Browsing by Author "Aliouche, Nadjiba"
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Item A Comparative descriptive study of the use of english adjectives by EFL male and female students: the case of first year students at the department of english at OEB University(University of Oum El Bouaghi, 2023) Belhabes, Khawla; Aliouche, NadjibaThis dissertation examines the use of English adjectives by male and female EFL (English as a Foreign Language) students, specifically focusing on first-year students at the Department of English at OEB University in Algeria. A comparative descriptive study is conducted using corpus analysis to investigate potential differences in adjective usage between genders. Written paragraphs are collected from a sample of 50 participants, consisting of 25 males and 25 females, and analyzed using TagConc and AntConc software tools. The findings reveal both similarities and differences in adjective usage between male and female students. While both genders demonstrate a shared understanding of adjectives, variations are observed in the frequency and types of the adjectives used. Males display a slightly higher frequency of descriptive and possessive adjectives, while females show a higher frequency of demonstrative, and superlative adjectives. These findings suggest nuanced variations in adjective usage influenced by individual writing styles, preferences, and potential cultural and linguistic influences. The implications of this study include the need for further research in different educational contexts, incorporating qualitative methods to explore underlying reasons for gender differences, investigating instructional interventions, and considering socio-cultural factors that shape gender-related vocabulary use among EFL learners.Item Analyzing Adversative and concessive conjunctions in research articles discussions(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Hadjab, Khaoula; Aliouche, NadjibaA large number of specialists have long advocated research into the inevitability of scientific writing as a fundamental form of writing. Ultimately, earlier research revealed that measuring researchers' writing competency received a lot of attention. Yet, few scholars have looked at adversative and concessive conjunctions as preponderant criteria that might notify both reviewers and readers about the richness and comprehensibility of researchers' scientific writing. As a reason, the proposed study attempts to evaluate if there is a relationship between the aforementioned ideas and the amount to which researchers' written productions are appropriately packed with adversative and concessive conjunctions. In order to achieve these goals, a corpus-based analytical technique was used to examine 30 disscusion sections from Algerian and native scientific research papers. This part has been given preference over other sections of the research since it is an important part for exploring adversativeand concessive conjunctions. Also, it is the place where researchers employ their own writing style to explain and report the propositional findings and results or argue for a viewpoint regarding a particular issue. The researchers' use of adversative and concessive conjunctions was scrutinized using AntConc software. The results obtained from the corpus analysis revealed that Algerian research articles are different from those of native researchers in terms of using adversative and concessive conjunctions. Additionally, these differences have an impact on the writing quality. A variety of pedagogical implications are determined as a result of these findings. The limitations that impeded this research from being more sophisticated and advanced are addressed, and recommendations for future research are proposed.Item Investigating EFL students attitudes towards the use of Duolingo application to strengthen their vocabulary: the case of second year LMD students at Oum El Bouaghi University(University of Oum El Bouaghi, 2023) Aouam, Romaissa; Aggoun, Bouthaina; Aliouche, NadjibaVocabulary is the most important aspect in learning a second language.It enables us to communicate and use the language properly. In order to strengthen it, the use of language applications tools such as Duolingo can provide learners with a funny and interactive way to practice and strengthen their vocabulary. The present study which is descriptive, aims at Investigating EFL Students' attitudes towards the use of Duolingo application to strengthen their vocabulary, the case of Second year students at Larbi Ben M'Hidi University. In order to check this relation, we have hypothesized that students would have positive attitudes towards the use of DLA to strengthen their vocabulary .To carry out this study; a questionnaire of thirty questions was administered hand to hand to Second Year EFL Students at Larbi Ben M'hidi University, Oum El Bouaghi. The sample consists of 70 students. The analysis of the obtained results revealed that students have positive attitudes towards the use of Duolingo Application.Item The Acoustic properties of the central vowel /E/ in CVC context articulated by first year EFL learners at L’Arbi Ben M’hidi University(University Of Oum El Bouaghi, 2019) Mansouri, Romaissa; Djebbar, Nadia; Aliouche, NadjibaVowel sounds play a key role in speech many times. Recently, there is renewed interest in acoustic phonetics that what make the principal objective of this study is to describe and analyze the production of the central vowel /E/. The present inquiry is conducted to set out the acoustic features of the central vowel /E/ which is formant one, formant two and the length. The present piece of research provides a descriptive study where the 18 selected participants are included in the recording process. In a particular concern to answer the raised questions, the first one is asked to answer how the English vowel /E/ pronounced by EFL learners in CEC final syllables of isolated words and within connected speech concerning (a) formant one, (b) formant two and (c) the length. The second question seeks to investigate whether EFL learners pronounce the targeted vowel /E/ as native speakers? For the first question that is raised, the most striking findings show that first year students utter the mid central vowel /E/ in isolated words as well as within connected speech in front and high position in a lengthier period of time compared with natives. More than that, the results of the second question illustrates that EFL learners do not pronounce the mid central vowel /E/ either in isolated words or within connected speech as native speakers. The findings presented in this thesis add to our understanding of the acoustic features of the English vowel /E/ and its importance in EFL context. Throughout this paper,