الأطروحات الدكتوراه
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Item A Phenomenographic Investigation into the Students’ Conceptions of and Approaches to Studying Linguistics: The Case of 2nd Year Students in the Department of English at the University of Algiers 2(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2024) BEZARI-MAARADJI بزاري, Wahiba وهيبة; Khaldi, Kamel (Directeur de thèse)The present study aimed at investigating first the students’ prior-conception and prior-approaches to studying Linguistics; second, the students’ experience of studying based on linguistic text-based tasks, and third, the nature of Linguistics study emerging from the students’ experience of learning in the context of the course of Linguistics. The study involved the participation of forty undergraduate students, all enrolled in the 2nd year in the Department of English of the University of Algiers 2. The findings revealed that the prior-experience of the studying Linguistics varied between the lower-level and more the higher study conceptions and approaches. At the lower-level are conceptions of Linguistics as accumulation of unrelated pieces linguistic information with the aim of reproducing to meet assessment needs. The adopted approach was a surface one implying the use of retention and memorization as the main learning strategies. الدراسة الحالية هي تحقيق ظاهري في تجربة الطلاب في دراسة اللغويات. كان يهدف إلى التحقيق أولاً في التصور المسبق للطلاب والنهج السابقة لدراسة اللغويات ؛ ثانيًا ، تجربة الطلاب القائمة على النصوص في دراسة المهام اللغوية ، وثالثًا ، طبيعة دراسة اللسانيات الناشئة من تجربة الطلاب في التعلم في سياق الدراسة الحالية. اشتملت الدراسة على مشاركة 40 طالبًا جامعيًا ، جميعهم مسجلين في السنة الثانية في قسم اللغة الإنجليزية بجامعة الجزائر 2. تعتمد هذه الدراسة على نماذج البحث البنائية الاجتماعية والظاهرية. الفكرة المركزية للبناء الاجتماعي والفينومينوغرافيا هي أنه لا يمكن القول بأن المتعلمين الأفراد لديهم نفس نشاط التعلم لمجرد أنهم مروا بنفس موقف التعلم. يؤكد البحث من منظور ظاهري على التباين الموجود بين الطلاب الذين أقوم بتصورهم والتعامل مع موضوع معين من الدراسة أو المهام أو المعرفة بشكل عام. باتباع الطريقة الظاهراتية . كشفت نتائج هذه الدراسة أن الخبرة السابقة في دراسة علم اللغة تختلف بين المستوى الأدنى إلى المستوى الأعلى ومفاهيم ومقاربات الدراسة الأكثر تعقيدًا. في المستوى الأدنى توجد مفاهيم علم اللغة كتراكم لمعلومات لغوية غير مرتبطة بهدف إعادة الإنتاج لتلبية احتياجات التقييم. النهج المعتمد في السطح الأول ينطوي على استخدام استراتيجيات التعلم الاحتفاظ والحفظ. الهدف الأساسي هو الحصول على علامة النجاح. في المستوى الأعلى، كشف الطلاب عن تجربة تعليمية أكثر جدوى حيث كان الطلاب يبحثون بنشاط عن المعنى والتأمل في المعرفة اللغوية.Item Investigating Foreign Language Writing Anxiety from Think to Ink with Reference to Sources of Anxiety , and Task-related Anxiety: The Case of First-year and Third-year Students at the English Department of Algiers 2 University(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2023) MOUHOUBI-MESSADH موهوبي مصاظ, Chahrazad شهرزاد; Khaldi, Kamel (Directeur de thèse)As writing in a foreign language requires both cognitive and emotional involvement on the part of language students, this present study attempts to address writing anxiety and its potential sources as experienced by undergraduate students. Specifically, this research is a humble endeavour to contribute to the recent area of inquiry, that of the dynamic approach to anxiety. The research to date has tended to focus on the notion of causality rather than the person-in-context view of learners, including a myriad of perceptions and experiences. This research also sheds light on the effect of increased exposure to the target language on the students’ writing anxiety. It also seeks to examine anxiety specific to different writing tasks. In addition to that, and with the shift into hybrid teaching due to the COVID-19 pandemic outbreak in Algeria, there was a need to identify the impact of Moodle on students’ writing anxiety levels. تتطلب الكتابة بلغة أجنبية تداخلا معرفيا وعاطفيالطلاب اللغة، لذلك تحاول هذه الدراسة معالجة قلق الكتابة ومصادره المحتملة. يعد هذا البحث مسعى متواضعًا للمساهمة في مجال البحث الديناميكي للقلق. حتى الآن اتجه البحث إلى التركيز على فكرة السببية بدلاً من وجهة نظر الطلاب، بما في ذلك عدد لا يحصى من التصورات والخبرات. يلقي هذا البحث الضوء على تأثير زيادة التعرض للغة الهدف على القلق الكتابي لدى الطلاب. ويسعى أيضًا إلى فحص القلق الخاص بمهام الكتابة المختلفة. بالإضافة إلى ذلك، ومع التحول إلى التدريس الهجين بسبب تفشي جائحة كوفيد-19 في الجزائر، كانت هناك حاجة لتحديد تأثيرمودل على قلق الطلاب في الكتابةItem Designing an Interactive Self Instructional(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2018) Lahdir, Sakina; Khaldi, Kamel (Directeur de thèse)Our research is related to e-learning and to action-research. In this respect, we were concerned with the existing problems related to the teaching/learning of the current classroom-based course of English at the University of Science and Technology Houari Boumediene (USTHB). The present research is thus aimed to explore the need for the design of an online course of English for science and technology, to be a complementary solution to the face-to-face course given the fact that the latter has shown limitations in the Algerian context and that new needs for change are necessary. This led us to carry out a needs analysis assessment. We obtained relevant information such as the students’ learning needs. We hence opted for an action research based on the use of the learning environment MOODLE, an eclectic approach, and evaluation criteria. We subsequently developed two courses, one related to biology and the other to computer science some units of which have been piloted on the university’s platform. They may be refined and used in business English.Item Teaching Grammar Through Discourse(University of Algiers. Faculty of Letters and Languages, 2007) Chaouki, Noureddine; Khaldi, Kamel (Directeur de thèse)The present work sets as its main purpose to bring some insights from the two areas of discourse analysis and pragmatics into the teaching of English grammar at the university, in an attempt to help learners to become conscious of the processes that operate when they use language. It addresses the issue of developing students' grammatical competence in parallel with a discourse and pragmatic consciousnessraising. A framework for teaching the three English clauses, declarative, interrogative and imperative is proposed. It consists in describing the three clauses within a model whereby discourse analysis and pragmatics interact to provide a new perspective for the elaboration of students’ communicatively-sensitive grammar. The study attends to such areas as cohesion, coherence and pragmatic acceptability in relation to grammar teaching. The assumption underlying the current enquiry is that much can be gained from the proposed framework in raising students' awareness to understand and produce the English clause formally and contextually. The trend is that teachers of grammar at the university have been preoccupied more with the sentence and its components i.e. effectively operating at or below the level of the sentence. Now, it is time we took a turn in a more discourse and pragmatic oriented direction. The suggested methodology does not dismiss students’ previous grammatical competence nor does it have them treat language as an assemblage of isolated units. It urges them to use such a competence creatively so long as it contributes to the whole area of communicative competence. So, in order to investigate the English clauses, the two areas mentioned above are brought into a symbiotic relationship. The main leading principle is that when the grammar of language is taught for communication, clauses are held as resources for the creation and interpretation of discourse in context. A characterization of clauses and sequences of clauses in combination is presented, putting much more emphasis on the functions and acts they are set to serve. Also, the present enquiry aims at helping language teachers interested in incorporating insights from the two areas of discourse analysis and pragmatics into their teaching, by suggesting some classroom tasks and activities where learners use such strategies as inferring, interpreting and predicting discourse evolving by drawing upon their grammatical potential. To meet the demands of the current methodological orientation and for the sake of validity, students are assessed, following the suggested methodology to determine how far what is learnt along the applied methodology can be deployed. A pre-test was administered before training took place. Its main aim was to have the maximum instructional data background, to diagnose students’ ability to cope with the suggested methodological model and to compare their performance before and after being trained. After a one-term formal training, a post-test was administered where students were assessed on the amount of the discourse and pragmatic awareness they have acquired along the training period. The assessment component made it clear that by incorporating discourse and pragmatic data into the teaching of grammar, students will see their awareness being raised in making appropriate choices from their formal stock of knowledge.Item The Effects of Explicit vs Implicit Grammar Instruction on Grammar Learning and Grammar Accuracy in Writing with a Focus on Verb Form(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2020) Silhadi, Lynda; Khaldi, Kamel (Directeur de thèse)The recent curricula of the LMD system mark a shift towards a communicative focus-on-form teaching of grammar. Within such a context, this study investigates whether this new communicative grammar teaching is implemented in class, if teaching grammar translates into learning, if what is learned transfers to communicative tasks and if one method or another is more efficient than the other for learning specific grammatical structures. Our findings show that most teachers use the explicit focus-on-forms instruction; the group which followed the focus-on-form treatment outperformed the group which received the focus-on-forms instruction in applying grammar in writing, but both groups improved equally in learning the rules of grammar. Finally, most verb forms were better learned under the implicit focus-on-form condition both as knowledge and application of such knowledge in writing tasks.