Titre : |
Researching learners' difficulties andstrategy use in lecture comprehension : the case of first year EFL LMD students attending lectures of linguistics at abou bekr belkaid university tlemcen |
Type de document : |
texte imprimé |
Auteurs : |
Khaldi, Anissa, Auteur ; BELMEKKI, AMINE, Directeur de thèse |
Année de publication : |
2013-2014 |
Importance : |
291 p. |
Présentation : |
ill. |
Format : |
30 cm. |
Accompagnement : |
cd. |
Langues : |
Français (fre) Langues originales : Anglais (eng) |
Mots-clés : |
anglais |
Résumé : |
The present study revolves around an assessment of EFL students’
difficulties and strategy use when processing lectures of linguistics, at
the section of English in Tlemcen University. Different research
instruments were administered to first-year LMD learners and some of
their teachers. After analysing the data quantitatively and qualitatively,
the main findings indicated obstacles related to lack of content schemata,
lack of formal schemata, the lecturer’s fast rate of speech, in addition to
what the students referred to as teacher’s method. Furthermore, the
students did not have a sound repertoire of strategies. Other findings
which may be worth mentioning, as they may have brought about the
subjects’ difficulties and lack of strategies, include: |
Researching learners' difficulties andstrategy use in lecture comprehension : the case of first year EFL LMD students attending lectures of linguistics at abou bekr belkaid university tlemcen [texte imprimé] / Khaldi, Anissa, Auteur ; BELMEKKI, AMINE, Directeur de thèse . - 2013-2014 . - 291 p. : ill. ; 30 cm. + cd. Langues : Français ( fre) Langues originales : Anglais ( eng)
Mots-clés : |
anglais |
Résumé : |
The present study revolves around an assessment of EFL students’
difficulties and strategy use when processing lectures of linguistics, at
the section of English in Tlemcen University. Different research
instruments were administered to first-year LMD learners and some of
their teachers. After analysing the data quantitatively and qualitatively,
the main findings indicated obstacles related to lack of content schemata,
lack of formal schemata, the lecturer’s fast rate of speech, in addition to
what the students referred to as teacher’s method. Furthermore, the
students did not have a sound repertoire of strategies. Other findings
which may be worth mentioning, as they may have brought about the
subjects’ difficulties and lack of strategies, include: |
|