| Titre : | The Competency-Based Approach to Written Expression and its Constraints of Evaluation: Heterogeneous Class at CLS-Saida as a Case Study |
| Auteurs : | K. R. LAZREG, Auteur ; P/ LLA Dr. Ahmed Hichem GHEMBAZA, 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 : | 65p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Dedication…………………………………………………………………………………..... I
Acknowledgments…………………………………………………………………………… II Abstract……………………………………………………………………………………… III Table of Contents……………………………………………………………………………. IV List of Tables…………………………………………………………………………………. V List of Figures……………………………………………………………………………......VI List of Acronyms…………………………………………………………………………… VII List of Appendices………………………………………………………………………….VIII General Introduction………………………………………………………………………….1 1. Chapter One: Literature review……………………………………………………….4 1.1. Introduction…………………………………………………………..………..4 1.2. The Competency-Based Approach ……………………………………………4 1.2.1 The Competency-Based Education ……………………………………………5 1.2.2 Social Constructivism ………………………………………………………....7 1.2.3 Competency-Based Language Teaching……………………………………....8 1.3. Writing Skills and Difficulties……………………………………………………10 1.3.1 Developing Writing Skills through the Competency-Based Approach …….11 1.4. Heterogeneous Classes……………………………………………………………13 1.4.1 Teaching Writing in a Heterogeneous Classroom……………….………………13 1.4.2 Collaborative Writing in Heterogeneous Groupings…………………………….14 1.4.3 Managing a Heterogeneous Classroom……………………………….…………15 1.5. The Constraints of Evaluation in a Heterogeneous Classroom……..…………...17 1.6. Conclusion……………………………………………………………………......18 2. Chapter Two: Data Analysis and Interpretation………………………………….19 2.1. Introduction…………………………………………………………………19 2.2. Aim of the Research…………………………………………………………19 2.3. Sample Population…………………………………………………………….19 2.4. The Research Instruments……………………………………………..………19 2.4.1 Description of the Research Instruments………………………………..……19 2.4.1.1 The Written Expression Samples…………………………………………..20 2.4.1.2 The Teachers’ Questionnaire……………………………………………….20 2.5. Analysis and Interpretation of the Results……………………………………..21 2.5.1 Results of the Written Expressions…….…………………………………...21 2.5.2 Results of the Samples Corrections……..………………………………….22 2.5.3 Interpretation of the Findings…………………………………..…………..23 2.5.4 Results of the Teachers’ Questionnaire……………………………………24 2.5.5 Interpretation of the Results……………………………………………….34 2.6. Conclusion..……………………………………………………………………..36 3. Chapter Three: Recommendations and Suggestions…………………………….37 3.2. Recommendations…………………………………………………………..37 3.2.1. Teaching the Writing Skills…………………………………………………37 3.2.2. Teaching the Writing skills through the CBA……………………………...39 3.2.3. Teaching Writing in a Heterogeneous Classroom…………………………..40 3.2.3.1. Suggested Writing Activities………………………………………………..40 3.2.3.2. Classroom Management……...……………………………………………..44 3.4.2. The Role of the Teacher in a Heterogeneous Classroom……………………….45 3.2.5. Recommendations for Learners………………………………………………...46 3.2.4. General Recommendations for Further Studies………………………………...47 3.3 Conclusion………………………………………………………………………48 General Conclusion……………………………………………………………………49 References……………………………………………………………………………..51 Appendices……………………………………………………………………………54 |
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