Browsing by Author "ARAICHE Dalel"

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    L'enseignement du FOS au Centre d’Enseignement Intensif des Langues (CEIL) de Khenchela : Quel(s) contenu(s) pour quel(s) public(s) ?
    (Revue De El-Nas, 2022) ARAICHE Dalel
    À travers cet article, nous voulons mettre en lumière la réalité de l'enseignement du FOS au niveau du Centre d'Enseignement Intensif des Langues à Khenchela. Pour ce faire, nous avons mené une enquête par questionnaire auprès des étudiants du centre complétée par un entretien avec les enseignants chargés de la formation afin de comparer les contenus dispensés avec les besoins et les attentes des apprenants. Les résultats de notre analyse nous ont montré qu'il y a un écart entre les cours dispensés et les objectifs et les besoins d'apprentissage du public. Les contenus d'enseignement sont majoritairement des cours de FLG (Français Langue Générale), quant au FOS, il est quasi-absent des programmes d'enseignement. Through this article, we highlight the reality of teaching French for Specific Purposes at the Intensive Teaching Language Center in Khenchela. To do this, we conducted a survey among students of the center completed by a meeting with the teachers in charge of training in order to compare the content provided with the needs and expectations of learners. The results of our analysis showed us that there is a gap between its courses and objectives, and public learning needs. Teaching contents are mostly FGL, about the FOS, it is virtually absent from the curriculum.
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    La gestion du travail de groupe dans l'enseignement/apprentissage de la production écrite au collège
    (Université Mentouri - Constantine, 2019) ARAICHE Dalel
    Abstract Our research aims to explore the effect of the management of group work on the development of the writing skills for middle school learners. This is to check how teachers organize and manage this way of working in order to lead learners to engage objectively and effectively in the drafting task. In order to carry out our experimentation, we have chosen to implement three tools of investigation: the questionnaire intended to teachers and learners, the observation of the various group works carried out in class and also qualitative and quantitative analyses of the students' written productions. Our research across the entire corpus has shown that group practice and its functioning method differ from a teacher to another. Indeed, groups that were formed according to students’ affinities and the heterogeneity of their skill level are more stimulated and motivated than those that were composed according to the students' location proximity or in a random way. Our study has also allowed us to note that the good management of an editorial work does not depend only on the conduct of the interactions which must take on several meanings (pupil-student, pupil-group, pupil-teacher), but also on their quality which must touch different dimensions of the scriptural competence. Finally, our experiment has confirmed that when the teacher plays a directive role risks blocking the students’ autonomy and limits their interventions. However, if they are motivated to get involved in the work and exchange ideas, they will cooperate and assist each other positively which will help to achieve the outlined objectives