الدوريات والمجلات الأكاديمية
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Item Teaching The “licence Nouveau Régime”(Faculté des Langues Etrangères. Université d'Alger 2 Abou El Kacem Saadallah, 2009-06-15) Miliani, MohamedThe present paper tries to tackle a double issue raised by the introduction of the current higher education reform or LMD Reform ( Licence-Master-Doctorate)- close to the BMD in the British higher education system- the issues of innovation and change, and the li,k between theory and practice.Item Efl Writing At Tertiary Level(Faculté des Langues Etrangères. Université d'Alger 2 Abou El Kacem Saadallah, 2011-12-30) Arar, SamiraAt tertiary level, writing is not only a language learning and testing tool, but also a highly cognitive skill prerequisite for academic success. Nevertheless, in the Algerian University there seems to be no renovation in terms of syllabus content or teaching practices, since writing is still viewed as output, and not valued as possible input which can advance EFL learning, a fact that may be the underlying cause of EFL students’ low achievement in both writing and learning. This paper attempts, therefore, to examine the interrelationship between writing, learning and thinking by exploring the cognitive and metacognitive aspects of the writing skill in higher education. The ultimate objective is to readjust the place of writing in the EFL teaching/learning process for a better writing and EFL proficiency.Item Teaching Phonetics(Faculté des Langues Etrangères. Université d'Alger 2 Abou El Kacem Saadallah, 2012-12-30) Sari Ahmed Bouchama, FiziyaSince 2003, Algerian higher education has gone through a reform that aimed at increasing the financial and academic autonomy of the university. A shift occurred from a classical system shaped on the French model to a three-tiered pedagogical architecture known as LMD. ‘L’ stands for licence degree, a culmination of three-year or six-semester educational programs, ‘M’ stands for master degree requiring two-year or four semester educational programs after the licence degree, ‘D’ stands for the final degree, Doctorate, calling for at least three years or six semesters. The reform took place at a time when a general dissatisfaction was felt with the classical system. The latter revealed various shortcomings, among them: its failure to answer the socio-economic needs of our society, a rate of success significantly low, a mono-disciplinary approach which led to students’ limited general knowledge, teachers and students’ lack of motivation. As a result, the LMD reform came in o to overcome the limitations of the previous system. It was designed so that learners become active and autonomous participants in their learning. With this regard, learners are encouraged to not confine themselves to the information provided by teachers. Instead, they are required to perform individual work outside the classroom and they are supported by their teachers in this task via tutoring sessions. The contents as well as the methodologies of this system should aim at answering the socioeconomic needs of our society