الدوريات والمجلات الأكاديمية
Permanent URI for this communityhttp://ddeposit.univ-alger2.dz/handle/20.500.12387/2413
Browse
2 results
Search Results
Item The Role of Oral Presentation in Enhancing Students’ Speaking Skill(مجلة ذخائر اللغة قسم علوم اللسان- جامعة الجزائر 02 أبو القاسم سعد الله, 2023-06-26) Choubane, SamraSpeaking is considered as a very important skill that helps learners to express their ideas, thoughts, feelings and evaluate their proficiency in English. It is very necessary for learners to develop their speaking skill by practicing and performing more. The aim of the this study is to enhance EFL learners level in order to speak English, and to produce the language in an accurate and fluent way. In other words, this study aims to allow learners to speak and express their ideas by providing them with several opportunities to practice speaking English inside the classroom and raise their motivation level. Furthermore, to get the required results, a quantitative research approach will be used to obtain the intended purposes.Item Exploring Informal Assessment In The Speaking Class(Faculté des Langues Etrangères. Université d'Alger 2 Abu al-Qasim Saadallah, 2017-12-30) Haftari, ManalThe current study aims at exploring the use of informal assessment of the speaking skill in the English department at the University of Algiers 2. Speaking is a highly valuable skill that should be assessed and improved and the use of tasks is crucial for the success of the informal assessment. For this reason we chose to investigate the tasks used by EFL teachers to integrate informal assessment into their speaking classes. This research also aims at examining the learners’ perception of the effects of informal assessment on their progress. Classroom research is the method followed by the researcher to carry out this research. 50 English students and 6 EFL teachers were the sample for this study. Three data collection tools were utilized. An observation scheme and two questionnaires, one for teachers and another one for learners. This latter was analyzed through the use of descriptive statistics, while the other two tools were content analyzed. The results revealed that the tasks and their implementation differ from first year teachers to second year teachers. First year teachers tend to use tasks that require group works and discussions, and they take control over the learning process while second year teachers make the learning process around the learner and encourage him to take charge of his own learning. Findings have also revealed that learners believe that the informal assessment of speaking has contributed to improve their speaking ability in a remarkable way.