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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 students

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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 Effectiveness of the Use of a Combination of Inductive Deductive Method on First Year Students in the Learning of the Past Simple and Past Perfect Simple and the Writing Performance
    (University of Algiers 2 Abou El Kacem Saadallah, 2019) Fellah, Naima; Boukhedimi, Yasmine
    The current study explores the possible effectiveness of the use of a combination of inductive-deductive method of instructing EFL students on the past simple and the past perfect simple in written discourse. The results reveal improvement in the performance of the experimental group in the learning of the target tenses in contrast to the control group. Despite this improvement, these results have proved statistically insignificant; hence, both instructional methods are equal and have the same effect on the experimental students’ learning of the target tenses in the short term. Unexpectedly, the students’ questionnaire shows that the quasi-majority of the experimental students have held positive attitudes towards learning the past simple and the past perfect simple through the use of the mixed method. The research findings also indicate the existence of a positive correlation between the experimental students’ learnt target tenses and their writing performance.