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Auteur KOURICHI, Meryem |
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Development of Written Specific Discourse through Content-Based Syllabus: Case of Master 1 Computer Science Students at the University of TLEMCEN / KOURICHI, Meryem
Titre : Development of Written Specific Discourse through Content-Based Syllabus: Case of Master 1 Computer Science Students at the University of TLEMCEN Type de document : texte imprimé Auteurs : KOURICHI, Meryem, Auteur ; benyelles, radia, Auteur Editeur : Université tlemcen Année de publication : 2021 Importance : 558 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : The chief interest of the current research pores over the investigation of written discipline-specific discourse of Master 1 Computer Science students as well as the detection of these learners’ language requirements so that to enhance the linguistic competence to attain good specific writing proficiency. This was conducted by dint of a content-based syllabus elaborated to aid learners to accomplish their desired objectives. To reach this end, an exploratory research work was undertaken. It encompasses two sorts of research design. In the first stage, the study relied on an exploratory case study to examine the status of English language teaching within the Department of Computer Science, Tlemcen University, in general, and specific written discourse instructions in particular. Thereafter, a needs identification and analysis process was carried out by means of the succeeding research instruments: a questionnaire administered to Master 1 students, semi-structured interviews with English language teachers and computer scientists, and lastly, classroom observation undertaken among the same students' population. The data were analysed qualitatively and quantitatively. The results uncovered that specific written discourse is a crucial component in educational and professional settings. As a matter of fact, students specifically should enhance their linguistic knowledge and aspects, for instance, specific vocabulary comprehension, its significance, grammar, and other language skills. Therefore, a content-based syllabus was developed to incorporate a broad range of language skills, functions, and themes within interactive activities and tasks which correspond better to learners’ demands. In the second phase, action research was conducted to implement and evaluate the effect of the designed syllabus content and the instructional practices in supporting students’ specific writing abilities. The syllabus was implemented using communicative tasks, integrated skills activities, and language work exercises. The action research instruments used for evaluation purposes are pre-test, post-test, and focused interview. The findings revealed the positive impact of the intervention in helping students improve their linguistic competence to write scientific compositions in the discipline. Thus, it is recommended to adapt a content-based syllabus in Algerian ECP institution so as to promote written communication.
Development of Written Specific Discourse through Content-Based Syllabus: Case of Master 1 Computer Science Students at the University of TLEMCEN [texte imprimé] / KOURICHI, Meryem, Auteur ; benyelles, radia, Auteur . - Université tlemcen, 2021 . - 558 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : The chief interest of the current research pores over the investigation of written discipline-specific discourse of Master 1 Computer Science students as well as the detection of these learners’ language requirements so that to enhance the linguistic competence to attain good specific writing proficiency. This was conducted by dint of a content-based syllabus elaborated to aid learners to accomplish their desired objectives. To reach this end, an exploratory research work was undertaken. It encompasses two sorts of research design. In the first stage, the study relied on an exploratory case study to examine the status of English language teaching within the Department of Computer Science, Tlemcen University, in general, and specific written discourse instructions in particular. Thereafter, a needs identification and analysis process was carried out by means of the succeeding research instruments: a questionnaire administered to Master 1 students, semi-structured interviews with English language teachers and computer scientists, and lastly, classroom observation undertaken among the same students' population. The data were analysed qualitatively and quantitatively. The results uncovered that specific written discourse is a crucial component in educational and professional settings. As a matter of fact, students specifically should enhance their linguistic knowledge and aspects, for instance, specific vocabulary comprehension, its significance, grammar, and other language skills. Therefore, a content-based syllabus was developed to incorporate a broad range of language skills, functions, and themes within interactive activities and tasks which correspond better to learners’ demands. In the second phase, action research was conducted to implement and evaluate the effect of the designed syllabus content and the instructional practices in supporting students’ specific writing abilities. The syllabus was implemented using communicative tasks, integrated skills activities, and language work exercises. The action research instruments used for evaluation purposes are pre-test, post-test, and focused interview. The findings revealed the positive impact of the intervention in helping students improve their linguistic competence to write scientific compositions in the discipline. Thus, it is recommended to adapt a content-based syllabus in Algerian ECP institution so as to promote written communication.
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T09665 EDOC420-112/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt