DSpace :: Browsing by Author "Bouri, Hadj"

Browsing by Author "Bouri, Hadj"

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A comparative descriptive study of the impact of gender on english pronunciation an acoustic study of affricates
(Larbi Ben M’hidi University-Oum El Bouaghi, 2021) Serifegue, Amina; Bouri, Hadj
Sociolinguistics and phonetics are regarded as important branches in the field of the academic writing. This research attempts to provide an experimental evidence whether students pronounce affricates appropriately or no, and whether there is an acoustic difference between both genders /?/ and /?/ voice onset time. A growing body of evidence suggests that gender is correlated with pronunciation. However, previous studies have not dealt with the impact of gender on affricates pronunciation specifically. Of particular concern, this study seeks to answer the following questions: do EFL learners pronounce affricates correctly or do they make mistakes? Does gender affect pronunciation? Is there any difference between males and females voice onset time of affricates? The study is based on 32 Algerian participants; they are third year students of English at LArbi Ben M'hidi University. They are divided into two categories: males and females. In the process of conducting this research, isolated words and words in contexts contain affricates were used to describe students' pronunciation and transcription. All participants were included in these activities, and their pronunciations were recorded. Praat program was used to measure acoustically the recordings, and a statistical analysis of four words was made using SPSS software to examine the significance of the variable gender in pronunciation. Hence, We compared pronunciation of eight students. For the first question, the results indicated that some EFL learners make mistakes when pronouncing /?/ or /?/. For the second and the third questions, gender has an impact on pronunciation, and the comparison showed that the VOT of thr score mean of females is longer than the VOT of score mean of males of /?/ and /?/. On account of these findings, limitations were identified and suggestions for further research were stated.
A Corpus based study on the use of linking adverbials in master dissertations
(University of Oum El Bouaghi, 2018) Khettabi, Nedjma; Bouri, Hadj
This dissertation is concerned with the most important lexical items used by researchers to arrange their ideas; that are linking adverbials. Besides, they used to link semantically between the different parts of a discourse. Thus, this study is made for analyzing the use of these linking devices in literature reviews in the department of English at L'Arbi Ben M'hidi University OEB. A total corpus of 10 master theses was tallied to investigate the most linking adverbials used by graduated students of language sciences stream while writing the literature review section. For the sake of carrying out this research, AntConc, and Excel programs were used. After gathering the data, they were classifying according to Huddleston & Pullum (2002) classification of linking adverbials. The results illustrate that graduate students used some linking devices repeatedly and ignore others. Consequently, this low of proficiency is reflected to the limited vocabulary of most of the students in one hand, and the little importance the teachers give to these lexical elements in another hand. In regard, to the significant role these lexical items play in the writing proficiency; they should be implemented in future curriculum designs.
A Corpus driven comparative analysis of metaphor use in Master dissertations and doctoral thesesincluding the impact of Gender
(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2021) Benboudriou, Rania; Hamlaoui, Fatima Zahra; Bouri, Hadj
Metaphor has received increased attention from many researchers across a number of disciplines in recent years. In contrast to the previous studies which focused on the manual detection of metaphor in speech, this comparative study aims to investigate metaphor use among doctoral and master EFL learners using a semi-automatic method. Sixty master dissertation and twenty doctoral theses written by Algerian students, collected from different Universities websites were examined to measure the amount of metaphor production between males and females and to explore the extent to which learners make use of different types of metaphor. To achieve this goal, a corpus driven analysis was used, the procedure works by selecting a set of focus words in the corpus, searching for collocates sets then looking for the common and shared collocates by comparing the collocates sets of the focus word pairs. Words, which succeed to pass these selection steps, were concordanced and interpreted. The findings revealed that the density of metaphor increases from the master level to the doctoral as well as from males to females. The study exceeds its aims to reveal that the discussed concepts become bigger when moving from Master Dissertations to Doctoral Theses. Also, the terms used to produce Metaphors differ across males and females. This study can be of great importance in the sense that it raises educators’ awareness about the significant role of Metaphor as a powerful tool of conceptualization in learner’s academic writings.
An Acoustic analysis
(university of Oum-El-Bouaghi, 2015) Debah, Meissa; Bouri, Hadj
This research attempts to investigate Voice Onset Time for the voiceless in word-initial plosives [p, t] in O.E.B and Mila, as spoken by 16 EFL students at Larbi Ben M'Hidi University. of a particular concern, this research paper attempts to answer the following question: What are the characteristic of EFL algerian learner's VOT (Voice Onset Time)? Is there any acoustic difference between Mila and OEB 'VOT patterns for voiceless plosives [t, p]? The purpose of this paper is to compare between Mila and OEB' VOT patterns. Participants were sixteen algerian University learners of english at Larbi Ben M'Hidi university. They were divided into 2 groups according to their regional origin equally with 8 in each group. In the process of conducting this research, isolated words were used as a recording test for both groups. Praat program was used to measure the recordings acoustically. Statistical analysis and charts used to examine the significant differences between both groups VOT values. The findings indicate that there is a significant difference for voiceless aspirated stops in the way that Oum-El-Bouaghi vot are longer than those of Mila.
Analysing algerian EFL scientific articles in scopus and algerian scientific journal platform
(Université Oum El Bouaghi, 2021) Hafsi, Meriem; Ouadfel, Samia; Bouri, Hadj
As a result of the technological development over the years, it has become possible for researchers to publish all kinds of information via the internet. Bibliometric methods now form an intrinsic element of the research assessment process, notably in the disciplines of science application. This study aims to conduct a bibliometric analysis of the Algerian EFL scientific articles in Scopus and Algerian Scientific Journal Platform databases. The purpose of this study is to examine the characteristics of the most-cited educational research published on the topic of EFL, and to make a comparison between the two databases using VOSviewer tool. The current study, thus, aims to report a bibliometric analysis of 23 articles on EFL obtained from Scopus and Algerian Scientific Journal Platform databases. To carry out the analysis, a quantitative method was performed for the most used keywords, the most cited countries, the collaborative authors, and the most cited references. According to the results, Scopus revealed (Algeria, E-learning) as the most used keywords; (Algeria) as the most cited country; (Djoudi. M, Zidat. S) as the collaborative authors; (Brantmeier. C; Does Gender Make A Difference?) as the most cited reference. Then, Algerian Scientific Journal Platform revealed (Algerian, EFL) as most used keywords; (Algeria) as the most cited country; (Antir. R) as the collaborative authors; (Alkahtani, S Teaching Esl Reading Using Computers) as the most cited reference. It is assumed that the results obtained would provide the researchers with a general framework in this field. Suggestions for further studies are brought in as a result of the study.
Analysing tense and rhetorical structures in master thesis’ abstracts; a Corpus- Based Study
(University of Oum El Bouaghi, 2018) Khelifi, Nihel; Bouri, Hadj
There is a recognized need for sophisticated pedagogy to come over the problems that encounter EFL students, and enhance their research writing performance. A growing body of evidence suggests the integration of genre analysis pedagogy, and research writing teaching. Most studies in the field of genre-based analysis have only focused on the rhetorical structure as their first aim. This study is exploratory in nature; it set out to discover if post-graduate students made use of the essential rhetorical moves of an abstract, and followed their succession, also it establishes the use of verb tenses, and verb choice along the abstracts. The analysis based on the five-move theory the IPMPrC proposed by Ken Hyland (2002) which was specially designed to examine the rhetorical structure of abstracts of articles. Admittedly, there was an examination of whether the abstracts include the essential moves with their sequential, or not in addition to identify the features that stood in each move; which are the tense, and the verb choice according to Hyland(2004). Evidence is presented which shows that most of post-graduate students did not follow, and include the essential moves, as well neither verb tenses nor verb choice. The result of these investigations suggests that there is a serious need for pedagogy-oriented abstracts, i.e. genre-based pedagogy.
Corpus-based evaluation of syntactic complexity across writing proficiency levels
(University of Oum El Bouaghi, 2018) Zerari, Ouissem; Bouri, Hadj
A growing body of evidence suggests that English foreign language learners' syntactic complexity is largely determined by their writing proficiency level. With respect to EFL learners at L'arbi Ben M'hidi university, no attempts have been made to evaluate their writings syntactically or to establish possible associations between their writing proficiency level and the complexity of the structures they employ as they write in English. Given this gap, this study set out to determine if learners' syntactic complexity varies across different writing proficiency levels. A corpus-based method and a robust computational tool, L2 syntactic complexity analyzer, were used to compute seven syntactic complexity measures for 52 essays. Results showed that syntactic complexity varied significantly between master, third year and second year students; learners at higher grades exhibited more complex syntax than their counterparts at lower grades. The findings also indicated that there was a positive correlation between learners' syntactic complexity and their writing proficiency level. On account of these findings, a number of pedagogical implications were conferred, limitations were discussed and suggestions for future research were identified.
Decoding anti-muslim discourse
(University of Oum El Bouaghi, 2024) Benzouai, Dounia; Bouri, Hadj
This study looks into how American news outlets talked about Muslims during the 2023-2024 Gaza crisis. We used a big collection of news articles to see what patterns emerged and how these stories might contribute to harmful stereotypes. Our research shows that news coverage often focused on the conflict itself, the suffering of civilians, and the role of political forces like Hamas and Israel. But what's really interesting is how these themes were knitted together. We found that conservative news sources often painted a picture of Hamas as a dangerous, monolithic threat, which, in turn, seemed to justify Israel's actions. On the other hand, progressive news sources tended to focus on the humanitarian crisis, showing the catastrophic impact of the conflict on Palestinian civilians and questioning the morality of Israeli tactics. To understand these patterns, we used a tool called critical discourse analysis (CDA) to dig deeper into the language itself. We discovered that things like word choice and sentence structure really matter. For instance, words like "bombardment," "destruction," and "suffering" were frequently used when talking about Gaza, while "terrorist," "militant," and "threat" were often used to describe Hamas. This research shows that we need to be super critical of how the media frames conflict, especially when it comes to topics like Islamophobia. It's crucial for readers to understand that the way stories are told can shape our perceptions and reinforce existing biases. Our research is part of a bigger conversation about how to fight prejudice and build a more inclusive world. We hope this study sparks further research into how media portrays conflict, not just in words, but also in images and videos. It's important to understand how all these forms of media affect our understanding of the world and our ability to build a more peaceful and just future.
Describing an Aacademic collocation list for master literature dissertation’s abstracts
(Université Oum El Bouaghi, 2021) Lemoudaa, Manel; Rekkab, Feriel; Bouri, Hadj
The need of emphasizing collocations has received much interest in the field of EFL teaching learning processes. Several studies have been undertaken to evaluate the use of different types of collocation by native speakers and non-native speakers. Therefore, the current study has three main aims. First, it explores the frequency of collocations used across master literature dissertations abstract section. Second, it investigates what types of collocations used in these dissertations. Third, it examines what grammatical forms are mostly used. To fulfill the purpose of this study, 143 master literature dissertations were randomly selected from five different universities and studied as part of descriptive analytical technique. The randomly selected corpus is analyzed using statistical method including Log-Likelihood (LL). the results, obtained from the qualitative analysis of the corpus, show that EFL learners use of collocations was limited in terms of frequency. Besides that, they used some lexical collocations repeatedly which are (N+N) and (N+Adj) and ignored others. With reference to the constraints that prevented this work from being more extended, a variety of pedagogical implications are presented to teachers, students, and syllabus designers based on these findings.
Designing an english ESP (English for Specific Purposes) syllabus for first year matter sciences at Brothers Mentouri university Constantine
(university of Oum El Bouaghi, 2016) Melouki, Moulay Abderrahmane; Bouri, Hadj
This research is concerned with the teaching of english as a foreign language (EFL). Our ascertainments during the long period we spent in teaching chemistry to graduate students and supervising post-graduate ones in the department of Matter Sciences and likes has led us to wonder whether english teaching in these scientific departments obeys any strategy of predetermined objectives. Accordingly, present study aims at identifying the first-year students' needs in english for specific purposes (ESP) at the department of matter Sciences (MS), Brothers Mentouri university, Constantine (BMUC) with the intention to improve the quality of the teaching/learning situation of english at the faculty by proposing a syllabus for first year matter sciences students. For this purpose, a needs analysis was carried out to determine the students' needs. Data was obtained from questionnaires distributed to both ESP teachers and first year matter sciences students which were analyzed in terms of frequencies, percentages, means or standard deviations. The analysis of data has revealed that first year matter sciences students need to be proficient in the four primary skills: listening, speaking, reading and writing with neat attention given for reading skill in order to study or to get job in the future. Based on the findings of this research, this study indicates that an ESP syllabus, which takes into consideration the students' needs, should be developed at this department of matter sciences in Constantine University. Consequently an attempt to propose a reading english syllabus was made and model unit was proposed. Finally, based on the research findings, last part the thesis displays a set of recommendations and pedagogical proposals.
Examining the use of reporting verbs in Algerian EFL dissertation: a corpus based study
(University of Oum El Bouaghi, 2023) Delhami, Salsabil Ghosn E Touka; Bouri, Hadj
The focus of the current study is on reporting verbs, which are seen to be the most important and challenging aspect of academic writing. In order to report on other people's claims and to give their own evaluations of those claims, authors carefully choose these lexical elements. This study is thus necessary in an effort to understand how these verb types are employed in MA postgraduate and PhD students' literature evaluations. The corpus is made up of ten randomly chosen MA theses and PhD dissertations from both levels. Software called AntConc was used to count RVs. They were then put into Hyland's (2002) classification of RVs.The findings showed that the quantity and kind of RVs utilized by one level differed from those of the other level. What was seen is that MA students employ these lexical units in an unplanned and disorganized manner, in contrast to PhD students who have exploited theme in a very ordered manner. As a result, RVs should be incorporated into instructors' lesson plans and future curricula to ensure that MA postgraduates are aware of how to properly employ these lexical elements.
Gender element in explicit pronunciation classroom : an acoustic study of english vowels /ae/ and /e/
(university of Oum-El-Bouaghi, 2014) Khodja, Khawla; Bouri, Hadj
This research attempts to provide an experimental evidence of whether explicit phonetic Instruction affects EFL algerian learner's accurate level of pronunciation and whether there is acoustic difference between both genders /ae/ and /e/ Formant frequencies. Of particular concern, this research attempts to answer the following question: Does explicit phonetic Instruction, in the primary area of segmental features, affect EFL algerian learner's accuracy pronunciation? Is there any acoustic difference between male and female /ae/ and /e/ Formant frequencies? Participants were twenty algerian university learners of english at Larbi Ben M'Hidi university. They are divided into two groups: experimental group consists of ten subjects divided equally into five females and five males and control group consists of ten participants divided into five females and five males as well. In the process of conducting this research, isolated words used as pre-post recording tests for both groups while Explicit Phonetic Instruction with further practice was the main core of the treatment session. Praat program used to measure acoustically the recordings. However, acoustic chart and statistical analysis used to examine the significance of the treatment on the predictor variable (gender). For the first question, the results indicated that there is a significant difference in the accurate pronunciation of both genders after Explicit Teaching. For the second question, the acoustical analysis showed that EFL algerian female /ae/ and /e/ Formant frequencies were higher than male Formant frequencies.
Hedging in academic writing
(Larbi Ben M’hidi University-Oum El Bouaghi, 2021) Agabi, Ansar; Ferkani, Meriem; Bouri, Hadj
Academic writing has received a lot of attention in previous decades from scholarsandresearchers from all over the world. The recent studies of hedging in academic writing have argued for its inclusion in EAP syllabi, but they haven't worked from a common understanding of the concept. This study examines and assesses some of the many definitionsand conceptions of the term hedge in the literature. Especially given the fact that hedges areused in Academic writing. To narrow the scope, the main goal is to conduct a detailed analysis of the usage of hedge lists in the concluding sections of academic writing in terms of frequency and effects on genders. To fulfill the goals, a corpus-based study was conducted. As a result, 60 concluding sections divided from the Anglo-American Studies and the Didactics of English Language, both of them were selected from the Algerian Platform national website.The results show that modal auxiliaries were the most frequently used hedging lists in the corpus, whereas nouns were used the least. These findings suggest that curriculum designers, teachers and students should make an effort to familiarize themselves with hedging lists and show their importance in academic writing.
Incorporating social skills into the secondary school textbook " Getting Through"
(university of Oum-El-Bouaghi, 2014) Addad, Samira; Bouri, Hadj
Many secondary school students are learning academic language but have little opportunities to experience social language. Thus, their social interactions are always impeded. Accordingly,english language learners may need to be taught how to communicate appropriately in specific social situations, and they need to understand nonverbal language to enhance their social competence. Consequently, this study gives more consideration to the social language skills and their place in the Algerian EFL classrooms. The place of the social skills in the secondary school textbook is also examined. Basically, a questionnaire has been directed to teachers to seek out whether those social elements were adequately included in the textbook. The questionnaire was analyzed using the SPSS program on the basis of Alpha Cronbach Coefficient; thereby the validity of the questionnaire is proved. The results obtained showed that the social skills are neglected, and revealed that some teachers are not aware about those skills. As for learners, teachers' claims indicate that they have the ability to practice some of those skills. To give consistency to those claims, a set of social tasks have been applied inside the EFL classroom. The tasks have been examined through a classroom observation. This latter reveals the fact that secondary school students need more practice to enhance their social skills.
Investigating student's attitudes towards dictionary use
(university of Oum-El-Bouaghi, 2015) Zaimi, Ouissal; Bouri, Hadj
The aim of this study is to investigate third year students' attitudes towards dictionary use at the department of english, at Larbi Ben M'Hidi university, Oum-El-Bouaghi. It aims to describe how dictionaries are used among third year students, in terms of what type they mostly use, for what purpose and for what kind of task they mostly use a dictionary. Likewise, it sheds light on dictionary use in the department to raise awareness about dictionaries as an important learning tool, and to give insight to teachers about students' preferences and attitudes towards dictionaries. A questionnaire was designed to serve this purpose. The aim of the questionnaire was; first, to know students' choices and preferences concerning dictionary use, second, to further understand the reasons behind those choices and preferences. The results reveal that monolingual electronic dictionaries are the most favored and used types of dictionaries among third year students. Also, students most check the meaning, pronunciation and spelling of a word. In addition, they mostly use a monolingual dictionary for reading tasks. Furthermore, students mainly choose the type of dictionary that most fits their learning styles, the type that is more easy to use, and the type that provides them with the information they need and can remember. The results of this study shed light on dictionary use in the department of english, so that both teachers and students take it into consideration in their future dictionary use.
Investigating teachers' and students' attitudes toward the effect of problem based learning on stimulating EFL learners intrinsic motivation
(university of Oum-El-Bouaghi, 2016) Medjmedj, Zohra; Bouri, Hadj
The present study investigates problem-based learning method and its effectiveness in enhancing EFL learners' intrinsic motivation. Two questionnaires have been administered; one to 19 teachers at the english department, L'arbi Ben M'Hidi university, Oum-El-Bouaghi, and one to 74 master students. An attitudinal questionnaire has been designed to draw teachers' attitudes towards the effectiveness of problem-based learning method in enhancing learners' intrinsic motivation. The results show that EFL teachers as well as master students do not hold favorable attitudes towards problem-based learning method as an instructional method and its effectiveness in making students more engaged and enjoying their learning. The results show that a better part of teachers do not adopt problem- based learning.
Investigating teachers' attitudes towards e-learning in the english departement at Larbi Ben M'Hidi university
(university of Oum-El-Bouaghi, 2015) Kebaili, Hibat-El-Rahmene; Bouri, Hadj
This study shows that E-learning as a new method in the EFL contexts has made radical changes in the learning as well as the teaching processes. The world wide web has entered the educational field and become its new pedagogical implementation. As a matter of fact, algerian EFL contexts still far away from using the web-based approach in its educational systems especially at the university level. This research attempts to investigate Algerian EFL teachers' perceptions of using E-learning method besides the face to face classroom. In order to carry out this study three main hypotheses are formulated. The first hypothesis claims that Algerian EFL teachers would show an awareness about online platform in their university, its principles and techniques , while the second demonstrates that they are already using it. The third hypothesis states that Algeria EFL teachers have a positive attitudes towards the position of E-learning platform in their university. In order to examine these three o hypotheses, a questionnaire was administered to teachers. The results gained from the teachers' questionnaire partially confirm the first hypothesis, in the sense that 70%of the teachers showed a consciousness about online platform and stated that they are using it as mean to deliver online courses. While 30% of them appeared far away from applying this method .On the other hand, the third hypothesis is rejected since almost all of the teachers are not satisfied about online learning reality in the algerian context.
Investigating the effects of single sex schooling on students’ academic outcomes
(University of Oum El Bouaghi, 2018) Chenafi, Djalal; Bouri, Hadj
During the recent decades, the link between students' academic outcomes and the type of the school they attend has been at the centre of much attention throughout the world; on account of the growing body of evidence that suggests a positive influence of single sex instruction on students' educational outcomes in comparison with coeducation's. So far there has been little agreement within the scientific community about the suitability of coeducation as an excellent substitute to single sex schooling, as well as its competence to address students' different needs. Accordingly, our study sought to confirm previous findings and contribute additional evidence that ascertain the effectiveness of single gender schools in enhancing students' academic outcomes; likewise to shed a contemporary light on the issue of mixed gender education together with its impact on students in Algeria. For this reason, a quantitative approach was used to survey teachers' perspectives concerning the effects of both types of schooling on the educational outcomes of students via questionnaires; which were basically administered to teachers of two middle schools in Medea. The findings hence, indicated that there was a strong and positive relationship between same gender education and the promotion of females' academic outcomes in particular (p = .015); equally displayed the determent effects of mixed gender education on students of both sexes. This study should be therefore of value to practitioners wishing to investigate such a topic.
Keyness analysis at part of speech level
(Université Oum El Bouaghi, 2021) Boukernine, Hadjer; Bouri, Hadj
Recently, academic writing in especial has got a lot of scholarly interest. Even though there is a flourishing field of investigation focused on academic writing, no studies have utilized a keyness method to analyze learners' grammatical categories usage. Along with these studies and because of the lack of employing keyness analysis, the current corpus-based study aimed from one side to examine samples of 52 civilization master thesis abstracts from 2014 to 2019. From the other side, it attempted to identify the significant differences in the use of grammatical categories among females and males in comparison to the Brown and LOB corpus. The linguistic characteristics that need special attention are highlighted through keyness analysis at the part-of-speech level. It displays the grammatical categories that unusually appear frequently or infrequently in the writings of English learners (Lin, 2015). Significant statistical method including LogLikelihood (LL) was used to calculate statistics of keyword frequency lists in their tagged form for the research. The findings of the quantitative analysis of Corpus indicate, despite the variations in frequency noted between the genders, that most post-graduate students overuse all grammatical categories. The findings of this investigation show that field-specific academic keyword lists are necessary for English foreign language students who want to improve their academic writing skills. This type of research helps students to be aware of the various part of speech (POS) categorizations, particularly those that correspond to academic writing
Lexical collocation productivity of Algerian english foreign language students in their dissertations: a comparative descriptive corpus based study of general conclusion sections of master and doctorate dissertations
(University of Oum El Bouaghi, 2023) Ananna, Aya; Robai, Yahya; Bouri, Hadj
This dissertation explores the lexical collocation productivity of Algerian EFL college students. The study seeks to provide a comprehensive understanding of patterns and dispositions inside the use of collocations and to explore to what extent Algerian EFL students successfully employ lexical collocations, mainly within the concluding chapter in their academic papers. Furthermore, the study investigates whether there are any statistical significant differences between MA and Doctorate students in terms of employing collocations in their written productions; it aims to uncover any versions in collocation productivity primarily based on academic degree. The research utilizes a comparative descriptive corpus approach; it studies vast series of MA and Doctorate dissertation thesis concluding sections produced by Algerian EFL college students. There is a recognized need for quantitative method. To entails the extraction of collocations and their frequency of incidence, and to observe the lexical collocation types in the students' writings, that students use very often. Moreover, the Antconc and TagAnt plus Microsoft Excel office and SPSS softwares are chosen to be used. The findings of the study shed light on the lexical collocation productivity of Algerian EFL college students and spotlight capacity areas of development in their academic writing. The analysis reveals variations in collocational patterns among MA and Doctorate students, indicating developmental adjustments in collocational competence across academic levels. To sum up, This study contributes to the field of EFL training and educational writing through presenting precious insights into the collocational competence of Algerian EFL students. On the other hand, it improves our expertise of the demanding situations they face in generating cohesive and coherent educational writing. The findings can tell that curriculum layout, pedagogical practices, and writing support initiatives enhance the collocational proficiency of Algerian EFL students of their dissertation writings.

Browsing by Author "Bouri, Hadj"

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