الدوريات والمجلات الأكاديمية
Permanent URI for this communityhttp://ddeposit.univ-alger2.dz/handle/20.500.12387/2413
Browse
Search Results
Item La fabrication des stigmates : Dénommer, catégoriser puis doxa(iser) les jeunes de banlieues(المجلة الجزائرية لعلوم اللسان - مخبر اللسانيات وعلم الإجتماع اللغوي وتعليمية اللغات - كلية اللغة العربية وأدابها- جامعة الجزائر02- أبو القاسم سعد الله, 2021-12-16) Bedjaoui, WafaIl s’agit, dans le cadre de cet article, du rôle de la dénomination syntagmatique, puisqu’il n’est pas question de mots mais de syntagmes, qu’ils soient verbaux ou nominaux. Notons également que la dénomination peut revêtir plusieurs formes linguistiques à visée illocutoire tels que les métaphores, les périphrases et l’euphémisme. D’un point de vue épistémologique, la dénomination et la catégorisation relèvent d’un processus cognitif qui fait montre d’une plasticité linguistique ad hoc. In the context of this article, we are concerned with the role of syntagmatic naming, since we are not talking about words but about syntagms, whether they are verbal or nominal. It should also be noted that naming can take several linguistic forms with illocutionary intent, such as metaphors, periphrases and euphemism. From an epistemological point of view, naming and categorisation is a cognitive process that shows an ad hoc linguistic plasticityItem Metacognitive Listening Strategies And Note-taking For Efl Writing Efficiency(مخبر اللسانيات التطبيقية وتعليم اللغات, 2021-06-19) Grine, NadiaStudents' written production at exams is a major concern to teachers. To prepare for exams, students refer principally to their notes and to hand-outs, hence, the quality of the notes and the conditions of note-taking ought to be examined. Learning strategies have been acknowledged as aids to learning and the use of metacognitive strategies are considered to be helpful to the development of cognitive ones. We therefore adopted an integrated skills perspective to provide metacognitive listening strategies instruction and modeling to 66 third year EFL students at Annaba Badji at Mokhtar University, in the module of oral expression and listening comprehension and also, in the module of neuroscience that was previously taught at the department of English in that university, to improve note-taking in order to reach a greater efficiency in writing .The results obtained confirmed to a great extent our hypothesis that an explicit metacognitive listening strategy instruction and modeling of the strategy raised students awareness about their capacities and their difficulties and helped them develop a reflexive behaviour about their learning habits which resulted in more pertinent notes.