الأطروحات الدكتوراه

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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.
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.
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, Faiza
wherein 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

الأطروحات الدكتوراه

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