رسائل الماجستير اللغات الأجنبية
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Item Investigating Teacher Development through Exploratory Practice in Algerian Secondary Education EFL Classes(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2017) BOUKERROU, Imane; BENSAFI, Zoulikha (Directeur de thèse)This study fits in the area of L2 classroom research. It attempted to address the topic of teacher-research through the framework of Exploratory Practice for teacher development in Algerian Secondary School EFL classrooms. The study had two main objectives (1) examining the significance of EP as an approach to teachers’ PD in addition to exploring the constraints encountered by the informants during their EP experiences; and (2) exploring the sustainability of doing EP over long timeframe and the factors that influenced it. Our investigation adopted a qualitative case study paradigm, thus, two qualitative research tools (semi-structured interviews and open ended questionnaires) were utilized to collect data from four teachers of English language at two different Secondary Schools in the area of Bouira. The study ran for five months consisting of the first and the second semesters of the academic year 2015/2016. All our informants participated in an EP workshop/training before they could embark on the EP project. The necessity of organizing an EP workshop/training might be justified by the fact that all our participants were unfamiliar with the concept of teacher-research when they accepted to take part in this studyItem Investigating Teachers' Beliefs Towards Culture Integration in Algerian Secondary Education EFL Classes(University of Algiers 2 Abou El Kacem Saadallah جامعة الجزائر 02 أبو القاسم سعد الله, 2017) HANNACHI, Rachid; BENSAFI, Zoulikha (Directeur de thèse)This study was conducted toinvestigate some Algerian Secondary Education English teachers’ beliefsregarding the integration of culture in ELT and their classroom practices. A questionnaire and a semi-structured interview were introduced to collectexclusively the data from fifty teachers who were teaching English at a foreign languagein BBA. We attempted to use a triangulation of more than one method to collectdata. The results obtained from the study showed these teachers had positiveattitudes to culture integration in the curriculum. The findings showed a mismatch between teachers’ definition of theobjectives of culture teaching and their actual classroom practices. We hope these findingswill contribute to a better understanding of the current practice of culture teaching in ELT and enhancethe quality of both teachers’ pre-service education and in-service training in Algeria.