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Titre : Teaching and learning vocabulary through spelling strategy : Acase study of first-year LMD students Type de document : texte imprimé Auteurs : Meriem Boukhira ; Univ. de Constantine, Éditeur scientifique ; Abdelhak Nemouchi, Directeur de thèse Année de publication : 2010 Importance : 61 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Spelling strategy Learning Teaching First-year LMD students Vocabulary Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BOU1177.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4817 Teaching and learning vocabulary through spelling strategy : Acase study of first-year LMD students [texte imprimé] / Meriem Boukhira ; Univ. de Constantine, Éditeur scientifique ; Abdelhak Nemouchi, Directeur de thèse . - 2010 . - 61 f. ; 30 cm.
01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Spelling strategy Learning Teaching First-year LMD students Vocabulary Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BOU1177.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4817 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1177 BOU/1177 Thèse Bibliothèque principale Thèses Disponible
Titre : Teaching lexical collocations to raise proficiency in foreign language writing Type de document : texte imprimé Auteurs : Mounya Abdaoui ; Univ. de Constantine, Éditeur scientifique ; Hacene Hamada, Directeur de thèse Année de publication : 2010 Importance : 168 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale+01 cd Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Teaching Lexical collocations Language teaching Foreign language writing Proficiency Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère En ligne : ../theses/anglais/ABD1089.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4787 Teaching lexical collocations to raise proficiency in foreign language writing [texte imprimé] / Mounya Abdaoui ; Univ. de Constantine, Éditeur scientifique ; Hacene Hamada, Directeur de thèse . - 2010 . - 168 f. ; 30 cm.
01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale+01 cd
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Teaching Lexical collocations Language teaching Foreign language writing Proficiency Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère En ligne : ../theses/anglais/ABD1089.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4787 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ABD/1089 ABD/1089 Thèse Bibliothèque principale Thèses Disponible
Titre : La lecture en 3ème année primaire en Algérie : Analyse du manuel 2008 Type de document : texte imprimé Auteurs : Khalida Djeghri, Auteur ; Daouia Hanachi, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2010 Importance : 68 f. Format : 31 cm Note générale : 2 copies imprimées disponibles Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : lecture méthodes méthodologie initiation enseignement. Langue Française reading method initiate teaching : القراءة طریقة منھجیة تعلیم مبدئي تعلیم Index. décimale : 440 Langues romanes. Français Résumé : Teaching and learning reading in French is an important field in education.Acquiring this competence is essential even fundamental, it’s more important when it concerns young pupils in their first school contact with the language. Our research is about discovering the methods and means in purpose to install this competence to pupils in the first year of studying French. The analysis of the syllabus guide book of French and the pupil book for the 3rd primary year highlights the method and steps of teaching learning. It allows exposing the different means and activities put to apply and realize the trusteeship targets. In a general way, this study gives an overall view of all what concern reading in the first year, a year to initiate learning in French as a foreign language. Diplôme : Master 2 En ligne : ../theses/francais/DJE1274.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=5783 La lecture en 3ème année primaire en Algérie : Analyse du manuel 2008 [texte imprimé] / Khalida Djeghri, Auteur ; Daouia Hanachi, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2010 . - 68 f. ; 31 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : lecture méthodes méthodologie initiation enseignement. Langue Française reading method initiate teaching : القراءة طریقة منھجیة تعلیم مبدئي تعلیم Index. décimale : 440 Langues romanes. Français Résumé : Teaching and learning reading in French is an important field in education.Acquiring this competence is essential even fundamental, it’s more important when it concerns young pupils in their first school contact with the language. Our research is about discovering the methods and means in purpose to install this competence to pupils in the first year of studying French. The analysis of the syllabus guide book of French and the pupil book for the 3rd primary year highlights the method and steps of teaching learning. It allows exposing the different means and activities put to apply and realize the trusteeship targets. In a general way, this study gives an overall view of all what concern reading in the first year, a year to initiate learning in French as a foreign language. Diplôme : Master 2 En ligne : ../theses/francais/DJE1274.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=5783 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DJE/1274 DJE/1274 Thèse Bibliothèque principale Thèses Disponible Les représentations de la langue et de la culture françaises en Licence de français / Achraf Djeghar
Titre : Les représentations de la langue et de la culture françaises en Licence de français Type de document : texte imprimé Auteurs : Achraf Djeghar, Auteur ; Yasmina Cherrad Benchefra, Directeur de thèse Editeur : constantine [Algérie] : Université Constantine 1 Année de publication : 2015 Importance : 246 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Enseignement Langue Culture Représentations Apprenants français langue étrangère (FLE) Teaching Language Representations Studants French foreign language التعليم اللغة الثقافة التصورات الطلبة اللغة و الثقافة الفرنسية Index. décimale : 440 Langues romanes. Français Résumé : Teaching foreign languages and cultures is based on the acquisition of both linguistic and cultural competences. This situation knows the presence of stereotyps, ethnocentrism, positive and negative appreciation, ideology and representations. Those one must be discussed and relativised in the class.
The influence of representations can cause stake about the apprehension of the ‘’other’’, his language(s) or his culture(s). It can create confused feeling among the studants and it can be the cause to give up their studies.
Our theses about ‘’french language’s and culture’s representations in french licence’’ in Constantine University1 tries to understand how those representations operate in algerian context, what are their origins (the family, the socity, the religion..) , what are their consequences.
We’ll try also to propose some activites for studants to deal with the ‘’other’’ and his linguistic and cultural specificities, far from any stereotyps and prejudices.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/DJE1364.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=9789 Les représentations de la langue et de la culture françaises en Licence de français [texte imprimé] / Achraf Djeghar, Auteur ; Yasmina Cherrad Benchefra, Directeur de thèse . - constantine [Algérie] : Université Constantine 1, 2015 . - 246 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Enseignement Langue Culture Représentations Apprenants français langue étrangère (FLE) Teaching Language Representations Studants French foreign language التعليم اللغة الثقافة التصورات الطلبة اللغة و الثقافة الفرنسية Index. décimale : 440 Langues romanes. Français Résumé : Teaching foreign languages and cultures is based on the acquisition of both linguistic and cultural competences. This situation knows the presence of stereotyps, ethnocentrism, positive and negative appreciation, ideology and representations. Those one must be discussed and relativised in the class.
The influence of representations can cause stake about the apprehension of the ‘’other’’, his language(s) or his culture(s). It can create confused feeling among the studants and it can be the cause to give up their studies.
Our theses about ‘’french language’s and culture’s representations in french licence’’ in Constantine University1 tries to understand how those representations operate in algerian context, what are their origins (the family, the socity, the religion..) , what are their consequences.
We’ll try also to propose some activites for studants to deal with the ‘’other’’ and his linguistic and cultural specificities, far from any stereotyps and prejudices.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/DJE1364.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=9789 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DJE/1364 DJE/1364 Thèse Bibliothèque principale Thèses Disponible
Titre : La compréhension de l'écrit en 5ème année de primaire Analyse de dispositifs d'enseignement et d'évaluation Type de document : texte imprimé Auteurs : Zineb Haroun, Auteur ; Aldjia Outaleb-Pellé, Directeur de thèse ; Jean Pascal Simon, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 475 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : didactique du FLE-dispositifs compréhension textes enseignement évaluation pratiques stratégies devices comprehension texts teaching evaluation practices strategies أجهزة فهم النصوص التدريس التقييم الممارسات الاستراتيجيات Index. décimale : 440 Langues romanes. Français Résumé : This doctoral research, which has been conducted right after the reform of French language teaching in the Algerian primary schools, attempts to give an account of the current way reading comprehension is taught in French as a subject matter in the Fifth grade. Its main objective is to find out the prominent characteristics and pitfalls of reading instruction, which could be subject to pedagogical alignment. These characteristics are examined on the basis of various fields of study: Text -Analysis Psycholinguistic, Psychology of Learning, Teaching Reading in the Mother Tongue and in a Foreign Language, and Educational Sciences), in addition to a pedagogical device that seems to integrate the interdependency of both the process of learning and teaching and the assessment of reading comprehension. The analysis of this interdependency aims at identifying the factors, which are at the heart
of the process of teaching, and assessing reading comprehension along with its theoretical insights; it also aims to determine the degree of defect, discrepancy or harmony between the processes of teaching and learning and assessing reading comprehension.
To clear up the nature of the relationship between these processes, an eclectic research approach has been adopted: Descriptive and Comprehensive, Interpretative, and Systemic so as to investigate teaching practices in relation to pupils ‘learning. The interrelation between the cited processes has brought about a particular view of the curriculum, which does not only prescribe specified learning competencies but, from a practical perspective, considers the learners’ effective acquisition of the prescribed competencies. The observation of the teaching and learning process has confirmed the hypothesis that Decoding Reading Competency is a necessary and preliminary phase to reading comprehension in prescriptive teaching practices, and to a less degree in more effective teaching practices in favored socio-economic classes. As for the hypothesis backing a rather fragmentary than
interactive activation of comprehension competencies by means of the evaluation of tests items, it proves to be valid for test models suggested by the prescribed practices and for class tests. However, it is not in accordance with evaluation principles, the assessed aspects of competence and the recommended tests. As for the hypothesis stating gaps between the prescribed and the actual curriculum, it is confirmed by different levels of the process of teaching and assessing reading comprehension. Based on these research findings, pedagogical alignments and teaching procedures are recommended to support both the design of reading curricula and teaching practices.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/HAR1423.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10348 La compréhension de l'écrit en 5ème année de primaire Analyse de dispositifs d'enseignement et d'évaluation [texte imprimé] / Zineb Haroun, Auteur ; Aldjia Outaleb-Pellé, Directeur de thèse ; Jean Pascal Simon, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 475 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : didactique du FLE-dispositifs compréhension textes enseignement évaluation pratiques stratégies devices comprehension texts teaching evaluation practices strategies أجهزة فهم النصوص التدريس التقييم الممارسات الاستراتيجيات Index. décimale : 440 Langues romanes. Français Résumé : This doctoral research, which has been conducted right after the reform of French language teaching in the Algerian primary schools, attempts to give an account of the current way reading comprehension is taught in French as a subject matter in the Fifth grade. Its main objective is to find out the prominent characteristics and pitfalls of reading instruction, which could be subject to pedagogical alignment. These characteristics are examined on the basis of various fields of study: Text -Analysis Psycholinguistic, Psychology of Learning, Teaching Reading in the Mother Tongue and in a Foreign Language, and Educational Sciences), in addition to a pedagogical device that seems to integrate the interdependency of both the process of learning and teaching and the assessment of reading comprehension. The analysis of this interdependency aims at identifying the factors, which are at the heart
of the process of teaching, and assessing reading comprehension along with its theoretical insights; it also aims to determine the degree of defect, discrepancy or harmony between the processes of teaching and learning and assessing reading comprehension.
To clear up the nature of the relationship between these processes, an eclectic research approach has been adopted: Descriptive and Comprehensive, Interpretative, and Systemic so as to investigate teaching practices in relation to pupils ‘learning. The interrelation between the cited processes has brought about a particular view of the curriculum, which does not only prescribe specified learning competencies but, from a practical perspective, considers the learners’ effective acquisition of the prescribed competencies. The observation of the teaching and learning process has confirmed the hypothesis that Decoding Reading Competency is a necessary and preliminary phase to reading comprehension in prescriptive teaching practices, and to a less degree in more effective teaching practices in favored socio-economic classes. As for the hypothesis backing a rather fragmentary than
interactive activation of comprehension competencies by means of the evaluation of tests items, it proves to be valid for test models suggested by the prescribed practices and for class tests. However, it is not in accordance with evaluation principles, the assessed aspects of competence and the recommended tests. As for the hypothesis stating gaps between the prescribed and the actual curriculum, it is confirmed by different levels of the process of teaching and assessing reading comprehension. Based on these research findings, pedagogical alignments and teaching procedures are recommended to support both the design of reading curricula and teaching practices.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/HAR1423.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10348 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité HAR/1423 HAR/1423 Thèse Bibliothèque principale Thèses Disponible PermalinkPermalink
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