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dc.contributor.authorChouieb, Samia
dc.contributor.authorAbderrahim, Farida
dc.date.accessioned2018-11-18T09:32:45Z
dc.date.available2018-11-18T09:32:45Z
dc.date.issued2018-11-06
dc.identifier.urihttp://hdl.handle.net/123456789/136433
dc.description.abstractThis research aims at investigating the effectiveness of implementing Role Play to teach the Present Perfect. It also inquires the attitudes and experience of the teachers of grammar, at the Department of Letters and English, University „Des Frères Mentouri‟, Constantine, as to the use of Role Play to teach the Present Perfect. We hypothesize that, first, if teachers of Grammar are made aware of the importance of practising role play to teach the Present Perfect, they will have positive attitudes towards its implementation in their own classes. Second, if teachers practise role play in their teaching of the Present Perfect, it will help the students understand and use this tense adequately. To test our hypotheses, a Teachers‟ Questionnaire and a Students‟ Test have been used. The Teachers‟ Questionnaire is meant to investigate the teachers‟ opinions as to the use of the new treatment in teaching the Present Perfect which has totally confirmed our first hypothesis: the analysis of the teachers‟ questionnaire shows that teachers of Grammar hold positive attitudes towards practising role play to teach the Present Perfect tense. The test has been developed to check the second hypothesis about the students‟ use of the Present Perfect tense. It is made up of three parts: „Identification of the correct answer‟, a „Fill in the gaps‟ activity and a „Multiple Choice‟ activity and aims to assess the learners‟ knowledge of the Present Perfect before and after instruction. The sample (70 learners) is taken from second year students of English, at the Department of Letters and English, University „Des Frères Mentouri‟, Constantine, during the academic year 2014/2015. The results obtained partially confirm the second hypothesis. When we calculate the average of correct answers for the Experimental Group in the pre-test and post-test, we find that there is a difference of 11.70% between the learners‟ performances in the pre-test and post-test.fr_FR
dc.language.isoenfr_FR
dc.publisherجامعة الإخوة منتوري قسنطينةfr_FR
dc.subjectJeux de rôlefr_FR
dc.subjectPassé composéfr_FR
dc.subjectcontextefr_FR
dc.subjectL'enseignement de grammairefr_FR
dc.subjectJeux de simulationfr_FR
dc.subjectLe systéme du temp verbal Anglaisfr_FR
dc.subjectRole playfr_FR
dc.subjectPresent perfectfr_FR
dc.subjectContextfr_FR
dc.subjectTeaching grammarfr_FR
dc.subjectsimulation gamesfr_FR
dc.subjectThe English tense systemfr_FR
dc.subjectأنشطة لعب الأدوارfr_FR
dc.subjectالمضارع التامfr_FR
dc.subjectالسياقfr_FR
dc.subjectتدريس النحوfr_FR
dc.subjectأنشطة تحاورfr_FR
dc.subjectنظام الأزمنة الفعلية في اللغة الانجليزيةfr_FR
dc.titleIncorporating role play and simulation games to teach the present perfect tense effectivelyfr_FR
dc.title.alternativeThe case study of second year students of english at the University Des Frères Mentouri, Constantine.fr_FR
dc.typeThesisfr_FR


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