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Auteur ABI-AYAD KALFAT, maliha |
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A COMPARATIVE STUDY OF THE WRITING PROCESS OF GOOD ACHIEVERS IN EFL COMPOSITION ACROSS THREE LANGUAGES THE CASE OF 3rd YEAR PUPILS AT Dr BENZERJEB SECONDARY SCHOOL-TLEMCEN / ABI-AYAD KALFAT, maliha
Titre : A COMPARATIVE STUDY OF THE WRITING PROCESS OF GOOD ACHIEVERS IN EFL COMPOSITION ACROSS THREE LANGUAGES THE CASE OF 3rd YEAR PUPILS AT Dr BENZERJEB SECONDARY SCHOOL-TLEMCEN Type de document : texte imprimé Auteurs : ABI-AYAD KALFAT, maliha, Auteur ; HAMZAOUI-ELACHACHI, hafida, Auteur Editeur : Université tlemcen Année de publication : 2015 Importance : 359 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Langues originales : Anglais (eng) Résumé : The vast majority of third-year EFL secondary-school Literary and Philosophy
stream learners display serious deficiencies in writing in English (FL2). In order to
gain insights into the way such learners proceed as they engage in a writing task, the
present work aims to provide some evidence of the use of effective language
learning strategies by good achievers, through an instrumental case study involving
five Algerian EFL successful learners enrolled in a Literary and Philosophy stream.
The study aims at looking into these students’ writing processes through identifying
the strategies employed by good achievers in EFL composition and comparing these
strategies used across three languages: Arabic, French, and English. The present
work also attempts to state whether achievement in FL2 writing implies
achievement in L1 and FL1, making use of triangulation methodology (both
qualitative and quantitative): task-production, think-aloud technique, and semistructured
interviews conducted with 3rd year secondary-school learners and EFL
teachers. The qualitative analysis revealed the following results: while the
informants went through the three stages of the writing process (pre-writing,
writing, and post-writing), employing similar metacognitive, cognitive and affective
strategies across the three concerned languages, learners nonetheless appeared to
use more of these strategies in the two foreign languages, the frequency such
strategies were used varied considerably as learners appeared to use more cognitive
ones in FL1 and FL2. The quantitative analysis of learners’ task production revealed
that learners had the best proficiency level in L1 writing, FL2 coming in the second
position, and lastly FL1. As a result of the research findings, it proves essential to
reconsider the teaching of EFL writing, emphasising the writing process through
explicit strategy instruction and more training at an early stage for a more efficient
writing pedagogy.A COMPARATIVE STUDY OF THE WRITING PROCESS OF GOOD ACHIEVERS IN EFL COMPOSITION ACROSS THREE LANGUAGES THE CASE OF 3rd YEAR PUPILS AT Dr BENZERJEB SECONDARY SCHOOL-TLEMCEN [texte imprimé] / ABI-AYAD KALFAT, maliha, Auteur ; HAMZAOUI-ELACHACHI, hafida, Auteur . - Université tlemcen, 2015 . - 359 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng) Langues originales : Anglais (eng)
Résumé : The vast majority of third-year EFL secondary-school Literary and Philosophy
stream learners display serious deficiencies in writing in English (FL2). In order to
gain insights into the way such learners proceed as they engage in a writing task, the
present work aims to provide some evidence of the use of effective language
learning strategies by good achievers, through an instrumental case study involving
five Algerian EFL successful learners enrolled in a Literary and Philosophy stream.
The study aims at looking into these students’ writing processes through identifying
the strategies employed by good achievers in EFL composition and comparing these
strategies used across three languages: Arabic, French, and English. The present
work also attempts to state whether achievement in FL2 writing implies
achievement in L1 and FL1, making use of triangulation methodology (both
qualitative and quantitative): task-production, think-aloud technique, and semistructured
interviews conducted with 3rd year secondary-school learners and EFL
teachers. The qualitative analysis revealed the following results: while the
informants went through the three stages of the writing process (pre-writing,
writing, and post-writing), employing similar metacognitive, cognitive and affective
strategies across the three concerned languages, learners nonetheless appeared to
use more of these strategies in the two foreign languages, the frequency such
strategies were used varied considerably as learners appeared to use more cognitive
ones in FL1 and FL2. The quantitative analysis of learners’ task production revealed
that learners had the best proficiency level in L1 writing, FL2 coming in the second
position, and lastly FL1. As a result of the research findings, it proves essential to
reconsider the teaching of EFL writing, emphasising the writing process through
explicit strategy instruction and more training at an early stage for a more efficient
writing pedagogy.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T07709 EDOC420-31/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt