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اللغة الإنجليزية

Permanent URI for this collectionhttp://ddeposit.univ-alger2.dz/handle/20.500.12387/1945

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Subject: search.filters.subject.EFL LEARNERS

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    GENDER DIFFERENCES EFFECTS ON THE EFL LEARNERS SPEAKING SKILLS
    (جامعة الجزائر 02 أبو القاسم سعد الله University of Algiers 2 Abou El Kacem Saadallah, 2019) KACHA, Asma; MAOUCHE-KETFI, Salima (Directeur de thèse)
    Gender is a socially and a culturally acquired category affecting the individual’s behaviours as well as his way of thinking. The gender differences are clearly experienced, especially in the classroom setting, since male and female learners co exist in the same setting and share the same learning tasks and instructions. This differentiation may affect the input provided by the teacher and the output produced by the learners. The present research, then, attempts to investigate the effect of these gender disparities on learning. More particularly, it aims at studying the effects of gender on group work tasks in speaking sessions wherein the exploratory talk is followed. In other words, it explores if the existing gender differences are aligned with the principles of the exploratory talk, and thus, points out which group arrangement is more appropriate to enhance the Algerian students’ group interactional performances and outcomes in general as well as the frequency and the quality of their contributions in particular
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    THE ROLE OF AWARENESS-RAISING IN THE DEVELOPMENT OF EFL LEARNERS’ PRAGMATIC COMPETENCE
    (2017) CHALANI, Abdelkader; HAMITOUCHE, Fatiha
    In EFL teaching, grammatical competence is usually prioritized over pragmatic competence. This is a major source of learners’ failure to interpret intended meanings and produce appropriate utterances (Cook, 2001). The aim of this study is to investigate the role of awareness-raising instruction in the development of learners’ pragmatic competence through intervention. The focus in the instruction period is on the pragmatic features of the speech act of refusal in the target language. The results show that consciousness-raising seems effective in the development of pragmatic knowledge and use of the target language. There are significant improvements on the part of the treatment group in making refusals. Resort to language pragmatic transfer and teaching-induced errors, noticed in the pre-test, have remarkably lessened.