رسائل الماجستير
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Item READING METACOGNITIVELY(University of Algiers. Faculty of Letters and Languages, 2009) Hamdoud, Amina; Bensemmane, Faiza (Directeur de thèse)The research concern of this dissertation is to highlight the importance of a vital aspect of the psycholinguistic processes in reading: metacognition. The rationale of this study is to display the link between the readers' knowledge of what reading involves i.e. the reading requirements and the strategies used which are basically metacognitive strategies and the type of reading needed for literary texts. This investigation also aims to shed light on the relationship between the readers' use of metacognitive strategies to monitor and regulate the reading process and their reading performance as regards literary texts in the context of this study. The study's theoretical framework is based on the works of Flavell (1978), one of the first theorists to embark on the investigation of the notions of meta-memory and metacognition and to describe metacognition as knowledge and regulation of cognition. Thirty one third year students from the English Department, University of Algiers at Bouzareah were selected for this investigation as well as five literature teachers who provided information about the demands and the strategies needed for reading a literary text. Two questionnaires and a reading task were used in the study to probe the metacognitive aspects present or absent in students' reading of literary texts. The results were compared and showed that the knowledge students possess about reading is not specific to the task per se and does not match the requirements of the reading task. In addition, deficits at the level of control appear to be dominant in students' processing since they lack knowledge about how best to do it i.e. namely the use of alternative, appropriate strategies. All the above things considered, the study calls for training first year university students to monitor and regulate their own reading process since it is the basic skill through which they learn. This can be achieved if they are able to detect their own failures and attempt to find solutions for them. Prior to use, the students ought to possess the knowledge required to control the process effectively.Item Exploring English Language Teachers’ Teaching Style(University of Algiers. Faculty of Arts and Languages, 2009) Sail-Terki, Hind; Bensemmane, Faiza (Directeur de thèse)The present study is an attempt to investigate the teaching style of ten university language teachers teaching in the English department of Saad Dahleb University at Blida. It tries to identify the most dominant teaching style of these teachers and to see how aspects of learner-centredness operate within this dominant teaching style. This study is exploratory. It makes use of three research instruments: two questionnaires to teachers and a questionnaire to students. The aim of using questionnaires is to assess the teachers' dominant teaching style from both teachers' and students' perspectives and to examine how learner-centred teaching principles are reflected in their teaching style. The questionnaire designed for teachers and for students include 26 items and it was adapted from an instrument initially used by Rong et al. (2005), called the Adapted Principles of Adult Learning Scale (APALS). After analysing the responses of teachers' and students' questionnaires and comparing them, we noticed that teachers and students have matching views regarding the teachers' dominant teaching style. According to the teachers questioned, 7/10 teach in a traditional way while 9/10 also teach in a traditional way from the students' point of view. But the analysis of teachers' 'traditional' style of teaching revealed some learner-centredness that was evident from the teachers' responses to the 26 items of the APALS questionnaire and from their responses to the 6 questions of the second questionnaire. The findings revealed that there are some learner-centred elements in the teachers' instruction in the sense that they tried to relate learning to students' experiences and establish a climate of trust between them and the learners. In addition, the students were encouraged to ask questions and get involved into discussions and debates especially in the Literature modules. One implication of these findings is that teachers should be encouraged to adopt a more learner-centred teaching style. According to recent research, self-reflection plays an important role in identifying and modifying teachers' personal teaching style (Grasha 1996, Conti 2004). So, we provided three self-reflection activities suitable for university teachers of English. These self-reflection activities may help to identify the attitudes, values and beliefs that teachers associate with their teaching practices and to find alternatives and better their teaching style.Item THE EFFECT of TEACHER FORM-FOCUSED FEEDBACK on EFL LEARNERS`ACCURATE USE of the SIMPLE PAST in COMPOSITION WRITING(University of Algiers. Faculty of Arts and Languages, 2007) Herizi-Mili, Nassira; Bensemmane, Faiza (Directeur de thèse)This study examines the relationship between teacher form -focused feedback and the development of EFL learners' accuracy in composition. Basically, it addresses one main research question: what is the effect of the teacher form–focused feedback on EFL learners' accuracy in using the simple past tense in composition writing? The study adopts a combination of methods (descriptive, experimental and comparative) and multiple research instruments (pupils' written data, pre-and post questionnaires and pre and post grammar tests). We used ten secondary school pupils as experimental and control subjects and examined their performance in three narrative essays and the revisions they made as a result of teacher’s form-focused feedback and unfocused feedback over four weeks. In addition, we examined the extent to which learners made use of teacher correction and the effect of grammar correction on the development of the experimental subjects’ accurate use of the simple past tense (the focused form in teacher correction). The results obtained from the experimental group were compared to those of the control group who received unfocused correction. The study also investigates the relative delayed effects (two weeks after the experiment) of form-focused feedback on learners’ accuracy in the focused structures by examining and comparing subjects’ use of the simple past in the first and second term essays, on one hand, and their scores in the pre and post grammar tests on the other hand. The present study's findings seem to lend support to the effective positive role of the form-focused feedback in improving learners’ accurate use of the focused forms in writing in the short term. As for the relative delayed effect, the type of feedback under scrutiny was found to be more effective in improving learners’ accuracy in the focused forms in grammar oriented- tasks than in composition writing. According to the subjects’ responses to the post questionnaire, conditions such as students’ need to develop their writing accuracy, a positive attitude towards correction and motivation to repair their errors, teacher’s form-focused feedback and the ample time learners need to write and revise their writings were found to be helpful for learners to make more beneficial use of teacher feedback.