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الدوريات والمجلات الأكاديمية

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    L'usage De L'écran Numérique Comme Support De Lecture, Quel Impact Sur Le Processus De Cette Dernière ?
    (المجلة الجزائرية لعلوم اللسان- مخبر اللسانيات وعلم الاجتماع وتعليمية اللغات- كلية اللغة العربية وأدابها - جامعة الجزائر 02 أبو القاسم سعد الله, 2024-12-22) Djili, Meriama; Amorouayach, Essafia; Legros
    La présente contribution se fixe pour objectif d’étudier l’effet de l’écran numérique sur deux facteurs fondamentaux dans le processus de lecture à savoir, la vitesse de lecture et la pertinence de la compréhension. L’interrogation centrale de notre étude est la suivante : Quel est l’impact de la lecture sur écran sur la compréhension et la vitesse de lecture ? Afin d’y répondre nous avons réalisé une enquête de terrain par questionnaire, entretien et expérimentation, auprès d’étudiant e première année, du département de classes préparatoire de l’Ecole Nationale Supérieure Agronomique d’Alger. L’analyse des résultats révèle l’intérêt particulier que manifestent les étudiants pour la lecture sur écran. This contribution aims to study the effect of the digital screen on two fundamental factors in the reading process, namely reading speed and relevance of understanding. The central question of our study is the following: what is the impact of reading on screen on comprehension and reading speed? In order to answer this question, we carried out a field survey by questionnaire, interview and experimentation, with fist year students, from the preparatory classes department of the National Higher Agronomic School of Algiers. Analysis of the results reveals the particular interest shown by students in reading on screen.
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    The Use Of Metacognitive Strategies In Reading Comprehension A Case Of First Year Efl Students At Tizi- Ouzou University
    (مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2023-06-09) ALIOUCHOUCHE, Fadhila; CHERIK, Louiza
    Metacognitive strategies that allow students to plan, control and evaluate what they read, have an essential role in the improvement of reading comprehension. The aim of this study is to investigate EFL students’ use and awareness of metacognitive reading strategies for comprehending academic texts. A questionnaire was used for data gathering and the sample of the study consisted of 49 first year EFL students at the university of Tizi- ouzou. The findings reveal a low level use and awareness of the planning, monitoring and evaluating strategies. The study recommends that students should develop positive attitudes towards reading academic texts and teachers are requested to integrate a metacognitive reading strategy instruction to foster their students’ metacognitive awareness and their comprehension abilities.