Lettres et Langues

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    THE EFFECT OF SOCIAL MEDIA SYMBOLS ON ACADEMIC WRITING SKILL . Case Study: Second Year Studends of English at Elchadli BENDJEDID University
    (University of Chadli BENDJEDID-EL-Tarf, 2018) Nabila TRIDI ; Wafa DAOUDI
    After going through the related literature and dealing with social media symbols and academic writing skill it is clear that the use of social media symbols in academic writing is not supported by many teachers ,they regard the use of this symbols as a harmful tool to unsucessed students and lost their capacity while writing And they are vital for students to use academic writing and practice it in classroom and out side as well. they help students to develop their writing this later confirmed by the results obtained from the analysis of data gathered from students and teachers questionnaire, the main of this study is to show the negative impact of social media symbols on academic writing skill, the result present fall students abilities in addition provides the learners a lot of problems and misunderstanding, Moreover the result of teachers and students analysis questionnaire indicate That EFL students have opportunity to develop their academic writing without social media symbols and this later remain technological invention away from academic writing. At the end we can say that this study open many doors for the researchers to explore about this fiel
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    Exploring the Antecedents of Students’ Boredom in EFL Classes: Teachers’ and Students’ Perspectives A Case Study of Third Year EFL Students at Chadli Bendjedid University –El Tarf-
    (University of Chadli BENDJEDID-EL-Tarf, 2018) Ibtissem MEDELLEL
    L'ennui est l'émotion le plus fréquents d'expérience dans les milieux académique. Il se produit en raison de nombreux facteurs et causes. La présente étude a pour objectif d’explorer les antécédents de l’ennui des étudiants d’anglais de langue étrangère (EFL). Par ce travail, nous supposons, des perspectives des étudiants et des enseignants, que l’ennui des étudiants EFL est en raison de méthodes utilisées, manque de motivation et d’engagement, l’épuisement, discussions monotones, centrage de l'enseignant, ou l’enseignant lui-même. Pour vérifier cette hypothèse, on a appuyé sur la méthode descriptive. Par conséquent, deux questionnaires ont été administrés pour la collecte de données, l'un pour 40 étudiants d'anglais de troisième année inscrits pour l'année universitaire 2018/2019, et le second, destiné aux enseignants d'anglais de l'Université Chadli Bendjedid. Les résultats obtenus à partir du questionnaire des étudiants ont montré que les principaux antécédents d'ennui des étudiants dans les classes d'anglais étaient les approches et techniques d'enseignement utilisées, la médiocre explication de la conférence, la personnalité de l'enseignant, l'environnement de la classe, le manque de possibilité de participer et d'interagir, la routine et discussion monotone. D’autre part, les résultats du questionnaire destiné aux enseignants ont révélé que les étudiants s’ennuyaient en raison de méthodes monotones et répétitives, centrage de l'enseignant, manque de motivation, fatigue. Sur la base de ces résultats, les enseignants ont conseillés de prendre en compte les antécédents de l’ennui des étudiants et d’offrir diverses activités et stratégies pour améliorer leurs motivation et l’engagement الملل هو أحد العواطف السلبية الأكثر تجريبا في الأوساط الأكاديمية. يحدث نتيجة للعديد من العوامل والأسباب. تهدف هذه الدراسة إلى استكشاف السوابق التي وراء ملل طلاب اللغة الأجنبية الانجليزية. من خلال هذا العمل، نفترض أن الملل، من خلال وجهات نظر كل من الطلاب و المعلمين، أن ملل طلاب اللغة الأنجليزية راجع إلى المنهجيات المستخدمة، نقص التحفيز و الارتباط، التعب، المناقشات الرتيبة، تركز المعلم، أو المعلم في حد ذاته. للتحقق من هذه الفرضيات، اعتمد طالب سنة ثالثة أنجليزية 40الباحث على المنهجية الوصفية. بالتالي، تم إدارة استبيانين لجمع البيانات، احدهما موجه إلى و الثاني موجه إلى معلمي اللغة الأنجليزية كلغة أجنبية في جامعة الشاذلي بن 2019/2018المسجلين بالموسم الجامعي جديد. أظهرت النتائج التي تم الحصول عليها من استبيان الطلاب أن السوابق الرئيسية لملل الطلاب في فصول اللغة الأنجليزية هي مناهيج التدريس و التقنيات المستخدمة، سوء شرح الدرس، شخصية المعلم، بيئة القسم، التوقيت، قلة فرص كشفت نتائج استبيان المعلمين أن الطلاب يشعرون ، المشاركة و التفاعل، الروتين، و رتابة المناقشة. من ناحية أخرى . والإرهاق والتعب ، نقص الحافز ، تركز المعلم ، بالملل بسبب رتابة و تكرار المنهجية نصحُ ، بناء على هذه النتائج ي وتوفير أنشطة واستراتيجيات متنوعة لتحسين حافزو المشاركة ، المعلمون بأخذ سوابق الملل لدى الطلاب بعين الإعتبار لدى الطلاب.
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    The effectiveness of audio books on enhancing learners pronunciation Case study of second year students at Chadli Ben djedid university
    (University of Chadli BENDJEDID-EL-Tarf, 2018) HAFAFNI MED ELAMINE
    In the last years, the technological development has been influencing great fields in life, education was no exception. One of these technological aids are audiobooks. As a general rule in any language learning : read to write and listen to speak. Based on this, audiobooks are mainly used for this purpose in which second year students of English at Chadli Bendjedid University – El Tarf will be exposed to a set of audiobooks to inverstigate their influence on pronunciation. As it is noticed , many students are facing some difficulties and obstacles in speaking and pronouncing some words, so the research appeared to investigate whether it effects and boosts their effective speaking ability or no. The research process has been done with a pure experimental method in which a sample of 30 students were chosen randomly. This sample will be pre-tested then exposed to the independent variable part of the research and finally they will be post-tested to check the effects of these audio books on them. The pre and post tests are in a form of questions that allows the pre and post judgements and effects of audio books. After passing through the true experimental method of treating the occuring problem, the stated hypotheses were confirmed in which getting students exposed to audio books will provide a good quality of EFL speakers equipped with fluency and a good listening skill. .في السنوات الأخيرة، أثّر التطور التكنولوجي على مجالات حياتية هامة، ولم يكن التعليم استثناءً. ومن بين هذه الوسائل التكنولوجية الكتب الصوتية. كقاعدة عامة، في أي تعلم لغة: القراءة للكتابة والاستماع للتحدث. وبناءً على ذلك، تُستخدم الكتب الصوتية بشكل رئيسي لهذا الغرض، حيث سيُعرَّض طلاب السنة الثانية في قسم اللغة الإنجليزية بجامعة الشاذلي بن جديد - الطارف لمجموعة من الكتب الصوتية لدراسة تأثيرها على النطق. وكما لوحظ، يواجه العديد من الطلاب بعض الصعوبات والعقبات في التحدث ونطق بعض الكلمات، لذا سعى البحث إلى التحقق مما إذا كانت الكتب الصوتية تؤثر على قدرتهم على التحدث بفعالية وتعززها أم لا. أُجري البحث بطريقة تجريبية بحتة، حيث تم اختيار عينة عشوائية من 30 طالبًا. سيتم اختبار هذه العينة قبليًا، ثم تعريضها لجزء المتغير المستقل من البحث، وأخيرًا، سيتم اختبارها بعديًا للتحقق من تأثير هذه الكتب الصوتية عليهم. صُممت الاختبارات القبلية والبعدية على شكل أسئلة تُمكّن من تقييم تأثير الكتب الصوتية قبل وبعد الدراسة. وبعد تطبيق المنهج التجريبي لمعالجة المشكلة، تأكدت الفرضيات المذكورة، والتي تُفيد بأن تعرض الطلاب للكتب الصوتية سيُنتج متحدثين أجانب ذوي كفاءة عالية، يتمتعون بطلاقة ومهارة استماع جيدة.
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    A Descriptive Study of Problems Hindering students Reading Comprehension A Case Study of First Year Students of English
    (University of Chadli BENDJEDID-EL-Tarf, 2018) Kilani Fadila
    Reading comprehension skill is considered as one of the four fundamental Language skills that an EFL learner must perform. This study aims at figuring out the most reading comprehension problems in English the study was conducted at Chadli Bendjidid University, as it dealt forty-eight students. The sample of the study has chosen randomly. A descriptive method was applied in the study .To achieve the stated aims, two research questions were raised to carry out the investigation; and hence, in order to confirm or reject the formulated hypotheses, two data gathering tools were used: a questionnaire and an interview.A questionnaire was carried out with the first year EFL students during the second semester, and an interview: administered to eight EFL teachers of different modules during the academic year of 2017-2018.The results show that most of EFL students experienced most of reading problems in the areas of linguistics in which 63% of the participants considered unfamiliar vocabulary and reading habit were their major problem in reading. In the light of the findings of the study, the researcher recommended holding training courses for the teachers to provide them with sufficient experience to teach their students reading in a right way. reading skills should put as a module n its own تُعتبر مهارة فهم المقروء إحدى المهارات اللغوية الأساسية الأربع التي يجب على متعلم اللغة الإنجليزية كلغة أجنبية إتقانها. تهدف هذه الدراسة إلى تحديد أكثر مشاكل فهم المقروء في اللغة الإنجليزية شيوعًا. أُجريت الدراسة في جامعة الشاذلي بن جديد، حيث شملت ثمانية وأربعين طالبًا. اختيرت عينة الدراسة عشوائيًا. وطبق المنهج الوصفي في الدراسة. ولتحقيق الأهداف المذكورة، طُرح سؤالان بحثيان لإجراء البحث؛ وبالتالي، لتأكيد أو رفض الفرضيات المُصاغة، استُخدمت أداتان لجمع البيانات: استبيان ومقابلة. أُجري استبيان مع طلاب السنة الأولى من مُتعلمي اللغة الإنجليزية كلغة أجنبية خلال الفصل الدراسي الثاني، ومقابلة مع ثمانية مُعلمي لغة إنجليزية كلغة أجنبية من وحدات دراسية مُختلفة خلال العام الدراسي 2017-2018. أظهرت النتائج أن مُعظم طلاب اللغة الإنجليزية كلغة أجنبية واجهوا مُعظم صعوبات القراءة في مجالات اللغويات، حيث اعتبر 63% من المُشاركين أن المفردات غير المُألوفة وعادات القراءة تُمثل مُشكلتهم الرئيسية في القراءة. في ضوء نتائج الدراسة، أوصى الباحث بعقد دورات تدريبية للمعلمين لتزويدهم بالخبرة الكافية لتعليم طلابهم القراءة بطريقة صحيحة. ينبغي وضع مهارات القراءة كوحدة دراسية مُستقلة.
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    Empowering Writing Style Through the Use of Extensive Reading The Case of Second Year EFL Students at Chadli Benjedid's University in El Taref
    (University of Chadli BENDJEDID-EL-Tarf, 2018) Rania Sebbag
    As it is known writing is one of the most difficult skills, especially academic writing which has an interrelationship with reading in which it creates an ease and familiarity with the process of writing because reading develops students writing through obtaining a large amount of grammar and vocabulary, acquiring new knowledge and improving language proficiency. This study is designed to assess the hypotheses and investigates the role of extensive reading in empowering student’s writing skills; it aims at developing student’s writing abilities through the use of extensive reading. In order to collect the needed data; we've administrated two different questionnaires. The first one was submitted to EFL teachers while the second one was administered to fifteen of their students at the department of English at Chadli Bendjedid's University at El-Taref. The obtained results demonstrate the role of extensive reading in empowering the students’ writing abilities. Well the final results and discussions of this study will be presented in the following chapters. هذه الدراسة تسلط الضوء على تحديد تأثير القراءة المتوسعة على مستوى التلميذ فيما يخص تحسين وتطوير قدراته الكتابية حيث تحتوي على فوائد المطالعة وتضم برنامج متكامل لمساعدة وتحفيز التلاميذ على القراءة للمساهمة في تحسين مهاراتهم الكتابية من خلال توسيع وتطوير الأفكار والتمرن على قواعد اللغة وتعلم مفردات جديدة. أنسب طريقة للتحقق من هذه الفرضية هي توجيه استبيانين مختلفين أحدهما لأساتذة اللغة الانجليزية والاخر لطلاب الصف الثاني لغة انجليزية في جامعة الشاذلي بن جديد في الطارف. يحتوي كل استبيان على أسئلة معتبرة لمعرفة ما ان كان طلاب اللغة الانجليزية في الجزائر يتمتعون بقدرات كتابية عالية أو العكس ولمعرفة ما ان كانوا يعانون من الصعوبات المذكورة في هذا البحث لمحاولة التوصل لحلول لتحسين قدراتهم الكتابية من خلال تكثيف المطالعة. تهدف هذه الدراسة أيضا الى توعية الأساتذة والتلاميذ الى مدى أهمية المطالعة وتقترح فكرة الاعتماد على القراءة المكثفة لخلق جو محفز لهم و مساعدهم على تحصيل نتائج أفضل في التعابير الكتابية
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    Students’ and Teachers Perception Of Corrective Feedback In Oral Proficiency Case Study: Second Year LMD English Students at Chadli Bendjedid University
    (University of Chadli BENDJEDID-EL-Tarf, 2018) Randa Rechach
    Feedback is considered as an important technique in teaching English as foreign language (EFL). This study emphasizes the effects of teachers’ feedback on the EFL learners oral production, and therefore, on the effectiveness of their learning. The present study is based on the hypotheses which state that since speaking skill is considered as a difficult task, and students face different obstacles during their oral production. Undertaking teachers’ oral feedback would be a motivator that encourages students to overcome their obstacles and to improve their oral performance for a good production. It aims to give some clarification about the reality of EFL learners’ oral production and their committed errors in the classroom, and the effectiveness of teachers’ feedback as a strategy to overlap students’ obstacles during their oral performance and also to encourage EFL students to develop their oral language. In order to conduct this research and check the validity of the main hypotheses, the questionnaire is the tool that is used in this study; the first questionnaire is administrated to second-year students LMD at EL-Tarf University to obtain insights about their teachers’ feedback. The second questionnaire is done for teachers of English at EL-Tarf University to get opinions about their learners’ obstacles when speaking, and about the effectiveness of the feedback. The findings obtained have shown that EFL students like to practice speaking but they find obstacles during their speech, and the teacher should correct these mistakes by providing their feedback. It can be effective at the end of the students’oral production by giving advice rather than criticism. The feedback is a helpful strategy to enhance EFL learners’ speaking production. تعتبر ردود افعل أسلوب مهم في تدريس الغة الإجليزية لغة أجبية. ترز هذ ادارسة على آثار تعليقات امعلمين على الإتاج اشفهي متعلمي الغة الإجليزية لغة أجبية ، وباتاي على فعاية تعلمهم. تعتمد ادارسة احاية على ا لأن مهارة اتحدث تعتبر مهمة صعبة ، يواجه اطلاب عقبات مختلفة أثاء إتاجهم ًافرضيات اتي تص على أه ظر ا يشجع اطلاب على اتغلب على اعقبات اتي ًاشفهي. إن إبداء املاحظات اشفهية لمعلمين من شأه أن يون محفز يواجهوها وتحسين أدائهم اشفوي من أجل إتاج جيد. ويهدف إى تقديم بعض اتوضيحات حول واقع الإتاج اشفهي لمتعلمين في الغة الإجلي ز أجبية وأخطائهم املتزمة في افصل ادارسي ، وفعاية تعليقات امعلمين إستارتيجية ية لغة تجاوز عقبات اطلاب أثاء أدائهم اشفهي ، وذك تشجيع طلاب الغة الإجليزية لغة أجبية على اتطور غتهم اشفوية. من أجل إجارء هذا ابحث واتحقق من صحة افرضيات ارئيسية ديا ، فإن الاستبيان هو الأداة امستخدمة في هذ ادارسة ؛ يتم إرشاد الاستبيان الأول إى طلاب اسة اثاية في في جامعة اطارف لتعرف على آارء امعلمين.اما الاستبيان اثاي فهو مدرسي الغة الإجليزية بجامعة اطارف لحصول على آارء حول عوائق امتعلمين عد اتحدث . وقد أظهرت اتائج اتي تم احصول عليها أن طلاب الغة الإجليزية لغة أجبية يفضلون ممارسة اتحدث وهم يجدون عقبات خلال حديثهم ، وعلى امعلم تصحيح هذ الأخطاء من خلال تقديم ملاحظاتهم. يمن أن تون فعاة في هاية إتاج اطلاب عن طريق تقديم امشورة بدلا من اقاد. اتغذية امرتدة هي إستارتيجية مفيدة تعزيز إتاج متحدثي متعلمي الغة الإجليزية لغة أجبية
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    Teachers' Perspectives towards the Role of Formative Assessment in Enhancing EAP Students' Scientific Writing Skill Case Study: First Year Students of Biology at Chadli Bendjedid University El-Tarf
    (University of Chadli BENDJEDID-EL-Tarf, 2018) Hadjer OUEZNADJI ; Hanene DJOUDI
    The present research aims at investigating the teachers’ perspective towards the role of formative assessment in enhancing EAP students’ scientific writing skills and the different problems they encounter while writing in English, besides whether this type of feedback from teachers can really help them develop their writing proficiency. For this reason, and in order to gather the needed data, we have used the descriptive method in which we have administered a questionnaire for ESP teachers in the department of Biology at Chadli Bendjedid EL-Tarf University, so as to know if the formative assessment is the best way for teachers as to improve their students’ writing performance. Consequently, the obtained results have absolutely confirmed our hypothesis which entails that when teachers give a positive and systematic formative assessment to EAP students, they will encourage them to achieve their writing performance. From there it appeared that both teachers as well as students gave importance to the formative assessment as an effective tool in improving the writing skill. Indeed, providing frequent constructive feedback to students especially while writing is very important because they are going to be more skilful in using the English Language Teaching (ELT) in particular, and by consequence enhancing the writing skill. يهدف هذا البحث إلى دراسة وجهة نظر المعلمين تجاه دور التقييم التكويني في تعزيز مهارات الكتابة العلمية لدى طلاب اللغة الإنجليزية لأغراض أكاديمية، والمشكلات المختلفة التي يواجهونها أثناء الكتابة باللغة الإنجليزية، بالإضافة إلى معرفة ما إذا كان هذا النوع من التغذية الراجعة من المعلمين يمكن أن يساعدهم حقًا في تطوير كفاءتهم الكتابية. لهذا السبب، ولجمع البيانات اللازمة، استخدمنا المنهج الوصفي، حيث أجرينا استبيانًا على معلمي اللغة الإنجليزية لأغراض أكاديمية في قسم الأحياء بجامعة الشاذلي بن جديد الطرف، وذلك لمعرفة ما إذا كان التقييم التكويني هو الوسيلة الأمثل للمعلمين لتحسين أداء طلابهم الكتابي. وبالتالي، أكدت النتائج التي تم الحصول عليها بشكل قاطع فرضيتنا التي تنص على أنه عندما يقدم المعلمون تقييمًا تكوينيًا إيجابيًا ومنهجيًا لطلاب اللغة الإنجليزية لأغراض أكاديمية، فإنهم سيشجعونهم على تحقيق أدائهم الكتابي. ومن هنا، ظهر أن كلًا من المعلمين والطلاب قد أولوا أهمية للتقييم التكويني كأداة فعالة في تحسين مهارة الكتابة. في الواقع، يعد تقديم ملاحظات بناءة متكررة للطلاب، وخاصة أثناء الكتابة، أمرًا بالغ الأهمية لأنهم سيكونون أكثر مهارة في استخدام تدريس اللغة الإنجليزية (ELT) على وجه الخصوص، وبالتالي تعزيز مهارة الكتابة.
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    Exploring Strategies to Reading Comprehension via Intentional Vocabulary Learning Case Study: 2 nd Year LMD Students of English at Chadli Bendjedid University El-Tarf
    (University of Chadli BENDJEDID-EL-Tarf, 2018) Chahinez Chelghoum
    Recently, the value of vocabulary learning strategies has been recognized by researchers in the field of cognitive psychology. This research work explores strategies to reading comprehension through intentional vocabulary learning. In order to examine the rate of appropriateness of our topic, two basic research questions are proposed (1) what are the effects of lack of understanding of vocabularies ‘meanings on reading comprehension? (2) To what extent intentional vocabulary learning is efficient in realizing strong reading comprehension? To attain the aim of our work, we conducted an experimental inquiry to confirm our hypothesis which states that as long as students depend on intentional vocabulary learning as a key technique in identifying new words’ meanings; they will certainly win a correct, relevant and significant reading comprehension of any text. In addition, this experiment had been conducted on two first year groups at the Department of English in Chadli Bendjedid University El-Tarf; the treated group’s level improved after the experiment and their control upon intentional learning mostly increased. Consequently the learning process would be easier. في الآونة الأخيرة، أدرك الباحثون في مجال علم النفس المعرفي أهمية استراتيجيات تعلم المفردات. يستكشف هذا البحث استراتيجيات فهم القراءة من خلال التعلم المتعمد للمفردات. ولفحص مدى ملاءمة موضوعنا، نطرح سؤالين بحثيين أساسيين: (1) ما هي آثار عدم فهم معاني المفردات على فهم القراءة؟ (2) إلى أي مدى يُعد التعلم المتعمد للمفردات فعالاً في تحقيق فهم قوي للقراءة؟ ولتحقيق هدف عملنا، أجرينا تحقيقًا تجريبيًا لتأكيد فرضيتنا التي تنص على أنه طالما اعتمد الطلاب على التعلم المتعمد للمفردات كتقنية أساسية في تحديد معاني الكلمات الجديدة؛ فإنهم سيحققون بالتأكيد فهمًا صحيحًا وذا صلة وذا مغزى لأي نص. بالإضافة إلى ذلك، أُجريت هذه التجربة على مجموعتين من طلاب السنة الأولى في قسم اللغة الإنجليزية في جامعة الشاذلي بن جديد بالطارف. تحسن مستوى المجموعة المُعالَجة بعد التجربة، وزادت سيطرتها على التعلم العمديّ بشكل ملحوظ. وبالتالي، أصبحت عملية التعلم أسهل.
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    Students and Teachers’ Perceptions towards the Effectiveness of Using Mind-Mapping Technique in Note- Taking (Case Study: First Year LMD Students of English at Chadli Bendjedid University, El Tarf)
    (University of Chadli BENDJEDID-EL-Tarf, 2018) Fradjia, Meriem ; Mederbel, Ahlem
    Since taking notes is a necessity at university classes, English as Foreign Language (EFL) students are always wondering about the way they are going to use to accurately capture key information and main ideas. Usually, they tend to use the traditional way that involves linear notes; it is a time consuming and hard to retrieve, when they can simply shift their attention to using a creative note-taking method i.e. mind mapping. This research work aims at investigating both EFL teachers and students’ attitudes towards the importance of using mind- mapping strategy in improving EFL students’ note taking skills. To achieve such an aim, two questionnaires are addressed to both five written expression teachers and forty first year License Master Doctorate (LMD) students of English at Chadli Bendjedid El Tarf University. The data analysis reveals that both teachers and students have positive perceptions towards using mind mapping strategy and its effect in enhancing EFL students’ note-taking skill. In the light of what has been discussed, a set of recommendations has been proposed to raise both teachers and students’ awareness about the importance of using such a technique and its effects in increasing EFL learners’ levels and achievements as well.
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    Bridging the Gap between Theory and Practice: An attempt to Boost Creativity in EFL classroom The case of Algerian EFL Secondary School Teachers in the Region of Skikda
    (University of Chadli BENDJEDID-EL-Tarf, 2019) BOUTEINA Nakib
    The central issue addressed in this study is the place creative practice hold in EFL classroom. More specifically, a questionnaire and interviews were designed to investigate teachers practice for creative and critical thinking strategies regarding their importance in bridging the theory practice gap in EFL teaching. The obtained results revealed that teachers implement creativity in their teaching. Most of them reacted positively to the importance creative teaching has in relation to the process of teaching and learning. This study enabled us to draw significant conclusions regarding the creative teaching skills in the Algerian secondary schools. To this regard, a great work is still to be done to make the implementation of creative environment as fruitful as expected and to make the conditions for better education more favorable. The finding revealed that the implementation of well creative and critical thinking needs creative teachers who are required to widen their knowledge about creativity and how to be a creative person. It is surely that classroom practice is very important to creative teachers because teaching requires both proficiency and creativity. Unlike the tradition method where it was expected from teachers to be the central of their own teaching neglecting creativity. If we consider our self to be one of those who hold this opinion, our work has been a modest attempt to prove it. Yet, in the field of education and scientific research the reader remains the best judge. This research hoped to give a clearer view on how creativity employed all in all in EFL teaching. The importance of creative practice that has been stressed by the teachers and inspectors help progressive education to manage more practice in nearly future and to expand creativity to every teaching and learning classroom.
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    The Role of Self-Confidence in Enhancing EFL Learners’ Speaking Skill: Case of First Year Students at Tlemcen University
    (University of Chadli BENDJEDID-EL-Tarf, 2019) Fatima Zohra BAGHDAD
    Psychological factors play an important role in a learner’s success in learning and using a foreign language. Thus, this study focuses on the role of self-confidence and its importance in improving students’ speaking skill. The participants were six (6) EFL teachers and thirty (30) EFL students from Tlemcen University. Two questionnaires were used to collect data; one was addressed to first year students and the other to the teachers of oral production. The data collected were analyzed qualitatively and quantitatively. The results revealed that most of the EFL students want to master the speaking skill. Self-confidence can help them to achieve this. The study concluded with some suggestions and recommendations in order to help students, particularly the less confident ones to promote their self-confidence and the speaking skill.
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    L’effet de l’évaluation sur le développement de la production écrite dans une classe de FLE
    (Université Chadli Ben Djedid d’El-Tarf, 2019) BECHINIA OUACIM
    On ne peut dire que l’enseignement/ apprentissage du FLE a atteint son but sans faire progresser l’apprenant, et lui rendre facile l’acquisition des compétences langagières. Inciter ses élèves à écrire devrait faire partie du quotidien de l’enseignant car l’écriture est par essence multidimensionnelle et complexe. Cette pratique scripturale doit être évalué pour que les élèves profitent de l’analyse de leur texte, pour détecter leurs difficultés et faire tentative, pour développer et améliorer leurs productions. Et si l’enseignant apporte toujours son aide durant le processus d’apprentissage à l’apprenant, il doit évaluer ses apprenants pour vérifier ce qui a été compris, pour faire des séances de remédiation si nécessaire aux apprenants qui demeurent toujours en difficultés et réorganiser ses méthodes d’enseignement selon les besoins de l’apprenant et les objectifs de son cours. .Au cours de notre modeste recherche sur l’effet de l’évaluation sur le développement de la production écrite, nous avons travaillé sur trois chapitres : deux chapitres théoriques et un chapitrepratique. Notre thème quoique passionnant reste difficile à entamer car l’acte de l’évaluation en dépit des difficultés de sa mise en œuvre, a un lien indissociable avec celui de la remédiation. Nous disons que toutes les difficultés recensées lors de la pratique de l’évaluation de la production écrite doivent être traitée d’une manière rigoureuse. A cet égard, l’enseignant doit passer à une série d’activités dans des séances de remédiation qui doivent répondre aux objectifs d’apprentissage et qui pourraient donner des résultats satisfaisants. La pratique de l’évaluation de la production écrite est très délicate parce qu’elle a d’autres enjeux culturels, personnels, sociaux…L’enseignant doit apprendre à apprendre une nouvelle manière d’enseigner la production écrite d’où l’erreur recensé lors de l’évaluation est au cœur de l’apprentissage. Cette évaluation constitue sans doute une feuille de route pour aider les apprenants à développer leurs compétences scripturale en s’impliquant dans leur apprentissage. Enfin nous estimons à travers ce modeste travail qu’on ait pu éclaircir ce concept et son importance pour la production écrite, et pour cela, nous confirmons notre hypothèse que l’évaluation de la production écrite est importante pour le développement de la compétence scripturale. Nous espérons que ce travail ouvrira d’autres perspectives de recherche comme : Peut-on changer le système d'évaluation à l'école algérienne ?
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    Analyse sémio-linguistique des caricatures de Dilem Ali
    (Université Chadli Ben Djedid d’El-Tarf, 2019) Mademoiselle Mansouri Hind
    La caricature est importante dans la presse écrite. Elle remplit plusieurs fonctions. Considérée comme une arme redoutable dans la dénonciation des faits vécus par les Algériens, dans tous les domaines : politique, idéologique, social, économique. Elle représente une réalité amère par la transmission des messages significatifs en utilisant des symboles, des codes iconiques et linguistiques. Elle présente d’autres aspects tels que l’humour, le ridicule. Son interprétation s’avère complexe et énigmatique. Elle se base également sur la sémiologie. A travers les caricatures étudiées de Dilem, nous avons découvert l’importance de la caricature dans la presse écrite. La majorité des lecteurs préfèrent en premier lieu explorer les énigmes de la caricature et passent beaucoup de temps à la déchiffrer. Notre recherche constitue un travail de vulgarisation et de synthèse
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    Interférences linguistiques dans l'affichage publicitaire de la téléphonie mobile algérienne. Le cas de Mobilis
    (Université Chadli Ben Djedid d’El-Tarf, 2019) Foual Madiha
    Le statut linguistique algérien est en usage différent, il découvre une multitude de codes, ainsi que leurs variétés, où chaque langue est employée pour certaines fonctionnalités, d'où la présence des interférences linguistiques qui sont présentes même dans l'affichage publicitaire. Aujourd'hui, avec l'information et la communication moderne, l’affiche publicitaire joue un rôle prépondérant dans l’entreprise algérienne, principalement dans le marché de la téléphonie mobile. C'est une technique communicative qui s’inscrit dans l’action marketing qui s’appuie sur les composantes stratégiques pour construire l’image de l’entreprise dont l’objectif bien déterminé est d’attirer le regard du client afin de susciter l’action « acheter notre produits ». Donc notre travail porte sur les interférences linguistiques dans l'affichage publicitaire de la téléphonie mobile algérienne cas de l'opérateur Mobilis. Notre recherche est centrée sur l’analyse du discours publicitaire, les caractères sémiotiques de l’image publicitaire et l'étude des éléments qui participent dans la construction de l’affiche publicitaire de l'opérateur téléphonique Mobilis ; son objectif est de dégager leurs structurations dans la communication publicitaire. Nous avons suivi la méthode analytique pour trois affiches publicitaires à thèmes différents (Mobilis et l'identité algérienne, Mobilis et les fêtes religieuses, Mobilis et le sport) et ce afin de déchiffrer leurs composantes iconiques et linguistiques. À la fin de notre recherche, nous avons affirmé que les différentes composantes du message publicitaire jouent un rôle important dans le succès de la publicité comm
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    Les contes de Nora Aceval pour appréhender l’interculturel Cas des apprenants de troisième année secondaire
    (Université Chadli Ben Djedid d’El-Tarf, 2019) Djedaidi Ibtissem
    Cette recherche porte sur les contes de Nora Aceval qui jouit de la double culture parce qu’elle vit à la fois en France et en Algérie. La vision de ce travail est d’impliquer une réflexion générale sur le conte et de démontrer les caractéristiques de contes de Nora Aceval et leurs rapport avec l’interculturel, il implique également un travail pratique qui met en valeur le vaste impact des contes de Nora Aceval sur les compétences écrites et orales et interculturelle. يركز هذا البحث على قصص نورا اسيفال التي تتمتع بالثقافة المزدوجة لانهل تعيش في كل من فرنسا و الجزائر.تتضمن رؤية هذا العمل انعكاسا على القصة و اظهار خصائص قصص نورا اسيفال و علاقتها بالتفاعل الثقافي كما تتضمن عملا تطبيقيا يبرز التاثير الواسع لقصص نورا اسيفال على المهارات الكتابية و الشفوية و التفاعلات الثقافية
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    EXPLORING THE EFFECTS OF WATCHING AMERICAN TV SERIES ON VOCABULARY USE IN CLASSROOMS: EFL STUDENTS’ PERCEPTIONS AND TEACHERS’ PERSPECTIVES. CASE STUDY: SECOND YEAR EFL STUDENTS AT CHADLI BENDJEDID UNIVERSITY.
    (University of Chadli BENDJEDID-EL-Tarf, 2019) Abderrahmane Tahenti
    The present study scouts about the effects of watching American TV series on vocabulary use in EFL classrooms. It seeks to verify the suggested hypotheses on second year EFL students’ perceptions and EFL teachers’ perspectives toward the issue at Chadli Bendjedid University. The study followed a quantitative descriptive method in analysing the data gathered from the administered questionnaires for both EFL students and teachers at the above mentioned university during the academic year 2018/2019. The obtained results from the gathered data give clear image about watching American TV series. It is demonstrated that EFL students have negative vocabulary outcomes concerning their awareness about formal and informal use of vocabulary inside the classroom. In addition, the findings showed that teachers are against that American TV series involving in enriching EL vocabulary or in learning in general. While a minority reported that students need guidance to extract what is only good for their sake and by following some instructions that will fulfil their objectives. When seeing students’, who are more aware of the matter, questionnaires, we can see that their amount of watching these series is fewer than the other group of students. Moreover, their external activities are embodied in reading, listening to audiobooks which is a better way to enrich vocabulary. Compared to the opposite group of students, who depend on subtitles and sit most of their times in front of TV, the gap is very huge between the two groups. And it is understood that everything is related to each other, the more you watch, with subtitles, wasting time on chat and music, with no contact with books nor academic stuff, the unaware you ,will become and vice versa. . This study was limited to second year EFL students at Chadli Bendjedid University, and it would be more practical to explore this subject area with larger population and to broaden it to see the effects of books and series or movies working together to provide and prepare a rich quality of students, not wealthy with rich but rich with knowledge.
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    Teaching EFL Pronunciation in Algerian Middle Schools: Teachers’ Perceptions and Classroom Practices Case Study of EFL Middle School Teachers in El-Kal
    (University of Chadli BENDJEDID-EL-Tarf, 2019) Farah Berrak
    The principal goal of our research is to investigate EFL middle school teachers’ perceptions and their instruction approaches regarding teaching English pronunciation. For this aim, we have put forward two hypotheses to be tested: EFL teachers have positive perceptions and attitudes regarding TP to MS pupils. For this reason, they do incorporate different approaches and methods to practise language pronunciation in class. The present study was composed of four chapters. The first chapter was the theoretical part, while the last three chapters were the practical part of the study. In this research, the data were collected by means of a self-completion questionnaire and a classroom observation. The observation results were used to support and complement the questionnaire’s results. The results obtained revealed that EFL middle school teachers have positive attitudes regarding TP. Yet, when it comes to their teaching practices, they often used the traditional methods to practise EP. Also, there are some aspects that negatively affect their teaching or practicing pronunciation such as: the lack of training, the insufficient time allotted to teach English language, the lack of technology, and the inappropriate curriculum. Last but not least, the researcher proposed some recommendations for both the educational system and teachers in order to raise their awareness about the importance of TP in MS. Yet, further studies incorporating a similar design and a larger size of data and respondents are needed in order to verify the conclusions we have advanced here.
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    Enhancing EFL Learners’ Oral Proficiency Through Teachers’ Positive Feedback Case Study: First Year EFL Students’ at Chadli Ben Djedid University El-Tarf
    (University of Chadli BENDJEDID-EL-Tarf, 2019) Sameh AMER MEDJAN ; Moufida BAHR
    This study aims at investigating the importance of teachers' positive feedback in enhancing students’ oral proficiency. We hypothesized that teachers' positive feedback develops learners’ oral performances. Thus, we conducted this research with 30 first year students of English as a foreign language (EFL) at Chadli Ben Djedid University EL_ Tarf and nine(09) teachers from the same university. We administered two questionnaires for both teachers and students to gather the required data through descriptive research method for this study. Therefore, the results collected from those questionnaires showed that using teachers' positive feedback fosters learners' disposition to perform orally in front of audience and overcome the difficulties that affect their oral production such as: Anxiety, shyness, mother tongue use.... etc. It is recommended that teachers could provide students with the appropriate feedback to guide, correct and motivate them for promoting better oral productions throughout their learning process.
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    Les inondations en Algérie dans la caricature : étude sémiotique. Cas des journaux EL WATAN et Liberté.
    (Université Chadli Ben Djedid d’El-Tarf, 2019) HADJADJ Sihem
    Notre étude qui s’intitule «Les inondations en Algérie dans la caricature : étude sémiotique. Cas des journaux : El WATAN et Liberté », s’inscrit dans le domaine de la sémiotique de l’image. Face à un échantillon de sept (07) caricatures, nous voulons découvrir comment est représenté le danger de l’inondation en Algérie, tout en montrant les fonctions de ce support mixte. L’analyse de ces caricatures selon la méthode de Roland Barthes dévoile les stratégies choisies par les caricaturistes. Qui en utilisant les figures de styles, dépasse la fonction « informer » pour passer un message implicite où il dénonce l’état de l’Algérie inondée, culpabilise le système et l’accuse de la responsabilité entière de cet é
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    Investigating challenges encountered by Secondary School teachers while teaching Paragraph Writing A case study of third year pupils of foreign languages classes at Marzoug Cherif, Bouraoui Laaridi Sadek, Ayadi Ali secondary schools in EL TAREF.
    (University of Chadli BENDJEDID-EL-Tarf, 2019) Guessab Bouchra ; Nakech Hadjer
    The objective of this current study is to investigate the challenges encountered by secondary school teachers at Merzoug Cherif, Bouraou Laaridi Sadek, and Ayadi Ali secondary schools in EL-TAREF while teaching (PW) for third year pupils of Foreign Languages classes. It aims at to finding out the different challenges teachers face and the solutions they apply to overcome these obstacles and enhance pupils’ writing proficiency. To test the research hypotheses, a descriptive method is adopted as the most appropriate method to carry out the study. Two questionnaires were administrated to both secondary school teachers and pupils at Marzoug Cherife, Bouraoui Laaridi Sadek in EL-TAREF, and Ayadi Ali in Boutelja EL-TAREF during the academic year (2018/2019). The research is composed of four (4) chapters: chapter one covered the literature review related to writing skill and paragraph writing. The second chapter dealt with the situation analyses and research design. Third chapter tackled the analyses of data gathered from pupils’ and teachers’ questionnaire. The fourth chapter dealt with the discussion of research finding and recommendations. Through the current study our hypotheses are validated and our research questions improved that secondary school teachers face serious challenges while teaching (PW) for third year pupils of Foreign Languages classes which hinder the process of teaching writing skill and paragraph writing effectively these challenges are: pupils’ lack of motivation, low level, lack of vocabularies, poor background, and pupils L1 interference as well as the lack of time devoted to teach writing skill and the inefficiency of the textbook which sets only situation that do not feed pupils’ level and interests. The result revealed that these challenges are the result of difficulties pupils face while writing such as: lack of vocabularies and background, the wrong use of verb tense, prepositions, and punctuation marks. To overcome General Conclusion 86 these challenges teachers applied effective solutions that helped in enhancing pupils writing proficiency. Teachers suggested that more time should be devoted to teach writing skill and paragraph writing by planning (TD) sessions, topics must have a relation with pupils’ real life situations, asking pupils to write a summary of the lesson at the end of the session or a summary of story as a home work so that pupils’ get more familiar with the writing skill, organize the writing lesson in motivating and entertaining way like videos, visual aids, group work to motivate pupils to participate and write an effective piece of writing, provide pupils with layout of paragraph, hints, and examples to write and guide them to be interested in writing, finally encourage pupils to read more because reading consider the best solution to enhance and develop pupils writing proficiency. After the application of these solutions teachers strongly agree that pupils writing proficiency developed and pupils become able to produce a successful piece of writing which is clear and understood to the reader.