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Titre : An evaluation of the Algerian middle school English syllabuses and textbooks. Type de document : texte imprimé Auteurs : Faiza Bader, Auteur ; Hacene Hamada, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 295 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Education évaluation programmes manuels scolaires evaluation syllabus textbooks تعليم تقييم مناهج كتب مدرسية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Syllabus design and textbook selection are important acts, and their evaluation even more of an important concern. The present study attempts to evaluate the Algerian middle school English syllabi and the four textbooks that are designed to achieve the course objectives.
The research strives to discover whether middle school textbooks of English fulfil learners’ needs or not, since the selection principles of any educational system need to be based on learners’ needs. In addition to learners’ needs, a correspondence between the objectives and the syllabi, the syllabi and the textbooks is also sought after, before ultimately deciding whether or not the four textbooks, under study, consolidate one another or not. It is hypothesized in this study that, first, the Algerian middle school pupils’ needs are taken into account, second, there is a correlation between the aims and the syllabi, and the syllabi and the textbooks, third, the Algerian middle school English textbooks consolidate one another. Therefore and so as to achieve our goal quantitative and qualitative data were obtained throughout a constructed checklist and two questionnaires delivered to both teachers and learners. The self-constructed checklist was based on ten recognized checklists and sought the determination of the weaknesses and strengths of the four middle school textbooks of English against certain set criteria. The two questionnaires targeted the investigation of middle school pupils’ needs and teachers’ perceptions of the currently used textbooks of English; both questionnaires were administered in Constantine. The research findings revealed that the used textbooks consolidate one another but do not live up to the needs of learners and expectations of teachers. A thorough needs analysis is then mainly recommended as a pre- requisite that can guarantee a sound syllabus design and an adequate textbooks’ selection.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BAD1481.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10809 An evaluation of the Algerian middle school English syllabuses and textbooks. [texte imprimé] / Faiza Bader, Auteur ; Hacene Hamada, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2018 . - 295 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Education évaluation programmes manuels scolaires evaluation syllabus textbooks تعليم تقييم مناهج كتب مدرسية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Syllabus design and textbook selection are important acts, and their evaluation even more of an important concern. The present study attempts to evaluate the Algerian middle school English syllabi and the four textbooks that are designed to achieve the course objectives.
The research strives to discover whether middle school textbooks of English fulfil learners’ needs or not, since the selection principles of any educational system need to be based on learners’ needs. In addition to learners’ needs, a correspondence between the objectives and the syllabi, the syllabi and the textbooks is also sought after, before ultimately deciding whether or not the four textbooks, under study, consolidate one another or not. It is hypothesized in this study that, first, the Algerian middle school pupils’ needs are taken into account, second, there is a correlation between the aims and the syllabi, and the syllabi and the textbooks, third, the Algerian middle school English textbooks consolidate one another. Therefore and so as to achieve our goal quantitative and qualitative data were obtained throughout a constructed checklist and two questionnaires delivered to both teachers and learners. The self-constructed checklist was based on ten recognized checklists and sought the determination of the weaknesses and strengths of the four middle school textbooks of English against certain set criteria. The two questionnaires targeted the investigation of middle school pupils’ needs and teachers’ perceptions of the currently used textbooks of English; both questionnaires were administered in Constantine. The research findings revealed that the used textbooks consolidate one another but do not live up to the needs of learners and expectations of teachers. A thorough needs analysis is then mainly recommended as a pre- requisite that can guarantee a sound syllabus design and an adequate textbooks’ selection.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BAD1481.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10809 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BAD/1481 BAD/1481 Thèse Bibliothèque principale Thèses Disponible A cross-cultural pragmatic approach to enhance learners’ intercultural communicative competence / Meriem Bousba
Titre : A cross-cultural pragmatic approach to enhance learners’ intercultural communicative competence : Case study of third year students of English at the University of Mohammed Seddik Benyahia, Jijel Type de document : texte imprimé Auteurs : Meriem Bousba, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 307 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Compétence communicative interculturelle Compétences linguistiques pragmatiques socioculturelles Culture Pragmatique Approche Syllabus Techniques Evaluation Intercultural Communicative Competence Linguistic Pragmatic Socio-cultural Competences Pragmatics Approach Assessement "
الكفاءة التواصلية بين الثقافات الكفاءة اللغوية الكفاءة البراغماتية الكفاءة الثقافية الثقافة البراغماتية منهج تقنيات ،تقييمIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : In the light of the rapidly-changing world characterized by globalization, the concept of intercultural communicative competence is introduced to Foreign Language Teaching. This new construct has been propounded to supersede that of communicative competence in order to cater for the needs of learners to function effectively and appropriately with people from other cultures. Learners of English are required not just to develop their communicative skills, but also to adopt new attitudes of tolerance, empathy and acceptance of culture-specific norms and behaviours. These requirements are not systematically addressed by the teaching of English at Algerian universities. Particularly, and as a direct result, students at Mohammed Seddik Benyahia University, Jijel, are presumed to be not adept in managing intercultural contact and conversations even at advanced stages leading towards their graduation. On these accounts, a threefold aim is concocted for this study. The first aim is to diagnose the teaching of culture and its position in the implemented curriculum. The second and third aims pertain to suggesting a cultural pragmatic approach for teaching English at the tertiary level and assessing its effectiveness in developing learners’ intercultural communicative competence. To achieve the set aims, two hypotheses are formulated and tested out. The first stipulates that present teaching curricula, though incorporating culture and pragmatics of communication, seldom bring them to the forefront of teaching and, hence, do not serve the achievement of the desired outcome of improving learners’ intercultural communicative competence. It is put to the test using a questionnaire and a Discourse Completion Task designed to both teachers (n=16) and students (n=110), respectively. The data obtained revealed that teachers, though aware of the importance of culture, do not fully integrate it in their teaching syllabi, and that learners are unequipped with intercultural communicative competence. The second hypothesis maintains that using a cross-cultural pragmatic approach to teach English would result in enhancing this competence. It is tested by handing out two alternate tests to a control group and an experimental group of students (n=52) before and after intervention, which consists in implementing a semester-long cultural and pragmatic syllabus. Results of the pretest revealed convergent performances in and between the two groups of students, albeit failing to achieve passing scores. By the termination of the treatment period, the experimental group has not only outdone the control group in scores, but performed very positively on every aspect of intercultural communicative competence. On the basis of these findings, pedagogical recommendations are suggested to syllabus designers and teachers to assign culture adequate importance, one that is similar to language skills.
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1448.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10622 A cross-cultural pragmatic approach to enhance learners’ intercultural communicative competence : Case study of third year students of English at the University of Mohammed Seddik Benyahia, Jijel [texte imprimé] / Meriem Bousba, Auteur ; Farida Abderrahim, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 307 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Compétence communicative interculturelle Compétences linguistiques pragmatiques socioculturelles Culture Pragmatique Approche Syllabus Techniques Evaluation Intercultural Communicative Competence Linguistic Pragmatic Socio-cultural Competences Pragmatics Approach Assessement "
الكفاءة التواصلية بين الثقافات الكفاءة اللغوية الكفاءة البراغماتية الكفاءة الثقافية الثقافة البراغماتية منهج تقنيات ،تقييمIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : In the light of the rapidly-changing world characterized by globalization, the concept of intercultural communicative competence is introduced to Foreign Language Teaching. This new construct has been propounded to supersede that of communicative competence in order to cater for the needs of learners to function effectively and appropriately with people from other cultures. Learners of English are required not just to develop their communicative skills, but also to adopt new attitudes of tolerance, empathy and acceptance of culture-specific norms and behaviours. These requirements are not systematically addressed by the teaching of English at Algerian universities. Particularly, and as a direct result, students at Mohammed Seddik Benyahia University, Jijel, are presumed to be not adept in managing intercultural contact and conversations even at advanced stages leading towards their graduation. On these accounts, a threefold aim is concocted for this study. The first aim is to diagnose the teaching of culture and its position in the implemented curriculum. The second and third aims pertain to suggesting a cultural pragmatic approach for teaching English at the tertiary level and assessing its effectiveness in developing learners’ intercultural communicative competence. To achieve the set aims, two hypotheses are formulated and tested out. The first stipulates that present teaching curricula, though incorporating culture and pragmatics of communication, seldom bring them to the forefront of teaching and, hence, do not serve the achievement of the desired outcome of improving learners’ intercultural communicative competence. It is put to the test using a questionnaire and a Discourse Completion Task designed to both teachers (n=16) and students (n=110), respectively. The data obtained revealed that teachers, though aware of the importance of culture, do not fully integrate it in their teaching syllabi, and that learners are unequipped with intercultural communicative competence. The second hypothesis maintains that using a cross-cultural pragmatic approach to teach English would result in enhancing this competence. It is tested by handing out two alternate tests to a control group and an experimental group of students (n=52) before and after intervention, which consists in implementing a semester-long cultural and pragmatic syllabus. Results of the pretest revealed convergent performances in and between the two groups of students, albeit failing to achieve passing scores. By the termination of the treatment period, the experimental group has not only outdone the control group in scores, but performed very positively on every aspect of intercultural communicative competence. On the basis of these findings, pedagogical recommendations are suggested to syllabus designers and teachers to assign culture adequate importance, one that is similar to language skills.
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1448.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10622 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1448 BOU/1448 Thèse Bibliothèque principale Thèses Disponible
Titre : Towards a new integrated approach to the teaching of oral expression : the Case of Second Year BA (Licence) Students at the department of letters and English, University of Fréres Mentouri, Constantine 1. Type de document : texte imprimé Auteurs : Amina Haddid, Auteur ; Youcef Beghoul, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 408 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Linguistics and Applied Languages expression orale programme syllabus les enseignants de expression oral les étudients la competence communicative Oral Expression syllabus teachers of Oral Expression students communicative competence التعبیر الشفھي منهاج الطلبة المھارات/قدرات التواصل الأساتذة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study investigates the teaching of Oral Expression to second year Licence students at the Department of Letters and English; it studies the method(s) implemented and seeks to find out whether a pre-defined syllabus is available. A pre-experimental study was conducted to investigate the teaching of this module using a teachers’ questionnaire, classroom observations, and a teachers’ interview. The questionnaire revealed that the majority of the teachers are unaware of language teaching methods, due to the unavailability of teacher training programs. The classroom observations and the teachers’ interview confirmed the absence of a syllabus, a fact which led teachers to be randomly free in their teaching as they deliver completely heterogeneous contents. On the basis of these findings, the present research sets out to suggest an eclectic approach and an integrated syllabus to teach this module. It aims at proving the importance of designing and providing a well-defined program mainly based on the students’ needs and interests. Another equally significant aim is to shed light on the teaching of interactional skills to help the students become more communicatively competent. We hypothesized that if teachers of Oral Expression followed a pre-defined syllabus, their teaching
process would be more coherent and the students would achieve more homogeneous results. We also hypothesized that if the students were introduced to aspects of interactional talk, they would improve their interactional skills and communicative competence. The two hypotheses are tested by means of a pre-test and post-test design in which one control group and one experimental group are involved. The results obtained validate both hypotheses. The students in the two groups attained utterly heterogeneous levels of skills acquisition. And after introducing the students in the experimental group to aspects of talk as interaction and conversational techniques, their interactional skills have improved, and they have been able to produce a natural conversational output.
Note de contenu : Appendices:
-Appendix A:Teachers’ Questionnaire.
-Appendix B:Classroom Observation Report Form.
-Appendix C:Teachers’ Interview.
-Appendix D:Topic Lists Provided by the Teachers in the Interview.
-Appendix E:Students’ Needs Analysis.
-Appendix F:Role-Play Cards.
Diplôme : Doctorat En ligne : ../theses/anglais/HAD1546.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11138 Towards a new integrated approach to the teaching of oral expression : the Case of Second Year BA (Licence) Students at the department of letters and English, University of Fréres Mentouri, Constantine 1. [texte imprimé] / Amina Haddid, Auteur ; Youcef Beghoul, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 408 f. ; 30 cm.
Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Linguistics and Applied Languages expression orale programme syllabus les enseignants de expression oral les étudients la competence communicative Oral Expression syllabus teachers of Oral Expression students communicative competence التعبیر الشفھي منهاج الطلبة المھارات/قدرات التواصل الأساتذة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study investigates the teaching of Oral Expression to second year Licence students at the Department of Letters and English; it studies the method(s) implemented and seeks to find out whether a pre-defined syllabus is available. A pre-experimental study was conducted to investigate the teaching of this module using a teachers’ questionnaire, classroom observations, and a teachers’ interview. The questionnaire revealed that the majority of the teachers are unaware of language teaching methods, due to the unavailability of teacher training programs. The classroom observations and the teachers’ interview confirmed the absence of a syllabus, a fact which led teachers to be randomly free in their teaching as they deliver completely heterogeneous contents. On the basis of these findings, the present research sets out to suggest an eclectic approach and an integrated syllabus to teach this module. It aims at proving the importance of designing and providing a well-defined program mainly based on the students’ needs and interests. Another equally significant aim is to shed light on the teaching of interactional skills to help the students become more communicatively competent. We hypothesized that if teachers of Oral Expression followed a pre-defined syllabus, their teaching
process would be more coherent and the students would achieve more homogeneous results. We also hypothesized that if the students were introduced to aspects of interactional talk, they would improve their interactional skills and communicative competence. The two hypotheses are tested by means of a pre-test and post-test design in which one control group and one experimental group are involved. The results obtained validate both hypotheses. The students in the two groups attained utterly heterogeneous levels of skills acquisition. And after introducing the students in the experimental group to aspects of talk as interaction and conversational techniques, their interactional skills have improved, and they have been able to produce a natural conversational output.
Note de contenu : Appendices:
-Appendix A:Teachers’ Questionnaire.
-Appendix B:Classroom Observation Report Form.
-Appendix C:Teachers’ Interview.
-Appendix D:Topic Lists Provided by the Teachers in the Interview.
-Appendix E:Students’ Needs Analysis.
-Appendix F:Role-Play Cards.
Diplôme : Doctorat En ligne : ../theses/anglais/HAD1546.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11138 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité HAD/1546 HAD/1546 Thèse Bibliothèque principale Thèses Disponible
