Browsing by Author "Touati, Mourad"

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    The Integration Of Culture In Foreign Language Learning At An Advanced Level
    (Université de M'sila, 2016-10-15) Touati, Mourad
    Contemporary language learning theories have given great attention to the integration of cultural components in language classroom. The traditional perspective that used to categorize culture in terms of formality and foreign language learning in terms of priority has affected both foreign language teaching and learning in terms of objectives, priorities and outcomes.This article attempts to consolidate the integration of language and culture in language classrooms from a pedagogical perspective that discusses both linguistic, cultural objectives, expected knowledge outcomes and skills that are projected in English language learning at an advanced level context.
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    Investigating EFL Master Learners’ Beliefs about Formal Research and Academic Writing
    (Université de M'sila, 2017) Touati, Mourad
    This paper reports on an investigation of EFL Master Learners’ Beliefs about formal research and academic writing, which remain partially unexplored in our learning institutions. The survey instrument used in collecting data was adapted from‘Beliefs about Language Learning Inventory’ (Horwitz 1987). Through the 24 items survey we have intended to identify learners’ beliefs about formal research and academic writing in order to provide some valuable information for syllabus designers and EFL practitioners about the links between learners’ aptitude, motivation and expectations at formal research and academic writing and their beliefs. Moreover, the data provided insights on learners’ beliefs about the nature of formal research and academic writing and how to conduct it, the difficulties they often face and the strategies they used in order to overcome the hindrances while carrying out their research assignements.The results indicated that because of the difficulties faced and the relative failure of implemeting strategies, students’ motivation and expectations to better achieve at research remained low. It was concluded that it is very indispensable for teachers to consider respondents’ reflections while teaching and monitoring.
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    Note-taking As A Motivating Pedagogical Strategy To Improve Learners’ Writing Competence
    (Université de M'sila, 2014-10-15) Touati, Mourad
    Writing in a foreign language is a very challenging task not only for learners but also for teachers. However, the integration of certain strategic motivating learning devices and having learners well trained on them in terms of manipulation may lead learners to better achievements, whether immediately or after some training sessions. The following paper discusses the utility of taking notes while listening, or watching and the psycho pedagogical implications that would come into play while foreign language learners are involved in task –based classroom learning