Titre :	Implementing Motivational Activities in the Syllabus of Writing: A Case Study of Second Year LMD Students of English in the Department of Letters and English Language at the University of Les Frères Mentouri Constantine
Type de document :	texte imprimé
Auteurs :	Lamia Nemouchi, Auteur ; Samir Laraba, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2016
Importance :	120 f.
Format :	30cm.
Note générale :	Une copie electronique PDF disponible au BUC.
Langues :	Français (fre)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	As much as students of English are concerned, developing the four skills is very important though it is not an easy task. Among the four skills, writing proved to be the most complicated one whether to be developed or to be taught. Writing allowed the existence of history since the antique times, and is a means to convey messages and expressions over time and space; thus, its importance cannot be neglected. The research project at hand investigates the hypothesis that states that “if teachers/syllabus designers planned motivational sessions in their curriculum, students would enhance their writing significantly.” In other words, it stresses out the teacher’s role in motivating the learners during written expression sessions to develop the writing skill efficiently. The aim of the research at hand is to develop motivating activities that are consistent with the syllabus of written expression for second year LMD students in the Department of Letters and English Language at the University of Les Frères Mentouri Constantine to assist them all along and make them enjoy the writing sessions to engage in more frequently without being asked to do so, and therefore, develop that skill appropriately. This research took place in the Department concerned where a group of nineteen (19) second year LMD students took part; after answering a pre-questionnaire to determine their level in English and their motivation, they received a treatment consisting of some motivational activities developed by the researcher to enhance their understanding of the writing process more significantly. After the treatment period, three (03) sessions (90 minutes each) spread all along one semester aiming at activating the inner motivation of the learners toward writing more frequently after mastering the English writing process. In addition to the pre-questionnaire and the treatment, a post-questionnaire was assigned to the learners to measure their level of improvement, and to check out their opinion about implementing motivational sessions in the syllabus of writing. After administering and carefully analysing the post-questionnaire, the learners were satisfied and asserted that they enjoyed the motivational sessions to improve their writings. The outcome of the whole experiment proved the validity of the set hypothesis.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12337

Implementing Motivational Activities in the Syllabus of Writing: A Case Study of Second Year LMD Students of English in the Department of Letters and English Language at the University of Les Frères Mentouri Constantine [texte imprimé] / Lamia Nemouchi, Auteur ; Samir Laraba, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 120 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Français (fre)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	As much as students of English are concerned, developing the four skills is very important though it is not an easy task. Among the four skills, writing proved to be the most complicated one whether to be developed or to be taught. Writing allowed the existence of history since the antique times, and is a means to convey messages and expressions over time and space; thus, its importance cannot be neglected. The research project at hand investigates the hypothesis that states that “if teachers/syllabus designers planned motivational sessions in their curriculum, students would enhance their writing significantly.” In other words, it stresses out the teacher’s role in motivating the learners during written expression sessions to develop the writing skill efficiently. The aim of the research at hand is to develop motivating activities that are consistent with the syllabus of written expression for second year LMD students in the Department of Letters and English Language at the University of Les Frères Mentouri Constantine to assist them all along and make them enjoy the writing sessions to engage in more frequently without being asked to do so, and therefore, develop that skill appropriately. This research took place in the Department concerned where a group of nineteen (19) second year LMD students took part; after answering a pre-questionnaire to determine their level in English and their motivation, they received a treatment consisting of some motivational activities developed by the researcher to enhance their understanding of the writing process more significantly. After the treatment period, three (03) sessions (90 minutes each) spread all along one semester aiming at activating the inner motivation of the learners toward writing more frequently after mastering the English writing process. In addition to the pre-questionnaire and the treatment, a post-questionnaire was assigned to the learners to measure their level of improvement, and to check out their opinion about implementing motivational sessions in the syllabus of writing. After administering and carefully analysing the post-questionnaire, the learners were satisfied and asserted that they enjoyed the motivational sessions to improve their writings. The outcome of the whole experiment proved the validity of the set hypothesis.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12337