Bøger af Housseine Bachiri

Academic Paper from the year 2017 in the subject Didactics for the subject English - Pedagogy, Literature Studies, Ibn Tofail University (Ibn Tofail), course: English, language: English, abstract: The extensive reading program enables curriculum designers to establish a thorough understanding of extensive reading for English as a Foreign Language learners. It is also meant to help readers read with ease and enjoyment. Designing a viable extensive reading program that meets the expectations and learning needs of Moroccan university students would unquestionably be a positive step toward more effectively facilitating English language learning in Moroccan higher education. In fact, this program aims to make reading more enjoyable and fruitful. Thus, students will no longer feel that reading is a mere chore, but will instead view it as both a leisure activity and an excellent academic habit.It should be noted that reading for pleasure is the best way to become literate and knowledgeable. Given this, the aforementioned program will be mainly premised upon students¿ determination and commitment, and also teachers¿ planning and preparation, in order to overcome the constraints at both the curricular and pedagogical levels. The elements listed below are of paramount importance in designing an effective extensive reading program that both meets the learning needs of Moroccan university students and drastically changes their attitudes toward reading in English.

Master's Thesis from the year 2011 in the subject Didactics - English - Pedagogy, Literature Studies, , course: Department of English, language: English, abstract: The objective of the present paper is to investigate problems concerned with the teaching of productive skills in Business English classes. Productive skills refer to speaking and writing. Business English is a branch of English for Specific Purposes (ESP). This research project aims to investigate the attitudes and perceptions of the Ecole Nationale de Commerce et de Gestion (ENCG) students about the productive skills in the ESP course, as well as to figure out whether the ENCG students are fully aware of the significance of productive skills in their prospective professional communication. This paper strives to answer the following questions: What are the general features which appear to characterize the teaching of oral skills in the ESP course? Does writing in the ESP course enable students to become good English business writers? And to what extent do speaking and writing prepare ESP students for professional communication?

Doctoral Thesis / Dissertation from the year 2017 in the subject English Language and Literature Studies - Linguistics, Ibn Tofail University (Department of English), language: English, abstract: This dissertation arises from an attempt to answer questions about whether Moroccan first and second year university students of English as a foreign language (EFL) need extensive reading in order to produce academic texts. By using two different questionnaires, along with an extensive reading experiment at Mohammed V University, it has been possible to analyze and discuss both ethnographic and numerical data obtained from the aforementioned research instruments. The participants in the research were Moroccan university students and professors. Results indicate a myriad of shortcomings in the teaching of reading and writing in Moroccan higher education. Classroom activities demonstrate a lack of students¿ engagement and interaction, especially in the reading session. Results also show students¿ willingness and keenness to commence reading extensively because they feel empowered, confident, and fluent over time. Extensive reading (a receptive skill) and academic writing (a productive skill) are both interactive, constructive, and complementary. In extensive reading, students learn to increase their reading speed and comprehension while simultaneously expanding their lexicon, whereas in academic writing they learn to think about the context, audience, and purpose of their piece of writing. In doing so, they learn to write with simplicity, accuracy, clarity, and an analytical eye.For students, these skills are new and they will ipso facto get used to them after they start writing. Development of literacy de facto relies enormously upon effective learning of reading and writing, for students consume knowledge through the former and produce it through the latter. Given this, both extensive reading and academic writing can solidly transform students into future writers, scholars, thinkers, and academics whose intellectual contributions will change the course of our country for the better. Therefore, the pedagogy adopted for the teaching of reading and writing in Moroccan higher education should be reconsidered.