The current study scrutinized teachers’ perceptions of the linguistic competence in third year English language students' writings at Setif 2 University. The population of the study consists of third year written expression teachers. The used research tool is a questionnaire addressed to eight written expression teachers; the collected data from teachers’ questionnaire was analysed using (SPSS) and Excel programs, while the results were interpreted qualitatively. After analysing the obtained data from the questionnaire that was answered by eight teachers, it was concluded that teachers agree that students are linguistically incompetent. Therefore, students appear to have problems in grammar and orthography; in addition, their vocabulary repertoire is poor. On the basis of the findings, pedagogical recommendations are suggested for both teachers and students to be linguistically competent.

هدفت الدراسة الحالية إلى التعرف على طبيعة اتجاهات أساتذة التعليم المتوسط نحو الخدمات الإرشادية المقدمة من طرف مستشار التوجيه والإرشاد المدرسي، لذا تم اختيار عينة بطريقة عشوائية،متكونة من(61) أستاذ(ة)ببعض متوسطات مدينة مستغانم.ولقد طبق الباحثان استبيان الخدمات الإرشادية،بعد التأكد من الخصائص السيكومترية ، وباستخدام المنهج الوصفي، وبالاعتماد الأساليب الإحصائية المناسبة.كانت النتيجة أن للأساتذة اتجاهات ايجابية إزاء الخدمات الإرشادية المقدمة من طرف مستشار التوجيه والإرشاد، كما انه لم توجد فروق في طبيعة هذه الاتجاهات تعزى لمتغير الاقدمية

The current study aimed to identify the nature of the middle education teachers’ attitudes towards the counseling services provided by the school guidance and counseling advisor, so a random sample was chosen, consisting of (61) teachers in some averages of the city of Mostaganem. The researchers applied the extension services questionnaire, After confirming the psychometric characteristics, using the descriptive approach, and adopting the appropriate statistical methods. The result was that the teachers had positive attitudes about the counseling services provided by the guidance and counseling consultant, and there were no differences in the nature of these trends due to the variable of seniority

لقد كان ولا يزال البحث في الحقل التربوي وما يتّصل به من مناهج ومبادئ وأسس محل اهتمام وبحث خبراء التربية وعلماء النفس والاجتماع العرب والغرب المعاصرين على السواء، غير أنّ جهود هؤلاء جميعًا تبقى بعيدة نوعًا ما عن الاستفادة من كلّ ما توصّل إليه علماؤنا الأوائل في هذا المجال، وهي بأمس الحاجة إلى نفض الخبار عنها وإخراجها على أكمل حلّة ليستفيد منها الباحثون المعاصرون ويطبّقونها في الميدان، ومن علماء وخبراء المسلمين الذين كان لهم باعٌ كبيرٌ في مجال التربية قديمًا ابن قيم الجوزية، الذي انفرد بكثيرٍ من الأفكار التربوية النيِّرة والقيّمة التي من شأنها أن تضيف لبنة جديدةً إلى الحقل التربوي عمومًا، وهذا ما سنحاول استخراجه من كتبه ووضعه بين أيدي الباحثين التربويين ليستفيدوا منه في مقارباتهم التربوية

Abstract Both arab and occidental specialists from many different fields such as didactics, sociology and psycology give a lot of importance to this instructive profession in term of methods basics and principles related to this sensitive arena.Besides these considerable efforts they can not equal the working did by there preceding ones since specialists do not benfit too much from their considerable achievements. Hence, the former works on didactics achieved by the former specialists must be taken into consideration because they are the badrock of any contemporary research in this field. For instance, among the muslim scholars who gave a lot of to this profession, IbnElkym Eljouzia who established many principles and thoughts which might enrich the field of didactics in genral. Thus, this piece of writing tries to expose some of his illuminating thoughts and Adidas.

Actuellement et acculé par des impératifs socio-sanitaires , obligé de se conjuguer avec la technologie, la didactique du F.L .E. se doit d’intégrer un apport fondamental dans tous ses aspects. Notre recherche s’intéresse à l’enseignement du FLE aux classes de 3èmeA.S. sciences expérimentales. Notre objectif, est de comprendre l’apport de l’enseignement à distance à la compétence scripturale. Afin de mener à bien notre investigation nous avons opté pour une approche portée sur deux groupes (témoin /expérimental). Cela a contribué dans l’analyse des compétences de l’utilisation des TICE et de la langue écrite dans les pratiques d’enseignement /apprentissage de l’écrit et détecter les difficultés et les lacunes liées à la production écrite, pour les combler et atteindre la performance. L’analyse des résultats reflète la pertinence de ce dispositif pédagogique et son efficience dans le développement d’une compétence scripturale.

Currently and cornered by socio-sanitary imperatives, forced to combine with technology, the didactics of F.F.L. must integrate a fundamental contribution in all its aspects. Our research focuses on the teaching of french as a foreign language to the 3 A.S. experimental sciences. Our objective is to understand the contribution of distance education to scriptural competence. In order to carry out our investigation, we opted for an approach focused on two groups (control/experimental). This has contributed to the analysis of skills in the use of I.C.T.E and written language in the teaching/learning practices of writing and to detect the difficulties and gaps related to written production, to fill them and achieve the performance. The analysis of the results reflects the relevance of this pedagogical device and its efficiency in the development of a scriptural skill.

The present paper is meant to draw teachers’ attention to the difficulties non-native students of English may encounter when listening to spoken English. Many teachers of listening comprehension tend to focus on top-down skills in their teaching, and give little or no importance to bottom-up skills. For example, the modification of sounds occurring at word boundaries, such as assimilation, may seriously hinder students’ understanding of spoken English. This study seeks to explore first year students’ perceptions of their listening difficulties, and the extent to which sound modifications at word boundaries affect their ability to recognize familiar words. To achieve this goal, a questionnaire was first administered to the participants, followed by a listening cloze dictation aimed to test students’ ability to recognize words that underwent assimilation. The results reveal the reasons students find listening to spoken English difficult, which are new vocabulary, speed of delivery, pronunciation, and more importantly their inability to understand assimilated words.