| Titre : | Tacit and Explicit Grammatical knowledge Potent in Learners' Oral Production Case Study: First Year Master Didactics Students at Dr. Moulay Tahar-Saida |
| Auteurs : | KEDDARI Badra, Auteur ; P/LLA Dr. Latifa Sellam, 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 : | 55p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Declaration of Originality
II Acknowledgment III Dedication IV Abstract VII List of Tables VIII List of Figures IX List of Graphs 1 General Introduction Chapter one : Key Concepts’ Description and Methodology 3 1.1 introduction 3 1.2 Grammar knowledge 5 1.3 Tacit Grammatical Knowledge 6 1.4 Explicit Grammatical Knowledge 7 1.5 Relationship Between Tacit and Explicit Grammatical Knowledge 9 1.6 What Deffrentiate between Tacit and Explicit Grammatical Knowledge 9 1.7 Grammatical Competence 10 1.8 Grammatical Accuracy 10 1.9 Oral Performance 11 1.10 The Current Study 11 1.10.1 Problematic 12 1.10.2 Research Question 12 1.10.3 Research Hypothesis 12 1.11 Instrumentation 12 1.11.1 Participants 13 1.11.2 Instruments 14 1.11.3 Methedology 14 1.12 Conclusion Chapter Two : Literature Review 15 2.1 Introduction 15 2.2 Study of Green and Hecht in 1992 16 2.3 Study of Han and Ellis in 1998 16 2.4 Study of Hu in 2002 17 2.5 Study of White and Ranta in 2002 17 2.6 Study of Roehr in 2008 18 2.7 Study of Elder and Ellis in 2009 18 2.7.1 The First Sub-Study 19 2.7.2 The Second Sub-Study 20 2.8 Study of Runhun Zhang in 2015 VI 20 2.9 Rationale of the Current Study 21 2.10 Conclusion Chapter Three : Emperical Phase 22 3.1 Introduction 22 3.2 TGJT Responses Analysis 24 3.3 UGJT Responses Analysis 26 3.4 TGJT and UGJT’s Final Result 27 3.5 Interview Analysis 28 3.6 Observational Data Analysis 32 3.7 Final Results’ Interpretation 32 3.8 Conclusion Chapter Four : Pedagogical Recommendations 33 4.1 Introduction 33 4.2 Importance of Grammar/Grammar Knowledge 34 4.2.1 In Speaking 35 4.2.2 In Writing 35 4.2.3 In Listening and Reading 36 4.2.4 In Triggering Oral Performance 36 4.3 Recommendations for Improving Grammatical Accuracy 36 4.3.1 Pedagogical Considerations for Teachers To Help Students Improve Their Grammatical Accuracy 37 4.3.1.1 Providing Context 37 4.3.1.2 Controlling Grammar Output 37 4.3.1.3 Providing Practice 38 4.3.1.4 Providing Feedback 38 4.3.2 Considerations for Students To Improve Their Grammatical Accuracy 38 4.3.2.1 Learning from Mistakes 39 4.3.2.2 Concentrating on the Most Difficult Grammar 39 4.3.2.3 Reading/ Listening To English Materials 39 4.3.2.4 Refreshing Understanding of Grammar Rules 39 4.3.2.5 Recording and Listening To Presentations 40 4.4 Conclusion 41 General Conclusion 42 Bibliography - Appendices 45 - Appendix A 48 - Appendix B 52 - Appendix C 53 - Appendix D |
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BUC-M 010141 Adobe Acrobat PDF |
