الرسائل والأطروحات الأكاديمية
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يسمح هذه المجموعة الأعمال الأكاديمية بالحفاظ والأرشفة واسترجاع والوصول الى كل الرسائل الجامعية وأطروحات الدكتوراه المجازة في جامعة الجزائر 2 ؛ وتشمل كل تخصصات الجامعة الحالية والمستقبلية
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Item Investigating the Effects of Direct and Indirect Written Corrective Feedback in Improving EFL Students’ Writing Skill. The Case of Fourth Year Learners at Zaida Ben Aissa Middle School, Hadjout,Tipaza(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2023) REGUIEG رقيق, Fatima Zohra فاطمة الزهراء; Hamitouche, Fatiha (Directeur de thèse)Our research aims at investigating the effects of direct and indirect written corrective feedback in improving learners’ writing skills. We attempt to show the advantages of direct and indirect written corrective feedback and their role to develop middle school learners’ writing accuracy. Written corrective feedback is a correction strategy that teachers use to treat learners’ errors. Teachers can correct learners’ writing in two ways via direct and indirect written corrective feedback. Direct written corrective feedback is when the teacher indicates that an error has been made through: crossing out, underlying, circling the errors and providing its correct forms. Indirect written corrective feedback is when the teacher shows the errors by crossing out, underlying, circling the errors but with no correction of the error being provided يواجه التلاميذ المتوسطة مشكلا في الكتابة. فهم يقومون بأخطاء كتابية متعددة. و نظرا لأهمية الكتابة في التحصيل العلمي للتلاميذ قد اقترحت استراتيجيات لتحسين القدرة الكتابية للطلبة. من بين الاستراتيجيات هي التصحيح المكتوب المباشر و الغير المباشر للمعلم. ان هدف هذه الدراسة الحالية هو اكتشاف اثأر التصحيح المكتوب المباشر و الغير المباشر في تحسين الدقة الكتابية للمتعلمين. قد شارك في الدراسة (32) متعلما من المتوسطة و معلمي اللغة الانجليزية. تم استخدام (4) أدوات بحث لجمع البيانات (استبيان المتعلمين و استبيان المعلمين مقابلة المعلمين و تحليل النصوص الكتابية المحررة من طرف المتعلمين). أشارت النتائج أن التصحيح المكتوب المباشر و الغير المباشر يحسن المهارة الكتابية للمتعلمين بعدة طرق. يعتبرالتصحيح المكتوب المباشر أكثر فعالية للمتعلمين ذو الكفاءة المنخفضة بحيث انه يقدم تصحيحات كتابية واضحة للمتعلمين و يساعدهم على اكتساب الأشكال النحوية الصحيحة. يعتبرالتصحيح المكتوب الغير المباشر مفيدا للمتعلمين ذو الكفاءة العالية بحيث انه يعزز الاستقلالية في التعلم و يزيد من التفكير و التحليلItem Issues and Difficulties in Teaching/ learning English for Specific Purposes at University Level in Algeria: A Case Study of ESP Teachers and Learners at the University of Ghardaia(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2023) Sartorio صارطوريو, Siham سهام; Hamitouche, Fatiha (Directeur de thèse)The present study aimed to find out the major difficulties and problems that hinder successful ESP teaching and learning in Algerian Universities. It was conducted with a sample of 24 ESP teachers and 364 undergraduate learners from different faculties at the University of Ghardaia. The researcher used questionnaires and classroom observation to collect the data. A mixed approach of qualitative and quantitative analysis was adopted for data processing. The findings of the study revealed that ESP teachers face a lot of issues and difficulties which turn teaching to be a challenging task. These include: absence of ESP syllabus, students’ motivation, large sized classrooms and lack of teaching resources. ESP learners, on the other hand, face problems ; among them: low level of English proficiency, limited class-time and the content of the ESP course is not compatible with their needs. هدفت الدراسة إلى استكشاف الصعوبات و العراقيل التي يواجهها كل من أساتذة الإنجليزية المتخصصة و الطلبة بالجامعة الجزائرية و التي تحول دون التعلم الفعال و الأداء الجيد للطلبة في اللغة الإنجليزية. أجريت الدراسة مع عينة متكونة من 24 أستاذ للغة الإنجليزية المتخصصة و 364 طالبا من كليات مختلفة بجامعة غرداية. استخدمت الدراسة أساليب مختلفة لجمع المعلومات كالاستبيانات و الملاحظة المباشرة لحصص الإنجليزية المتخصصة.أظهرت الدراسة أن أساتذة الإنجليزية المتخصصة بالجامعة جملة من المشاكل و الصعوبات التي تعرقل نجاح العملية التعليمية من بينها:عدم وجود منهاج، نقص موارد التدريس، نقص تحفيز الطلاب و العدد الكبير للطلبة بالأفواج.أفرزت الدراسة أيضا أن الطلبة لديهم أيضا مشاكل من بينها مستوى متدني جدا في اللغة الإنجليزية في اللغة الإنجليزية ، ساعات التدريس غير الكافية و محتوى برنامج الإنجليزية لا يتماشى مع احتياجاتهم و تطلعاتهمItem The Impact of Multimedia on Students' Intercultural Awareness of Politeness Patterns: The Case of Video Use with Second Year Students at the Department of English, University of Badji Mokhtar Annaba(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2023) BOUKHEMIS بوخميس, Lina لينة; Hamitouche, Fatiha (Directeur de thèse)The present investigation focuses on analysing the impact of video use on second-year EFL learners’ intercultural awareness of the greeting and thanking patterns through assessing their performance. It deals with both exploratory and quasi-experimental studies. First, the exploratory study starts with describing the oral expression syllabus and then deals with the students’ pre-experiment questionnaire. Second, the quasi-experimental study uses the pre and post-tests, the students’ post-experiment questionnaire, and the teachers’ interview. The participants are EFL teachers and learners. The findings of the current investigation are quantitative and qualitative. First, the results identify the teaching methodology before the experiment, the learners’ attitudes, and willingness to use videos in their classrooms. Second, the results of the quasi-experiment study identify videos’ impact on EFL learners’ intercultural awareness of the “greeting” and “thanking” patterns, the learners’ attitudes post the use of videos and the teachers’ attitudes toward using videos in their classrooms يركز هذا العمل على أثر استعمال الوسائط المتعددة, خصوصا الفيديو, على الوعي الثقافي حول صيغ التحية و الشكر لدى طلبة السنة ثانية ليسانس المتخصصين في اللغة الانجليزية كلغة أجنبية. يحوي العمل دراسة استكشافية تمهد الطريق لدراسة أخرى شبه تجريبية. تبدأ الدراسة الاستكشافية بوصف منهاج التعبير الشفهي و بعدها الاستبيان القبلي. أما الدراسة الشبه تجريبية فتستعمل اختبارات قبلية و أخرى بعدية و استبيانا بعديا موجها للطلبة و مقابلة مع الأساتذة. تتكون عينة الدراسة من أساتذة و طلبة اللغة الانجليزية كلغة أجنبية. تظهر النتائج المنهجية المستعملة قبل التجربة مواقف الطلبة و انفتاحهم على استعمال الفيديو في حصصهم. أما نتائج الدراسة الشبه تجريبية فتحدد أثر الفيديوهات على الوعي الثقافي للطلبة حول صيغ الشكر و التحية و مواقفهم و مواقف الأساتذة اتجاه استعمال الفيديوهات خلال الدرس. و ختاما تظهر النتائج أثر الفيديوهات على الوعي الثقافي لطلبة اللغة الانجليزية كلغة أجنبيةItem Exploring the Effect of Metacognitive Strategy Instruction on EFL Learners’ Listening Comprehension Skill(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2017) Bouzar, Siham; Hamitouche, Fatiha (Directeur de thèse)Abstract The present study investigates the effect of treatment with five (05) metacognitive strategies namely problem solving, planning and evaluation, mental translation, personal knowledge and direct attention on EFL students’ listening comprehension achievement. In this regard, a longitudinal mixed methods case study was carried out involving one hundred (100) informants belonging to first and second years LMD. The researcher made use of a combination of research instruments to collect data such as two written tests (a pre-test and a post test); retrospective interviews, think-aloud protocols, a Metacognitive Awareness Listening Questionnaire (MALQ) as well as learners’ diaries. Listening metacognitive strategy instruction proved to be efficient as it helped in increasing students’ motivation, self-confidence and autonomy.Item An Analysis of Algerian Learners and Teachers’Beliefs and Use of Mother Tongue in EFL Classroom(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2019) Tihal, Wafia; Hamitouche, Fatiha (Directeur de thèse)This study describes, explores, and analyzes both Algerian secondary school learners and teachers’ use of Algerian Arabic in EFL classroom. It also aims at detecting the different situations that necessitated and still necessitate the implementation of the learners’ mother tongue in two public secondary schools in Algiers (Mohamed Hajress and Rabah Bittat secondary schools). The findings revealed that the language learners and teachers favor the use of L1 in ‘handful’ situations and believe it to be an aid for comprehending difficulties, checking learners’ understanding and clarifying ambiguities. They all wish it not to be used in giving instructions or explaining grammar. The findings also indicate that both foreign language learners and teachers agree that learners’ mother tongue should not be completely excluded from the language classroom.Item DICTIONARY USE VERSUS TEACHER\'S ASSISTANCE AND THEIR EFFECT ON VOCABULARY UNDERSTANDING IN READING COMPREHENSION(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2018) Lounas, Ahmed; Hamitouche, Fatiha (Directeur de thèse)This thesis investigates the use of the dictionary versus0teacher’s help and the effect of both on vocabulary understanding during reading classes as well as the opinions of both teachers and EFL students regarding dictionary use. The study is carried on 1st and 3rd year EFL students at Ecole Normale Superieure de Bouzareah (ENSB), Algiers to test whether there is any change through time.Several aspects of dictionary use such as dictionary skills and the types of dictionaries preferred and usedare examined as part of this study.The researcher used a mixed method research design for a better understanding of the research problem. Tocollect data from students and teachers, the researcherused instrumentssuch as questionnaires and interviews as well as a reading for vocabulary field test that comprised 2 courses and 2quizzes for both 1st and 3rd year EFL students. The results of the study reveal thatthe majority of the teachersallow their students to use a dictionary during Reading Comprehension classes and that most of the teachers and students favorthe monolingual dictionaryItem The Effect of Consciousness-Raising Activities and Instruction on Improving Algerian EFL Learners’ Perception and Production of Complex Word Stress(University of Algiers 2. Faculty of Letters and Languages, 2012) Daghi, Fatima Zohra; Hamitouche, Fatiha (Directeur de thèse)The present work, a whole of five chapters including an experimental programme, aimed to shed light on the role of classroom instruction and awareness activities in improving Algerian EFL learners’ abilities of perceiving and producing stress in morphologically complex words. Through an experiment conducted on second year students at the department of English, University of Algiers, we attempted to test the effect of the instructional programme based on the consciousness-raising activities on learners’ perception and production of complex word stress. Twenty two students participated in the experiment. They were divided equally into an experimental group and a control group. In order to accomplish the aim of the present research, data was gathered using pre-treatment and post-treatment questionnaires, and pre-treatment and posttreatment tests. The results obtained indicated a positive improvement in the ability to perceive and produce complex word stress among the members of the experimental group. The positive findings of the present experiment are aimed to be applied in the teaching of word stress, in general, and in teaching complex word stress, in particular for EFL learners.Item THE EFFECTCONSCIOUSNESS-RAISING TASKS ON IMPROVING EFL STUDENTS' USE OF DISCOURSE MARKERS IN SPEAKING(University of Algiers. Faculty of Arts and Languages, 2011) Bouzar, Siham; Hamitouche, Fatiha (Directeur de thèse)The investigation described in this dissertation aims at studying some aspects of spoken discourse which are discourse markers, and will consider in particular the production of those devices by EFL students of English as well as the effect of consciousness-raising tasks on improving discourse competence and communicative language performance of non-native speakers of English in Algeria. In this context, the case of first year Algerian LMD students in the English department, at the University of Algiers 2 is considered. Indeed, discourse markers of spoken English, such as " you know, I mean, well, see, so, and, but, ...etc" perform an important function in conversation. They have been the subject of investigation in a host of studies focusing on native and non-native speakers and have been assigned a multitude of terminologies and various definitions by several researchers; however, no research has been conducted as far as Algerian EFL learners are concerned. Therefore, the present study will try to answer some issues related to Algerian students' awareness about these items, their usage as well as the factors affecting the latter. Accordingly, a quasi experimental research was adopted consisting of two groups of twenty (20) students each belonging to first year LMD: one constitutes the experimental group while the other represents the control one. The experiment was conducted in three phases during which three techniques were adopted in the collection of the required data; i.e. we employed two written tests (a pre- test and a post- test), two interviews (from which we derived student corpora) and a questionnaire. The study reveals some development in the students' discourse competence as far as the use of spoken discourse markers is concerned; nevertheless, a discrepancy is noticed in the frequency and use of those targeted features when compared with a sub- corpus of native speakers' talks containing 460,050 words, already employed by Fung and Carter (2007: 417), selected from the whole CANCODE pedagogical corpus. The latter comprises 5 million words of English spontaneous speech recorded in a variety of situations namely: transactional, pedagogical, socializing and intimate. Besides, Algerian EFL learners' speaking skill has evolved considerably in comparison with their output before receiving instruction. Nevertheless, they did not reach natives' level of proficiency. Moreover, the investigation unveiled that some discourse markers were overused or underused whereas others were misused or not used at all. Thus, four categories of spoken discourse markers users were distinguished. These included: over users, under users, misusers and no users. Additionally, the findings attributed the reasons affecting Algerian EFL learners' use/ non-use of those discourse devices to three major factors. These include: situational anxiety, delay and inadequate English proficiency.Item A Discourse-Semiotic Analysis of Socio-Cultural Aspects of Television Advertising(University of Algiers II. Faculty of Letters and Languages, 2010) Azzouni, Mouloud; Hamitouche, Fatiha (Directeur de thèse)Nowadays, as a direct consequence of revolutionary advances in technology, TV advertisements (ads) have become omnipresent in our lives. However, they are rarely studied in the context of Algerian academia despite their importance. Being complex ‘coded’ discourses, TV ads need to be ‘decoded’ in order to get their meanings. In an attempt to shed light on the meaning of TV ads, this dissertation proposes an interdisciplinary approach that aims to analyze TV ads by borrowing analytical tools from the fields of semiotics and discourse analysis. The dissertation is a qualitative comparative one, using a discursive-semiotic approach to explore the socio-cultural elements in two TV ads, one in English and the second in Arabic. It is divided into two main parts : a theoretical part and an analytical part. The analysis of the two TV ads (one for the luxury watches Rolex, the other for a mobile telephone company, Nedjma) reveals the efficient use of a considerable amount of socio-cultural signs in the structure of both ads. But what is interesting is that each TV ad adapts those socio-cultural signs and symbols to the nature of the product/service being advertised, and to the environment or context in which it is going to be used. The result is a highly persuasive discourse, characterized by its multimodality. The TV ads benefit at full stretch by the potential for meaning-making, offered by the possibility of combination between different modes of representation (language, image and sound, for instance). The socio-cultural signs and symbols used in the discursive construction of the TV ads are themselves polyvocal. So, when used in combination they offer a wealth of possible meanings; and they create room for connotations. In fact, the analysis shows that it is connotation which takes primacy over denotation in both TV ads. The contribution of this dissertation is that it compares the important socio-cultural elements in the building the discourse of two TV ads and points to areas of similarities and differences.Item Investigating EFL Learners’ Motivation in the Algerian Context(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2014) Kalkoul, Nassima; Hamitouche, Fatiha (Directeur de thèse)Motivation is believed to be one very significant construct that imposes positive impact and enhances the learning in any second language learning context. Two types of motivation are known as the instrumental and integrative according to Gardner and Lambert's (1959) original work on motivation. Drawing from Gardner's motivational theory as the main theoretical framework, the study is planned to investigate the motivation of Algerian secondary school learners towards learning EFL. This study employed a mixed method design in an attempt to answer four main research questions. The sample of the study consisted of 45 third year students attending AbbassLaghrourlycée in Batna . They participated in completing a questionnaire adapted from Gardner's AMTB reflecting their motivation for learning English. Follow up were interviews that provided qualitative data to deepen our understanding of learners' motivation. As it is assumed that learners' achievement may be affected by their motivation type, First Term Exam Grades was the tool used to uncover the motivation type resulting in better achievement. The findings showed that participants of the study have higher degree of instrumentality than integrativeness . Additionally, the open ended item of the questionnaire demonstrated that Algerian secondary school learners hold different reasons for learning EFL. High achievers in this study were mostly motivated integratively (92.9%), and finally, regarding the reasons pushing learners to choose studying English at the university, instrumental orientations were prevailing. Based on the findings, the study concluded with pedagogical recommendations and some implications that may help in directing students' motivation to better learning performance.