| Titre : | Investigating The Lack of Writing Competence among Second-Year University Students |
| Auteurs : | BOUKHAL Souad, Auteur ; P/LLA Dr. BOUCHEFRA Miloud, 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, 2020-2021 |
| Format : | 130p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Declaration of Originality…………………………………………………………..........I
Dedication…………………………………………………………………………………II Acknowledgements………………………………………………………………………III Abstract…………………………………………………………………………………..V Table of Contents…………………………………………………………………………V List of Tables…………………………………………………………………………….V List of Figures…………………………………………………………………………..V List of Abbreviations and Acronyms…………………………………………….……XV List of Appendices………………………………………………………………….......VI General Introduction……………………………………………………………………..01 Chapter One: Literature Review 1. Introduction…………………………………………………………………………. 05 1.1. Part one: Writing…………………………………………...................……………. 05 1.1.1 Definition of writing…………………………………………………………… 05 1.1.2 Writing competence……………………………………………………………… 06 1.1.3 Importance of writing……………………………………………………………. 06 1.1.4. Approaches to writing…………………………………………………………… 07 1.1.4.1. The controlled to free method approach………………………………………. 07 1.1.4.2. The free writing approach…………………………………………………….. 07 1.1.4.3. The writers’ workshop approach……………………………………………… 08 1.1.4.4. The product approach………………………………………………………… 09 VI 1.1.4.5. The process approach…………………………………………………………. 10 1.1.5. Stages of the writing process…………………………………………………… 10 1.1.5.1. Planning……………………………………………………………………….. 11 1.1.5.2. Drafting………………………………………………………………………... 11 1.1.5.3. Revising…………………………………………………………................... 1.1.5.4. Editing and proofreading……………………………………………………… 12 12 1.1.5.5. Publishing…………………………………………………………………….. 12 1.1.6. Criteria of the six traits………………………………………………………… 12 1.1.6.1. Idea…………………………………………………………………………… 13 1.1.6.2. Organization………………………………………………………………….. 13 1.1.6.3. Voice………………………………………………………………………… 13 1.1.6.4. Word choice…………………………………………………………………. 14 1.1.6.5. Sentence fluency…………………………………………………………….. 14 1.1.6.6. Conventions………………………………………………………………….. 14 1.1.7. Coherence and cohesion in writing…………………………………………… 15 1.1.7.1. Cohesion……………………………………………………………………….. 15 1.1.7.2. Coherence………………………………………………………..…………… 16 1.2.Part two: Grammar………………………………………………………………… 16 1.2.1. Definition of grammar………………………………………………………….. 16 1.2.2. Dimensions of grammar……………………………………………………….. 1.2.3. Approaches to teaching grammar…………………………………………….. 18 19 1.2.3.1.Deductive approach………………………………………………………….. 19 1.2.3.2.Inductive approach……………………………………………………………. 20 VII 1.2.4 Learning grammar through the four strands……………………………………. 20 1.2.4.1 Learning grammar through meaning-focused input…………………………… 20 1.2.4.2 Learning grammar through meaning focused-output………………………….. 21 1.2.4.3 Learning grammar through language-focused learning………………………. 21 1.2.4.4 Learning grammar through fluency development………………………………... 21 1.2.5 Testing grammar………………………………………………………………… 22 1.2.5.1 The placement test…………………………………………………………….. 22 1.2.5.2 The diagnostic test…………………………………………………………….. 22 1.2.5.3 The achievement test………………………………………………………..… 23 1.2.5.4 The proficiency test…………………………………………………………… 23 1.3 Part three: Vocabulary……………………………………………………………... 25 1.3.1 Definition of vocabulary…………………………………………………………. 25 1.3.2 Importance of vocabulary………………………………………………………… 26 1.3.3.1 Receptive vocabulary…………………………………………………………... 1.3.3.2 Productive vocabulary…………………………………………………………. 1.3.4 Learning vocabulary……………………………………………………………… 1.3.4.1 Intentional vocabulary learning ……………………………………………….. 13.4.2 Incidental vocabulary learning………………………………………………… 26 27 27 28 28 1.3.4.3 Learning vocabulary through meaning-focused input……………………….. 28 1.3.4.4 Learning vocabulary through meaning-focused output…………………….. 29 1.3.4.5 Learning vocabulary through language focused-learning………………….. 29 1.3.4.6 Learning vocabulary through fluency development………………………… 29 1.3.5 Difficulties in learning vocabulary…………………………………………….. 30 VIII 1.3.5.1 Pronunciation ………………………………………………………………. 30 1.3.5.2 Spelling and grammar………………………………………………………… 30 1.3.5.3 Length and complexity …………………………………………………….. 30 1.3.5.4 Meaning……………………………………………………………………… 31 1.3.6 Testing vocabulary……………………………………………………………… 31 1.3.6.1 Testing recognition ability………………………………………………… 32 1.3.6.1.1 Testing recognition through synonyms……………………………………. 32 1.3.6.1.2 Testing recognition through definitions…………………………………… 32 1.3.6.1.3 Recognize appropriate words for context ……………………………… 33 1.3.6.2 Testing production ability…………………………………………………… 34 1.3.6.2.1 Testing production through definitions…………………………………… 34 1.3.6.2.2 Testing production through gap filling………………………………… 34 1. Conclusion……………………………………………………………………….. 34 Chapter Two: Research Methodology 2. Introduction……………………………………………………………………………. 37 2.1. Part one: Theoretical background………………………………………………….. 37 2.1.1 Definition of research…………………………………………………………….. 37 2.1.2. Quantitative research approach………………………………………………….. 37 2.1.3. Qualitative research approach…………………………………………………….. 38 2.1.4. Mixed method research approach…………………………….…………………... 38 2.1.5. Quasi-experiment………………………………………………………………….. 38 2.1.6. Questionnaire……………………………………………………………………… 38 2.1.7. Comparing two groups t-tests…………………………………………………….. 39 2.2. Part two: Field work…………………………………………………………………. 39 2.2.1. Research design……………………………………………………………………. 39 IX 2.2.2. Population and sample of the quasi-experiment………………………………….. 40 2.2.3. Population and sample of the in-class tests………………………………………. 40 2.2.4. Population and sample of the questionnaire…………………………………….. 41 2.2.5. Description and rationale of the quasi-experiment……………………………….. 41 2.2.6. Structure and content of the quasi-experiment……………………………………. 42 2.2.7. Description and rationale of the paired-samplest-tests……….…………….. 43 2.2.8. Structure and content of samples of the in-class tests …………………………….. 44 2.2.9. Description and aim of the questionnaire………………………………………… 44 2.2.9.1. Section one…………………………………………………………………….. 45 2.2.9.2. Section two……………………………………………………………………… 45 2.2.9.3. Section three……………………………………………………………………. 45 2.2.10. Structure and aim of the questionnaire………………………………………….. 45 2.2.11. Limitation of the study…………………………………………………………… 45 2. Conclusion…………………………………………………………………………….. 46 Chapter three: Data Analysis, Discussion and Recommendations 3. Introduction…………………………………………………………………………… 48 3.1. Part one: Data analysis………………………………………………………………. 48 3.1.1. Analysis of the paired-samples t-tests……………………………………………… 48 3.1.1.1. Group A ideas and content……………………………………………………… 49 3.1.1.2. Group A organization…………………………………………………………… 50 3.1.1.3. Group A word choice…………………………………………………………. 50 3.1.1.4. Group A conventions…………………………………………………………… 51 3.1.1.5. Group A total………………………………………………………………… 51 3.1.1.6. Group B ideas and content…………………………………………………….. 52 3.1.1.7. Group B organization…………………………………………………………. 53 3.1.1.8. Group B word choice……………………………………………………………. 53 X 3.1.1.9. Group B conventions…………………………………………………………… 54 3.1.1.10. Group B total………………………………………………………………… 54 3.1.1.11. Group C ideas and content……………………………………………………… 56 3.1.1.12. Group C organization………………………………………………………… 56 3.1.1.13. Group C word choice…………………………………………………………. 57 3.1.1.14. Group C conventions………………………………………………………… 57 3.1.1.15. Group C total………………………………………………………………….. 58 3.1.1.16. Group D ideas and content……………………………………………….…… 59 3.1.1.17. Group D organization…………………………………………………….….. 59 3.1.1.18. Group D word choice……………………………………………………..…. 60 3.1.1.19. Group D conventions………………………………………………………….. 60 3.1.1.20. Group D total………………………………………………………………….. 61 3.1.1.21. Group E ideas and content………………………….…………………………. 62 3.1.1.22. Group E organization…………………………………………………………. 63 3.1.1.23. Group E word choice……… ……………………………..…………………. 63 3.1.1.24. Group E conventions………………………………………………………….. 64 3.1.1.25. Group E total………………………………………………………………….. .64 3.1.2. Analysis of the quasi-experiment …………………………………..……………. 65 3.1.2.1. Ideas and content……………………………………………………………….. 66 3.1.2.2. Organization……………………………………………………………………. 66 3.1.2.3. Word choice………………… ……………………………………....……….. 67 3.1.2.4. Conventions…………………………………………………………………….. 68 3.1.2.5. Total……………………………………………………………...…………… 68 3.1.3. Comparing group S results with the in-class tests groups………………………. 69 XI 3.1.3.1. Group S and A………………………………………………………………….. 69 3.1.3.2. Group S and B…………………………………………………………………. 70 3.1.3.3. Group S and C…………………………………………………………………. 71 3.1.3.4. Group S and D…………………………………………………………………. 71 3.1.3.5. Group S and E…………………………………………………………………. 72 3.1.4. Comparing total five groups results and group S………………………………… 72 3.1.5. Analysis of students’ questionnaire……………………………………………… 73 3.2. Part two: Discussion of the results ……………………………………………….. 81 3.2.1. Discussion of the paired-samples t-tests…………………………………………. 81 3.2.2. Discussion of the quasi-experiment……………………………………………… 86 3.2.3. Discussion of the paired-samples t-tests………………………………………….. 87 3.3. Part three: Recommendations and General Implications ………………………….. 89 3.3.1. For policy makers……………………………………………………………….. 89 3.3.2. For teachers………………………………………………………………………. 89 3.3.3. For students……………………………………………………………………… 90 3. Conclusion………………………………………………………………….………. …. 91 General Conclusion……………………………………………………………………. 93 Reference List……………………………………………………………………………. 97 Appendices……………………………………………………………...………………..103 |
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