تفصيل المؤلف
مؤلف Dr. Naouel ABDELLATIF Mami |
الوثائق الموجودة المؤلفة من طرف المؤلف (4)
Affiner la rechercheAn ESP Course Design for Finance Managers: The Case of ArcelorMittal Algeria Company / Guerid, Fethi
عنوان : An ESP Course Design for Finance Managers: The Case of ArcelorMittal Algeria Company نوع الوثيقة : نص مطبوع مؤلفين : Guerid, Fethi, مؤلف ; Dr. Naouel ABDELLATIF Mami, Directeur de thèse ناشر : SETIF 2 UNIVERSITY تاريخ النشر : 2019 عدد الصفحات : 304 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 English for Specific Purposes, Needs Analysis, Course Design, Finance and Accounting Staff, Course Efficiency. خلاصة : The aim of this study is to design an English for Specific Purposes course for finance and accounting staff of ArcelorMittal Algeria Company on the basis of needs analysis findings. We target to plan an effective syllabus that focuses on the lacks and weaknesses of this research population and that takes into consideration their needs in the work place. To carry out this study we have used three research tools; a questionnaire, a semi-structured interview and authentic material analysis. The questionnaire is meant to collect quantitative data related to the needs of participants in general and their use of English at work in particular. The semi-structured interview was conducted to refine the results of the questionnaire. Authentic material was collected in order to extract the most used vocabulary items to be later included in a suggested ESP course. Needs Analysis has helped us in studying the profile of participants and their domain which is finance and accounting. It has also led us to identify the parameters of the course to be suggested to finance and accountancy staff of ArcelorMittal Algeria Company such as the duration, the frequency, the objective, the content of the course and the evaluation tools. An important outcome of the present research was the introduction of vocabulary items teaching related to finance management in the current ESP course. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1324 An ESP Course Design for Finance Managers: The Case of ArcelorMittal Algeria Company [نص مطبوع ] / Guerid, Fethi, مؤلف ; Dr. Naouel ABDELLATIF Mami, Directeur de thèse . - SETIF 2 UNIVERSITY, 2019 . - 304 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 English for Specific Purposes, Needs Analysis, Course Design, Finance and Accounting Staff, Course Efficiency. خلاصة : The aim of this study is to design an English for Specific Purposes course for finance and accounting staff of ArcelorMittal Algeria Company on the basis of needs analysis findings. We target to plan an effective syllabus that focuses on the lacks and weaknesses of this research population and that takes into consideration their needs in the work place. To carry out this study we have used three research tools; a questionnaire, a semi-structured interview and authentic material analysis. The questionnaire is meant to collect quantitative data related to the needs of participants in general and their use of English at work in particular. The semi-structured interview was conducted to refine the results of the questionnaire. Authentic material was collected in order to extract the most used vocabulary items to be later included in a suggested ESP course. Needs Analysis has helped us in studying the profile of participants and their domain which is finance and accounting. It has also led us to identify the parameters of the course to be suggested to finance and accountancy staff of ArcelorMittal Algeria Company such as the duration, the frequency, the objective, the content of the course and the evaluation tools. An important outcome of the present research was the introduction of vocabulary items teaching related to finance management in the current ESP course. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1324 نسخ(1)
Call number Media type Location وضع E/69 Thèse salle périodique مستتنى من الاعارة
عنوان : The Market Value of Multilingualism within Multinational Companies : The Case Sahara Well Construction Services (SWCS) نوع الوثيقة : نص مطبوع مؤلفين : BEDDIAF Abdelghafour, مؤلف ; Dr. Naouel ABDELLATIF Mami, مدير النشر ناشر : SETIF 2 UNIVERSITY تاريخ النشر : 2013 عدد الصفحات : 184 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 multilingualism linguistic variables economics value and international business خلاصة : This study seeks to explore multilingualism at work and its contribution to value creation. Starting from the assumption that language and economy are interrelated, the research endeavors to examine linguistic diversity from an economic perspective. Multilingualism was adequately addressed at length by abundant texts coming from linguistics and its sub-fields. Far from it, the study at hand approaches multivariate linguistic skills as a commodity. Apparently, the dissertation will comprise four chapters; two descriptive chapters immediately followed up by a pair of analytical chapters. As for the theoretical part of the dissertation, the two chapters are meant to elaborate, respectively and separately in turn, significant issues and background content for languages -multilingualism restrictively- as a market attribute, and economic force as a determinant of the multilingual market value from the business viewpoint. The practical part of the dissertation combines the two last chapters. The first of these will primarily be concerned with methodological framework for the study, as well as other issues have to do with ethical considerations and the like. Comes as a second chapter of the practical part, chapter four, and the last actually, is assigned to data analysis, interpretations of results and finally findings reporting. The last chapter of the dissertation will be equally nominated to such considerations as recommendations, study implications, and prospective dimensions of the study. As a necessary integrative segment of the overall dissertation, a general conclusion will be provided most likely in an evaluative format of the study and its outstanding merits. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/42 The Market Value of Multilingualism within Multinational Companies : The Case Sahara Well Construction Services (SWCS) [نص مطبوع ] / BEDDIAF Abdelghafour, مؤلف ; Dr. Naouel ABDELLATIF Mami, مدير النشر . - SETIF 2 UNIVERSITY, 2013 . - 184 ; 28*21 + CD.
اللغة : إنكليزي (eng)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي multilingualism linguistic variables economics value and international business خلاصة : This study seeks to explore multilingualism at work and its contribution to value creation. Starting from the assumption that language and economy are interrelated, the research endeavors to examine linguistic diversity from an economic perspective. Multilingualism was adequately addressed at length by abundant texts coming from linguistics and its sub-fields. Far from it, the study at hand approaches multivariate linguistic skills as a commodity. Apparently, the dissertation will comprise four chapters; two descriptive chapters immediately followed up by a pair of analytical chapters. As for the theoretical part of the dissertation, the two chapters are meant to elaborate, respectively and separately in turn, significant issues and background content for languages -multilingualism restrictively- as a market attribute, and economic force as a determinant of the multilingual market value from the business viewpoint. The practical part of the dissertation combines the two last chapters. The first of these will primarily be concerned with methodological framework for the study, as well as other issues have to do with ethical considerations and the like. Comes as a second chapter of the practical part, chapter four, and the last actually, is assigned to data analysis, interpretations of results and finally findings reporting. The last chapter of the dissertation will be equally nominated to such considerations as recommendations, study implications, and prospective dimensions of the study. As a necessary integrative segment of the overall dissertation, a general conclusion will be provided most likely in an evaluative format of the study and its outstanding merits. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/42 نسخ(2)
Call number Media type Location وضع E/02 Thèse salle périodique مستتنى من الاعارة E/86 Thèse salle périodique مستتنى من الاعارة
عنوان : Towards English as Foreign Language Learner Autonomy:Group Work Autentic Tasks and pee Assessement نوع الوثيقة : نص مطبوع مؤلفين : Fatima Douadi, مؤلف ; Dr. Naouel ABDELLATIF Mami, Directeur de thèse ناشر : سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين تاريخ النشر : 2020 عدد الصفحات : 334p Ill. : غلاف كارتوني الأبعاد : 30*21سم الماديات المرافقة : قرص مظغوط 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 EFL learner autonomy- oral authentic tasks- peer assessment- speaking strategy instruction خلاصة : This classroom-oriented research investigated the extent to which speaking strategy instruction, oral authentic group work tasks, and peer assessment could lead in promoting autonomy of second year students of English at B.B.A University. Despite the fact that learner autonomy is gaining momentum as an educational phenomenon and many research has sought to find the effect that each of the above variables could have on learner autonomy, no research has tried to test the influence of the three practices (speaking strategy instruction, oral authentic group work tasks, and peer assessment) together in fostering EFL learner autonomy. Data were collected through two phases of the study, utilizing both quantitative methods (quasi-experimental and questionnaires) and qualitative method (semi-structured interviews). The results showed that lack of understanding of the concept, lack of time, and little belief that students were capable of becoming autonomous in their learning were the main barriers that hindered teachers from incorporating learner autonomy in their teaching. Learners' responses reflected their awareness of their responsibility to enhance language proficiency. The findings of this study will provide teachers and policy makers new prospects to promote EFL learner autonomy in higher educational contexts. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1519 Towards English as Foreign Language Learner Autonomy:Group Work Autentic Tasks and pee Assessement [نص مطبوع ] / Fatima Douadi, مؤلف ; Dr. Naouel ABDELLATIF Mami, Directeur de thèse . - سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين, 2020 . - 334p : غلاف كارتوني ; 30*21سم + قرص مظغوط.
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 EFL learner autonomy- oral authentic tasks- peer assessment- speaking strategy instruction خلاصة : This classroom-oriented research investigated the extent to which speaking strategy instruction, oral authentic group work tasks, and peer assessment could lead in promoting autonomy of second year students of English at B.B.A University. Despite the fact that learner autonomy is gaining momentum as an educational phenomenon and many research has sought to find the effect that each of the above variables could have on learner autonomy, no research has tried to test the influence of the three practices (speaking strategy instruction, oral authentic group work tasks, and peer assessment) together in fostering EFL learner autonomy. Data were collected through two phases of the study, utilizing both quantitative methods (quasi-experimental and questionnaires) and qualitative method (semi-structured interviews). The results showed that lack of understanding of the concept, lack of time, and little belief that students were capable of becoming autonomous in their learning were the main barriers that hindered teachers from incorporating learner autonomy in their teaching. Learners' responses reflected their awareness of their responsibility to enhance language proficiency. The findings of this study will provide teachers and policy makers new prospects to promote EFL learner autonomy in higher educational contexts. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1519 نسخ(1)
Call number Media type Location وضع E/72 Thèse salle périodique مستتنى من الاعارة
عنوان : A Tutoring Course to Enhance English Language Learning Autonomy within the LMD System : Case of First Year Students at the Department of English at Setif-2 University نوع الوثيقة : نص مطبوع مؤلفين : Madiha Senouci, مؤلف ; Dr. Naouel ABDELLATIF Mami, Directeur de thèse ناشر : SETIF 2 UNIVERSITY تاريخ النشر : 2018 عدد الصفحات : 373 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 LMD, tutoring, strategy-based instruction, learning autonomy, EFL learners. خلاصة : Within the License- Master- Doctorate (LMD) system, learning autonomy (LA) is crucial but shaped by English as a foreign language (EFL) teacher and learners' misconceptions that it is synonymous with self-instruction, and that it requires little control from teachers. First year undergraduate EFL learners display a low level of LA. Therefore, this study attempted to investigate the role of a strategy-based instruction (SBI) tutoring course in promoting language LA level with 51 first year undergraduate EFL learners at Mohammed Lamine Debaghine- Sétif 2 University, Algeria. A quasi-experimental design was followed; participants were divided into a control group (n=26) and an experimental group (n=25). Over a period of eleven weeks, the experimental group received an SBI tutoring course adapting a model of Chamot et al. (1999). Qualitative data were gathered from an adapted questionnaire (Tassinari, 2010) as a pre-/posttest and a satisfaction scale; and quantitative data were collected using a post-reflection survey. The obtained data were analyzed with SPSS.22 and document analysis. After the interventional course, the experimental group showed significant improvements in LA in comparison to the control group in the cognitive/metacognitive, action oriented, affective and social aspects. Besides, learners showed positive attitudes towards integrating the intervention to enhance their autonomous learning. This study suggests the incorporation of SBI into EFL classrooms as a pedagogical accompaniment course towards promoting language LA within the LMD system. In addition, the study's SBI tutoring course can help teachers to design tasks and lessons that enable learners to make decisions and be independent. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1325 A Tutoring Course to Enhance English Language Learning Autonomy within the LMD System : Case of First Year Students at the Department of English at Setif-2 University [نص مطبوع ] / Madiha Senouci, مؤلف ; Dr. Naouel ABDELLATIF Mami, Directeur de thèse . - SETIF 2 UNIVERSITY, 2018 . - 373 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 LMD, tutoring, strategy-based instruction, learning autonomy, EFL learners. خلاصة : Within the License- Master- Doctorate (LMD) system, learning autonomy (LA) is crucial but shaped by English as a foreign language (EFL) teacher and learners' misconceptions that it is synonymous with self-instruction, and that it requires little control from teachers. First year undergraduate EFL learners display a low level of LA. Therefore, this study attempted to investigate the role of a strategy-based instruction (SBI) tutoring course in promoting language LA level with 51 first year undergraduate EFL learners at Mohammed Lamine Debaghine- Sétif 2 University, Algeria. A quasi-experimental design was followed; participants were divided into a control group (n=26) and an experimental group (n=25). Over a period of eleven weeks, the experimental group received an SBI tutoring course adapting a model of Chamot et al. (1999). Qualitative data were gathered from an adapted questionnaire (Tassinari, 2010) as a pre-/posttest and a satisfaction scale; and quantitative data were collected using a post-reflection survey. The obtained data were analyzed with SPSS.22 and document analysis. After the interventional course, the experimental group showed significant improvements in LA in comparison to the control group in the cognitive/metacognitive, action oriented, affective and social aspects. Besides, learners showed positive attitudes towards integrating the intervention to enhance their autonomous learning. This study suggests the incorporation of SBI into EFL classrooms as a pedagogical accompaniment course towards promoting language LA within the LMD system. In addition, the study's SBI tutoring course can help teachers to design tasks and lessons that enable learners to make decisions and be independent. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1325 نسخ(1)
Call number Media type Location وضع E/70 Thèse salle périodique مستتنى من الاعارة
