Titre : |
WRITING PEDAGOGIES AT UNIVERSITY AND THEIR IMPACT ON FIRST YEAR EFL STUDENTS’ PROFICIENCY AND WRITING ABILITY |
Type de document : |
texte imprimé |
Auteurs : |
Fatima Zohra ABI-AYAD HEMCHE, Auteur |
Editeur : |
université de Tlemcen |
Année de publication : |
2018 |
Importance : |
399 p. |
Format : |
21x27 cm. |
Langues : |
Anglais (eng) |
Mots-clés : |
Teaching FL2 writing, first-year university learners, writing ability,
teaching methods |
Résumé : |
The majority of first-year students enrolled in the Department of English at
Tlemcen University display serious deficiencies in FL2 writing, more particularly at
the level of discourse and content organization. Aiming to help alleviate this
problem, this research endeavours to identify these learners’ writing competence,
seeking to point out the reasons behind their difficulties through an exploration of
some possible pedagogical deficiencies, making use of three research instruments:
teacher observation, learners’ task production, and questionnaires addressed to the
same learners. On the basis of the obtained results, the study proceeds to
recommend more relevant instructional practices at first-year university level,
aiming to help enhance learners’ proficiency level and consequently their writing
ability. |
WRITING PEDAGOGIES AT UNIVERSITY AND THEIR IMPACT ON FIRST YEAR EFL STUDENTS’ PROFICIENCY AND WRITING ABILITY [texte imprimé] / Fatima Zohra ABI-AYAD HEMCHE, Auteur . - université de Tlemcen, 2018 . - 399 p. ; 21x27 cm. Langues : Anglais ( eng)
Mots-clés : |
Teaching FL2 writing, first-year university learners, writing ability,
teaching methods |
Résumé : |
The majority of first-year students enrolled in the Department of English at
Tlemcen University display serious deficiencies in FL2 writing, more particularly at
the level of discourse and content organization. Aiming to help alleviate this
problem, this research endeavours to identify these learners’ writing competence,
seeking to point out the reasons behind their difficulties through an exploration of
some possible pedagogical deficiencies, making use of three research instruments:
teacher observation, learners’ task production, and questionnaires addressed to the
same learners. On the basis of the obtained results, the study proceeds to
recommend more relevant instructional practices at first-year university level,
aiming to help enhance learners’ proficiency level and consequently their writing
ability. |
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