تفصيل المؤلف
مؤلف Prof. Sad KESKES |
الوثائق الموجودة المؤلفة من طرف المؤلف (2)
Affiner la rechercheEvaluation of Culture-Based Contents of Algerian English Foreign Language Classroom in Relation to Teachers, Learners, and Textbooks: The Case of Setif Secondary schools / Mouloud Ait Aissa
عنوان : Evaluation of Culture-Based Contents of Algerian English Foreign Language Classroom in Relation to Teachers, Learners, and Textbooks: The Case of Setif Secondary schools نوع الوثيقة : نص مطبوع مؤلفين : Mouloud Ait Aissa, مؤلف ; Prof. Sad KESKES, Directeur de thèse ناشر : University Sétif2 تاريخ النشر : 2016 عدد الصفحات : 531 ص Ill. : غلاف كرتوني الأبعاد : 21*28 سم الماديات المرافقة : قرص مضغوط CD اللغة : Anglais moyen (ca.1100-1500) (enm) لغة اصلية : Anglais moyen (ca.1100-1500) (enm) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي : big "C" culture, small "c" culture, target cultures, source culture خلاصة : The present study is concerned with the evaluation of the culture-based contents in the Algerian EFL secondary school levels in relation to teachers, learners, and textbooks. More specifically, focus is paid to the types of culture (big "C" and small "c" cultures) and categories of culture (target cultures and non-target cultures). The overall aim of the study is threefold; to comprehend teachers' opinions towards culture teaching, to assess learners' knowledge to culture, and to explore the distribution of types and categories of culture in the three in-use EFL textbooks. The study is conducted through qualitative and quantitative approaches. It is made up of three surveys in which each one is concerned with one classroom element. The research samples are 60 EFL teachers, 120 EFL learners, and the three in-use EFL textbooks. A questionnaire's survey is done with EFL teachers, a compilation of questionnaire and culture-based test survey is conducted with EFL learners and a content analysis survey is dealt with the three in-use textbooks "At the Crossroads", "Getting Through" and "New Prospects". The main results show that the culture-based contents in EFL classroom do not help learners to communicate in intercultural communication situations. In particular, the study reveals that teachers focus more on the linguistic competence than culture competence, learners score better in big "C" themes than small "c" themes and textbooks are overloaded with big "C" themes than small "c" themes. On the basis of the findings, recommendations are suggested to the EFL teachers, EFL learners, textbooks writers, syllabus designers, and curricula developers to remedy the deficiencies. Finally, a number of trends for future research are highlighted. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/669 Evaluation of Culture-Based Contents of Algerian English Foreign Language Classroom in Relation to Teachers, Learners, and Textbooks: The Case of Setif Secondary schools [نص مطبوع ] / Mouloud Ait Aissa, مؤلف ; Prof. Sad KESKES, Directeur de thèse . - University Sétif2, 2016 . - 531 ص : غلاف كرتوني ; 21*28 سم + قرص مضغوط CD.
اللغة : Anglais moyen (ca.1100-1500) (enm) لغة اصلية : Anglais moyen (ca.1100-1500) (enm)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي : big "C" culture, small "c" culture, target cultures, source culture خلاصة : The present study is concerned with the evaluation of the culture-based contents in the Algerian EFL secondary school levels in relation to teachers, learners, and textbooks. More specifically, focus is paid to the types of culture (big "C" and small "c" cultures) and categories of culture (target cultures and non-target cultures). The overall aim of the study is threefold; to comprehend teachers' opinions towards culture teaching, to assess learners' knowledge to culture, and to explore the distribution of types and categories of culture in the three in-use EFL textbooks. The study is conducted through qualitative and quantitative approaches. It is made up of three surveys in which each one is concerned with one classroom element. The research samples are 60 EFL teachers, 120 EFL learners, and the three in-use EFL textbooks. A questionnaire's survey is done with EFL teachers, a compilation of questionnaire and culture-based test survey is conducted with EFL learners and a content analysis survey is dealt with the three in-use textbooks "At the Crossroads", "Getting Through" and "New Prospects". The main results show that the culture-based contents in EFL classroom do not help learners to communicate in intercultural communication situations. In particular, the study reveals that teachers focus more on the linguistic competence than culture competence, learners score better in big "C" themes than small "c" themes and textbooks are overloaded with big "C" themes than small "c" themes. On the basis of the findings, recommendations are suggested to the EFL teachers, EFL learners, textbooks writers, syllabus designers, and curricula developers to remedy the deficiencies. Finally, a number of trends for future research are highlighted. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/669 نسخ(2)
Call number Media type Location وضع E/49 Thèse salle périodique مستتنى من الاعارة E/98 Thèse salle périodique مستتنى من الاعارة
عنوان : A Need Assessment for the Design of AStyllabus for Vocational Purposes: A case study of the employees of Samha company : (SAMSUNG HOME APPLIANCE, SETIF) نوع الوثيقة : نص مطبوع مؤلفين : Hamza TEBBANI, مؤلف ; Prof. Sad KESKES, مؤلف عدد الصفحات : 170 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 ESP and BE needs analysis and syllabus design. خلاصة : With the advent of language training providers, running courses within workplaces has emerged as a surrogate for the conventional modus operandi of offering courses within the educational institutes. In quest of this issue, the study under scrutiny attempts to delve into the motives behind the training held by IN-tuition within SAMHA company. In doing so, a focus group interview and two questionnaires (one for SAMHA student employees and one for IN-tuition trainers) have been deployed as data collection instruments in order to substantiate the upshots. As a matter of fact, this exploratory case study hinged on a wide-ranging theoretical framework related to business English and needs analysis to pinpoint the necessities, wants and lacks of SAMHA student employees. Thus, to put a new spin on the investigation, the standpoints of the trainers and trainees as to the training were taken into consideration and compared in a bid to gauge the fruitfulness of the training. Actually, the main upshots emanated from the questionnaires displayed divergent and convergent insights. On the one hand, a preference from the part of trainees to enhance an amalgam of general and business English besides the written and spoken communication skills, but with more emphasis on writing and speaking. On the other, despite the coverage of all these within the training, what impeded the teaching circumstances was the wide ability range within the same group and the heterogeneity of the elements within it. Ultimately, to amend the teaching/learning situation, the study afforded some guidelines that pertain to the design of a task-based syllabus for vocational purposes. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/43 A Need Assessment for the Design of AStyllabus for Vocational Purposes: A case study of the employees of Samha company : (SAMSUNG HOME APPLIANCE, SETIF) [نص مطبوع ] / Hamza TEBBANI, مؤلف ; Prof. Sad KESKES, مؤلف . - [s.d.] . - 170 ; 28*21 + CD.
اللغة : إنكليزي (eng)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي ESP and BE needs analysis and syllabus design. خلاصة : With the advent of language training providers, running courses within workplaces has emerged as a surrogate for the conventional modus operandi of offering courses within the educational institutes. In quest of this issue, the study under scrutiny attempts to delve into the motives behind the training held by IN-tuition within SAMHA company. In doing so, a focus group interview and two questionnaires (one for SAMHA student employees and one for IN-tuition trainers) have been deployed as data collection instruments in order to substantiate the upshots. As a matter of fact, this exploratory case study hinged on a wide-ranging theoretical framework related to business English and needs analysis to pinpoint the necessities, wants and lacks of SAMHA student employees. Thus, to put a new spin on the investigation, the standpoints of the trainers and trainees as to the training were taken into consideration and compared in a bid to gauge the fruitfulness of the training. Actually, the main upshots emanated from the questionnaires displayed divergent and convergent insights. On the one hand, a preference from the part of trainees to enhance an amalgam of general and business English besides the written and spoken communication skills, but with more emphasis on writing and speaking. On the other, despite the coverage of all these within the training, what impeded the teaching circumstances was the wide ability range within the same group and the heterogeneity of the elements within it. Ultimately, to amend the teaching/learning situation, the study afforded some guidelines that pertain to the design of a task-based syllabus for vocational purposes. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/setif2/43 نسخ(3)
Call number Media type Location وضع E/01 Thèse salle périodique مستتنى من الاعارة E/104 Thèse salle périodique مستتنى من الاعارة E/93 Thèse salle périodique مستتنى من الاعارة
