Browsing by Author "Nesba, Asma"

Now showing 1 - 6 of 6

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 Family Preparatory Role to Cope with a New Lingual Situation
(The Institute of Linguistics of the Russian Academy of Sciences. Moscow, Russia, 2024-12-09) Nesba, Asma
The openness to the world made the movement of people between countries easier than previous times. This has encouraged many families to travel outside their home countries, permanently or periodically, for several reasons such as studying and finding better job opportunities. Some families due to many reasons opt for returning back to the homeland. This resulted in engaging their children in new forms of schooling with new linguistic orientations completely different from the ones used to be found in their host countries. Therefore, children will find themselves in a completely different linguistic situation. This study aims at investigating the linguistic integration readiness of the children of some Algerian immigrant families that decided to return back to the homeland. For the data gathering tools, a structured interview was conducted with ten different families returning back to Algeria from UAE, France, Turkey and Libya to investigate about the linguistic integration of their children in Algeria which is an Arab speaking country with a prominent presence of French as a foreign language. The questions of the interview focused mainly on presenting the characteristics of the new linguistic situation, the role of the family and the psycholinguistics’ experts in maintaining a successful transfer and the measures taken by the schools’ authorities to realize that transfer. Results show the families’ belief that the shift to a new linguistic community is challenging due mainly to the radical transfer of the medium of instruction as well as the foreign languages prescribed in the curricula of the homeland schools. Hence, the participants see that the newly transferred children need a prior psycholinguistic preparation in which the parents take an active part. The participants took different measures to assist their children in realizing a smooth shift. They provided them with both Arabic and French courses that were ensured inside and outside the house. The families also contacted the schools short after their arrival so as to cooperate with them to take the appropriate measures to fit the specificities of the newly enrolled pupils from other countries. The children were provided with additional support classes and with special linguistic care to enable them to bridge the gap between them and the old students. The study’s results prove that the role of the family is pivotal in preparing the children for the integration into a multilingual society and to make them adapt to multiple language situations imposed on them by the external environment. This role consists in equipping the children with the techniques of translanguaging , code- switching and code- mixing. The study ends up with recommendations to urge families to consult the educational psychology experts to assist them with practical solutions to cope with the new linguistic situations. Proposals were also suggested for organizing seminars and workshops supervised by the schools for both teachers and parents to raise their awareness of the necessity of the pedagogical and the psychological accompaniment for children moving from other countries. الملخص: إن الانفتاح على العالم جعل تنقل الأشخاص بين البلدان أسهل من السابق. وهذا ما شجع العديد من العائلات على السفر خارج بلدانهم الأصلية، بشكل دائم أو دوري، لعدة أسباب مثل الدراسة وإيجاد فرص عمل أفضل. ولأسباب عديدة، اختارت بعض الأسر العودة إلى الوطن، الأمر الذي أدى إلى انخراط أبنائها في أشكال جديدة من التعليم، ذات توجهات لغوية جديدة تختلف تمام الاختلاف عن تلك التي كانت موجودة في بلدانهم المضيفة. ومن ثم، سيجد الأطفال أنفسهم في وضع لغوي مختلف تماما. تهدف هذه الدراسة إلى التعرف على مدى جاهزية الاندماج اللغوي لدى أطفال بعض الأسر الجزائرية المهاجرة التي قررت العودة إلى الوطن. بالنسبة لأدوات جمع البيانات، تم إجراء مقابلة منظمة مع عشر عائلات مختلفة عادت إلى الجزائر من الإمارات العربية المتحدة وفرنسا وتركيا وليبيا للتحقيق في التكامل اللغوي لأطفالهم في الجزائر وهي دولة ناطقة باللغة العربية مع وجود بارز للغة الفرنسية كلغة أجنبية. تركزت أسئلة المقابلة بشكل أساسي على تقديم خصائص الوضع اللغوي الجديد ودور الأسرة وخبراء علم النفس اللغوي في الحفاظ على انتقال ناجح والإجراءات التي اتخذتها سلطات المدارس لتحقيق هذا الانتقال. وتظهر النتائج اعتقاد الأسر بأن التحول إلى مجتمع لغوي جديد يمثل تحديًا كبيرًا، ويرجع ذلك أساسًا إلى النقل الجذري لوسيلة التدريس، فضلاً عن اللغات الأجنبية المنصوص عليها في المناهج الدراسية في المدارس الوطنية. ومن هنا يرى المشاركون أن الأطفال المنقولين حديثاً يحتاجون إلى إعداد نفسي لغوي مسبق يشارك فيه الأهل بشكل فعال، وقد اتخذ المشاركون إجراءات مختلفة لمساعدة أبنائهم على تحقيق انتقال سلس، حيث قدموا لهم دورات باللغتين العربية والفرنسية تم تأمينها لهم داخل وخارج المنزل. كما قامت الأسر بالاتصال بالمدارس بعد وقت قصير من وصولها للتعاون معها لاتخاذ التدابير المناسبة بما يتناسب مع خصوصيات التلاميذ الجدد القادمين من بلدان أخرى. وتم توفير دروس دعم إضافية للأطفال ورعاية لغوية خاصة لتمكينهم من سد الفجوة بينهم وبين الطلاب القدامى. وتثبت نتائج الدراسة أن دور الأسرة محوري في إعداد الأبناء للاندماج في مجتمع متعدد اللغات وجعلهم يتكيفون مع المواقف اللغوية المتعددة التي تفرضها عليهم البيئة الخارجية. يتمثل هذا الدور في تزويد الأطفال بتقنيات الانتقال بين اللغات الانتقال اللغوي والخلط اللغوي. كما تم طرح مقترحات لتنظيم ندوات وورش عمل بإشراف المدارس للمعلمين وأولياء الأمور لرفع مستوى الوعي لديهم بضرورة المرافقة التربوية والنفسية للأطفال القادمين من بلدان أخرى.
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.