الرسائل والأطروحات الأكاديمية
Permanent URI for this communityhttp://ddeposit.univ-alger2.dz/handle/20.500.12387/1845
يسمح هذه المجموعة الأعمال الأكاديمية بالحفاظ والأرشفة واسترجاع والوصول الى كل الرسائل الجامعية وأطروحات الدكتوراه المجازة في جامعة الجزائر 2 ؛ وتشمل كل تخصصات الجامعة الحالية والمستقبلية
Browse
4 results
Search Results
Item ترقيــــة القـــــراءة لــــدى الأطفــــــال المتمدرسيــــــــن: مشاريــــــع نمـــوذجيــــــــة(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2024) سماعيل, نسيمة; SMAIL, NASSIMA; بوفيجلين, زهرة(مدير البحث)تهدف هذه الدراسة إلى التعريف بالسياسة التربوية والسياسة الثقافية المعتمدة في الجزائر من أجل ترقية القراءة لدى الأطفال المتمدرسين، مستعملة المنهج الوصفي للتعريف بمختلف الآليات والميكانزمات المخصصة لذلك، والمتمثلة في النشاطات والمشاريع التي تمّ وضعها من طرف وزارة التربية الوطنية ووزارة الثقافة لتشجيع القراءة لدى هذه الشريحة المهمة من المجتمع، كما تقف الدراسة بالوصف والتحليل لأهم مشروعين، وهما المشروع الجزائري الموسوم ب" المهرجان الثقافي المحلي القراءة' في احتفال والمشروع العربي "تحدي القراءة العربي" وذلك من خلال مقابلة مع القائمين عليهما، ثم حاولنا إبراز مدى نجاعة هذه البرامج والنشاطات عن طريق توزيع استمارة استبيان على عينة من الأطفال المتمدرسين بثانويات الجزائر العاصمة، ومكّنت الدراسة من الخروج باقتراحات، جرّاء النتائج المهمة التي توصّلت إليها والواجب أخذها بعين الاعتبار من أجل ترسيخ حب القراءة والمطالعة لدى فئة الأطفال المتمدرسين. This study aims to introduce the educational and cultural policies adopted in Algeria in order to promote reading among schooled children, relying on the descriptive approach to present the various mechanisms and mechanisms used for this, represented in the activities and projects that have been developed by the Ministry of National Education and the Ministry of Culture to encourage reading among this important segment of the population. The study also describes and analyzes the two most important projects, which are the Algerian project “Reading in Celebration’ and the Arab project 'Arab Reading Challenge', through an interview with those in charge of them, and then tried to highlight the effectiveness of these programmers and activities by distributing a questionnaire to a sample of children attending high schools in Algeria. Capital. The study made it possible to come up with suggestions and make recommendations as a result of the important results it reached, which must be taken into account in order to instill a good relationship between reading and schooled children.Item TOWARDS AN INNOVATIVE TEACHING OF READING: REALITIES AND PERSPECTIVES OF WEBQUEST-BASED APPROACH(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2020) Belferd Benseddik, Lamia; Bensafi, Zoulikha (Directeur de thèse)Teachers seek to integrate Innovative Resources in the teaching of Reading Techniques Courses in order to create meaningful environments and provide students with a possibility to use the target language in form of reading Web pages. This research attempts to present the students with an important task that does not only enhance their interest but also raises their motivation to read comprehensively more documents written in English. It investigates the effects of WebQuests on First and Third Year ENSL students' Reading Comprehension. Moreover, this study intends to examine the perceptions and the attitudes of EFL iearners towards the integration of the WebQuest Instructions in the Reading Classroom. This Quantitative and Qualitative research is meant to test the use of the new method of WebQuest and explore its effects through a True Experimental Study under the design of PretestPosttest Control Group Method. The collected data is triangulated through the use of Preand Post-tests, Students" Preand PostQuestionnaires, Teachers' Questionnaire, and Students' Classroom Observations. The results of the study are analysed and interpreted in the light of the formulated hypotheses. Statistical analysis revealed significant gains in reading performance between pre-test and post-test and positive students" attitudes towards the use of WebQuest in the Reading Class. The outcomes of the present study are in accord with the results of some of the studies conducted in the same field. Some suggestions for further research and some pedagogical implications have been suggested at the end of this study.Item READING METACOGNITIVELY(University of Algiers. Faculty of Letters and Languages, 2009) Hamdoud, Amina; Bensemmane, Faiza (Directeur de thèse)The research concern of this dissertation is to highlight the importance of a vital aspect of the psycholinguistic processes in reading: metacognition. The rationale of this study is to display the link between the readers' knowledge of what reading involves i.e. the reading requirements and the strategies used which are basically metacognitive strategies and the type of reading needed for literary texts. This investigation also aims to shed light on the relationship between the readers' use of metacognitive strategies to monitor and regulate the reading process and their reading performance as regards literary texts in the context of this study. The study's theoretical framework is based on the works of Flavell (1978), one of the first theorists to embark on the investigation of the notions of meta-memory and metacognition and to describe metacognition as knowledge and regulation of cognition. Thirty one third year students from the English Department, University of Algiers at Bouzareah were selected for this investigation as well as five literature teachers who provided information about the demands and the strategies needed for reading a literary text. Two questionnaires and a reading task were used in the study to probe the metacognitive aspects present or absent in students' reading of literary texts. The results were compared and showed that the knowledge students possess about reading is not specific to the task per se and does not match the requirements of the reading task. In addition, deficits at the level of control appear to be dominant in students' processing since they lack knowledge about how best to do it i.e. namely the use of alternative, appropriate strategies. All the above things considered, the study calls for training first year university students to monitor and regulate their own reading process since it is the basic skill through which they learn. This can be achieved if they are able to detect their own failures and attempt to find solutions for them. Prior to use, the students ought to possess the knowledge required to control the process effectively.Item Illusions of Knowing”: Metacognitive Processes and Achievement in Reading and Writing Examination Tasks(University of Algiers 2 Abou El Kacem Saadallah, 2021) Hamdoud, Amina; Bensemmane, Faizawherein students need to continually use their metacognitive knowledge, but often experience weak monitoring and regulation strategies. This research was carried out to investigate the state of their metacognitive knowledge in an examination context. Drawing on a body of research and empirical data, the study examines the relationship between metacognition, year of study and level of achievement, and argues that high levels of metacognitive knowledge are needed to accurately monitor and regulate reading and writing weaknesses and achieve successfully