| Titre : | First Language (L1) Interfernce in EFL Learning A case study of third year middle school students at KUIDRI KADA middle school in SIDI AHMED |
| Auteurs : | M . Sellam, Auteur ; P/LLA Bouarara sihem, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2018-2019 |
| Format : | 85p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Dedication ………………………………………………………………….I
Acknowledgement………………………………………………………….II Abstract…………………………………………………………………….III List of abbreviation………………………………………………….…….IV List of tables………………………………………………………….……..V List of figures……………………………………………………………… VI GENERAL INTRODUCTION……………………………………..…….05 GENERAL INTRODUCTION………………………………………..……06 CHAPTER ONE: general concepts about the study…………………….07 1-0: Introduction ……………………………………………………………07 1-1: Definition of writing…………………………………………..………..07 1-2: writing approaches…………………………………………….……….08 1-3:the product approach…………………………………………………….08 1-3-1: drawbacks of product approach………………………….…………..09 1-4: the process approach………………………………………..………….09 1-4-a: planning stage…………………………………………..…………….09 1-4-b: drafting………………………………………………………………..09 1-4-c: revising………………………………………………………………..09 1-4-d: editing………………………………………………………….……..10 1-4-1: drawbacks of the process approach…………………………………..10 1-5: the genre approach………………………………………….…………..10 1-5-a: modeling…………………………………………………..………….10 VIII 1-5-b: construction…………………………………………………………..10 1-5-c: independent construction……………………………………………..11 1-6: who is the teacher……………………………………………………….11 1-7: who is the learner……………………………………………………….11 1-8: foreign language……………………………………………….……….11 1-9: types of writing…………………………………………………………12 1-9-a: personal writing………………………………………………………12 1-9-b: study writing…………………………………………………….……12 1-9-c: public writing……………………………………………………..…..12 1-9-d: creative writing…………………………………………………...…..13 1-9-e: social writing……………………………………………………..…..13 1-9-f: institutional writing……………………………………………...……13 1-10: skilled writers vs unskilled writers………………………………...….14 1-11: the significance of writing skill…………………………………….….15 1-12: mother tongue…………………………………………………………16 1-12-a: short definitions of mother tongue………………………………….16 1-13: some differeneces between English and Arabic ………………..…...17 1-14: types of Arabic language……………………………………………..18 1-14-a: spoken Arabic………………………………………………………18 1-14-b: Arabic parts of speech……………………………………..………18 1-14-c: standard Arabic…………………………………………………….18 1-14-d: colloquial Arabic…………………………………………………..18 1-15: learning situation of the study………………………………………..18 1-16: background of the study………………………………….…………..18 IX 1-17: learning atmosphere of the target situation……………………………19 1-18:Teachers attitudes and feedback towards teaching foreign language…………………………………………………………….………19 1-19: methodology of the study…………………………………………….20 1-20: data collection………………………………………………………..20 1-21: research objectives…………………………………………….……..21 1-22: the participants’ profile………………………………………………21 1-23: teacher’s adopted approach in teaching…………………….………..21 1-23-a: eclectic method……………………………………….……………21 1-23-b: competency based approach…………………………………..……22 1-23-c: grammar translation method…………………………………...……23 1-23-d: audio lingual method………………………………………………..23 1-23-e: the silent way method……………………………………………….23 1-23-f: inductive method…………………………………………………….23 1-23-g: deductive method……………………………………………………24 1-24: conclusion…………………………………………………………......24 CHAPTER TWO: different parameters related to the study..25 2-0: introduction…………………………………………………….………26 2-1: contrastive analysis…………………………………………………….26 2-1-a: assumptions of contrastive analysis…………………….…………..27 2-1-b: contrastive analysis versions………………………………..………..27 2-1-c: contrastive analysis according to theorists…………………….……..28 2-1-d: drawbacks of contrastive analysis………………………………..….28 2-2: interlanguage theory………………………………………………..….28 2-2-1: importance of studying interlanguage theory…………………..……29 X 2-3: language transfer…………………………………………………..…..30 2-3-1: three significant questions in language transfer……………...………31 2-4: types of transfer…………………………………………………………31 2-4-a: positive transfer………………………………………………….……31 2-4-b:negative transfer………………………………………………...…….31 2-5: Error analysis…………………………………………………...………32 2-5-1: goals of error analysis………………………………………….……..33 2-5-2: definition of errors……………………………………………………34 2-5-3: error vs mistake…………………………………………………..…..35 2-5-3-a: what is error…………………………………………………..……35 2-5-3-b: what is mistake……………………………………………………..35 2-5-4: negative opinions about errors……………………………………….36 2-5-5: positive opinions about errors………………………………….…….36 2-5-6: sources of errors………………………………………………..……..37 2-5-6-a: interlingual (interference) errors……………………………..…….37 2-5-6-b: intralingual (developmental) errors…………………………….…..38 2-5-7: importance of errors……………………………………………….….38 2-5-8: error analysis procedure………………………………………………38 2-5-8-1: identifications of errors…………………………………………….38 2-5-8-2: descriptions of errors………………………………………………39 2-5-8-3: explanations of errors……………………………………………..39 2-5-8-4: evaluation of errors……………………………………………….39 2-5-8-5: error correction……………………………………………….…..39 2-6: rationale of the study………………………………………….………40 XI 2.7: conclusion…………………………………………………………..…..40 CHAPTER THREE: teachers’ questionnaire discussion and students’ essays analysis………………………………………………………………41 3-0: introduction:………………………………………………………….…42 3-1: discussion of the result……………………………………………….…42 3-2: interference errors………………………………………………..…….44 3-2-1: examples……………………………………………………………..44 3-3: errors of articles………………………………………………………..44 3-3-a: examples…………………………………………………………..…45 3-4: errors of singular/plura forms and capitalization………………………45 3-4-a: singular/plural form…………………………………………….……45 3-4-b: capitalization………………………………………………….……..45 3-5: errors of verb tense and word order……………………..…………….46 3-5-a: verb tense errors……………………………………………….…….46 3-5-a-1: examples……………………………………………………..…….46 3-5-b: word order errors………………………………………...…………..46 3-5-b-1: examples…………………………………………………….……..46 3-6: errors caused by interlingual interference …….....................................47 3-7: errors caused by intralingual transfer…………………………….…….48 3-8: the summary of the findings…………………………………..………..49 3-9: description of the questionnaire………………………………….……..49 3-9-1: data collection………………………………………………………..49 3-9-2: administration of the questionnaire………………………………….50 3-10: summary of the findings…………………………………………..….62 3-11: conclusion…………………………………………………………….63 XII CHAPTER FOUR: recommendations and suggestions………………..64 4-0: introduction……………………………………………………….….65 4-1: suggested implications for improving writing skill……………..……66 4-2: conclusion……………………………………….……………………78 General conclusion……………………………………………………….80 Appendix…………………………………………………………….. Refrences…………………………….………………………………. |
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