| Titre : |
The role of social factors in fostering efl students 'motivation for reading : The case of first year lmd students, mentouri brothers university |
| Type de document : |
texte imprimé |
| Auteurs : |
Souhila Moussaoui, Auteur ; Razika Touil, Auteur ; Ouided Arab, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2015 |
| Importance : |
92 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Science Social Factors Fostering EFL |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study attempts to explore the role of social factors, namely the home
environment, i.e., the parents and the formal environment or the university including the
teacher, peers, and the library, in fostering EFL students’ motivation for reading. It takes the
case of Algerian first-year LMD students, at Mentouri Brothers University. The motives
behind carrying out this investigation originate from the fact that Algerian EFL students are
unmotivated readers. This reluctance towards the act of reading is not only reflected in their
poor reading abilities, but also revealed in their low academic achievement as a whole. To
achieve the aforementioned aim, two questionnaires are adopted: one for 15 teachers and
another one for 50 first-year LMD students. The former aims to elicit teachers’ attitudes
towards students’ reading motivation and the role of social factors in developing students’
interest in reading. The latter, on the other hand, seeks to gather information about students’
attitudes towards reading and aims to discover whether they are supported by the home
environment and the formal environment including the teacher, peers, and the library. The
obtained results have shown that a great number of students hold negative attitudes towards
reading; they do not have strong motivation to read as they do not get the necessary support
from the social environment, i.e., parents, teachers, classroom, and library. Eventually, the
present study has highlighted the effective role of social factors in fostering students’ reading
motivation which confirms our hypothesis stating that the lack of support from the home and
formal environments would make students rather reluctant towards reading |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6398 |
The role of social factors in fostering efl students 'motivation for reading : The case of first year lmd students, mentouri brothers university [texte imprimé] / Souhila Moussaoui, Auteur ; Razika Touil, Auteur ; Ouided Arab, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 92 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Science Social Factors Fostering EFL |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study attempts to explore the role of social factors, namely the home
environment, i.e., the parents and the formal environment or the university including the
teacher, peers, and the library, in fostering EFL students’ motivation for reading. It takes the
case of Algerian first-year LMD students, at Mentouri Brothers University. The motives
behind carrying out this investigation originate from the fact that Algerian EFL students are
unmotivated readers. This reluctance towards the act of reading is not only reflected in their
poor reading abilities, but also revealed in their low academic achievement as a whole. To
achieve the aforementioned aim, two questionnaires are adopted: one for 15 teachers and
another one for 50 first-year LMD students. The former aims to elicit teachers’ attitudes
towards students’ reading motivation and the role of social factors in developing students’
interest in reading. The latter, on the other hand, seeks to gather information about students’
attitudes towards reading and aims to discover whether they are supported by the home
environment and the formal environment including the teacher, peers, and the library. The
obtained results have shown that a great number of students hold negative attitudes towards
reading; they do not have strong motivation to read as they do not get the necessary support
from the social environment, i.e., parents, teachers, classroom, and library. Eventually, the
present study has highlighted the effective role of social factors in fostering students’ reading
motivation which confirms our hypothesis stating that the lack of support from the home and
formal environments would make students rather reluctant towards reading |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6398 |
|
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