تفصيل المؤلف
مؤلف Pr. KESKES Said |
الوثائق الموجودة المؤلفة من طرف المؤلف (13)
Affiner la rechercheAdopting negotiation of decision-making as a participatory dialoggue to enhance the learer's oral production / Radhia Mebarkia
عنوان : Adopting negotiation of decision-making as a participatory dialoggue to enhance the learer's oral production نوع الوثيقة : نص مطبوع مؤلفين : Radhia Mebarkia, مؤلف ; Pr. KESKES Said, Directeur de thèse ناشر : Alger : Université تاريخ النشر : 2011 عدد الصفحات : 160 p الأبعاد : 21*28 cm اللغة : Anglais moyen (ca.1100-1500) (enm) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/65 Adopting negotiation of decision-making as a participatory dialoggue to enhance the learer's oral production [نص مطبوع ] / Radhia Mebarkia, مؤلف ; Pr. KESKES Said, Directeur de thèse . - Alger : Université, 2011 . - 160 p ; 21*28 cm.
اللغة : Anglais moyen (ca.1100-1500) (enm)نسخ(1)
Call number Media type Location وضع E/33 Thèse salle périodique مستتنى من الاعارة
عنوان : An eap syllabus for first year economcs students the case of the faculty of economics,business and management sciences.Jijel University نوع الوثيقة : نص مطبوع مؤلفين : HADJI Sabrina, مؤلف ; Pr. KESKES Said, مدير النشر ناشر : SETIF 2 UNIVERSITY تاريخ النشر : 2013 عدد الصفحات : 201 الأبعاد : 28*21 الماديات المرافقة : CD اللغة : إنكليزي (eng) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي English for academic purposes, English for specific Purposes, Syllabus Design, English for Economics, Study Skills خلاصة : Students, studying at the faculty of Economics, Business and Management Sciences in Jijel University need to have high proficiency in English to meet the academic demands of the university. This study evaluated the perceptions of first year economics students, and English for Academic Purposes (EAP) teachers with the aim to improve the quality of the teaching/learning situation of English at the faculty by proposing a syllabus for first year economics students. For this purpose, a needs analysis was carried out to determine the students' academic needs. Data was obtained from questionnaires distributed to both EAP teachers and first year economics students which were analyzed in terms of frequency and percentages. The analysis of data has revealed that first year economics students need to be proficient in the four primary skills: listening, speaking, reading and writing with specific grammatical structures and vocabulary needed in order to understand economics discourse. Based on the findings of this research, this study indicates that an EAP syllabus, which takes into consideration the students' needs, should be developed at the faculty of Economics, Business and Management Sciences in Jijel University. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/33 An eap syllabus for first year economcs students the case of the faculty of economics,business and management sciences.Jijel University [نص مطبوع ] / HADJI Sabrina, مؤلف ; Pr. KESKES Said, مدير النشر . - SETIF 2 UNIVERSITY, 2013 . - 201 ; 28*21 + CD.
اللغة : إنكليزي (eng)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي English for academic purposes, English for specific Purposes, Syllabus Design, English for Economics, Study Skills خلاصة : Students, studying at the faculty of Economics, Business and Management Sciences in Jijel University need to have high proficiency in English to meet the academic demands of the university. This study evaluated the perceptions of first year economics students, and English for Academic Purposes (EAP) teachers with the aim to improve the quality of the teaching/learning situation of English at the faculty by proposing a syllabus for first year economics students. For this purpose, a needs analysis was carried out to determine the students' academic needs. Data was obtained from questionnaires distributed to both EAP teachers and first year economics students which were analyzed in terms of frequency and percentages. The analysis of data has revealed that first year economics students need to be proficient in the four primary skills: listening, speaking, reading and writing with specific grammatical structures and vocabulary needed in order to understand economics discourse. Based on the findings of this research, this study indicates that an EAP syllabus, which takes into consideration the students' needs, should be developed at the faculty of Economics, Business and Management Sciences in Jijel University. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/33 نسخ(2)
Call number Media type Location وضع E/04 Thèse salle périodique مستتنى من الاعارة E/76 Thèse salle périodique مستتنى من الاعارة
عنوان : Classroom Discourse :Raising teachers' interactional awareness of their teacher talk with a view to facilitating learning opportunities نوع الوثيقة : نص مطبوع مؤلفين : Aziz Asma, مؤلف ; Pr. KESKES Said, Directeur de thèse ناشر : Alger : Université تاريخ النشر : 2011 عدد الصفحات : 143 p الأبعاد : 21*28 cm اللغة : إنكليزي (eng) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي خلاصة : This work purports to raise teachers' awareness of their talk-in- interaction by examining the interactional patterns of teacher talk operating in the secondary classroom. To do so, we opted for triangulation in collecting our data. We conducted a classroom observation in which two lessons of two participant teachers were video-recorded, transcribed and analyzed quantitatively and qualitatively, using Self-Evaluation of Teacher Talk Grid and Conversation Analysis Method. The aim was to detect the different patterns of interaction, notably, teacher talk operating there, and their impact on learning opportunity. Besides classroom observation, we administrated two questionnaires to the two participant teachers in order to reveal the extent to which they are aware of their classroom talk. We reinforced the questionnaire data with a stimulated recall methodology, in which we conducted a reflective interview whereby teachers clarify and justify their classroom decision making. Our aim was to examine teachers' awareness of the effect of their talk on learners' contributions. The results obtained show that classroom interaction falls under Initiation Response Follow-up sequence in which there were overuse of display questions, extended teacher turn, very few referential questions, lot of positive feedback with a remarkable absence of comprehension checks, confirmation checks, extended learner turn and direct repair, all of which had impact to obstruct or construct learning opportunities. The questionnaire, along with the stimulated recall interview revealed that the two participant teachers displayed little awareness about the effects of their questions choice on learners' contributions as well as the effect of feedback and wait time in extending or restricting learners' output. At the end, we proposed some pedagogical implications to improve the quality of teacher talk. Suggestions for further research were provided as well.... في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/44 Classroom Discourse :Raising teachers' interactional awareness of their teacher talk with a view to facilitating learning opportunities [نص مطبوع ] / Aziz Asma, مؤلف ; Pr. KESKES Said, Directeur de thèse . - Alger : Université, 2011 . - 143 p ; 21*28 cm.
اللغة : إنكليزي (eng)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي خلاصة : This work purports to raise teachers' awareness of their talk-in- interaction by examining the interactional patterns of teacher talk operating in the secondary classroom. To do so, we opted for triangulation in collecting our data. We conducted a classroom observation in which two lessons of two participant teachers were video-recorded, transcribed and analyzed quantitatively and qualitatively, using Self-Evaluation of Teacher Talk Grid and Conversation Analysis Method. The aim was to detect the different patterns of interaction, notably, teacher talk operating there, and their impact on learning opportunity. Besides classroom observation, we administrated two questionnaires to the two participant teachers in order to reveal the extent to which they are aware of their classroom talk. We reinforced the questionnaire data with a stimulated recall methodology, in which we conducted a reflective interview whereby teachers clarify and justify their classroom decision making. Our aim was to examine teachers' awareness of the effect of their talk on learners' contributions. The results obtained show that classroom interaction falls under Initiation Response Follow-up sequence in which there were overuse of display questions, extended teacher turn, very few referential questions, lot of positive feedback with a remarkable absence of comprehension checks, confirmation checks, extended learner turn and direct repair, all of which had impact to obstruct or construct learning opportunities. The questionnaire, along with the stimulated recall interview revealed that the two participant teachers displayed little awareness about the effects of their questions choice on learners' contributions as well as the effect of feedback and wait time in extending or restricting learners' output. At the end, we proposed some pedagogical implications to improve the quality of teacher talk. Suggestions for further research were provided as well.... في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/44 نسخ(1)
Call number Media type Location وضع E/34 Thèse salle périodique مستتنى من الاعارة
عنوان : Cooperative learning and leaners, opportunities to participate in english foreign language classes the case of second year pupils at soumani mehmoud secondary school- kherrata. نوع الوثيقة : نص مطبوع مؤلفين : Habi Lynda, مؤلف ; Pr. KESKES Said, Directeur de thèse عدد الصفحات : 166p Ill. : غلاف كارتوني الأبعاد : 30*21سم اللغة : Anglais moyen (ca.1100-1500) (enm) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي classroom participation- cooperative learning- group work tasks- motivation خلاصة : This study brings together the fields of Cooperative Learning (CL) and classroom participation. Our attempt is to find out what obstructs second year secondary school pupils' participation during group work tasks. Using the questionnaire technique we have attempted to show the learners' activity during group tasks as affected by their attitudes towards this learning strategy, and the implementation of these tasks as impacted by the teachers' professional views and positions towards this method. The results show that many pupils are excluded, either intentionally or unintentionally, from participating and taking part in the group work. This exclusion is due to the lack of motivation and the negative interdependence structured among them which are in turn due to the reward structure used by the teachers. The research findings indicate that the teachers tend to use traditional group work in which the reward structure is competitive or individualistic but not cooperative which affect the learners' participation and interaction. Based upon the insight gained from this study, CL methods are thus recommended to be incorporated in the second year secondary school classes. Pedagogical implications for the application of CL requirements are developed. Above all, guidelines for CL implementation are proposed. Finally, suggestions for future research are presented. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/32 Cooperative learning and leaners, opportunities to participate in english foreign language classes the case of second year pupils at soumani mehmoud secondary school- kherrata. [نص مطبوع ] / Habi Lynda, مؤلف ; Pr. KESKES Said, Directeur de thèse . - [s.d.] . - 166p : غلاف كارتوني ; 30*21سم.
اللغة : Anglais moyen (ca.1100-1500) (enm)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي classroom participation- cooperative learning- group work tasks- motivation خلاصة : This study brings together the fields of Cooperative Learning (CL) and classroom participation. Our attempt is to find out what obstructs second year secondary school pupils' participation during group work tasks. Using the questionnaire technique we have attempted to show the learners' activity during group tasks as affected by their attitudes towards this learning strategy, and the implementation of these tasks as impacted by the teachers' professional views and positions towards this method. The results show that many pupils are excluded, either intentionally or unintentionally, from participating and taking part in the group work. This exclusion is due to the lack of motivation and the negative interdependence structured among them which are in turn due to the reward structure used by the teachers. The research findings indicate that the teachers tend to use traditional group work in which the reward structure is competitive or individualistic but not cooperative which affect the learners' participation and interaction. Based upon the insight gained from this study, CL methods are thus recommended to be incorporated in the second year secondary school classes. Pedagogical implications for the application of CL requirements are developed. Above all, guidelines for CL implementation are proposed. Finally, suggestions for future research are presented. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/32 نسخ(1)
Call number Media type Location وضع E/30 Thèse salle périodique مستتنى من الاعارة
عنوان : Cultivating EFL Learners' Intercultural Communicative Competence through a Culture-based Syllabus: the Case of First Year Students at Setif 2 University نوع الوثيقة : نص مطبوع مؤلفين : Haddaoui Soumia, مؤلف ; Pr. KESKES Said, Directeur de thèse ناشر : SETIF 2 UNIVERSITY تاريخ النشر : 2019 عدد الصفحات : 311 p الأبعاد : 21*28 cm الماديات المرافقة : CD اللغة : إنكليزي (eng) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Intercultural communicative competence, target culture, source culture. خلاصة : learners to reflect upon the world around them, be aware of their own cultural values, respect others' cultures, and express themselves appropriately. The aim of this study is to cultivate learners' intercultural communicative competence through a culture-based syllabus with a sample of fifty two junior students of English at Setif2 University, following a quasi-experimental mixed method design. Both experimental and control group took a pretest of intercultural sensitivity; subsequently, the experimental group participated in a twelve week treatment phase. Afterwards, a post test was administrated to both groups and a post treatment questionnaire for the experimental one. To delve into participants' opinions of the experiment, a focus group discussion took place with eight purposefully chosen students. Pretest's findings indicated that both groups have a low intercultural sensitivity level, especially when it comes to interaction engagement, enjoyment and confidence. Although participants showed respect for others' cultural values, they also showed an ethnocentric attitude of their own culture. These results revealed a low level of intercultural communicative competence in both experimental and control group. Results of the posttest showed a significant difference in students' intercultural communicative competence. A positive change in students' interaction confidence, and engagement was noticed; while their ethnocentric attitude has decreased in comparison with the control group. Additionally, focus group discussion findings revealed how the experiment impacted students' view of their own culture, and raised their understanding of the other. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1350 Cultivating EFL Learners' Intercultural Communicative Competence through a Culture-based Syllabus: the Case of First Year Students at Setif 2 University [نص مطبوع ] / Haddaoui Soumia, مؤلف ; Pr. KESKES Said, Directeur de thèse . - SETIF 2 UNIVERSITY, 2019 . - 311 p ; 21*28 cm + CD.
اللغة : إنكليزي (eng)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Intercultural communicative competence, target culture, source culture. خلاصة : learners to reflect upon the world around them, be aware of their own cultural values, respect others' cultures, and express themselves appropriately. The aim of this study is to cultivate learners' intercultural communicative competence through a culture-based syllabus with a sample of fifty two junior students of English at Setif2 University, following a quasi-experimental mixed method design. Both experimental and control group took a pretest of intercultural sensitivity; subsequently, the experimental group participated in a twelve week treatment phase. Afterwards, a post test was administrated to both groups and a post treatment questionnaire for the experimental one. To delve into participants' opinions of the experiment, a focus group discussion took place with eight purposefully chosen students. Pretest's findings indicated that both groups have a low intercultural sensitivity level, especially when it comes to interaction engagement, enjoyment and confidence. Although participants showed respect for others' cultural values, they also showed an ethnocentric attitude of their own culture. These results revealed a low level of intercultural communicative competence in both experimental and control group. Results of the posttest showed a significant difference in students' intercultural communicative competence. A positive change in students' interaction confidence, and engagement was noticed; while their ethnocentric attitude has decreased in comparison with the control group. Additionally, focus group discussion findings revealed how the experiment impacted students' view of their own culture, and raised their understanding of the other. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1350 نسخ(1)
Call number Media type Location وضع E/68 Thèse salle périodique مستتنى من الاعارة
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