Browsing by Author "Nesba, Asma"

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adjusting Foreign Languages' Syllabuses To The Specific Academic
(جامعة الوادي - University of Eloued, 2018-06) Ghedeir Brahim, Mohamed; Nesba, Asma
Students with special needs have the same right to learn foreign languages in schools and universities as ordinary students do. Therefore, based on appropriate professional support and teaching methods and techniques, students with special needs will be capable of learning foreign languages. This assumption led to the adaptation of foreign languages‟ curriculum for the benefit of students with disabilities who require adaptive teaching within the regular school or university educational system. The present study aims at offering guidelines for adjusting and implementing foreign languages‟ syllabuses for students with special needs. Seeking to achieve the aims of the study, two semi-structured interviews have been administered to both students and teachers. Six (06) teachers divided equally between English and French in addition to two (02) blind students have been chosen. The study was conducted during the academic year 2016/2017 at the Department of English and French at the University of Hamma Lakhdar in ElOued, Algeria. The findings of the study are expected to assist teachers in adjusting their teaching and evaluation techniques to the specific learning needs of their students with disabilities.
Ameliorating The Writing Skill Among The University English Language Students
(جامعة الوادي - university of Eloued, 2022-03-30) Nesba, Asma
among the students of English at the university. Producing well-structured written genres of an academic nature by undergraduate and postgraduate students of English has been always a challenging task. Hence, this study attempted to explore the issue by conducting a qualitative research using a structured interview designed to elicit reliable problem-solving strategies adopted by ten English language teachers ensuring courses in different modules at the department of English at El-Oued university. Results revealed that the deficiency observed in the students’ writings can be overcome by means of intensive writing courses that focus on three main basic elements: structure, appropriateness and interaction. Furthermore, it was noted that the continuous monitoring and feedback contribute to the development of the students’ writings. تهدف هاته الدراسة إلى التعرف على الأساليب التي يستخدمها الأساتذة لتعزيز مهارة الكتابة لدى طلاب شعبة الإنجليزية في الجامعة. لطالما كانت الكتابة ذات الطبيعة الأكاديمية من قبل طلاب البكالوريوس والدراسات العليا في اللغة الإنجليزية مهمة صعبة. ومن هنا حاولت هذه الدراسة استكشاف الأمر من خلال إجراء بحث نوعي باستخدام مقابلة منظمة و مصممة لاستنباط استراتيجيات موثوقة لحل المشكلات اعتمدها عشرة اساتذة للغة الإنجليزية لمواد مختلفة في قسم اللغة الإنجليزية بجامعة الوادي. أظهرت النتائج أن النقص الملحوظ في كتابات الطلاب يمكن التغلب عليه من خلال دورات الكتابة المكثفة التي تركز على ثلاثة عناصر أساسية: البنية ، والملاءمة ، والتفاعل. علاوة على ذلك ، لوحظ بأن المراقبة المستمرة والتغذية الرجعة تساهمان في تطوير كتابات الطلاب
Genre-Based Instruction the Key ESP Solution for Adult Learning in Professional Settings
(University of eloued جامعة الوادي, 2017-05-11) Nesba, Asma
The present research aims at highlighting the importance of introducing the genre- based approach as an English for Specific Purposes (ESP) solution to speed up the mastery of the English language- related activities in the workplace. Business is considered as the most important field which requires English in Algeria. However, workers in this domain encounter difficulties to accomplish English language- related activities. They fail to explore their previous English language to meet the workplace needs. Even general English instruction was not beneficial for them. A Triangulated study was then conducted on a group of ten adult learners working in the field of business. A Genre-Based instruction was adopted in order to equip them with the required English language skills that enable them to master the different genres that constitute the business correspondence, mainly writing both ordinary and electronic letters (e-mails). Three data gathering tools were used.First, needs analysis method was used adopting Hutchinson and Waters' (1987) approach to NA to find relevant information about the most likely encountred genres in their professional settings. Secondly, an intensive genre- based instruction in the form of desgined task- based activities over a period of two months at a rate of three two-hour sessions per week was followed. Different types of business e-mails with different communicative purposes were dealt with. In this phase the « Teaching-Learning Cycle » of Feez (1998) is used. Moves analysis' tasks, based on identifying the rhetorical movesof a specific genre were also used.Finally a post instructional questionnaire was used to elicit the learners' attitudes towards the genre-based instruction.Results of the present study suggest that the genre- based instruction is an efficient method to enhance the English language writing perfornace of adult learners. It helps in raising the awareness of the learners towards genre. The results also come to prove the importance of needs analysis in designing suitable ESP courses. The learners' attitudes towards genre- based instruction are positive since they can meet the the workplace language needs.Results led to the construction of recommendations that focus on adopting the genre -based instruction as an ESP solution to promote mainly adult leraners in the professional settings.
The Language-related Tasks Between The University And The Business Workplace
(جامعة الوادي - University of Eloued, 2020-09-15) Nesba, Asma
The present study aims at investigating the cause of the gap existing between the university and the professional settings. ESP is introduced in different specialties in the Algerian universities. However, in the workplace, university degree holders encounter difficulties to accomplish Language-related tasks. The study was conducted in a private language school in a class of eight (08) adult learners receiving intensive instruction in Business English. The learners are 02 businessmen and 06 sales managers in private companies. A questionnaire was used as a data gathering tool to detect their motives to have such courses. Results reveal that their resort to ESP sessions in private schools is due to their failure to exploit their prior language knowledge to solve practical problems in the workplace especially problems related to business correspondence. Results led to the construction of pedagogical implications that highlight the importance of ESP and languages for specific purposes in general in equipping the present university students, the future workers, with the required language skills that will satisfy the professional settings’ needs. Recommendations focus on the necessity of having qualified and well trained ESP teachers at the Department of Economy and Management besides building a continuum between universities and the professional settings.
The University in the Service of Professional Settings
(University of eloued جامعة الوادي, 2017-04-23) Nesba, Asma; GHEDEIR BRAHIM, Mohammed
Policymakers are aware of the importance of introducing English as an ESP module in different specialties in the Algerian universities. However, in the workplace, university degree holders encounter difficulties to accomplish Language-related tasks. A study was conducted then to find out the cause of the gap existing between the university and the workplace for an ultimate goal to find solutions to bridge the gap between the university and the real work context by helping new recruited workers to exploit their previous language knowledge in professional settings. The study was conducted in a private language school in a class of eight (08) adult learners receiving intensive instruction in Business English. 02 businessmen and 06 sales managers in private companies. A questionnaire was used as data gathering tool to detect their motives to have such courses. Results reveal that their resort to ESP sessions in private schools is due to their failure to exploit their language knowledge to solve practical problems in the workplace especially problems related to business correspondence . Results led to the construction of pedagogical implications that highlight the importance of ESP and languages for specific purposes in general in equipping the present university students, the future workers, with the required language skills that will satisfy the professional settings needs. Recommendations focus on the necessity of having qualified and well trained ESP teachers at the department of Economy and Management as well as building a continuum between university and the professional settings.