الرسائل والأطروحات الأكاديمية

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The Impact of Implementing the Direct Approach in Teaching Conversational Strategies on the Development of EFL Learners’ Intercultural Communicative Competence
(جامعة الجزائر 02 أبو القاسم سعد الله University of Algiers 2 Abou El Kacem Saadallah, 2022) HADJAB, Soumia; Hamitouche, Fatiha (Directeur de thèse)
Language hiccups and breakdowns are a salient part of communication in a TL. These problems may derive from one or a combination of the following: (a) resource deficits, (b) processing time pressure, (c) perceived deficiencies in one’s own language output, and (d) perceived deficiencies in the interlocutor’s performance. In any of these performance situations, the learner’s attempt to compensate for missing/ inaccessible knowledge results in communication strategy-implementation as their communicative success relies entirely on their ‘ability to communicate within restrictions’. Thus, conversational strategies (CSs) have been conceptualized as problem-shooting devices whose conscious implementation is directed towards counteracting the imbalance between learners’ linguistic means and communicative ends. To raise EFL learners’ awareness about the use and usefulness of CSs and to assess the impact of explicit CSs training on enhancing learners’ intercultural communicative competence were the main objectives of the current study. An interventionist strategy-based instruction was conducted at the Department of English Language and Literature, Sétif 2 University. Two intact groups of first year (N=30) and third year (N=30) were the participants of the main study. The 60 participants were randomly assigned to the experiment groups (N=30) and comparison ones (N=30) giving them equal chances of being selected to undergo the experiment. A self-report strategy questionnaire was developed to investigate CSs employed by learners and to explore their perceptions of the use and usefulness of each CS. Focused one-way and two-way tasks were used to depict learners’ actual performance. And to have in-depth information of their learning processes, Stimulated Recall was utilized. Further, an attitudinal questionnaire was used to gain information concerning students’ attitudes towards CSs instruction and its usefulness. Wilcoxon Matched-Pairs Signed-Ranks Test was used to analyze data gathered from the self-report strategy checklist. And ‘Typological Analysis’ was the procedure followed in analyzing students’ use of the seven taught achievement
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
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.

الرسائل والأطروحات الأكاديمية

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