Browsing by Author "Naoua, Mohammed"

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Algerian Efl Students’ Awareness And Use Of Metacognitive Strategies In Writing
(جامعة الوادي - University of Eloued, 2022-09-30) Atik Zid, Ouahid; Naoua, Mohammed
The use of metacognitive strategies helps students enhance their writing competence and enables them to effectively plan, monitor, and evaluate what they write. This study aims to investigate the level of Algerian EFL (English as Foreign Language) students’ awareness and use of metacognitive strategies in writing. Forty first-year students from the University of El Oued responded to a metacognitive writing strategies awareness questionnaire to collect data within a descriptive case study research design. The obtained quantitative data were analysed by means of descriptive statistics. The results revealed that students’ level of awareness and use of the different metacognitive writing strategies was low, especially, with regard to evaluation. The study recommends the conduction of further research on the causes behind students’ low level of metacognitive awareness and the explicit instruction of metacognitive writing strategies.
Approaches to Composition Literacy: Bridging the Gap between Theory and Practice
(University of eloued جامعة الوادي, 2017-11-07) Naoua, Mohammed
This paper attempts to trace the chronological development of the theories and approaches, which have been generating the literature relevant to foreign language writing since the second half of the 20th century. The intent is to examine the extent to which these theories have affected the process of composition in classroom practices. The study starts with the Controlled-composition approach highlighting its focus on coherent arrangement of word to structure grammatical correct sentences. Then, it introduces the orientations of the Current-traditional rhetoric emphasizing that the composing process should focus on developing (a) given language function(s). With the emerge of the Process approach attempting to reinforce learners' expressive abilities, the composition practices turned towards creative writing. However, the increase of interest in writing for academic purposes the composing practices seems now to lay much more emphasis on text genres. This paper attempts to highlight the role of composition theories in fostering higher education writing practices.
Assessing Communicative Language Ability By Means Of Bachman And Palmer's Model
(University of Eloued جامعة الوادي, 2017-06-01) Naoua, Mohammed
Assessing communicative language ability refers to the process of collecting data by means of tests in order to make inferences about test takers' levels of language knowledge, and to measure the extent to which they can use this knowledge in contextual target situations. According to Bachman and Palmer (1996), this process requires the outline of frameworks delimiting the constructs to be tested and the development of methods describing how these constructs can be measured. The main aim of this article is to introduce Bachman and Palmer's (1996) conceptualization of language assessment, which can be used as a basis for developing valid and reliable tests. تهدف اختبارات اللغة الانجليزية حسب نموذج بكمان وبـــالمر (Bachman & Palmer, 1996) إلى قياس مستوى الكفاءة اللغوية للممتحنين وكذا مدى تمكنهم من استعمال هذه الكفاءة في سياقات مماثلة لمجالات دراستهم. ولكي تعكس النتائج المحتصل عليها في هذه الاختبارات المستوى الفعلي للممتحنين يقترح العالمان نموذجا يصف ماهية وكيفية عملية القياس والتقييم في المجال اللغوي. تحدد المرحلة الأولى من هذا النموذج الكفاءات الفرعية المستهدفة بالقياس وتبيّن مرحلته الثانية طرق وكفيات قياس تلك الكفاءات. تبين هذه الورقة أن استعمال نموذج بكمان وبـــالمر (Bachman & Palmer, 1996)لقياس الكفاءة التواصلية يؤدي إلى بناء اختبارات ذات مستوى عال من الصحة والصدقية
The Impact Of Genre-based Instruction On English Writing Performance: Theoretical Foundations And Practical Implications
(جامعة الوادي - university of Eloued, 2022-03-30) Ghedeir, Brahim Mohammed; Naoua, Mohammed
English language writing is a complex, time-consuming activity that requires concentration, effort, and persistence. In line with the advancements in language teaching, teaching English writing has its own approaches, namely the product, process, and genre approaches. Genre-based approach is considered to be a solution to writing deficiencies by making provision for the social aspect of writing including English varieties and conventional lexico-grammatical practices. However, the contribution of genre-based approach in enhancing EFL writers` writing performance is still under question. Thus, the present study aims to investigate the impact of genre-based instruction on EFL students` writing proficiency. The research setting was the written expression course for second year students of English at the University of El-Oued, Algeria. The participants in the study were sixty (60) students who practiced writing two different genres of writing: the paragraph and the essay. The findings of the study revealed that genre-based instruction has a positive impact on EFL learners` writing performance.
Incorporating Literary Texts In Efl Classrooms: Theory And Practice
(جامعة الوادي - University of Eloued, 2021-12-31) Ghedeir Brahim, Mohammed; Naoua, Mohammed
This study provides a review of ideas and research focusing on the role of literature in the EFL classrooms. It investigates whether or not literature has the capacity to enrich and enhance English as a foreign language teaching and learning practices. It focuses on the theoretical assumptions and pedagogical implications of using different literary texts in the context of teaching and learning English as a foreign language. In order to achieve the study's aims, a questionnaire targeting forty-five (45) second year English students from the University of El-Oued, Algeria was used as a data gathering tool. The survey investigates students` attitudes towards incorporating literary texts as a medium to enhance the mastery of the language. تقدم هذه الدراسة مراجعة الأفكار والأبحاث التي تركز على دور الأدب في فصول اللغة الإنجليزية كلغة أجنبية. في جانب آخر، تتحقق هذه الدراسة فيما إذا كان الأدب لديه القدرة على إثراء وتعزيز اللغة الإنجليزية كلغة أجنبية في التدريس وممارسات التعلم. وتركز هذه الدراسة على االفتراضات النظرية واآلثار التربوية الستخدام النصوص الأدبية المختلفة في سياق تعليم وتعلم اللغة الإنجليزية كلغة أجنبية. ولتحقيق أهداف الدراسة ، تم استخدام استبيان استهدف خمسة وأربعين )45 )طالبًا ، السنة الثانية تخصص لغة انجليزية من جامعة الوادي بالجزائر كأداة لجمع البيانات. يبحث االستطالع في اتجاهات الطلبة اتجاه دمج النصوص الأدبية كوسيلة لتعزيز إتقان اللغة. كما يفحص االستطالع تصورات الطلبة نحو معايير اختيار أنواع النصوص الأدبية. كشفت نتائج الدراسة أن موضوعات ومقاييس مثل مقدمة الأدب ، و النقد الأدبي ، والنظرية الأدبية ضرورية لمتعلمي اللغة الإنجليزية كلغة أجنبية ألنها تزودهم بالمعرفة الالزمة لتحليل النصوص الأدبية المختلفة وتعزيز إتقانهم للغة.
Investigating The Impact Of Pragmatics On Communicative Competence Models: A Historical-descriptive Study
(جامعة الوادي - University of Eloued, 2022-06-03) Naoua, Mohammed; Ghedeir, Brahim Mohammed
This study attempts to explore the role of pragmatics in reinforcing the process of discourse production and comprehension. The paper starts with the delimitation of the scope of pragmatics and the identification of its main constituents, such as implicature, presupposition, speech acts, the context of situation, reference, deixis, and entailments. Then, it turns to the description of the way in which pragmatics has gradually been incorporated in three significant communicative competence models. In doing so, this paper incorporates the techniques of the historical-descriptive methods. The results of the study revealed that the integration of pragmatic elements in language analysis/teaching could contribute to the comprehension of speaker's/writer's implicated meaning.
Teaching Methodology In Secondary Education: Unity Versus Diversity.
(University of Eloued جامعة الوادي, 2009-06-01) Naoua, Mohammed
تتعرَض هذه المقالة إلى تعاقب طرائق تعليم اللغة الإنجليزية في التعليم الثانوي بالجزائر وبصفة أخص في التعليم التكنولوجي حيث تثير نقطتين أساسيتين: أولاهما عدم استجابة الطريقة الأحادية لطموحات المتعلمين المنوعة, وثانيهما التعارض الواضح بين الطريقة الحالية المتمثلة في التركيز على الجانب الوظيفي للغة و واختبارات اللغة الإنجليزية في البكالوريا التي تضع معرفة القواعد همّها الأساسي. و تختم هذه الدراسة بتقديم اقتراحات لطريقة بديلة, تنتقي من مختلف الطرق الأخرى جميع العناصر التي تفيد العملية التعليمية Abstract This article describes the succession of English teaching methodology in Algerian secondary education; and more specifically in technology streams. It also raises two main concerns: the inadequacy of the-one-method techniques to meet learners' needs in schooling, and the compatibility of communicative language teaching with 'section two' in the Baccalaureate examination "Language Study" (ONEC 2001-2007). This study concludes with some suggestions for an alternative 'constrained eclectic way'.