Langue Anglaise

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    An Investigation on the Use of Vocabulary Learning Strategies on Developing the Speaking Fluency (Case Study :Second Year Students Department of English, Chadli Bendjdid University El Tarf)
    (جامعة الشاذلي بن جديد-الطارف, 2016) BENYOUNES, Amina ; SAHIA, Chaima
    The present work aims at investigating the effect of using vocabulary learning strategies (VLS) on developing foreign language learners' speaking fluency in order to improve their oral ability. This subject matter is opted for investigation because speaking is considered to be one of the most difficult skills to master. In fact, students' speaking skill may be improved if they use a set of strategies to enrich their vocabulary reservoir. In order for this speculation to be checked, a questionnaire is addressed to fifty second year LMD students of English at Chadli Bendjdid University - El Tarf- , in order to gather information about the effect of the use of VLS on developing the students’ speaking skill. The analysis of the data reveals that the students use some strategies to boost their vocabulary in order to speak. In fact, the findings show that the majority of the students use dictionaries (bilingual / monolingual) as a primary tool to acquire new words. Furthermore, students showed preference in using English language media. On the basis of what have been discussed, a list of recommendations has been suggested to raise students’ awareness towards the most effective strategies to promote their speaking. Cette étude vise à dévoiler l’effet et l’importance de certaines stratégies d’apprentissage du vocabulaire sur le développement des compétences linguistiques chez les étudiants de la langue étrangère pour améliorer leurs capacités orale. Ce sujet a été choisi en raison de la difficulté qui entrave la maîtrise de la compétence évoquée. En effet, l’application d’une série de stratégies peut améliorer l’oral en enrichissant le bagage linguistique des apprenants. Pour vérifier cette hypothèse, un questionnaire a été présenté aux étudiants de la deuxième année de langue anglaise LMD au niveau de l’université de Chadli BENDJEDIDd El-Tarf . Ce questionnaire sert à collecter des informations sur l’effet de l’utilisation de différentes stratégies d’apprentissage de vocabulaire pour le développement des compétences linguistiques des apprenants. Cinquante étudiants ont répondu à notre questionnaire. L’analyse des données nous a permis de prouver que les étudiants optent pour l’application de diverses stratégies qui renforcent leur vocabulaire réservé à l’oral. Les résultats prouvent également que la majorité des étudiants s’appuient sur des dictionnaires (bilingues, monolingues) comme première solution. En outre ils préfèrent les medias en langue anglaise. Sur la base des résultats discutés, une batterie de propositions a été soumise afin de faire connaitre les stratégies les plus efficaces aux étudiants afin de les mieux orienter et de renforcer leur capacité de communiquer.
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    The Importance of Coherence and Cohesion in Achieving Writing Proficiency CASE STUDY: SECOND YEAR EFL STUDENTS AT CHADLI BENDJEDID UNIVERSITY EL-TARF
    (جامعة الشاذلي بن جديد-الطارف, 2016) Allouche Nabila ; Maizi Sana
    Coherence is the strong homogeneity between formal parts of a text. And this homogeneity is materialized through grammatical and discourse features, that link between different forming elements of a text, in which it helps in creating textuality that has contributed in the full unity of the text and makes it a well formed text. If these elements are absent, textuality will be lost, and the aim is to reach the excessive degree of convincing. Coherence includes a huge number of text constituents that should be mastered by foreign language learners. EFL’s novice learners seem to have an obscure conception of coherence and tend to rely deeply on cohesive devices while, they ignore other discourse features. This is attested to be a result of language teachers’ assertion on these devices in their writing instruction. The main aim of our study is to prescribe, that if teaching explicitly the different aspects of coherence, it would lead the contributed participants to write coherently. In order to achieve our aims, the descriptive methodology has been used in teaching process in the department of English university of El-Tarf, and whether the students write coherently or not. The samples have been chosen randomly from second year during the academic year 2015/2016 concerning the teachers we have selected those who teach all levels at the same department. The substrate hypotheses will be confirmed by the obtained results that represent that if the teachers apply both approaches through using activities, they will enhance the students level in the writing skill La cohérence est l’homogénéité extrême de la mesure problème d’un texte. Et cette cohésion se manifeste par un moyen de linguistique entre les éléments composés du texte, qui crée des scripts contribue au texte de l’unité globale pour produire un texte. La cohérence comprend un grand nombre d’élément du texte qui devrait être sur l’apprenant de la langue pour les apprendres. Mais les étudiants débutants de la langue anglaise comme une langue étrangère pour eux cette pénurie renvoie à la délivrance de ces enseignants d’enseigner ces outils sur un autre compte des autres caractéristiques et l’objectif est identifier et déterminer la capacité de l’écriture pour les étudiants peut être de mieux en mieux grâce à l’enseignement des différents aspects de la cohérence. Et pour vérifier le souhaite, nous avons décidé d’analyser les questionnaires des enseignants et des apprenants pour savoir le programme qui est utiliser dans le processus de la langue anglaise dans l’université d’El-Tarf, et quand les étudiants appliquent la cohérence au non. Ils ont choisi tous les participants à la deuxième année au hasard dans l’année scolaire 2015/2016 et les enseignants de l’expression écrite à divers niveau. Les hypothèses soulevées a déterminé les résultats obtenus mais montrent quand la méthode scientifique et apprentis les enseignants leurs apprenants formes comment écrire de façon cohérente, et reliés entre eux à travers des exercices pratiques au sujet de leurs erreurs qui soulevèrent leur niveau de l’écriture.
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    Investigating the Effectiveness of the Student Centered Teaching Approach in Investigating the Effectiveness of the Student Centered Teaching Approach Boosting Students' Critical Thinking The Case Study of Master One at Chadli Bendjedid University, El-Tarf
    (جامعة الشاذلي بن جديد-الطارف, 2016) Fairouz OUNNAS ; Rimeh AYAT
    The effectiveness of student-centered teaching approaches in enhancing critical thinking skills is a crucial aspect of education. This study investigates the impact of a student-centered approach on critical thinking skills in an English language learning setting. The research was conducted at a University of Chadli Ben djedid in Tarf province. It dealt with 46 EFL students of master one and all the teachers at the same university. questionnaires to The study employed a mixed methodology, using two gather data, which was then analyzed quantitatively and qualitatively. The main hypothesis of this research was that a student-centered approach would significantly enhance critical thinking skills. To test this hypothesis, the researchers examined the implementation of the student-centered approach in the classrooms, explored teachers' attitudes towards it, and evaluated the extent to which it improved the students' critical thinking abilities. The results revealed that the student-centered approach was fully implemented, and there was improvement in the students' critical thinking skills. Furthermore, the teachers expressed positive attitudes towards the approach. The study concludes with pedagogical implications and recommendations aimed at improving the quality of the teaching and learning process. فعالية أساليب التعليم التي تركز على الطالب في تعزيز مهارات التفكير النقدي هي جانب حاسم من جوانب التعليم. هذه الدراسة تحقق في تأثير النهج الذي يركز على الطالب على مهارات التفكير النقدي في بيئة تعلم اللغة الإنجليزية. أُجريت الدراسة في جامعة شاذلي بن جديد في ولاية الطارف. تناولت الدراسة 46 طالبًا من طلاب الماجستير السنة الأولى في اللغة الإنجليزية كلغة أجنبية وجميع المعلمين في نفس الجامعة. استخدمت الدراسة منهجية مختلطة، باستخدام استبيانين لجمع البيانات، ثم تم تحليلها كميًا ونوعيًا. الفرضية الأساسية لهذه البحث هي أن النهج الذي يركز على الطالب سيعزز بشكل كبير مهارات التفكير النقدي. لاختبار هذه الفرضية، قام الباحثون بفحص تطبيق النهج الذي يركز على الطالب في الفصول الدراسية، واستكشاف مواقف المعلمين تجاهه، وتقييم مدى تحسينه لقدرات الطلاب على التفكير النقدي. كشفت النتائج أن النهج الذي يركز على الطالب...تم تنفيذ هذا النهج بشكل كامل، وكان هناك تحسن في مهارات التفكير النقدي لدى الطلاب. علاوة على ذلك، أعرب المعلمون عن مواقف إيجابية تجاه هذا النهج. وتخلص الدراسة إلى الآثار التربوية والتوصيات الهادفة إلى تحسين جودة عملية التعليم والتعلم.
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    THE TEACHER’S ORAL CORRECTIVE FEEDBACK AS A KEY TECHNIQUE IN REDUCING STUDENTS’ FOSSILIZATION CASE STUDY: FIRST YEAR LMD STUDENTS OF ENGLISH AT CHADLI BENDJEDID-EL TARF UNIVERSITY
    (جامعة الشاذلي بن جديد-الطارف, 2016) Sabrina Amari ; Hadda Necer
    Corrective feedback becomes one of the most dominant debatable issues in second or foreign language learning. Scholars have raised several studies to examine the usability of the different strategies that fit the students‟ needs and teacher‟s goals that the instructor may follow in providing corrective feedback to enhance their students‟ oral performance inside the classroom setting. The objective of this study is to investigate whether the employment of these different strategies with first year foreign language (EFL) students (LMD) at the University of ChadliBendjedid, El–Tarf plays an effective role in preventing the students‟ errors from getting fossilized and correct their errors if they have been already fossilized. Accordingly, help them to mark a progress in their oral performance to be accurate and fluent speaker not only inside the classroom but rather in different contexts. Oral corrective feedback that is provided by the teacher upon students‟ errors while performing oralactivities reduces students‟ fossilization. Accordingly students will achieve accuracy and fluency and therefore developing their oral skills. After carrying out this study, the effectivity and usability of teacher‟s oral corrective feedback have been shown; it raises students‟ awareness to errors and reduces them.
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    Students' Background Involvement in FLL Progress. Case Study: Students of El Tarf Rural Areas
    (جامعة الشاذلي بن جديد-الطارف, 2016) Sara SOLTANI ; Ibtissem DIAF ; Amani BOUGUERN
    The present study deals with the problems and the difficulties that EFL learners face when learning English language at the university level. Throughout this study, we hypothesize that students face various problems such as: grammatical, phonological, syntactical, and pronunciation problems. To confirm these hypotheses, we investigated the case of a sample composed of thirty students at the department of English, university of Chadli BenDjedid El-Tarf. Our work is divided into two parts. A theoretical part, it includes two chapters in which we made a general overview about the problem of poverty and its effect on the academic achievement of students. On the other hand, we talk about the problems facing EFL learners and we suggest some techniques that EFL learners have to apply as solutions for the stated difficulties. Therefore, the practical part deals with the methodology adopted to conduct the research in which we analyze the questionnaire that is administered to a sample of students in English department at university of El-Tarf. The data obtained from the questionnaire indicate that there are some factors affects EFL students’ academic achievements of English who have to follow the best activities to get rid from these obstacles. تتناول الدراسة الحالية المشاكل والصعوبات التي يواجهها متعلمو اللغة الإنجليزية كلغة أجنبية عند تعلم اللغة الإنجليزية على مستوى الجامعة. خلال هذه الدراسة، نفترض أن الطلاب يواجهون مشكلات متنوعة مثل: المشكلات النحوية، الفونولوجية، التركيبية، ومشكلات النطق. لتأكيد هذه الفرضيات، قمنا بدراسة حالة لعينة مكونة من ثلاثين طالبًا في قسم اللغة الإنجليزية بجامعة شادلي بن جديد الطارف. ينقسم عملنا إلى جزأين. الجزء النظري، ويشمل فصلين حيث قدمنا لمحة عامة عن مشكلة الفقر وتأثيرها على التحصيل الأكاديمي للطلاب. من ناحية أخرى، نتحدث عن المشاكل التي يواجهها متعلمو اللغة الإنجليزية كلغة أجنبية ونقترح بعض الأساليب التي يجب على هؤلاء المتعلمين تطبيقها كحلول للصعوبات المذكورة. لذلك، يتناول الجزء العملي المنهجية المعتمدة لإجراء البحث والتي نحلل من خلالها الاستبيان الذي تم توزيعه على عينة من الطلاب.في قسم اللغة الإنجليزية بجامعة الطارف. تشير البيانات المستحصلة من الاستبيان إلى أن هناك بعض العوامل التي تؤثر على التحصيل الأكاديمي لطلاب اللغة الإنجليزية كلغة أجنبية، والذين يجب عليهم اتباع أفضل الأنشطة للتخلص من هذه العقبات.
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    THE TEACHER AS A MOTIVATIONAL FACTOR IN ENHANCING STUDENTS’ COMMUNICATIVE PROFICIENCY CASE STUDY: FIRST YEAR EFL STUDENTS AT CHADLI BENDJEDID UNIVERSITY
    (جامعة الشاذلي بن جديد-الطارف, 2016) Imen Kermadi ; Warda Flidjane
    Motivation plays a very important role in enhancing the students’ English learning performance and in education in general. It is one of the most crucial factors affecting foreign language learning. Firstly, the word motivation was discussed thoroughly, and different definitions were presented. Secondly, two major types of motivation were discussed Intrinsic and Extrinsic Motivation. Thirdly, the different theories of motivation were presented followed by the teaching methods. This study was guided by the following objectives: to investigate why learners’ are not motivated to learn, to recognize the impact of motivation on students academic performance, to suggest ways students can be motivated, and to show that motivation of students will aid to resolve some of the problems of education, and by doing that, help accomplish educational goals and objectives. However, the target population for this study was teachers of oral expression at Chadli Bendjedid University. The study used a questionnaire as a tool of data collection. Then, a mixed methods approach was used to collect and analyze quantitative and qualitative data and the results were presented using tables and figures. Finally, based on the findings of the study, some relevant recommendations were made. La motivation joue un rôle très important dans l'amélioration de la performance d'apprentissage de l'anglais des élèves et dans l'éducation en général. Il est l'un des facteurs les plus importants qui affectent l'apprentissage d'une langue étrangère. Tout d'abord, le mot motivation, a été discuté à fond et des définitions différentes ont été présentées. Deuxièmement, deux grands types de motivation ont été discutées (les motivations intrinsèques et extrinsèques). Troisièmement, les différentes théories de la motivation ont présenté, suivi par les méthodes d'enseignement. L'étude a été guidé par les objectifs suivants : d'enquêter sur les raisons pour lesquelles les apprenants " ne sont pas motivés à apprendre, à reconnaître l'impact de motivation sur le rendement scolaire des élèves, à suggérer des moyens d'étudiants peuvent être motivés, pour montrer que la motivation des étudiants aideront à résoudre certains des problèmes de l'éducation, et ce faisant, contribuer à l'atteinte de buts et objectifs éducatifs. Toutefois, la population cible de cette étude était les enseignants d'expression orale à Chadli Bendjedid University. L'étude a utilisé le questionnaire comme un outil de collecte de données. Puis, méthodes mixtes ont été utilisées pour recueillir et analyser des données quantitatives et qualitatives et les résultats ont été présentés à l'aide de tableaux et de figures. Enfin, sur la base des conclusions de l'étude, certaines des recommandations pertinentes ont été formulées. تلعب الدافعية دورًا مهمًا جدًا في تعزيز أداء الطلاب في تعلم اللغة الإنجليزية وفي التعليم بشكل عام. فهي واحدة من أهم العوامل التي تؤثر على تعلم اللغة الأجنبية. أولاً، تم مناقشة كلمة الدافعية بشكل مفصل، وتم تقديم تعريفات مختلفة لها. ثانيًا، تم مناقشة نوعين رئيسيين من الدافعية: الدافعية الذاتية والدافعية الخارجية. ثالثًا، تم عرض النظريات المختلفة للدافعية تلاها طرق التدريس. وقد استندت هذه الدراسة إلى الأهداف التالية: دراسة سبب عدم تحفيز المتعلمين على التعلم، التعرف على تأثير الدافعية على الأداء الأكاديمي للطلاب، اقتراح طرق يمكن من خلالها تحفيز الطلاب، وإظهار أن تحفيز الطلاب سيساعد في حل بعض مشكلات التعليم، ومن خلال ذلك، المساهمة في تحقيق الأهداف والغايات التعليمية. ومع ذلك، كانت الفئة المستهدفة لهذه الدراسة هي معلمو التعبير الشفوي في جامعة شادلي بن جديد. وقد استخدمت الدراسة استبيانًا.الاستبيان كأداة لجمع البيانات. ثم تم استخدام منهج مختلط لجمع وتحليل البيانات الكمية والنوعية، وتم تقديم النتائج باستخدام الجداول والأشكال. وأخيرًا، بناءً على نتائج الدراسة، تم تقديم بعض التوصيات ذات الصلة
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    THE ROLE OF TEACHING VOCABULARY TO IMPROVE THE FOREIGN LANGUAGE LEARNERS’ WRITTEN PRODUCTION CASE STUDY: SECOND-YEAR LMD STUDENTS OF ENGLISH AT CHADLI BENDJEDID EL-TARF UNIVERSITY
    (جامعة الشاذلي بن جديد-الطارف, 2016) Dalel HAMDAOUI ; Imene CHAREF
    The present investigation aims to study the interconnection between vocabulary teaching and its influence on the students’ written production. The study supports the notion of the interconnection between the appropriate use of vocabulary and the advanced written production in which the correct selection of words affects students’ level of writing. In order to check the validity of the hypothesis that stipulate if second-year students of English at Chadli BENDJEDID El-Tarf University are taught vocabulary, then their written production will be improved. To confirm this hypothesis, a descriptive study has been conducted and questionnaires were used as data gathering instruments. The questionnaires were administered to both teachers and students at the department of English at Chadli BENDJEDID El-Tarf University. The results of this investigation have confirmed that students are in need to taught vocabulary in order to improve their writing competence because they face obstacles with appropriate use of vocabulary. As a result of this, writing in second or foreign language seems as a difficult task for second-year students to learn. This leads us to confirm that if teachers are aware of the advantages of the vocabulary teaching as stated in the hypothesis, students may overcome some of their difficulties while writing.
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    THE EFFECT OF CODE SWITCHING ON EFL LEARNERS LEARNING DEVELOPMENT CASE STUDY: FIRST YEAR LMD STUDENTS OF ENGLISH AT CHADLI BENDJEDID-EL TARF UNIVERSITY
    (جامعة الشاذلي بن جديد-الطارف, 2016) AMRANI KARIMA ; DJLAMA SOHEYLA
    This study aims to investigate the aspect of teachers’ code switching as they occurs both in teaching and learning process in a classroom setting with English Foreign Language Learners. Accordingly, a number of students of 1st year and their teachers of EFL classroom take part in this study. Those participants are chosen to have an overview of the effect of teachers’ code switching in EFL classroom. Data are collected through the questionnaires which are administered to both the students and teachers. The results of the quantitative analysis shows that teachers’ code switching is quite higher than expected. The analysis reveals that teachers employs code switching in EFL classroom, for allowing an effective communication between the students and the teachers in a way that was a reliable, natural atmosphere for learning a language. The findings indicate that teachers’ code switching is a mean to explain grammar, vocabulary ,language tasks, to facilitate ,foster learning process, especially during the first stage of their learning.
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    ONGOING ASSESSEMENT TO BOOST LEARNER’SWRITTEN PRODUCTION. CASE STUDY: THIRD YEAR STUDENTS OF ENGLISH AT CHADLI BENDJEDID UNIVERSITY
    (جامعة الشاذلي بن جديد-الطارف, 2016) Meriam SOLTANI ; Kawther MELLOUKI
    تركز الدراسة الحالية على تطبيق التقييم المستمر على طلاب السنة الثالثة قسم اللغة الإنجليزية ,و تدفقفي فعالية التقييم المستمر بوصفها تكنولوجيا تعزيز أداء الكتابة لدى الطلاب وتنقسم الأطروحة إلى قسمين .جزء يتكون من أربعة فصول و يغطي المفاهيم الرئيسية في مهارة الكتابة و يعرض بعض المناهج لتعليم مهارة الكتابة هذا العمل البحثي يركز على نشر الوعي لدى المعلمين على إستخدام التقييم المستمر لتعزيز الآداء و المفاهيم العامة و مختلف المناهج لتعليم مهارات الكتابة و تركز على جوانب بعض الأنشطة التقييمية و تطبيقها على تعلم اللغة كما جاء في الإستبيانات التي أجريت إن النتائج التي تم الحصول كبيرة للغاية و هذا يقودنا إلى تأكيد و تركيز ذلك على مزايا التقييم المستمر في الفرضية و منه يمكن للطلاب التغلب على التعقيدات و تحسين مهارات الكتابة
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    RAISING LEARNER’S MOTIVATION THROUGH CLASSROOM MANAGEMENT Case Study: Fourth Year Pupils Of Nacer saleh Middle school At El-zitouna –El-Tarf
    (جامعة الشاذلي بن جديد-الطارف, 2016) BOURAS Khaoula ; FERHANI Loubna
    This study presents the findings of small scale classroom research carried out to investigate the effect of classroom management on learners’ motivation . In Algeria, most EFL teachers face many problems and difficulties with middle school pupils, motivation one of the most significant problems and the most effective solution is implementing classroom management . Teachers who do not have the required skills to manage their classes “even though they may be the most inspiring and knowledgeable teachers” face great difficulties controlling unmotivated classes. Therefore, this study was an attempt to investigate the effect of classroom management on pupil’s motivation and the suitable ways to raise it inside the EFL classroom. Moreover , a questionnaire was administered to teachers from the targeted middle school to figure out the frequently used classroom management techniques , to deepen understanding and the interpretation of the results . As expected the data revealed that “Nasser Saleh’s pupils have a higher degree of self- efficacy and learning value toward English learning additionally they showed an implementation of their own active learning strategies besides of that mentioned in the questionnaire. Although they had difficulties with the English aspects , such as vocabulary structures and spelling were found to be in first place in terms of unmotivated factors. Based on the findings , recommendations and future research are provided . It is hoped that the results of this study could be of much benefit for developing teaching and learning English in El –Tarf middle schools .
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    THE TEACHER’S ORAL CORRECTIVE FEEDBACK AS A KEY TECHNIQUE IN REDUCING STUDENTS’ FOSSILIZATION CASE STUDY: FIRST YEAR LMD STUDENTS OF ENGLISH AT CHADLI BENDJEDID-EL TARF UNIVERSITY
    (جامعة الشاذلي بن جديد-الطارف, 2016) Sabrina Amari ; Hadda Necer
    Corrective feedback becomes one of the most dominant debatable issues in second or foreign language learning. Scholars have raised several studies to examine the usability of the different strategies that fit the students‟ needs and teacher‟s goals that the instructor may follow in providing corrective feedback to enhance their students‟ oral performance inside the classroom setting. The objective of this study is to investigate whether the employment of these different strategies with first year foreign language (EFL) students (LMD) at the University of ChadliBendjedid, El–Tarf plays an effective role in preventing the students‟ errors from getting fossilized and correct their errors if they have been already fossilized. Accordingly, help them to mark a progress in their oral performance to be accurate and fluent speaker not only inside the classroom but rather in different contexts. Oral corrective feedback that is provided by the teacher upon students‟ errors while performing oralactivities reduces students‟ fossilization. Accordingly students will achieve accuracy and fluency and therefore developing their oral skills. After carrying out this study, the effectivity and usability of teacher‟s oral corrective feedback have been shown; it raises students‟ awareness to errors and reduces them.
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    The Role of Technology in Enhancing Teaching Speaking Case study of LMD Students of English at the University of Chadli Bendjedid
    (University of Chadli BENDJEDID-EL-Tarf, 2017) Benrahmoune, Maroua ; Meriche Youcef
    This dissertation done in order to discover the importance of applying technology in oral classrooms. Moreover, its advantages for both teachers and learners, also to what extent it helps to develop the learners speaking ability and motivation. This study held in the University of Chadli Bendjedid, and it relies on the hypothesis that if we involve technology in oral classrooms, student’s motivation to learn will increase and they will be ready to develop their speaking ability under an enjoyable atmosphere using modern method supported by multiple technological equipment. On the course of our study we used a descriptive method supported by a questionnaire for both students and teachers of the English department in Chadli Bendjedid University, the results showed that both teachers and students supported the idea of integrating technology in oral expression classes, and they hope it will be widely applied in the coming years
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    Algerian EFL Students’ Perceptions of British and American Accents. A Case of Study of Second year EFL Students at Chadli Bendjedid University
    (University of Chadli BENDJEDID-EL-Tarf, 2017) .Imen Kheireddine ; Messaouda Fnidess
    The current study investigates the attitudes of Chadli Bendjedid university EFL students, towards the British and the American accents and dialects, what urges to conduct this research is to examine the progress of learners speaking and writing abilities, and their capacity to distinguish the regional varieties of English. The present study investigates the attitudes of fifty students and five teachers from the department of English at Chadli Bendjedid University at el Tarf this issue has been explored through a questionnaire which was carefully designed to serve the purpose. The findings revealed the teachers’ awareness of the necessity of acquainting Algerian university students with both British and American varieties. Nonetheless, some teachers remain reluctant to the consideration of the latter. تبحث هذه الدراسة في مواقف طلبة اللغة الإنجليزية كلغة أجنبية بجامعة الشاذلي بن جديد تجاه اللهجات والنُّطقين البريطاني والأمريكي. والدافع لإجراء هذا البحث هو دراسة تطور قدرات المتعلمين في مهارتي التحدث والكتابة، ومدى قدرتهم على التمييز بين التنوعات الإقليمية للغة الإنجليزية. تتناول الدراسة آراء خمسين طالبًا وخمسة أساتذة من قسم اللغة الإنجليزية بجامعة الشاذلي بن جديد بالطارف. وقد تم استكشاف هذه القضية من خلال استبيان صُمِّم بعناية لخدمة أهداف البحث. كشفت النتائج عن وعي الأساتذة بضرورة تعريف طلبة الجامعات الجزائرية بكلٍّ من الصيغتين البريطانية والأمريكية للغة الإنجليزية، ومع ذلك، لا يزال بعض الأساتذة متحفظين تجاه اعتماد الصيغة الأمريكية
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    Best Strategies for Effective Listening in Teaching EFL Classes The Case of First Year Middle School Teachers of English in Algeria
    (University of Chadli BENDJEDID-EL-Tarf, 2017) Ain-Souia Sabrin ; Bouchereb Chaima ; Djellab Imen
    Listening in foreign language classes is an active process, which requires attention. Learners, who listen carefully during listening lessons or activities, are expected to reach their aims in listening comprehension; to do so, the instructors should be familiar with the most effective strategies to be used in the listening process, and base their teaching on authentic materials, which helps the learners to engage in the social communication outside the classroom, in which the main goal of teaching a foreign language is to be used in real life situation. In order to present a successful listening lesson, it should be organised and prepared according to arranged stages. It is obvious that learners face some problems during their learning of listening, the teachers’ role, in this case, is to facilitate their learning and help them to overcome these problems.
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    The Role of the Teacher in Developing Learner’s Autonomy. The Case of Third Year EFL Students at Chadli Bendjedid University, EL-TARF.
    (University of Chadli BENDJEDID-EL-Tarf, 2017) Meriem KAHOUL ; Meriem KENNOUNE ; Khadidja HENNAD
    New approaches have been introduced in language teaching throughout the world to meet demands of modern society that requires not only the mastery of languages, but also a mastery of life long study skill, which is the aim behind the notion of learner autonomy in the educational context. The autonomous learner is capable to take charge of his own learning, to share responsibility with the language teacher and moreover, do further research so as to improve his level in language learning. The present study strives to find out the role of teacher in developing learners autonomy, and also to know whether or not our learners are aware of their role and if they are ready to take on an autonomous language learning. Because before any interventions aiming at fostering autonomy are implemented, it is necessary to explore EFL learners' readiness and awareness as well the roles of teachers in developing learner autonomy. Furthermore, the current study targets the following research questions: (1) Are the Students aware of their responsibility to be in charge of their learning experience? (2) How do teachers promote learner autonomy in EFL Learning? This study was carried out as a qualitative research design used to evaluate the proposed hypothesis. The gathered data conducted from both, third year EFL students and teachers, were submitted to the department of English at Chadli Bendjedid University, El-Tarf for the (2016-2017) academic year. The result of this study showed student‟s awareness and readiness for autonomous learning and also the study provided us with teacher‟s perspective and roles in developing learner autonomy. Finally, based on the results obtained from the study, recommendations are suggested about how learners‟ autonomy can be developed لقد تم إدخال مناهج جديدة في تعليم اللغات في جميع أنحاء العالم لتلبية متطلبات المجتمع الحديث الذي لا يقتصر على إتقان اللغات فحسب، بل يشمل أيضًا إتقان مهارات التعلم الذاتي المستمر مدى الحياة، وهو الهدف الكامن وراء مفهوم الاستقلالية التعليمية للمتعلم في السياق التربوي. فالمتعلم المستقل قادر على تحمّل مسؤولية تعلمه بنفسه، وتقاسم هذه المسؤولية مع معلم اللغة، علاوة على ذلك، القيام ببحوث إضافية من أجل تحسين مستواه في تعلم اللغة. وتهدف هذه الدراسة إلى تحديد دور المعلم في تنمية استقلالية المتعلم، ومعرفة ما إذا كان طلابنا على وعي بدورهم، وما إذا كانوا مستعدين لتبني التعلم الذاتي المستقل. إذ إنه قبل تطبيق أي تدخلات تهدف إلى تعزيز الاستقلالية، من الضروري استكشاف مدى وعي متعلمي اللغة الإنجليزية كلغة أجنبية واستعدادهم، وكذلك أدوار المعلمين في تنمية هذه الاستقلالية. وعلاوة على ذلك، تستهدف هذه الدراسة الأسئلة البحثية التالية: هل يدرك الطلبة مسؤوليتهم في أن يكونوا أصحاب القرار في تجربتهم التعليمية؟ كيف يعزز المعلمون استقلالية المتعلم في تعلم اللغة الإنجليزية كلغة أجنبية؟ وقد أُجريت هذه الدراسة باستخدام تصميم بحثي نوعي لتقييم الفرضية المقترحة. وتم جمع البيانات من طلبة السنة الثالثة لقسم اللغة الإنجليزية والأساتذة، ثم قُدّمت إلى قسم اللغة الإنجليزية بجامعة الشاذلي بن جديد – الطارف للسنة الأكاديمية 2016-2017. وقد أظهرت نتائج هذه الدراسة أن الطلبة يمتلكون قدراً من الوعي والاستعداد للتعلم الذاتي المستقل، كما قدّمت الدراسة وجهة نظر الأساتذة وأدوارهم في تنمية استقلالية المتعلم. وأخيرًا، استنادًا إلى النتائج المتحصل عليها، تم اقتراح مجموعة من التوصيات حول كيفية تنمية استقلالية المتعلم.
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    The Effect of Cooperative Learning on Enhancing Students’ Writing Performance Case Study: First Year Master Students English Department At Chadli Bendjedid University -El Tarf-
    (University of Chadli BENDJEDID-EL-Tarf, 2017) Sabah Medkour ; Saida Benchaoui
    Writing in English is not an easy task; most of EFL learners produce poor pieces of composition that teachers incorporate cooperative learning strategy in their writing sessions to cope with this problem. This study aims to investigate the effect of using cooperative learning as a technique to improve writing performance of first year EFL master students at the department of English at the University of Chadli ben Djedid in El-Tarf and to explore both teachers and students towards implementing this new technique in writing sessions. A descriptive approach has been carried out. In order to gather the needed data for achieving the aims of this study, two research tools have been utilized; questionnaires were handed for both teachers and students in addition to a test. This research has shown that cooperative work improve students writing performance, they are motivated and eager to work together in groups also teachers show positive attitude towards implementing this strategy in their classrooms. The main aim of this study is to raise both students’ and learners’ awareness about the importance of cooperative learning in enhancing their learning as well as their writing performance. This dissertation is split out into three main chapters; the introductory chapter deals with the literature review about the effect of implementing cooperative learning in improving students writing performance. The second chapter describes the methodology utilized by the researcher to answer the research question; research design, participants, data collection procedures and data analysis procedures. The third chapter discusses the findings and their interpretations, as well as some recommendations and activities are suggested to help learners to foster their learning. التعبير باللغة الانجليزية ليس عملا سهلا,فمعظم طلاب اللغة الانجليزية ينشئون ف قرات ضعيفة, يرجع ذلك للتقنيات غير مناسبة التي يستعملها المعلم لتدريس التعبير الكتابي. للتعامل مع هدا المشكل قام المعلمون باستعمال إستراتيجية العمل الجماعي في أقسام التعبير الكتابي التي يدرسون فيها. إن هذه الدراسة تهدف لاستقصاء تأثير استعمال استراتيجيه العمل الجماعي في تحسين التعبير الكتابي لطلاب أولى مستر لغة انجليزية بجامعة الشاذلي بن جديد لولاية الطارف.حيث قمنا بدراسة وصفية , استعملنا فيها اداتين مجموعة من الإستبيانات موجهة لكل من المعلمين والطلاب بالإضافة لفرض كتابي.و قد اظهرت هذه الدراسة أن العمل الجماعي يحسن الأداء التعبيري للتلاميذ حيث يبدون متحمسين للعمل معا في مجموعات ,كذلك أظهر المعلمون موقفا إيجابيا اتجاه استخدام هذه الاستراتيجية في أقسامهم. الهدف الرئيسي من هذه الدراسة هو زيادة وعي كل من المعلمين والطلاب بأهمية العمل الجماعي في تحسين تعليمهم إضافة لأدائهم التعبيري.تنقسم هذه الرسالة إلى ثلاثة فصول .الفصل التمهيدي يستعرض تأثير العمل الجماعي في تحسين إستراتيجية العمل الجماعي في تحسين التعبير الكتابي للطلاب. يصف الفصل الثاني المنهجية و تصميم البحوث,عينة الدراسة,و أدوات البحث و إجراءات تحليل البيانات.يقوم الفصل الثالث بتحليل النتائج التي تم الحصول عليها من البيانات التي تم جمعها. وعلى هذا الأساس قدمت مجموعة من الاقتراحات والتوصيات لاستخدام أفضل لإستراتيجية العمل الجماعي كأداة للتعليم.إضافة لمجموعة من التمرينات لتحسين أداء التلاميذ
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    The Outcome of Positive Teacher-Student Relationship on Student's Academic Achievement The Case of Third Year Students at Bel-Hawchet Miloud's Secondary School in Daghoussa
    (University of Chadli BENDJEDID-EL-Tarf, 2017) Intissar Bahadi ; Manel Merdaci
    Schools contain different categories of students with deferent mentalities, needs and backgrounds that's why teachers need to put into consideration that these students are supposed to be treated as individuals; each category is supposed to be dealt with in a particular appropriate way. Teachers need to provide appropriate learning opportunities, motivation and appropriate learning platform for students through establishing positive teachers-students relationships; relationships based on care, respect and fairness so they would become successful in both academic and life lessons. Hence, it is indispensable for all of teachers to be aware of the need of developing healthy relationships with their students as preparations before they start acting out with them. Previously made researches has shown that better contact, care and more closeness between teachers and students would give strong motives to learners and create lovely encouraging learning atmosphere which would enhance learners' academic achievement. Anyhow, only few studies have been conducted about positive teacher-student relationship in Algeria, well basically most of Algerian teachers do not give that much importance to the psychological side of a student. Thus, this study investigates the way Algerian teachers treat their students and the planning they use while dealing with learners; regarding teacher-student relationship, factor affecting student's motivation and academic performance in secondary school and the outcome of positive teacher-student relationship or more particularly its impact on learners' academic achievement. The results and discussions will be presented and elaborated on this paper. هذه الدراسة تسلط الضوء على تحديد تأثير العلاقة الايجابية بين الأستاذ و التلميذ على مستوى التلميذ خاصة فيما يخص تلاميذ الثانوية حيث تحتوي على برنامج متكامل لمساعدة الأساتذة على تحسين علاقاتهم بالتلاميذ للمساهمة في رفع مستواهم الدراسي وبالتالي الانتقال من مرحلة لأخرى بسهولة. أنسب طريقة للتحقق من هذه الفرضية هي توجيه استبيان يحتوي على أسئلة معتبرة لمعرفة ما ان كان أساتذة الجزائر يعتمدون على مخطط معين في التعامل مع التلاميذ, وما تأثير العلاقة الجيدة بين الأستاذ التلميذ: الى التلاميذ السنة الثالثة ثانوي أي تلاميذ البكلوريا في "ثانوية بلهوشات ميلود" و مراقبة أساتذتهم لتقييم طريقة معاملتهم للتلاميذ من وجهة نظرنا الخاصة. تهدف هذه الدراسة الى توعية الأساتذة الى مدى أهمية تحسين علاقاتهم مع التلاميذ ,وتقترح هذه الدراسة فكرة الاعتماد على تطوير العلاقة التي تجمع الأساتذة مع التلاميذ لخلق جو محفز لهم و مساعدهم على تحصيل نتائج أفضل
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    Strategies to Foster Students’ Self-Esteem in Speaking Skills Case study: first year LMD students of English at CHEDLI BEN DJEDID EL TARF University.
    (University of Chadli BENDJEDID-EL-Tarf, 2017) HAMDI NADJOUA ; KEDADRA SELM
    This study aims to investigate the relationship between the English students’ self-esteem and their speaking skills, and also to raise teachers’ awareness about the importance of self- esteem in the success of learners’ speaking skill. Accordingly, two groups at the department of English CHEDLI BEN DJEDID University are selected randomly to describe their high self-esteem , this is done by checking responses through handing questionnaire to be completed to measure self-esteem. This research work is based on the hypothesis if learners have a high level of self-esteem, they will be able to trust their own abilities which in turn will increase their level of oral skill production. The most suitable method to this study is the descriptive method and in order to describe the relationship between the two variables. This study is mainly based on two questionnaires addressed to both oral expression teachers and first year LMD learners to see their view points about the importance of high level of self-esteem in enhancing the speaking skill. The analysis of the questionnaires’ results revealed that both teachers and learners strongly support the importance of self-esteem as an affective factor in improving the oral production performance.
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    Role-plays as Catalyst for EFL Students’ Fluency and Coherence
    (University of Chadli BENDJEDID-EL-Tarf, 2017) Nadjah Hammad ; Amel Bentoumi
    Speaking is a crucial skill of foreign language learning and teaching, it becomes very important nowadays among the other skills. Students are enthusiastic to speak fluently, but they find difficulties when they want to master the aspects of speaking and they do not use them appropriately in different social context. This led to shed light on the effectiveness of the role- play as drama technique and its advantages on EFL student’s fluency. The present study aims to investigate to what extent the Role Play in EFL classroom can be a catalytic technique. It describes the problem of learners in speaking and focuses on some particular points by tackling the following questions: (1) how does a Role Play motivate EFL students speaking proficiency? (2) Will the Role Plays improve EFL students’ fluency and coherence? This study has been dealt with the research methodology, which was as qualitative research with two questionnaires devoted for both, the first year master students of the English department and the teachers of oral expression at El-Tarf University in Algeria for the 2016-2017 academic year. The results of data analysis has been confirmed the research hypothesis and showed that the role-plays motivate student’s fluency and the teachers have positive attitude towards using role-plays as teaching techniques. Thus, we recommend the use of role-play in EFL classroom will increase fluency and coherence and motivate EFL students to speak. اﻟﺘﻜﻠﻢ ھﻮ ﻣﮭﺎرة ﺣﺎﺳﻤﺔ ﻟﺘﻐﻠﻢ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ وﺗﻌﻠﯿﻤﮭﺎ, ﻓﻲ اﻟﻮﻗﺖ اﻟﺤﺎﺿﺮ اﺻﺒﺤﺖ ھﺬه اﻻﺧﯿﺮة ذات اھﻤﯿﺔ ﻣﻦ ﺑﯿﻦ ﻣﮭﺎرات اﻟﻠﻐﺔ اﻻﺧﺮى. اﻟﻄﻼب ﻣﺘﺤﻤﺴﻮن ﻟﻠﺘﺤﺪث ﺑﻄﻼﻗﺔ ,و ﻟﻜﻨﮭﻢ ﯾﺠﺪون ﺻﻌﻮﺑﺎت ﻋﻨﺪﻣﺎ ﯾﺮﯾﺪون اﻟﺘﺤﻜﻢ ﻓﻲ ﺧﻮاص اﻟﺘﺤﺪث ,ﻛﻢ اﻧﮭﻢ ﻻ ﯾﺴﺘﺨﺪﻣﻮﻧﮭﺎ ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ ﻓﻲ اﻟﺴﯿﺎق اﻻﺟﺘﻤﺎﻋﻲ. ﻣﻤﺎ ادى اﻟﻰ ﺗﺴﻠﯿﻂ اﻟﻀﻮء ﻋﻠﻰ ﻓﻌﺎﻟﯿﺔ ﺗﻘﻤﺺ اﻻدوار ﺑﻮﺻﻔﮭﺎ ﺗﻘﻨﯿﺔ دراﻣﯿﺔ و دورھﺎ ﻓﻲ ﺗﺤﺴﯿﻦ اﻟﺘﺤﺪث ﺑﻄﻼﻗﺔ ﻟﺪى طﻼب اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﻛﻠﻐﺔ اﺟﻨﺒﯿﺔ. و ﺗﮭﺪف اﻟﺪراﺳﺔ اﻟﺤﺎﻟﯿﺔ اﻟﻰ اﻟﺘﺤﻘﯿﻖ ﻓﻲ اي ﻣﺪى ﯾﻤﻜﻦ ﻟﺘﻘﻤﺺ اﻻدوار داﺧﻞ اﻟﻘﺴﻢ ان ﺗﻜﻮن ﺗﻘﻨﯿﺔ ﺗﺤﻔﯿﺰﯾﺔ. ( ﻛﯿﻒ ﯾﻠﻌﺐ ﺗﻘﻤﺺ اﻻدوار دورا 1) : و ھﻮ ﯾﺼﻒ ﻣﺸﻜﻠﺔ اﻟﻤﺘﻌﻠﻤﯿﻦ ﻓﻲ اﻟﻜﻼم و ﯾﺮﻛﺰ ﻋﻠﻰ ﺑﻌﺾ اﻟﻨﻘﺎط اﻟﺨﺎﺻﺔ ﻣﻦ ﺧﻼل ﻣﻌﺎﻟﺠﺔ اﻟﺴﺆاﻟﯿﻦ ( ھﻞ ﺳﺘﻌﺰز ھﺬه اﻟﺘﻘﻨﯿﺔ ﻣﻨﮭﺞ اﻟﻄﻼﻗﺔ و اﻟﺘﻼﺣﻢ ﻓﻲ اﻟﺤﺪﯾﺚ ﻟﺪى اﻟﻄﻠﺒﺔ ﻓﻲ ﺗﻌﻠﻢ 2ﺗﺤﻔﯿﺰﯾﺎ ﻟﻄﻼب اﻻﻧﺠﻠﯿﺰﯾﺔ ﻛﻠﻐﺔ اﺟﻨﺒﯿﺔ ﻓﻲ اﻟﺘﺤﺪث ﺑﻜﻔﺎءة ) اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ ﻛﻠﻐﺔ اﺟﻨﺒﯿﺔ و ﻗﺪ ﺗﻨﺎوﻟﺖ ھﺬه اﻟﺪراﺳﺔ اﻟﻤﻨﮭﺠﯿﺔ اﻟﺒﺤﺜﯿﺔ اﻟﺘﻲ ﻛﺎﻧﺖ دراﺳﺔ ﻧﻮﻋﯿﺔ ﻣﻊ اﺳﺘﺒﯿﺎﻧﯿﻦ ﻣﺨﺼﺼﯿﻦ ﻟﻜﻞ ﻣﻦ طﻼب اﻟﺴﻨﺔ . وﻗﺪ اﻛﺪت ﻧﺘﺎﺋﺞ 2017-2016اوﻟﻰ ﻣﺎﺳﺘﺮ ﻣﻦ ﻗﺴﻢ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ و ﻣﻌﻠﻤﻲ اﻟﺘﻌﺒﯿﺮ اﻟﺸﻔﮭﻲ ﻓﻲ ﺟﺎﻣﻌﺔ اﻟﺸﺎذﻟﻲ ﺑﻦ ﺟﺪﯾﺪ اﻟﻄﺎرف ﻟﻠﻌﺎم اﻟﺪراﺳﻲ ﺗﺤﻠﯿﻞ اﻟﺒﯿﺎﻧﺎت ﻓﺮﺿﯿﺔ اﻟﺒﺤﺚ و اظﮭﺮت ان ﺗﻘﻨﯿﺔ ﺗﻘﻤﺺ اﻻدوار ﺗﺤﻔﺰ اﻟﻄﻼﻗﺔ ﻟﺪى اﻟﻄﺎﻟﺐ و اظﮭﺮت اﯾﻀﺎ ان ﻟﺪى اﻟﻤﻌﻠﻤﯿﻦ ﻣﻮﻗﻔﺎ اﯾﺠﺎﺑﯿﺎ ﺗﺠﺎه اﺳﺘﺨﺪام ھﺬه اﻻﺧﯿﺮة ﻛﻮﺳﯿﻠﺔ ﻟﻠﺘﺪرﯾﺲ .و ﺑﺎﻟﺘﺎﻟﻲ, ﻓﺈﻧﻨﺎ ﻧﻮﺻﻲ ﺑﺎﺳﺘﺨﺪاﻣﮭﺎ ﺧﻼل اﻟﻔﺼﻮل اﻟﺪراﺳﯿﺔ ﻟﺘﺤﻔﯿﺰ اﻟﻄﻼﻗﺔ و اﻟﺘﻤﺎﺳﻚ ﻓﻲ اﻟﻜﻼم ﻟﺪى طﻼب اﻻﻧﺠﻠﯿﺰﯾﺔ ﻛﻠﻐﺔ اﺟﻨﺒﯿﺔ.