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Auteur Assia Benettayeb |
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EXTENSIVE READING IN THE EFL CLASSROOM: AN APPROACH TO READING AND VOCABULARY INSTRUCTION CASE STUDY OF 1st YEAR- EFL (LMD) STUDENTS AT HASSIBA BEN-BOUALI UNIVERSITY OF CHLEF / Assia Benettayeb
Titre : EXTENSIVE READING IN THE EFL CLASSROOM: AN APPROACH TO READING AND VOCABULARY INSTRUCTION CASE STUDY OF 1st YEAR- EFL (LMD) STUDENTS AT HASSIBA BEN-BOUALI UNIVERSITY OF CHLEF Type de document : texte imprimé Auteurs : Assia Benettayeb, Auteur Editeur : Tlemcen : University Aboubakr Belkaid Année de publication : 2019 Importance : 377 p. Format : 21*27 cm. Langues : Anglais (eng) Résumé : Common in the language classroom is that the ability to engage in fluent reading, and the
desire to read autonomously both for information and pleasure is among the most valuable
benefit students aim to gain from language study. Such an outcome, however, needs to be
planned for in advance in language teaching rather than left to chance. This doctoral thesis
proposes that the implementation of an extensive reading programme as an instructional
approach to reading could have significant impact on students’ reading and vocabulary. If
well implemented, this approach is believed to have the potential to play a crucial role in
developing students overall learning outcomes as it is proved to be effective in a great deal
of different contexts. Although a body of research studies in the field of second/foreign
language teaching point to the numerous gains and great importance of extensive reading
in the language classroom, this approach is given little consideration at the level of
Algerian universities where more emphasis is put on the intensive teaching of reading. The
central belief guiding the present work is the trust of the countless benefits extensive
reading has in language teaching/learning. This study is conducted with 1 st year-EFL
University students at Hassiba Ben- Bouali University of Chlef (Algeria) for a period of
four months. The teaching procedure adopted to introduce the extensive reading
programme conformed to the principles put forward by Williams (1986) and updated by
Day & Bamford (1998/2002). In order to assess the effectiveness of extensive reading
programme in improving students’ reading and developing their vocabulary, multiple
measurements were used: two questionnaires, two reading comprehension tests; a
proficiency and an achievement test, a think-aloud protocol and an interview. The obtained
results confirmed that extensive reading is one effective solution not only to students’
reading and vocabulary problems but also to their language deficiencies. Our research
findings suggest a reconsideration of the status of extensive reading in the English
curriculum by adopting a complementary intensive– extensive approach in the reading
classroom where students feel pleasure to move smoothly and confidently from guided to
independent reading.EXTENSIVE READING IN THE EFL CLASSROOM: AN APPROACH TO READING AND VOCABULARY INSTRUCTION CASE STUDY OF 1st YEAR- EFL (LMD) STUDENTS AT HASSIBA BEN-BOUALI UNIVERSITY OF CHLEF [texte imprimé] / Assia Benettayeb, Auteur . - Tlemcen : University Aboubakr Belkaid, 2019 . - 377 p. ; 21*27 cm.
Langues : Anglais (eng)
Résumé : Common in the language classroom is that the ability to engage in fluent reading, and the
desire to read autonomously both for information and pleasure is among the most valuable
benefit students aim to gain from language study. Such an outcome, however, needs to be
planned for in advance in language teaching rather than left to chance. This doctoral thesis
proposes that the implementation of an extensive reading programme as an instructional
approach to reading could have significant impact on students’ reading and vocabulary. If
well implemented, this approach is believed to have the potential to play a crucial role in
developing students overall learning outcomes as it is proved to be effective in a great deal
of different contexts. Although a body of research studies in the field of second/foreign
language teaching point to the numerous gains and great importance of extensive reading
in the language classroom, this approach is given little consideration at the level of
Algerian universities where more emphasis is put on the intensive teaching of reading. The
central belief guiding the present work is the trust of the countless benefits extensive
reading has in language teaching/learning. This study is conducted with 1 st year-EFL
University students at Hassiba Ben- Bouali University of Chlef (Algeria) for a period of
four months. The teaching procedure adopted to introduce the extensive reading
programme conformed to the principles put forward by Williams (1986) and updated by
Day & Bamford (1998/2002). In order to assess the effectiveness of extensive reading
programme in improving students’ reading and developing their vocabulary, multiple
measurements were used: two questionnaires, two reading comprehension tests; a
proficiency and an achievement test, a think-aloud protocol and an interview. The obtained
results confirmed that extensive reading is one effective solution not only to students’
reading and vocabulary problems but also to their language deficiencies. Our research
findings suggest a reconsideration of the status of extensive reading in the English
curriculum by adopting a complementary intensive– extensive approach in the reading
classroom where students feel pleasure to move smoothly and confidently from guided to
independent reading.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité 281 BEN Thése Salle des théses Doctorat Anglais Exclu du prêt