قسم اللغة الإنجليزية

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Examining the impact of chatspeak on english students' academic writing
(university of Oum-El-Bouaghi, 2013) Sabri, Nassima; Arrouf, Samira
Cette étude a examine I 'impact de chatspeak sur l'écriture académique des étudiants de première année Master linguistique appliquée. L'objectif était de déterminer si ces étudiants utilisent des caractéristiques de chatspeak dans leur écriture académique en anglais. Les vingt-huit participants, ont remplis les questionnaires a partir de laquelle leur utilisation des chatrooms et les caractéristiques de chatspeak ils utilisent auraient détermine; ainsi que leur perception de l'anglais utilise dans les chatrooms et a l'influence qu'elle a sur leur écriture académique. En plus, leur textes d'examen ont été examines pour les caractéristiques suivantes de discussion parler: fautes d'orthographe, mauvaise corrélation entre verbe auxiliaire et principale; l'utilisation de raccourcis (abréviation, écrit rebus, sigles et initiâtes) et l'utilisation de contractions et des phrases courtes. Les questionnaires ont indique que ces étudiants sont des fervents utilisateurs des forums de discussion. Tous les participants ont déclare utiliser des fonctionnalités de chatspeak, on discute, et plus de m moitie ont indique qu'ils n'utilisent pas chatspeak dans leur écriture académique. Malgré cela, un certain nombre de caractéristiques chatspeak étaient bien présents dans les textes, ce qui indique que chatspeak eu un certain impact sur leurs écrite. De même, certaines autres caractéristiques de chatspeak rarement eu lieu dans le travail écrit des élaves, ce qui pourrait indiquer que les étudiants sont capables d'évaluer quand il est et n'est pas approprie d'utiliser une certaine variété de Langue. Cela dit, pas toutes les caractéristiques atypiques de leur anglais écrit/-pourrait, cependant, être nécessairement attribuée a l'influence de chatspeak, plus précisément l'orthographe et les erreurs de discours aurait pu se produire dans l'anglais écrit des élèves d'avant l'invention des chatrooms
Media and the arab spring
(university of Oum-El-Bouaghi, 2013) Cherirou, Messaouda; Filali, Bilel
In December 2010, the self-immolation of atunisian fruit seller fueled what has come to be known as the arab spring. This term stands for the series of protests that has shaken the existence of the ruling regimes across the arab world mainly the MENA (Middle East and North Africa) region. Moreover, the recent years are also characterised by an extraordinary development and advance in ICT therefore in media technologies. For that reason, this dissertation aims to achieve three essential goals. First of all, it tries to figure out the different reasons and results of the arab spring in general and the egyptian Revolution in particular. Second, it also aims at answering the question: what is the role of media in sparking the arab Awakening? Finally and most importantly, this dissertation examines as well as compares and contrasts the coverage of the Facebook Revolution by the popular channels in the world which are aljazeera and CNN to find out in the end that each one's reporting is different from the other since they represent two contradictory views (Arabs vs. Westerners).
Views about the effects of immediate instruction oral classes
(university of Oum-El-Bouaghi, 2013) Hassouna, Amel; Chaira, Farid
The present dissertation is composed of two chapters. The first chapter is a literature review related to feedback and motivation in language learning and teaching. It isdivided into two parts the first is about the concept of feedback in language learningand teaching, and the second part is about motivation in language teaching. This research seeks to find out whether immediate instructive feedback affects studentsmotivation to speak english. Besides, it aims at probing the extent to which teachersare aware of the possible effects that instructive feedback may have on students’ motivation in oral work. We hypothesize that when teachers provide students with confirmation to their correct answers followed by extra information, students’ motivation will last for a long time. In order to test the validity of the hypothesis, two questionnaires are carried out. One is filled in by sixty second year english students at the department of english at the university of Larbi Ben M'Hidi in Oum-El-Bouaghi. The data allowed us to evaluate the importance of immediate instructive feedback on sustaining students’ motivation. Moreover, the questionnaire designed to teachers allowed us to gauge the degree of teachers’ awareness on the issue.
Investigating the efficacy of using songs lyrics and music on the learners acquisitions' of new vocabulary in oral expression
(university of Oum-El-Bouaghi, 2013) Grazza, Hanane; Khaldi, Hafida
For language educators and practitioners, how to effectively teach english vocabulary to learners has long been a crucial concern issue.Students' interest might be regarded as the most essential element to be taken into account for achieving a more successful teaching and learning of english. unfortunately, creating an enjoyable learning is a challenge for teachers. One way to raise the students' interest is by using songs, which will consequently promote learning english. Accordingly, the objective of this study was to analyze the implementation of the use of songs for teaching vocabulary to first year university students.It was also an attempt to investigate the students' response toward the use of songs in teaching and learning process. A control group and an experimental one were selected to be the subjects of this study. The data were obtained through conducting a quasi-experimental study. Then, they were analyzed and reported descriptively. The results of the study reveal that songs can be used effectively to improve students' english vocabulary through several ways. First, songs are used as warming up activities. Second, songs should be presented repeatedly. Third, the teacher should do follow up activities such as giving vocabulary quizzes orally. The study also showed that the majority of students were interested in learning english vocabulary through songs. These results indicate that, by using songs, the students tend to be more active in the teaching and learning process especially when it comes to the acquisition of new vocabulary.
Transfer of adjective usage from standard arabic to english
(university of Oum-El-Bouaghi, 2013) Saadi, Samah; Boulmaiz, Djallel
This research aims at investigating the reality of the phenomenon of transfer of adjective usage from standard arabic to english by algerian university learners who study English as a foreign language. For the purpose of examining our hypothesis, a test is given to twenty two students belonging to first year LMD students at the English Department, Larbi Ben M’Hidi university, Oum-El-Bouaghi. The analysis of students’ answers shows that Algerian learners transfer from Standard arabic and french. Whereas positive transfer is related to french, negative transfer is traceable to Standard Arabic more than French.hence, this research confirms our hypothesis. However, transfer from standard arabic (interlingual transfer) is not the only source of Algerian students’ errors since some errors are related to French and others are related to the target language itself (intralingual transfer). Thus, Algerian learners rely on Standard Arabic, in addition to French, knowledge in order to acquire an understanding of English adjective usage and, as a result, transfer phenomenon takes place.
Cultural imperialism on algerian middle school
(university of Oum-El-Bouaghi, 2013) Adnane, Rahma; Brahmi, Halima
One significant role of contemporary education and schooling is spreading the cultural aspects of any society. With this in mind, the paper's aim is to investigate whether the algerian curriculum of english language expose young generation to values and believes that help them in the process of building their national /local identity western culture. Or on contrary, it promotes for the Western culture. The data for the study comes from the core curriculum of algerian public schooling (first, second, third and four years levels). The study uses critical discourse analysis as methodological tool for the sake of examining both texts and images, with the belief that the images are not less significant than texts in influencing students' identities. The research endeavors that the curriculum of the english language in the algerian middle schools does not reflect the algerian culture. However, it effectively promote for cultural values and patterns that are linked mostly to the british and the american societies. This is what makes it clear that there is a cultural imperialism.
Enchancing learners' grammatical accuracy through learner autonomy
(university of Oum-El-Bouaghi, 2013) Berhail, Hiba; Merrouche, Sarah
The present study is conducted to investigate the impact of implementing learner autonomy in grammar learning on the grammatical accuracy of EFL first-year students at Larbi Ben M'Hidi university, Oum-El-Bouaghi. To fulfil the purpose of this study, a quasi-experimental research design was conducted. Two pre-existing groups of learners were randomly assigned as experimental and control groups. Taking the english adverbials as the targets of this study, the two groups were pre-tested through two tasks: an adverb placement task and a grammaticality judgment task. Then, the experimental group learned grammar in an autonomous mode which involved self-access, reflection and self-assessment, while subjects in the control group studied grammar in the conventional way. After the treatment period, a post-test was administered for the two groups to measure their improvement. The analysis of data led to two main results. The paired-samples t-test showed that the autonomous learning of the target structures does highly affect the grammatical accuracy of the students. However, the independent-samples t-test indicated that the autonomous learning is not more effective than the conventional way of teaching in enhancing the students' grammatical accuracy. Hence, the hypothesis of the study was rejected in the sense that the autonomous learning was not proved to be significantly more effective than the conventional way of teaching grammar, though significantly effective in raising the students' grammatical accuracy.
The Use of written corrective feedback to help students avoid spelling errors
(2013) Meziani, Wafa; Zaidi, Khadidja
Considerable attention has been given to written corrective feedback in second language writing over the past several decades. One of the central questions has focused on the appropriateness of its use in second language writing. The value of such feedback in second language writing has been debated in the literature for many years. Therefore, theorists have attempted to answer many questions related to its' usefulness in second language writing. The main focus of this research is to explore the effect of using written corrective feedback on improving students' spelling achievement. The aim of this work is to identify students' and teachers' attitudes about the effect of using written corrective feedback on students' spelling errors. It was hypothesized that written corrective feedback helps students to avoid their spelling errors and hence improve their writing skill. In this research two questionnaires are administrated; one for teachers and another for students to have a clearer image about their perspectives towards the theme under study. The identification of Students' attitudes is helpful for teachers, in the sense that it guides them in the process of giving any type of feedback. The discussion of the results demonstrates that teachers' written corrective feedback has a positive effect on students' spelling errors.
The role of gender and language learning startegies in english learning
(2013) Laib, Nesrine; Bouri, Hadj
The present dissertation aims at investigating the language learning strategies used by male and female learners of english as a foreign language. It is an attempt to see the amount and domain differences in strategy use among learners, and to reveal the link between strategy use and language (i.e. the writing and speaking skills) achievement. As well as, it tries to find out the difference in strategy use between genders and its impact on their achievement in english. 60 (30 male and 30 female) randomly chosen students from Larbi Ben M'Hidi university, Oum-El-Bouaghi participated in the study. At the time of the study, all the participants were at the same educational level, first year, and from different groups. The data were gathered first through an Arabic translated version of strategy inventory for language learning of oxford (1990), then via a collection of learners' biannual examination scores in the modules of "written expression" and "oral expression". The research findings were mainly analyzed by descriptive statistics, independent sample t-tests and ANOVA tests. The findings of the study revealed that, though males and females are almost alike in the use of some strategies, they differ significantly in the language learning strategies overall use, i.e. in terms of language learning strategies type and extent of their uses, females surpassed males. Moreover, the study shed light on the relation between gender, language learning strategies and language achievement. It seemed that females were advantageous than males in language learning, as well as surpassed them in the amount of strategies use; the more strategies were used and varied in accordance with one's needs and the target language task requirements, the best language achievement we got.
Teachers' and learners' attitudes towards the use of rewards to motivate
(university of Oum-El-Bouaghi, 2013) Ghougal, Halima; Boulmaiz, Djallel
Writing in a foreign language is one of the most difficult and complex tasks for language learners. It is a complicated skill that requires great effort and practice by the learner and needs specific strategies by the teacher to achieve an acceptable level of it. Because of this complexity, many students find many difficulties and make a great deal of different types of errors to produce pieces of writing. The present study aims at showing the effectiveness of the use of rewards to motivate learners in order to avoid spelling errors and enhance their writing abilities. In other words, the aim is to investigate whether students’ spelling errors will be minimized and their writing skill will be improved when they are motivated by rewards or not. This study consists of two chapters. The first chapter is related to the literature review. It consists of two sections. The first section examines motivation and the different strategies used by the teacher to motivate their learners specifically rewarding The second section is an overview about errors in general and spelling errors in particular. The second chapter is the practical part in which we analyze, interpret, and discuss the results. It is by the means of two questionnaires given to both teachers and learners in the department of english at Larbi Ben M’Hidi university that we investigated the hypothesis of whether motivating learners via rewards will help them to avoid spelling errors and improve their writing skill. The findings and the results obtained from this study support that rewards have an effective role in motivating learners to avoid spelling errors and enhance their writing abilities.
Investigating the effect of trannslating key words from L2 (Second Languge) into L I on learners' comprehension of linguistic concepts
(university of Oum-El-Bouaghi, 2013) Houni, Imene; Arrouf, Samira
The debate over whether english language classes should include or exclude students’ native language has been a contentious issue for a long time (Brown, 2000, p195), but as of yet the research findings have not been entirely persuasive either way. The support for an english only policy has been declining recently and some researchers and teachers have begun to advocate a more bilingual approach to teaching, which would incorporate the students’ L1 as a learning tool. Inspired by these views and driven by our own interest, we decided to carry out a study that investigates the role of translation from L2 into L1 on the learners’comprehension of the linguistic concepts. Our study employed a quasi-experimental design involving a pre-test, a treatment and an immediate post-test. At the beginning of our experiment, the experimental and the control groups were pre-tested to prove their homogeneity. During both sessions of treatment, the control group was taught traditionally while the experimental group was provided with linguistic translated key terms into their L1 and at the end of each session subjects were tested so that their progress during the period of treatment will be followed. Then, both groups were post-tested so that their results will be compared. Our results indicate that providing learners in linguistics classes with translated key words into their L1 or teaching them traditionally lead them to develop a better understanding of the module. It can be said then that the english-only policy is sufficient for students to achieve a better understanding of the linguistic concepts and linguistics as a whole.
Group work as a motivational factor in enhancing students' speaking skill
(university of Oum-El-Bouaghi, 2013) Bouhlassi, Mouna; Arrouf, Samir
The teaching of foreign language by its very nature is an interactive process. Speaking, on the other hand, is considered as the major skill to be developed for the learning of any foreign or second language. The present study aims at examining the motivational effect of using group work in teaching speaking to third year LMD students of english as a foreign language at the department of english, university of Oum-El-Bouaghi. We hypothesised that group work enhances students' motivation to speak. The present study attempts to look for a correlation between two variables group work as a teaching technique and its role in enhancing students' motivation to speak. The descriptive method has been adopted through the use of two
Anti amercanism in the arab world
(university of Oum-El-Bouaghi, 2013) Bouakez, Rahima; Filali, Bilel
Anti-americanism in the arab world can be understood only if one can trace its real roots. This research attempts to evaluate and explain the truth behind Arabs resentments towards the U.S. According to different participants, this phenomenon exists in the arab world at a high degree because of the Palestinian issue. arabs resents America for its foreign policy, its support to Israel, Its interventionism in the arab’s internal affairs, its imperialism. Though this dissertation aims to examine the nature of relation between America and arabs, it goes on to explain how this relation has been worsened because of the close relation between the U.S. and israel.more, this dissertation aims to clarify the main reason of arabs hatred and resentment towards America. America unconditional military support to Israel, Its silence towards the peace plan, Its push to Zionists to conquer new arab territories, all these issues have worsened the American image in the arab world. It justifies american position towards Israel whom it claimed that its security is an american responsibility. The work spots light on Algeria among all arab states as a case study precisely from 1962- 1972, to explain the algerian high resentment towards America. This work ends by suggestions in order to decrease this phenomen for the coming studies.
Guantanamo and the policy of Barak Obama 2009-2013
(university of Oum-El-Bouaghi, 2013) Tabet, Khaoula; Maameri, Fatima
Ce Mémoire jette la lumière sur la vérité derrière Guantanamo comme un camp de détention et les questions de ses méthodes d'interrogatoire. Aujourd'hui, Guantanamo est un "trou noir" et une honte à déformer les idéaux fondateurs de l'Amérique comme le pays de la liberté et de la justice. Ce travail de recherche vise à retracer l'histoire de Guantanamo à partir de 1903 quand il a été utilisé pour les réfugiés de l'immobilier et les immigrants illégaux à sa transformation en un camp de détention de terroristes présumés d'Al-Qaïda. Au nom de la "guerre contre le terrorisme", l'administration de Bush a fait empirer les choses en abusant les droits de l'homme des détenus. Cela a causé beaucoup de dommages à la réputation américaine et de la critique et l'indignation des organisations de droits de l'homme qui demandaient sa fermeture généré. Bien que son successeur Barack Obama s'est engagé pendant la campagne pour l'élection présidentielle de 2008 pour la fermeture de Guantanamo et a publié un décret en ce sens dans l'année suivant son élection, le camp est toujours ouverte. En insistant sur le cas de Mohammed Al Qahtani, un membre éminent de l'organisation Al-Qaïda, cette thèse examine les méthodes d'interrogatoire de Guantanamo et conclut à sa fermeture urgente. La fermeture de ce camp de détention pourrait apaiser les tensions avec de nombreux pays à travers le monde et d'améliorer l'image des Etats-Unis, et pourtant, les détracteurs républicains de Barack Obama s'opposent à sa décision au motif que cela mettrait en péril la sécurité de l'Amérique. Par conséquent, cette thèse soutient que l'Amérique n'a pas s'abstenir d'utiliser tout moyen, y compris les violations flagrantes des droits de l'homme, pour maintenir sa puissance hégémonique dans le monde entier. Que les choses sont ses intérêts indépendamment de ses idéaux revendiqués de la liberté et de la démocratie.
The objective of the democratic domino theory
(university of Oum-El-Bouaghi, 2013) Dehamna, Sara; Maameri, Fatima
The work examines the objective of the Democratic Domino Theory during and post Cold War. The objective of the U.S Domino Theory during the Cold War was to prevent the Communism expansion where America depends on the military force to fight the USSR in Asia. This theory is appeared again under a new name and new objective which is the Democratic Domino Theory. The main objective this time is to spread democracy in the Middle East. President George W Bush stated that if the American government can democriticize Iraq would affect the other Middle Eastern countries. The Arab spring is considered as the result of the war in Iraq and the American secret plan. Therefore; Iraq was the first falling domino and Tunisia, Egypt, Libya, Yemen, Bahrain, and Syria are the following falling dominos. The U.S in order to achieve its interests do everything and avoid being die looser.
Teaching to the test in the algerian secondary school EFL class
(university of Oum-El-Bouaghi, 2013) Hamlaoui, Ahlem; Merrouche, Sarah
The present research aims at investigating to what extent developing communicative competence is given priority in the algerian secondary school EFL class. It attempts to uncover whether EFL teachers' main focus is to develop their pupils' communication skills, or to cover the prescribed syllabus in the limited time available and make pupils ready for exams. Two questionnaires are used in this study. The first one is for teachers, and aims at investigating whether teachers teach to the test or to develop the learners' communicative competence. The second one is for pupils. It is concerned with the pupils' views, perceptions and attitudes about their teachers' way of teaching and testing. The results reveal that although most of teachers are aware of the importance of developing the learners' communicative competence, they do not give it much more priority in their practices.
Investigating teachers' and students' perceptions towards the effectiveness of written corrective feedback in enhancing learners' grammatical accuracy in L2 writing
(university of Oum-El-Bouaghi, 2013) Yahi, Ibtissem; Arrouf, Samira
Grammatical accuracy plays a crucial role in second language writing. It is obvious that second language learners are aware of its importance to the mastery of the writing skill itself. However, achieving grammatical accuracy can be a real difficult task for the majority of students since it acquires a complete knowledge of grammar rules as well as a high level of proficiency to apply those rules effectively during writing task. Therefore, basing on the need of being grammatically accurate as a condition to master the second language writing, learners may lose interest in improving this writing aspect. However, this task can be facilitated by teachers of writing through the use of the written corrective feedback strategy. Interestingly, the aim of this study is to investigate the effectiveness of written corrective feedback in enhancing learners' grammatical accuracy in second language writing. In this study, a descriptive method was applied in which two questionnaires have been used. The first one was given to third- year LMD students of english at Larbi Ben M'Hidi university, Oum-El-Bouaghi. The second questionnaire was given to teachers of "written expression" at the same university. Furthermore, basing on the data gained from both questionnaires, the results show the effectiveness of written corrective feedback in improving the learners' grammatical accuracy in l2 writing. Therefore, this positive result offers a reliable support to teachers of writing to adopt this strategy in teaching writing skill.
Team work-does it motivate EFL students?
(university of Oum-El-Bouaghi, 2013) Medjbour, Ouissam; Merrouche, Sarah
Learning english language is hard because of several issues that push learners back and prevent them from achieving their goal. The teaching method can play an important role to motivate students to learn. The aim of this work is to investigate the importance of team work as a motivational technique for students to learn english as a FL.To verify our hypothesis, two questionnaires were administered to both EFL teachers and students at Larbi Ben M'Hidi university. The findings show that team work (pair work and group work) is an effective method because it targets the learners' motivation.
Apost colonial feminist reading of Ahlem Moustaghanemi " Memory in the flesh"
(university of Oum-El-Bouaghi, 2013) Aberkane, Khadija; Hadad, Mordjana
This study deals with a post colonial feminist reading of Ahlem Moustaghenmi’s memory in The Flesh. In fact reading this novel reveals Moustaghenmi as an Algerian woman writer, who fights on two fronts. First, she wants to decolonize the algerian mind from the ex-colonizer’s culture. Second, she contrives to push the woman from the margito the centre inapatriarchal society. So post colonialism and feminism share the principle of destroying the dichotomy of Margin / center depicted in Colonized / Colonizer and female/Male respectively. This study is conditioned by a cross cultural theory which includes post colonialism and feminism.
Muslim americans and U.S. intervention in Afghanistan 2001
(university of Oum-El-Bouaghi, 2013) Zaoui, Meriem; Maameri, Fatima
This Mémoire analyzes american intervention in afghanistan in the aftermath 9/11 attacks. By focusing on a number of issues, it attempts to show how the USA justified its intervention and war on afghanistan. More specifically, this work handles the issue of terrorism and its impact on american relations with the muslim countries. In this, the role of the american media is emphasized since it creates and fosters stereotypes about muslims. Accordingly, this thesis sheds the light on the influence of the american media on public opinion and its perceptions of the muslim World. Based on this, the thesis sees that US public opinion is an important element in the making of american foreign policy through providing support for leaders and policy-makers. Americans in general supported american intervention in Afghanistan but many criticized it too. This is particularly true about muslim-americans who saw it as an illegal war and consequently opposed.

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