Département de la langue anglaise

Permanent URI for this communityhttp://41.111.227.140:4000/handle/123456789/42

Browse

Search Results

Now showing 1 - 10 of 72
  • No Thumbnail Available
    Item
    Pratique de la langue
    (Centre universitaire naama, 2025) Dr. MAHI- MISSOURI Amina
  • No Thumbnail Available
    Item
    Research methodology
    (centre universitaire Salhi Ahmed Naama, 2025) Dr. Anissa MBATA
  • No Thumbnail Available
    Item
    Introduction to English for Specific Purposes
    (centre universitaire Salhi Ahmed Naama, 2025) Merine Asma
  • No Thumbnail Available
    Item
    Sociolinguistics
    (centre universitaire Salhi Ahmed Naama, 2025) Dr. Hayat BAGUI
  • No Thumbnail Available
    Item
    Exploring Grammar Errors Through Error Analysis Approach In Written Expression
    (centre universitaire Salhi Ahmed Naama, 2024) Himi Fatima
    In English, writing is thought to be the most challenging skill. Learners need to take into account certain crucial elements, such as grammar which leads to some communicative problems. The purpose of this study is to identify the common types of grammatical errors made by learners in their writing. It sought to examine the frequency of the errors and what could be done to improve the teaching of English writing .The study was carried out at Salah Eddine Al Ayoubi Middle School. Twenty three pupils were taken randomly as the participants in this research. The study used both qualitative and quantitative research design. The researcher used the writing of fourth year learners’ final tests as the main source of the data .and a questionnaires were administered to teachers which were analyzed. The identified grammatical errors were agreement errors, singular and plural errors, spelling errors, punctuation errors, prepositional errors, omission of words errors, article errors, and repetition errors. James theory becomes the main key in the data analysis. The interpretation of these results highlights a significant challenge in the learners’ grasp of English grammar and vocabulary. The prevalence of verb tense and subject-verb agreement errors suggests difficulties in understanding and applying grammatical rules. Additionally, frequent lexical errors indicate issues with vocabulary acquisition and usage.Based on these findings, several recommendations are proposed. First, targeted grammar instruction focusing on common error types, such as verb tense and subject-verb agreement, should be implemented. Second, vocabulary-building exercises that emphasize proper word choice and collocations are essential. Finally, regular formative assessments and feedback can help learners identify and correct their errors, leading to improved language proficiency. These measures aim to enhance the overall quality of written English among middle school learners, thereby supporting their academic development
  • No Thumbnail Available
    Item
    The Role of Mobile Applications in Improving Oral Expression Among EFL Students And Teachers
    (centre universitaire Salhi Ahmed Naama, 2024) Aymen Boukhalefa; Abdrerrahmen Abdiche
    It is acknowledged that good speaking and listening skills form the key to the perfect oral expression. In this respect, the present research investigates the necessity of incorporating mobile applications in learning oral expression inside and outside EFL classrooms. The primary objective of this research is to explore the effectiveness of using mobile applications such as social media platforms and academic applications as reliable tools for learning oral communication skills. To achieve this, The study employs a mixed-methods approach, combining quantitative data from students through a questionnaire with qualitative insights from teachers’ interviews at Salhi Ahmed Naama University Centre. The results indicate that mobile applications are effective tools in learning&teaching
  • No Thumbnail Available
    Item
    Exploring the Significance of Pronunciation Instruction in EFL Classroom
    (centre universitaire Salhi Ahmed Naama, 2024) Yahya Mouhamedou Abe
    The purpose of the current study is to examine teachers and students’ perceptions of the role of pronunciation in the EFL classroom in Algeria. To achieve this objective, an exploratory case study was conducted using a mixed-method approach to investigate teachers’ attitudes and beliefs as well as students’ experiences and views regarding pronunciation and its instruction. Specifically, the study sought to explore the significance of phonetics and phonology in pronunciation instruction. Thirty third-year English department students from Salhi Ahmed University Center of Naama and three of their teachers participated in the research. Both qualitative and quantitative data collection methods, including questionnaires and interviews, were employed to gain insight into the perceptions of both students and teachers. The findings revealed that pronunciation, as well as phonetics and phonology, are considered valuable approaches to pronunciation instruction by both teachers and students. However, there were differences noted, particularly in terms of what constitutes pronunciation practice and the goals of pronunciation instruction. While many students aimed for native-like pronunciation, teachers prioritized "intelligibility" as the main goal.
  • No Thumbnail Available
    Item
    The Influence of Using Technological Devices on Pupil’s Pronunciation in Primary Schools
    (centre universitaire Salhi Ahmed Naama, 2024) BOUAZZA Rabha; MENDOUR Karima
    In the educational context, the use technology is a critical aspect and plays an Important role in shaping a student’s academic success, personal development, and overall well-being. Therefore, the general aim of this research is to identify its impact on the level of primary school students’ pronunciation of Naama. The extent to which the pronunciation of students at Al-Dahhawi Primary School in Naama has improved is highlighted through various tools, namely classroom observation and a questionnaire for teachers. The results showed that technology has great importance in improving students’ pronunciation. It also has a positive effect on students, and as for teachers, It helps them improve their performance.
  • No Thumbnail Available
    Item
    Exploring the Impact of Cooperative Learning on EFL Learning and Cognitive Abilities
    (centre universitaire Salhi Ahmed Naama, 2024) Amel TAIBI; Ghania BENHIKEL
    The present study aims to investigate how the use of cooperative learning strategies can enhance EFL learning outcomes and improve cognitive abilities .In order to achieve this aim, an exploratory case study research is conducted. First, a questionnaire is distributed to EFL second year LMD students’ at Salhi Ahmed university centre. Additionally, a structured interview with teachers’ of English at Salhi Ahmed University centre to collect the necessary data. In practical terms, the data are analysed both qualitatively and quantitatively. The findings show that both students’ questionnaire and teachers’ interview have revealed that learners’ and teachers’ consider cooperative learning as an important strategy in improving the cognitive abilities. The finding also reveals that many students’ affirm that cooperative learning is beneficial for them to develop their cognitive abilities. At the conclusion of the research work, some recommendations and suggestions are presented for implementing cooperative learning effectively.
  • No Thumbnail Available
    Item
    The Impact of The Learners’ Native Language on Teaching and Learning English Speaking Skill
    (2024) Atbi Bochra; Mekkaoui Amina Nadjia
    As English becomes a global lingua franca, understanding the challenges and advantages faced by Arabic speakers in acquiring English speaking proficiency is crucial.This research aims to shed the light on the influence of using the mother language in English as a foreign language on the evolution of the Algerian pupils' speaking skill and its proficiency. In addition, it searches for discovering the teachers viewpoints towards the employment of the learners native language in EFL classes, at DAHAOUI YAHYA Middle school in Naama . In this research two data collection tools were used in order to collect information. A questionnaire was conducted to identify the views of English teachers at DAHAOUI YAHYA middle school in NAAMA, and a class observation to predestine the learners attitudes towards the use of Arabic and its impact. The data collected were analyzed quantitatively and qualitatively. The majority of the results of the questionnaire were positive. They favored using Arabic in teaching English. Whereas the results of the observation revealed that pupils prefer to use the Arabic language, when they do not know the meaning of the word in English as a way to make them comfortable in the expression and to be active with the teacher