الرسائل والأطروحات الأكاديمية
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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
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Item Lerneraktiver DaF-Unterricht: Prinzipien und Beispiele aus der Praxis(Zeitschrift für angewandte Linguistik, 2023-05-01) BARBARA, SoumiaDer vorliegende Beitrag führt innovative Methoden für aktives Lernen im DaFUnterricht auf, deren Ziel es ist, die Lerner zur Eigenarbeit zu motivieren. So erhöht sich bei den Lernern das Interesse am Unterricht und sie werden sprachlich aktiver und selbstbewusster. Dabei ist es wichtig, Aufgaben und Projekte auszuwählen, die die Welt der Lerner berücksichtigen und so bei den Lernern zu einem engagierten Verfolgen von Lernzielen führen. Prinzipien und Beispiele aus der Praxis verhelfen zu einem aktiven und angstfreiem Umgang mit der Sprache im DaF-Unterricht. The following article focuses on methods for active learning in German as foreign language courses, the aim of which is to motivate the learners to do their own work. This increases the interest of the learners in the lessons and they become more active and self-assured in the language. Thereby it is important to select tasks and projects that take the world of the learner into account and thus lead to a committed pursuit of learning goals. Principles and examples from practice help learners to deal with the language in the teaching of German as foreign language courses actively and without fearItem Investigating EFL Learners’ Motivation in the Algerian Context(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2014) Kalkoul, Nassima; Hamitouche, Fatiha (Directeur de thèse)Motivation is believed to be one very significant construct that imposes positive impact and enhances the learning in any second language learning context. Two types of motivation are known as the instrumental and integrative according to Gardner and Lambert's (1959) original work on motivation. Drawing from Gardner's motivational theory as the main theoretical framework, the study is planned to investigate the motivation of Algerian secondary school learners towards learning EFL. This study employed a mixed method design in an attempt to answer four main research questions. The sample of the study consisted of 45 third year students attending AbbassLaghrourlycée in Batna . They participated in completing a questionnaire adapted from Gardner's AMTB reflecting their motivation for learning English. Follow up were interviews that provided qualitative data to deepen our understanding of learners' motivation. As it is assumed that learners' achievement may be affected by their motivation type, First Term Exam Grades was the tool used to uncover the motivation type resulting in better achievement. The findings showed that participants of the study have higher degree of instrumentality than integrativeness . Additionally, the open ended item of the questionnaire demonstrated that Algerian secondary school learners hold different reasons for learning EFL. High achievers in this study were mostly motivated integratively (92.9%), and finally, regarding the reasons pushing learners to choose studying English at the university, instrumental orientations were prevailing. Based on the findings, the study concluded with pedagogical recommendations and some implications that may help in directing students' motivation to better learning performance.