Normal 0 false false false FR X-NONE AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri",sans-serif; mso-bidi-font-family:"Times New Roman"; mso-ansi-language:FR; mso-fareast-language:FR;} Algerian law students are required to read and comprehend legal texts written in English in order to obtain managerial and regulatory rules knowledge. However, despite the efforts done by English for Law Purposes teachers, students still have language difficulties in general and are not able to comprehend texts related to their specialty in specific. Two main reasons are at the source of this problem: the limited instruction time and students’ lack of motivation. Hence, this paper reports on an experimental study undertaken with nineteen 1 st year law Master’s students who have learned English for at least 10 years and whose proficiency level is estimated to be intermediate. The experiment consisted in teaching them English using the blended approach via a Moodle platform. This ELP blended course based on Content and Language Integrated Learning approach, aimed to develop their reading comprehension. The results showed that this teaching approach was interesting at two levels. First, it allowed students’ exposure to a wide variety of law texts and related activities in spite of the low time load allocated to English teaching. Second, it raised students’ motivation as they could have access to many activities in their free time, select the ones to deal with, have feedback and discuss their difficulties with their mates or their instructor. Moreover, findings revealed that students involved in the experiment obtained higher scores in reading tests than the students who were not. The main conclusion drawn is that the blended approach combined with CLIL helped ELP students to develop their content knowledge and improve their reading competence in a short span of time.

中文翻译：

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通过混合学习方法提高ELP学生的阅读技能

正常0否否否FR X-NONE AR-SA / *样式定义* / table.MsoNormalTable {mso-style-name：“ Table Normal”; mso-tstyle-rowband-size：0; mso-tstyle-colband-size：0; mso-style-noshow：是；mso-style-priority：99; mso-style-parent：“”; mso-padding-alt：0cm 5.4pt 0cm 5.4pt; mso-para-margin：0cm; mso-para-margin-bottom：.0001pt; mso分页：寡妇孤儿；字体大小：10.0pt; 字体家族：“ Calibri”，sans-serif; mso-bidi-font-family：“时代新罗马”；mso-ansi-language：FR; mso-fareast-language：FR;}阿尔及利亚法律专业的学生必须阅读和理解用英语撰写的法律文本，以获得管理和法规上的知识。但是，尽管英语英语法系老师做出了很大努力，一般而言，学生仍会遇到语言障碍，无法理解与他们专业相关的课文。这个问题的根源有两个：授课时间有限和学生缺乏动力。因此，本文报告了一项针对19名一年级法学硕士课程学生进行的实验研究，这些学生至少学习了10年英语，并且其熟练程度估计处于中等水平。实验包括通过Moodle平台使用混合方法教他们英语。该ELP基于内容和语言集成学习方法的混合课程，旨在发展他们的阅读理解能力。结果表明，这种教学方法在两个层次上都很有趣。第一，尽管分配给英语教学的时间很短，但它仍使学生能够接触到各种各样的法律文本和相关活动。其次，它提高了学生的动力，因为他们可以在空闲时间参加许多活动，选择要处理的活动，获得反馈并与他们的伴侣或老师讨论他们的困难。此外，调查结果显示，参与该实验的学生在阅读测试中的得分高于未参加该测试的学生。得出的主要结论是，结合了CLIL的混合方法可以帮助ELP学生在短时间内发展他们的内容知识并提高他们的阅读能力。选择要面对的人，获得反馈，并与伴侣或教练讨论他们的困难。此外，调查结果显示，参与该实验的学生在阅读测试中的得分高于未参加该测试的学生。得出的主要结论是，结合了CLIL的混合方法可以帮助ELP学生在短时间内发展他们的内容知识并提高他们的阅读能力。选择要面对的人，获得反馈，并与伴侣或教练讨论他们的困难。此外，调查结果显示，参与该实验的学生在阅读测试中的得分高于未参加该测试的学生。得出的主要结论是，结合了CLIL的混合方法可以帮助ELP学生在短时间内发展他们的内容知识并提高他们的阅读能力。