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Partager le résultat de cette recherche Interroger des sources externesThe effects of responding to students’ errors and of presenting the semantics of spatial prepositions on their acquisition. / Asma Athmani
Titre : The effects of responding to students’ errors and of presenting the semantics of spatial prepositions on their acquisition. : The case of second year students of English at the University Des Frères Mentouri, Constantine. Type de document : texte imprimé Auteurs : Asma Athmani, Auteur ; Farida Abderrahim, Auteur Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 351 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Tags : prepositions semantics spatial prepositions semantics of spatial prepositions error correction acquiring spatial prepositions prépositions sémantique prépositions spatiales sémantique des prépositions
spatiales correction des erreurs acquisitions des prépositions spatiales ???? ???? ??? ??????? ???? ???? ???????? ?????? ???? ???? ???????? ????? ??????? ???? ???? ???? ????????Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Most teachers of English as a Foreign Language agree that a great number of learners use spatial prepositions inadequately, and despite the different techniques they use in teaching them, most learners still consider learning to use these prepositions one of the most problematic issues. This research investigates if using error correction, presenting the semantics of spatial prepositions or using both techniques in combination would help teachers and students at the Department of Letters and English at the University “Des Frères Mentouri”, Constantine, in teaching and learning this type of prepositions. We set the following hypotheses: if teachers use error correction methods when teaching spatial prepositions, students will use them more
appropriately; if teachers present the semantics of spatial prepositions, students will better their performance when using this type of prepositions; and if teachers combine between using both error correction and presenting the semantics of spatial prepositions, students will improve their use of this type of prepositions. Two means of research are used: the first is an experiment dealing with a sample of 119 Second Year students divided into one Control Group and three Experimental Groups. A pre-test was administered to the four groups. The Experimental Groups underwent three teaching instructions. A post-test was given to the four groups;
subsequently, an analysis of the results was undertaken. Second, a Students’ Questionnaire was handed in to 132 Second Year students and a Teachers’ Questionnaire was handed in to 17 Grammar teachers about their attitude, beliefs and experience with teaching and learning spatial prepositions. The results have not confirmed the first hypothesis, have partially confirmed the second hypothesis, and have totally confirmed the third hypothesis. Based on the obtained results, and with reference to the literature review, pedagogical implications and recommendations are presented. These pedagogical implications and recommendations concern teaching/learning spatial prepositions, using semantics of spatial prepositions, using context of spatial prepositions, and using error correction of spatial prepositions.
Diplôme : Doctorat En ligne : ../theses/anglais/ATH1407.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10308 The effects of responding to students’ errors and of presenting the semantics of spatial prepositions on their acquisition. : The case of second year students of English at the University Des Frères Mentouri, Constantine. [texte imprimé] / Asma Athmani, Auteur ; Farida Abderrahim, Auteur . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2016 . - 351 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Tags : prepositions semantics spatial prepositions semantics of spatial prepositions error correction acquiring spatial prepositions prépositions sémantique prépositions spatiales sémantique des prépositions
spatiales correction des erreurs acquisitions des prépositions spatiales ???? ???? ??? ??????? ???? ???? ???????? ?????? ???? ???? ???????? ????? ??????? ???? ???? ???? ????????Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Most teachers of English as a Foreign Language agree that a great number of learners use spatial prepositions inadequately, and despite the different techniques they use in teaching them, most learners still consider learning to use these prepositions one of the most problematic issues. This research investigates if using error correction, presenting the semantics of spatial prepositions or using both techniques in combination would help teachers and students at the Department of Letters and English at the University “Des Frères Mentouri”, Constantine, in teaching and learning this type of prepositions. We set the following hypotheses: if teachers use error correction methods when teaching spatial prepositions, students will use them more
appropriately; if teachers present the semantics of spatial prepositions, students will better their performance when using this type of prepositions; and if teachers combine between using both error correction and presenting the semantics of spatial prepositions, students will improve their use of this type of prepositions. Two means of research are used: the first is an experiment dealing with a sample of 119 Second Year students divided into one Control Group and three Experimental Groups. A pre-test was administered to the four groups. The Experimental Groups underwent three teaching instructions. A post-test was given to the four groups;
subsequently, an analysis of the results was undertaken. Second, a Students’ Questionnaire was handed in to 132 Second Year students and a Teachers’ Questionnaire was handed in to 17 Grammar teachers about their attitude, beliefs and experience with teaching and learning spatial prepositions. The results have not confirmed the first hypothesis, have partially confirmed the second hypothesis, and have totally confirmed the third hypothesis. Based on the obtained results, and with reference to the literature review, pedagogical implications and recommendations are presented. These pedagogical implications and recommendations concern teaching/learning spatial prepositions, using semantics of spatial prepositions, using context of spatial prepositions, and using error correction of spatial prepositions.
Diplôme : Doctorat En ligne : ../theses/anglais/ATH1407.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10308 Exemplaires
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Titre : معجم "المتجانس" في اللغة العربية دراسة دلالية Type de document : texte imprimé Auteurs : عبد السلام غجاتي, Auteur ; عبد الله بوخلخال, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 268 ورقة. Format : 30 سم. Note générale : 2نسخ موجودة مكتبة المركزية
Langues : Français (fre) Tags : Lexic semantics luiguistics polyseny homonymy lexique sémantique linguistique polysénie homonymie ???? ????? ??????? ?????? ????? ???? ????? ?????? Index. décimale : 810 أدب عربي Résumé : The use of the term (homonym) in the Arabic linguistic and rhetorical study was a starting point to its prominence and its distinction in the modern linguistic study.
For that, this study came to keep track of the term (homonym) and its interference with (polysemy), as well as
the ambiguity it poses during its use throughout rhetorics, semantics, and dictionary.
This research also dealt with the problematic of the (homonym) and its distinctiveness in a historical and
descriptive approach to show its definition as well as its relevancy to the modern linguistic studies.
Diplôme : Doctorat en sciences En ligne : ../theses/arabe/AGHE4241.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10442 معجم "المتجانس" في اللغة العربية دراسة دلالية [texte imprimé] / عبد السلام غجاتي, Auteur ; عبد الله بوخلخال, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2017 . - 268 ورقة. ; 30 سم.
2نسخ موجودة مكتبة المركزية
Langues : Français (fre)
Tags : Lexic semantics luiguistics polyseny homonymy lexique sémantique linguistique polysénie homonymie ???? ????? ??????? ?????? ????? ???? ????? ?????? Index. décimale : 810 أدب عربي Résumé : The use of the term (homonym) in the Arabic linguistic and rhetorical study was a starting point to its prominence and its distinction in the modern linguistic study.
For that, this study came to keep track of the term (homonym) and its interference with (polysemy), as well as
the ambiguity it poses during its use throughout rhetorics, semantics, and dictionary.
This research also dealt with the problematic of the (homonym) and its distinctiveness in a historical and
descriptive approach to show its definition as well as its relevancy to the modern linguistic studies.
Diplôme : Doctorat en sciences En ligne : ../theses/arabe/AGHE4241.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10442 Exemplaires
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Titre : The effects of image-schema-based instruction on learning/ acquiring polysemous prepositions : The case of second year students of English at the University Frères Mentouri, Constantine 1 Type de document : texte imprimé Auteurs : Hasna Lamis Bouchenek, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 455 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles. Langues : Anglais (eng) Tags : prépositions polysémiques instruction basée sur des schémas d'images sémantique polysémie polysemous prepositions image-schema-based instruction semantics polysemy ???? ???? ?????? ??????? ??????? ?????? ??? ???? ????? ??? ??????? ???? ??????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Polysemous prepositions, which express various meanings, represent a real challenge for students. The many meanings of these words have always been pedagogically treated in a piecemeal fashion and as largely arbitrary, or they have not been given the proper attention they deserve. This makes their learning more complicated because learners keep on experiencing difficulty with their semantics. However, the use of a new way to teach
polysemous prepositions such as applying image-schemas seems to be very promising. The present study aims at presenting the characteristics of the semantics of polysemous prepositions and examining the efficacy of image-schema-based instruction on learning the semantics of the English prepositions above, across, in, on, out, over and through which serve as representative examples. It also investigates the students’ attitudes towards the usefulness of this form of instruction through administering a Students’ Questionnaire. Eighty students
studying English as a foreign language at the University “Frères Mentouri”, Constantine 1 were chosen randomly. They were divided into a Control Group and an Experimental Group.
Comparisons of the pre-test and post-test results show that the group who received instruction based on image-schemas experienced a change in their understanding and use of the semantics of the target prepositions. The analysis of the Students’ Questionnaire also reveals that the students held positive attitudes towards the use of image-schema-based instruction.
On the basis of the results of the Students’ Questionnaire and the Experiment, it can be deduced that image-schema-based instruction plays an important role in improving the learning of polysemous prepositions, and it can serve as a vital tool in teaching them. This study provides evidence for the importance of dealing with polysemous prepositions and how revisiting the way they are taught through applying image-schema-based instruction can bring forth a new breath to their learning.
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1474.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10774 The effects of image-schema-based instruction on learning/ acquiring polysemous prepositions : The case of second year students of English at the University Frères Mentouri, Constantine 1 [texte imprimé] / Hasna Lamis Bouchenek, Auteur ; Farida Abderrahim, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2017 . - 455 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Tags : prépositions polysémiques instruction basée sur des schémas d'images sémantique polysémie polysemous prepositions image-schema-based instruction semantics polysemy ???? ???? ?????? ??????? ??????? ?????? ??? ???? ????? ??? ??????? ???? ??????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Polysemous prepositions, which express various meanings, represent a real challenge for students. The many meanings of these words have always been pedagogically treated in a piecemeal fashion and as largely arbitrary, or they have not been given the proper attention they deserve. This makes their learning more complicated because learners keep on experiencing difficulty with their semantics. However, the use of a new way to teach
polysemous prepositions such as applying image-schemas seems to be very promising. The present study aims at presenting the characteristics of the semantics of polysemous prepositions and examining the efficacy of image-schema-based instruction on learning the semantics of the English prepositions above, across, in, on, out, over and through which serve as representative examples. It also investigates the students’ attitudes towards the usefulness of this form of instruction through administering a Students’ Questionnaire. Eighty students
studying English as a foreign language at the University “Frères Mentouri”, Constantine 1 were chosen randomly. They were divided into a Control Group and an Experimental Group.
Comparisons of the pre-test and post-test results show that the group who received instruction based on image-schemas experienced a change in their understanding and use of the semantics of the target prepositions. The analysis of the Students’ Questionnaire also reveals that the students held positive attitudes towards the use of image-schema-based instruction.
On the basis of the results of the Students’ Questionnaire and the Experiment, it can be deduced that image-schema-based instruction plays an important role in improving the learning of polysemous prepositions, and it can serve as a vital tool in teaching them. This study provides evidence for the importance of dealing with polysemous prepositions and how revisiting the way they are taught through applying image-schema-based instruction can bring forth a new breath to their learning.
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1474.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10774 Exemplaires
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