Titre : |
WRITING PEDAGOGIES AT UNIVERSITY AND THEIR IMPACT ON FIRST YEAR EFL STUDENTS’ PROFICIENCY AND WRITING ABILITY |
Type de document : |
texte imprimé |
Auteurs : |
ABI-AYAD HEMCHE, Fatima Zohra, Auteur ; HAMZAOUI-ELACHACHI, hafida, Auteur |
Editeur : |
Université tlemcen |
Année de publication : |
2019 |
Importance : |
327 p. |
Présentation : |
ill. |
Format : |
30 cm |
Accompagnement : |
cd |
Langues : |
Anglais (eng) |
Résumé : |
The majority of new Baccalaureate holders enrolled in the Department of English at
Tlemcen University present serious deficiencies in FL2 writing at both linguistic and
discourse levels, their level of writing competency lower than expected despite a long
formal exposure to English learning prior to university entrance, seven years or even
more. In order to have a better understanding of the way these learners proceed as they
embark in a writing task, the major aim of the present research is to investigate these
learners’ writing proficiency, pointing out the difficulties encountered in FL2 writing
through an exploration of the writing pedagogies employed at first-year university
level. For this purpose, an investigative study is undertaken through classroom-action
research, making use of triangulation tools: teacher classroom observation, learners’
task production (pre and post-intervention phase tests), and questionnaires (pre and
post-intervention phase questionnaires) addressed to first-year EFL university learners.
The study involves a group of thirty Algerian EFL first-year LMD students at the
University of Tlemcen. The results brought by this action-research show that besides
pre-education which fails to prepare learners to cope with university requirements, in
the present teaching setting the prevailing methodology is still language-based and
accuracy-oriented. While the main concern is the final product, the process is totally
inexistent. Giving priority to language mastery and grammatical accuracy over the
development of the writing process proves totally inefficient. First-year learners
display an obvious inability to make a balance between accuracy and fluency and
appear to be primarily concerned with sentence-level production, such inability in
writing in the target language being in no case solved by mere acquisition of linguistic
competence. The study also shows the positive impact of explicit teaching of the
specific composing resources and the use of the writing process on learners’
performance. The conclusion that can be drawn from this research is that a pedagogic
change in terms of a different approach and techniques in addition to a reasoned
eclecticism for achieving effective writing is needed. This study then attempts to
suggest ways that can contribute to the enhancement of entrant students’ writing
proficiency level, hoping to help eradicate or at least lessen some of the existing
problems and bring about positive change at university level. |
WRITING PEDAGOGIES AT UNIVERSITY AND THEIR IMPACT ON FIRST YEAR EFL STUDENTS’ PROFICIENCY AND WRITING ABILITY [texte imprimé] / ABI-AYAD HEMCHE, Fatima Zohra, Auteur ; HAMZAOUI-ELACHACHI, hafida, Auteur . - Université tlemcen, 2019 . - 327 p. : ill. ; 30 cm + cd. Langues : Anglais ( eng)
Résumé : |
The majority of new Baccalaureate holders enrolled in the Department of English at
Tlemcen University present serious deficiencies in FL2 writing at both linguistic and
discourse levels, their level of writing competency lower than expected despite a long
formal exposure to English learning prior to university entrance, seven years or even
more. In order to have a better understanding of the way these learners proceed as they
embark in a writing task, the major aim of the present research is to investigate these
learners’ writing proficiency, pointing out the difficulties encountered in FL2 writing
through an exploration of the writing pedagogies employed at first-year university
level. For this purpose, an investigative study is undertaken through classroom-action
research, making use of triangulation tools: teacher classroom observation, learners’
task production (pre and post-intervention phase tests), and questionnaires (pre and
post-intervention phase questionnaires) addressed to first-year EFL university learners.
The study involves a group of thirty Algerian EFL first-year LMD students at the
University of Tlemcen. The results brought by this action-research show that besides
pre-education which fails to prepare learners to cope with university requirements, in
the present teaching setting the prevailing methodology is still language-based and
accuracy-oriented. While the main concern is the final product, the process is totally
inexistent. Giving priority to language mastery and grammatical accuracy over the
development of the writing process proves totally inefficient. First-year learners
display an obvious inability to make a balance between accuracy and fluency and
appear to be primarily concerned with sentence-level production, such inability in
writing in the target language being in no case solved by mere acquisition of linguistic
competence. The study also shows the positive impact of explicit teaching of the
specific composing resources and the use of the writing process on learners’
performance. The conclusion that can be drawn from this research is that a pedagogic
change in terms of a different approach and techniques in addition to a reasoned
eclecticism for achieving effective writing is needed. This study then attempts to
suggest ways that can contribute to the enhancement of entrant students’ writing
proficiency level, hoping to help eradicate or at least lessen some of the existing
problems and bring about positive change at university level. |
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