M. TAYOUB Abdelmadjid

MAA

Directory of teachers

Department

Department of Letters and English Language

Research Interests

Applied Linguistics and TEFL Theoretical Linguistics English language teaching course and syllabus design Developing Oral English and Oral Fluency English Language Assessment and Evaluation

Contact Info

University of M'Sila, Algeria

Email : abdelmadjid.tayoub@univ-msila.dz

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Recent Publications

2025-01-20

The Effect Of Formulaic Expressions Based Instruction Using Authentic Videos On Oral Fluency Enhancement

This paper aims to test the effect of implementing formulaic expressions (FEs) based teaching which stimulates classroom discussions based on authentic videos content. The technique focuses on noticing the FEs contained in the videos, discussing their form, meaning and pragmatic usefulness. It aims to explicitly focus on FEs instruction and then test the extent to which learners will incorporate target FEs in their retellings of the videos content to enhance their oral fluency as measured by speech temporal variables. The study found that this method led to incorporating more FEs and thus enhancing oral fluency through increased speech and articulation rate (SR, AR), longer mean length of runs (MLR), and reduced formula run ratio (FRR).

Keywords
formulaic expressions instruction; Oral fluency; speech temporal variables
Citation

M. TAYOUB Abdelmadjid, Hamadi Nabil Aziz, , (2025-01-20), "The Effect Of Formulaic Expressions Based Instruction Using Authentic Videos On Oral Fluency Enhancement", [national] العمدة في اللسانيات الخطاب , Université de M'sila

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2022-04-03

Corpus Evidence, Lexical Priming And Teaching Lexical Items More Effectively: A Case Study Of The Functional Word “as”

Lexical priming theory argues that an expression which consists of a certain word sequence (WS) prefers to appear in context with particular lexical items such as particular collocations, grammatical patterns (colligations), semantic associations, pragmatic associations, textual ways as well as particular genre and style. Drawing on this, this study assumes that when a lexical item is checked in context, the profile of its associations systematically changes in accordance with the word or the word sequence prior or subsequent to it, which makes the student who studies a particular phrase with all its associations, stores the phrase in his mind and then retrieves it during speech with all its associations, which makes him/her more fluent in speech. This study assumes that exploring the associations of functional words in their contexts is of great importance due first their high frequency of uses, and second, in order to shift from teaching them based on their function in context, as is the case in the current curricula, to teaching them accompanied by all their different connections in context. To this end, we chose the functional word as then extracted from the British National Corpus (BNC) a list of the most frequent two words sequences containing as and qualitatively analyzed data from their concordance lines using lexical priming theory principles as a guide to describe their associations. Overall, our analysis revealed that when as collocates with different items, its associations exhibit systematic change. Thus, the methodology of this study can be adopted in the study and teaching of functional words based on their various associations instead of their functions for more fluency in speech.

Keywords
British National Corpus (BNC) ; colligations ; collocations ; fluency in speech ; lexical priming theory ; pragmatic associations ; semantic associations ; the functional word as ; word sequence (WS)
Citation

M. TAYOUB Abdelmadjid, (2022-04-03), "Corpus Evidence, Lexical Priming And Teaching Lexical Items More Effectively: A Case Study Of The Functional Word “as”", [national] Al-Jamie Journal In Psychological Studies and Educational Sciences , Université de M'sila

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