Browsing by Author "Sahki, Toufaha"

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    Students' and teachers' attitudes towards using authentic bimodal subtitled audio visuals for improving EFL student's pronunciation
    (university of Oum El Bouaghi, 2016) Gueroui, Imane; Sahki, Toufaha
    The main concern of the present study is the use of authentic bimodal subtitled audio-visuals in order to improve students' pronunciation in the department of english, university of Oum-El-Bouaghi. Additionally, it tackles the issue of teaching pronunciation and its status among learners and teachers of Phonetics and oral expression and their attitudes towards the use of authentic bimodal subtitled audio-visuals to enhance students' pronunciation. In this context, the strategies of teaching pronunciation vary from one approach to another. In the present study we have focused mainly on the common problems of pronunciation and the use of authentic bimodal subtitled audio-visuals in both oral expression and phonetics courses. It is hypothesized in the study that students' common problems of pronunciation are due to the lack of effective strategies to deal with pronunciation aspects during the phonetics and oral expression classes. The study was conducted with second year students who answered a survey questionnaire about their actual pronunciation level and their attitudes towards using bimodal subtitled audio-visuals in classes. Also, a semi-structured interview is conducted with teachers of phonetics and oral expression at the department of english in order to see how do they deal with pronunciation and the main problems facing them in teaching pronunciation. The study provides a theoretical description of the situation of english pronunciation in EFL classroom, and the use of Subtitled Audio-Visual Materials in Language Teaching in general and in improving learners' pronunciation in particular. The practical part of the study provides an analysis of data collected from the questionnaire and the semi-structured interview administered to both second year students and teachers of phonetics and oral expression. According to the interpreted results, the study confirms the hypothesis of the study that both teachers and learners have positive attitudes towards the use of bimodal authentic audio-visuals in improving learners' pronunciation level. Many ideas and solutions concerning the use of bimodal subtitling during the phonetics and oral expression classes are suggested.
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    Teacher's and student's attitudes towards the effect of group work on impoving student's accurate use of articles
    (university of Oum El Bouaghi, 2016) Boukra, Walid; Sahki, Toufaha
    Learners face many challenges when learning english as a foreign language, especially with its complicated grammar rules. However, teachers try to use various strategies when teaching english grammar in order to help their students to understand and master those rules. The present study aims at investigating the attitudes of the teachers and students towards the application of group work as a teaching/learning strategy to enhance students' use of articles in order to reach grammatical accuracy. We hypothesized that using group work as an alternative technique enhances students' use of articles. In order to test this hypothesis, a descriptive study vides an analysis of data collected from both questionnaires. According to the interpreted results, the results confirmed the stated hypothesis that both teachers and students have positive attitudes towards group-work in improving students' accurate use of articles
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    The Effectiveness of using crossword puzzles as a teaching strategy to anhance students' knowledge of vocabulary
    (university of Oum El Bouaghi, 2016) Tolba, Manel; Sahki, Toufaha
    This research work aims at investigating the effectiveness of Using crossword puzzles as a teaching technique to foster first year english students' knowledge of new foreign vocabularies. As a first step we put forward one main hypothesis, if students learn vocabulary via crossword puzzles, their knowledge of vocabulary will be raised. We believe that vocabulary is something that can be achieved through practice. Students do not wait for their teachers to teach them new words. To achieve such an aim, we relied on two means of research: the teachers' questionnaire and the test. First, the teachers' questionnaire was to collect data about the techniques they use when teaching new words in their lessons and their concerns about the affective side of the learner, whether they incorporate crossword puzzles as a teaching strategy to teach new vocabulary items in their classes. Second, for our study, a pre-test and a post-test were organized. In the pre-test, students were supposed to fill-in themed crossword puzzles with the appropriate word (down and cross). The main aim is to teach students new words, and to see the extent to which students are able to decipher the meaning of the clues, as well as the degree of students' familiarity with them. In the post-test, students were asked to answer the same crossword of the pre-test. In this respect, the goal intended is to see the extent to which students are able to memorize and recall the new acquired words. The result showed that the learners proved to have learnt nearly all the unfamiliar vocabulary items that they have dealt with in the pre-test. Accordingly, it is recommended that puzzles should be incorporated in teaching materials.