| Titre : | Investigating the Knack of Reading Comprehension among EFL Students; Second-Year Students |
| Auteurs : | A. FERHANE, Auteur ; P/LLA Sihem BOUBEKEUR, 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, 2021-2022 |
| Format : | 60p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Table of Contents
Declaration of Originality I Dedication II Acknowledgements III Abstract IV Table of Contents V List of Tables IX List of Figures X List of Abbreviations and Acronyms List of Appendices XI XII General Introduction 01 Chapter One: Review of Literature 1.1 Introduction 04 1.2 Definition of Reading 1.3 The process of Reading 1.4 Definition of Strategy 1.5 Micro and Macro Skills of Reading 04 04 05 05 1.6 Reading Techniques 06 1.6.1 Skimming 06 1.6.2 Scanning 06 1.7 Reading Types 07 1.7.1 Extensive Reading 07 1.7.2 Intensive Reading 1.7.3 Visuals as Reading Strategy 1.7.4 The SQ3R Reading Strategy 07 07 08 1.8 Reading Strategies Categories 1.8.1 Cognitive Strategies 1.8.2 Meta-Cognitive Strategies 1.8.3 Word Level Strategies 1.8.4 Test Level Strategies 09 09 09 10 10 VI 1.9 Reading Models 10 1.9.1 Bottom Up Model 10 1.9.2 Top Down Model 11 1.9.3 Interactive Model 1.10 Reading Comprehension 1.11 Teaching Reading 1.12 Principles of Teaching Reading 1.13 Motivation in Reading 1.14 Reading Difficulties in EFL Classroom 1.15 Factors Behind Reading Comprehension Difficulties 1.14.1 Prnounciation Problems 1.14.2 Linguistic Weakness 1.14.3 Lack of Reading 1.15. Overcoming Reading Comprehension Difficulties 1.15.1 Read the Assigned Material more Times 1.15.2 Read Extensively in the Dicsipline Area 1.15.3 The Collaborative Work 1.15.4 The use of Dictionaries 1.16 Conclusion Chapter Two: 11 11 12 13 14 14 15 15 15 15 15 16 16 16 16 17 2.1 Introduction 2.2 Research Methodology 29 2.2.1 Context and Population of the Study 2.2.2 Case Study 2.2.3 Qualitative Research 2.2.3 Quantitative Research 30 2.3 Procedures of Data Collection 31 2.3.1 The Questionnaire 31 2.3.1.1 Types of Questionnaire 33 2.3.1.1.1 Structured Questionnaire 33 2.3.1.1.2 Unstructured Questionnaire 34 2.3.1.1.3 Semi-Structured Questionnaire 35 18 18 18 18 19 19 19 19 20 20 20 21 VII 2.3.1.2 Types of Questionnaire Questions 37 2.3.1.2.1 Rank Order Scale 39 2.3.1.2.2 Likert Scale 39 2.3.2.2.3 Closed-Ended Questions 40 2.3.2.2.4 Multiple Choice Questions 42 2.3.2.2.5 Open-Ended Questions 44 2.3.2.2.6 Dichotomous Questions 46 2.3.2.2.7 Semantic Diffrential Scale 46 2.3.2 The Interview 47 2.3.2.1 Types of Interview 2.3.2.1.1 One by One Interview 2.3.2.1.2 Focus Group 2.3.2.1.3 Structured Interview 2.3.2.1.4 Unstructured Interview 49 2.3.3 The Observation 2.3.3.1 Types of Observation 2.3.3.1.1 Casual Vs Formal Observation 2.3.3.1.2 Direct Vs Indirect Observation 2.3.3.1.3 Structured Observation 2.3.3.1.4 Unstructured Observation 2.3.3.1.5 Participant Observation 2.4 Data Analysis Procedures 2.4.1 Qualitative Content Analysis 2.4.2 Quantitative Statistical Procedures 2.5 Triangulation 2.6 Research Principles 2.6.1 Validity 2.6.2 Reliability 2.7 Conclusion 21 21 21 21 21 21 22 22 22 23 23 23 23 23 23 24 24 24 24 25 25 25 25 26 26 26 26 26 27 VIII Chapter Three: Data Analysis and Interpretation 3.1 Introduction 28 3.2 Data Analysis 28 3.2.1 Students’ Questionnaire Presentation 28 3.2.2 Teachers' Interview Presentation 35 3.2.3 Classroom Observation Presentation 38 3.3 Data Interpretation 40 3.3.1 Disscussion of the Students’ Questionnaire 40 3.3.2 Disscussion of the Teachers’ Interview 43 3.3.3 Disscussion of the Classroom Observation 45 3.4 Recommendations 45 3.5 Conclusion 46 General Conclusion 47 References 49 Appendices A. Teachers’ Interview B. Students’ Questionnaire 55 55 56 |
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