اللغات الأجنبية
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Item Exploring Informal Assessment In The Speaking Class(Faculté des Langues Etrangères. Université d'Alger 2 Abu al-Qasim Saadallah, 2017-12-30) Haftari, ManalThe current study aims at exploring the use of informal assessment of the speaking skill in the English department at the University of Algiers 2. Speaking is a highly valuable skill that should be assessed and improved and the use of tasks is crucial for the success of the informal assessment. For this reason we chose to investigate the tasks used by EFL teachers to integrate informal assessment into their speaking classes. This research also aims at examining the learners’ perception of the effects of informal assessment on their progress. Classroom research is the method followed by the researcher to carry out this research. 50 English students and 6 EFL teachers were the sample for this study. Three data collection tools were utilized. An observation scheme and two questionnaires, one for teachers and another one for learners. This latter was analyzed through the use of descriptive statistics, while the other two tools were content analyzed. The results revealed that the tasks and their implementation differ from first year teachers to second year teachers. First year teachers tend to use tasks that require group works and discussions, and they take control over the learning process while second year teachers make the learning process around the learner and encourage him to take charge of his own learning. Findings have also revealed that learners believe that the informal assessment of speaking has contributed to improve their speaking ability in a remarkable way.Item Exploratory Practice As A Way Of Enhancing Teacher Feedback And Student Writing(Faculté des Langues Etrangères. Université d'Alger 2 Abu al-Qasim Saadallah, 2017-06-01) Saidi, GhizlèneIn this paper, I shall report a study conducted at the University of Blida. The aim of this study is to examine the dialogue that took place between myself and a group of my students, through my written feedback to their writing and their responses to it within an Exploratory Practice (EP) framework. This dialogue involves the learners’ written productions, the teacher’s written feedback and the ongoing responses that result from this exchange .The view of feedback as a dialogical process, rather than as an evaluative one-way message entails the participation of both teacher and students in their attempt to reach a mutual understanding of the text-writing process. This is in accordance with the aims and practices of EP which promotes the idea of ‘on-going’ rather than experimental classroom research, minimal or no disruption to normal classroom teaching and learning, and the involvement of both teachers and students to work collectively and collegially for mutual development. الملخص في هذه الورقة (الملخص)، سأتطرق للحديث عن الدراسة التي أجريت في جامعة البليدة قصد دراسة الحوار الذي جرى بين مجموعة من طلابي، من خلال ملاحظاتي المكتوبة على كتاباتهم وردودهم عليها في إطارالممارسة الاستكشافية. ويضم هذا الحوار إنتاجات أوتعبيرات مكتوبة من المتعلمين وردود الفعل الخطية للمعلمين والاستجابات المستمرة الناتجة عن هذا التبادل. إن انتهاج ردود الأفعال كعملية حوار بدلا من كونها رسالة تقييمية في اتجاه واحد تستدعي مشاركة كل من المعلم والطلاب في محاولتهم الوصول إلى فهم متبادل لعملية كتابة النص الذي يتماشى مع أهداف الممارسة الاستكشافية التي تعزز فكرة 'المضي قدما' بدلا من البحث في الفصول الدراسية التجريبية، والحد الأدنى أوعدم تعطيل تدريس الفصول الدراسية العادية والتعليم بصفة عامة، بل تستوجب مشاركة كل من المعلمين والطلاب للعمل بشكل جماعي ذوعلاقة بالكلية (الجامعة) للتنمية المتبادلة.