3 recherche sur le tag 'vocabulary acquisition'   

Enhancing Vocabulary Acquisition via Intensive Reading / Zouleikha Bouaouina  

Public ISBD Titre : Enhancing Vocabulary Acquisition via Intensive Reading : A Case Study of 4th Year Students of Islamic Sciences Type de document : texte imprimé Auteurs : Zouleikha Bouaouina ; Univ. de Constantine, Éditeur scientifique ; Salah Kaouache, Directeur de thèse Année de publication : 2010 Importance : 54 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 Anglaise Tags : Intensive reading  4th year students  Enhancing  Islamic sciences  Vocabulary acquisition Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BOU1184.pdf Permalink : index.php?lvl=notice_display&id=4792 Enhancing Vocabulary Acquisition via Intensive Reading : A Case Study of 4th Year Students of Islamic Sciences [texte imprimé] / Zouleikha Bouaouina ; Univ. de Constantine, Éditeur scientifique ; Salah Kaouache, Directeur de thèse . - 2010 . - 54 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 Anglaise Tags : Intensive reading  4th year students  Enhancing  Islamic sciences  Vocabulary acquisition Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BOU1184.pdf Permalink : index.php?lvl=notice_display&id=4792

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
BOU/1184	BOU/1184	Thèse	Bibliothèque principale	Thèses	Disponible

The impact of computer-mediated task-based approach on vocabulary acquisition / Aicha Reffas  

Public ISBD Titre : The impact of computer-mediated task-based approach on vocabulary acquisition : The case of Third year secondary school students, Sirin Lekhmissi Secondary School- Souk Ahras- Type de document : texte imprimé Auteurs : Aicha Reffas, Auteur ; Saliha Chelli, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2021 Importance : 243 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD. 1 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : English Language: Didactique des Langues Etrangères  apprentissage linguistique assisté par ordinateur  approche par taches  acquisition du vocabulaire  instruction basée sur les taches assistée par ordinateur  Computer Assisted Language Learning  Task-based Approach  Vocabulary Acquisition  computer-mediated task-based aquisition  تعلم اللغات بمساعدة الكمبيوتر  المقاربة القائمة على المهمات  اكتساب المفردات  إكتساب المفردات في المقاربة القائمة على المهمات Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Many Algerian stundents face difficulties in the process of learning English as a foreign language. Among them, vocabulary learning/retention is the most persistent despite teachers‘ effort to help them overcome their lexical issues. This mixed methods research attempted to test the following hypothesis which stated that ― third year scientific students‘ vocabulary learning would be improved if they were taught using computer-mediated task-based approach‖. This study; therefore, investigated the impact of computer-mediated task-based approach on vocabulary learning of third year secondary school scientific stream students from Sirine Lekhmissi Secondary School, Souk Ahras.The sample included 30 participants divided into two groups: a treatment group (n=15) and a control group (n=15). Before the treatment, two pre-questionnaires were administered to ten (n=10) teachers from Souk-Ahras secondary schools in addition to thirty students from the same population in order to confirm that this study was worth undertaking. Then, a teacher-made test of vocabulary was given as a pre-test to the sample followed by vocabulary instruction through which the control group was exposed to vocabulary using the board, pictures, postures and dictionaries. The same vocabulary was introduced to the experimental group using the task-based approach and teacher-made computer quizzes and the Hot Potatoe Software. At the end of this quasiexperiment, the post-test results revealed that the computer-mediated task-based approach was more effective than the traditional way of teaching vocabulary as the unpaired t-test value (5.47) was greater than the critical value (1.70) for twenty eight degrees of freedom. That approach can be more successful if the necessary conditions were provided including the availability of computers in addition to teachers and students‘ training in computer use. Note de contenu : Annexes. Diplôme : Doctorat En ligne : ../theses/anglais/REF1594.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=11704 The impact of computer-mediated task-based approach on vocabulary acquisition : The case of Third year secondary school students, Sirin Lekhmissi Secondary School- Souk Ahras- [texte imprimé] / Aicha Reffas, Auteur ; Saliha Chelli, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2021 . - 243 f. ; 30 cm. Doctorat 3 cycle LMD. 1 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : English Language: Didactique des Langues Etrangères  apprentissage linguistique assisté par ordinateur  approche par taches  acquisition du vocabulaire  instruction basée sur les taches assistée par ordinateur  Computer Assisted Language Learning  Task-based Approach  Vocabulary Acquisition  computer-mediated task-based aquisition  تعلم اللغات بمساعدة الكمبيوتر  المقاربة القائمة على المهمات  اكتساب المفردات  إكتساب المفردات في المقاربة القائمة على المهمات Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Many Algerian stundents face difficulties in the process of learning English as a foreign language. Among them, vocabulary learning/retention is the most persistent despite teachers‘ effort to help them overcome their lexical issues. This mixed methods research attempted to test the following hypothesis which stated that ― third year scientific students‘ vocabulary learning would be improved if they were taught using computer-mediated task-based approach‖. This study; therefore, investigated the impact of computer-mediated task-based approach on vocabulary learning of third year secondary school scientific stream students from Sirine Lekhmissi Secondary School, Souk Ahras.The sample included 30 participants divided into two groups: a treatment group (n=15) and a control group (n=15). Before the treatment, two pre-questionnaires were administered to ten (n=10) teachers from Souk-Ahras secondary schools in addition to thirty students from the same population in order to confirm that this study was worth undertaking. Then, a teacher-made test of vocabulary was given as a pre-test to the sample followed by vocabulary instruction through which the control group was exposed to vocabulary using the board, pictures, postures and dictionaries. The same vocabulary was introduced to the experimental group using the task-based approach and teacher-made computer quizzes and the Hot Potatoe Software. At the end of this quasiexperiment, the post-test results revealed that the computer-mediated task-based approach was more effective than the traditional way of teaching vocabulary as the unpaired t-test value (5.47) was greater than the critical value (1.70) for twenty eight degrees of freedom. That approach can be more successful if the necessary conditions were provided including the availability of computers in addition to teachers and students‘ training in computer use. Note de contenu : Annexes. Diplôme : Doctorat En ligne : ../theses/anglais/REF1594.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=11704

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
REF/1594	REF/1594	Thèse	Bibliothèque principale	Thèses	Disponible

Developing vocabulary learning through effective listening and appropriate Note-Taking / Amel Ouazeta  

Public ISBD Titre : Developing vocabulary learning through effective listening and appropriate Note-Taking : The case of second year students at the University Des Frères Mentouri, Constantine Type de document : texte imprimé Auteurs : Amel Ouazeta, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 285 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : prise de notes  compréhension de l’écoute  l’acquisition de vocabulaire  stratégies d’apprendre  taking notes  listening comprehension  vocabulary acquisition  learning strategies  أخذ رؤوس أقلام  السمع الجید  تقنیة التعلیم  تعلم مفردات جدیدة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : From a student’s perspective, lessons are usually taken to be learned for the day of the exam; for that, we believe that students need more practice concerning both developing listening skills and taking notes skills. To reach a good level in both, we can talk about developing vocabulary acquisition. The experiment is done in three levels. The first level is developing the listening skill of students through different types of listening: tape-recorders and teacher’s talk, the aim by the latter is to make the students get important information from teachers’ body language and not just verbal language and then compare it to the other types of listening. Taking notes is in the second level because after students become familiar with the listening skills, they will take notes. Making students effective listeners does not mean that they are going to take appropriate notes. During listening, students cannot take every single word the teacher says, so they are obliged to use abbreviations and symbols, that is why we aim to teach the different note-taking skills. Even if the notes taken by students are correct and readable at the moment, after a period of time, they are not going to be as readable as the first time, for that we give a regular memorization of lessons. The third level is vocabulary acquisition. In this level, we focus on both listening and note taking in the sense that students have acquired both skills, and then they have to apply what they have acquired on vocabulary. The research aims at giving importance to the connection between what students learn in different modules. In the current experiment, we take the connection between oral expression and written expression modules, especially that any topic when it is discussed orally is different from when it is written. One difference could be vocabulary, the aim here is to raise students’ awareness of these differences. In order to achieve that, two hypotheses are put. If students use listening strategies, they will take appropriate notes, and if students take notes in an organized way and followthem with memorization, their acquisition of vocabulary will be better and last long. The vocabulary used by students is given by the teacher, but practised by students. In general, students used the vocabulary given in writing their essays. The results showed good performances by students and developed through the fulfillment of the research. Students’ notes started to be organized and clear, and their most used method is the outline method because of its easiness and clearness. Students, also, developed their use of abbreviations and symbols and started to use the same abbreviation for the same word. Diplôme : Doctorat En ligne : ../theses/anglais/OUA1411.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=10314 Developing vocabulary learning through effective listening and appropriate Note-Taking : The case of second year students at the University Des Frères Mentouri, Constantine [texte imprimé] / Amel Ouazeta, Auteur ; Farida Abderrahim, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 285 f. ; 30 cm. 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : prise de notes  compréhension de l’écoute  l’acquisition de vocabulaire  stratégies d’apprendre  taking notes  listening comprehension  vocabulary acquisition  learning strategies  أخذ رؤوس أقلام  السمع الجید  تقنیة التعلیم  تعلم مفردات جدیدة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : From a student’s perspective, lessons are usually taken to be learned for the day of the exam; for that, we believe that students need more practice concerning both developing listening skills and taking notes skills. To reach a good level in both, we can talk about developing vocabulary acquisition. The experiment is done in three levels. The first level is developing the listening skill of students through different types of listening: tape-recorders and teacher’s talk, the aim by the latter is to make the students get important information from teachers’ body language and not just verbal language and then compare it to the other types of listening. Taking notes is in the second level because after students become familiar with the listening skills, they will take notes. Making students effective listeners does not mean that they are going to take appropriate notes. During listening, students cannot take every single word the teacher says, so they are obliged to use abbreviations and symbols, that is why we aim to teach the different note-taking skills. Even if the notes taken by students are correct and readable at the moment, after a period of time, they are not going to be as readable as the first time, for that we give a regular memorization of lessons. The third level is vocabulary acquisition. In this level, we focus on both listening and note taking in the sense that students have acquired both skills, and then they have to apply what they have acquired on vocabulary. The research aims at giving importance to the connection between what students learn in different modules. In the current experiment, we take the connection between oral expression and written expression modules, especially that any topic when it is discussed orally is different from when it is written. One difference could be vocabulary, the aim here is to raise students’ awareness of these differences. In order to achieve that, two hypotheses are put. If students use listening strategies, they will take appropriate notes, and if students take notes in an organized way and followthem with memorization, their acquisition of vocabulary will be better and last long. The vocabulary used by students is given by the teacher, but practised by students. In general, students used the vocabulary given in writing their essays. The results showed good performances by students and developed through the fulfillment of the research. Students’ notes started to be organized and clear, and their most used method is the outline method because of its easiness and clearness. Students, also, developed their use of abbreviations and symbols and started to use the same abbreviation for the same word. Diplôme : Doctorat En ligne : ../theses/anglais/OUA1411.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=10314

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
OUA/1411	OUA/1411	Thèse	Bibliothèque principale	Thèses	Disponible