. This concern has motivated us and made her do better, using the theory of sociocognitivisme Vygotstky.
This is to overcome the difficulties of learners enrolled in Level II for reading comprehension, help them build the meaning of a written text.
The strategy of questioning, understood, allow learners to acquire more autonomy in reading comprehension by scaffolding from the teacher. Thus, during a session of the writing, the teacher has exercised learners to acquire
cognitive and reflexive attitude in reading comprehension. To do this and in parallel with the course taught by the Taxi II method, we proposed three other courses presented on cognitive method. Learners of the five groups were asked to examine the same texts in the light of the interpretative, of implicit and other information. A PISA test them was presented to detect difficulties for correct understanding.
From a questionnaire, we could build an idea about the concept which learners and teachers about the act of reading in a teaching / learning situation.
The results have enlightened us on the scope of the text questioning its didactic importance, which will promote reading comprehension.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/BOU1464.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10607 La compréhension de l'écrit en classe de FLE chez les étudiants du CEIL [texte imprimé] / Leila Bouchebcheb, Auteur ; Daouia Hanachi, Directeur de thèse ; Emérite Henri Boyer, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 371 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Sociocognitivisme compréhension en lecture difficultés des apprenants autonomie étayage questionnement des textes Sociocognitivism reading comprehension learners difficulties autonomy shoring texts of questioning سوسيومعرفية الفهم في القراءة صعوبات المتعلمين استقلالية دعم استجواب
النصوصIndex. décimale : 440 Langues romanes. Français Résumé : Our pedagogical concern goes back to our beginnings as a teacher of the FLE CEIL Constantine. This concern has motivated us and made her do better, using the theory of sociocognitivisme Vygotstky.
This is to overcome the difficulties of learners enrolled in Level II for reading comprehension, help them build the meaning of a written text.
The strategy of questioning, understood, allow learners to acquire more autonomy in reading comprehension by scaffolding from the teacher. Thus, during a session of the writing, the teacher has exercised learners to acquire
cognitive and reflexive attitude in reading comprehension. To do this and in parallel with the course taught by the Taxi II method, we proposed three other courses presented on cognitive method. Learners of the five groups were asked to examine the same texts in the light of the interpretative, of implicit and other information. A PISA test them was presented to detect difficulties for correct understanding.
From a questionnaire, we could build an idea about the concept which learners and teachers about the act of reading in a teaching / learning situation.
The results have enlightened us on the scope of the text questioning its didactic importance, which will promote reading comprehension.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/BOU1464.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10607 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1464 BOU/1464 Thèse Bibliothèque principale Thèses Disponible
Titre : Implementing General English Reading Courses in Teaching English for Science and Technology to Promote the Reading Proficiency of Students of Electronics : University of Constantine Type de document : texte imprimé Auteurs : Djihed Azeroual, Auteur ; Nacif Labed, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2015 Importance : 309 f. Format : 30 cm. Note générale : 2 copies imprimes disponibles Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : reading cours non-technical vocabulary the grammatical-rhetorical relationships general English English for science and technology reading comprehension cour de lecture les termes non-techniques l'anglais général l'anglais scientifique et technique la lecture et la compréhension دروس القراءة المفردات غير التقنية العلاقات النحوية و البلاغية الانجليزية العامة الانجليزية العلمية التقنية الفهم و القراءة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study was conducted in the Department of Electronics at the University of
Constantine 1 to improve the reading comprehension of Master One students of
Electronics of the scientific and technical texts and to overcome their reading
comprehension problems, particularly the language-centred ones. It aims at answering
questions about the efficiency of equipping learners with the basic discoursal elements
in boosting their comprehension. To probe into the subject, three hypotheses were set:
1) if the teaching of English to Master One students of Electronics is basically readingoriented, learning will be more interesting and motivating, 2) if Master One students of
Electronics are familiar enough in General English, they will easily handle and
understand English for Science and Technology texts, and 3) if the teaching of reading
to Master One students of Electronics focuses on equipping these learners to identify
and make use of the non-technical vocabulary and the grammatical-rhetorical
relationships per se, their reading comprehension will be enhanced. To check the stated
hypotheses, a questionnaire, two proficiency tests, four comprehension tests together
with classroom observation were used as data gathering tools within an experimental
design. The data obtained offered a clear picture of the teaching/ learning situation of
English at the Department of Electronics as well as the learners’ needs. The findings of
the study have allowed us to see the influence of the students’ poor linguistic
kn
owledge on their reading comprehension achievements. Accordingly, we can say that
our hypotheses have been to a large extent confirmed. The obtained results evenly
highlighted the significance of the implemented course in enhancing the students’
reading performance and increasing their motivation and interest in learning English at
the department of Electronics and by extension even in the other departments.Diplôme : Doctorat En ligne : ../theses/anglais/AZE1389.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10154 Implementing General English Reading Courses in Teaching English for Science and Technology to Promote the Reading Proficiency of Students of Electronics : University of Constantine [texte imprimé] / Djihed Azeroual, Auteur ; Nacif Labed, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2015 . - 309 f. ; 30 cm.
2 copies imprimes disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : reading cours non-technical vocabulary the grammatical-rhetorical relationships general English English for science and technology reading comprehension cour de lecture les termes non-techniques l'anglais général l'anglais scientifique et technique la lecture et la compréhension دروس القراءة المفردات غير التقنية العلاقات النحوية و البلاغية الانجليزية العامة الانجليزية العلمية التقنية الفهم و القراءة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study was conducted in the Department of Electronics at the University of
Constantine 1 to improve the reading comprehension of Master One students of
Electronics of the scientific and technical texts and to overcome their reading
comprehension problems, particularly the language-centred ones. It aims at answering
questions about the efficiency of equipping learners with the basic discoursal elements
in boosting their comprehension. To probe into the subject, three hypotheses were set:
1) if the teaching of English to Master One students of Electronics is basically readingoriented, learning will be more interesting and motivating, 2) if Master One students of
Electronics are familiar enough in General English, they will easily handle and
understand English for Science and Technology texts, and 3) if the teaching of reading
to Master One students of Electronics focuses on equipping these learners to identify
and make use of the non-technical vocabulary and the grammatical-rhetorical
relationships per se, their reading comprehension will be enhanced. To check the stated
hypotheses, a questionnaire, two proficiency tests, four comprehension tests together
with classroom observation were used as data gathering tools within an experimental
design. The data obtained offered a clear picture of the teaching/ learning situation of
English at the Department of Electronics as well as the learners’ needs. The findings of
the study have allowed us to see the influence of the students’ poor linguistic
kn
owledge on their reading comprehension achievements. Accordingly, we can say that
our hypotheses have been to a large extent confirmed. The obtained results evenly
highlighted the significance of the implemented course in enhancing the students’
reading performance and increasing their motivation and interest in learning English at
the department of Electronics and by extension even in the other departments.Diplôme : Doctorat En ligne : ../theses/anglais/AZE1389.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10154 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité AZE/1389 AZE/1389 Thèse Bibliothèque principale Thèses Disponible Permalink
