| Titre : |
A Comparative Study between Discipline-Related Knowledge and Linguistic Competence in the Comprehension of Scientific Texts among EFL Learners: the Case of Second Year Master Students at the Departments of English and Biology |
| Type de document : |
texte imprimé |
| Auteurs : |
Chaima Chair, Auteur ; Ouided Sekhri, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2019 |
| Importance : |
84 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 : |
The current research is set to understand and solve one of the difficulties that EST students face,
which is reading comprehension of scientific and technical texts. Two deterministic factors
which are background knowledge or discipline-related knowledge and linguistic competence
or language knowledge are manipulated and tested in order to determine their contribution level
for successful comprehension inside and outside classrooms. Therefore, the purpose of this
study is to investigate the degree of importance of background knowledge and linguistic
competence in the comprehension of scientific texts, i.e., can one of the two variables
compensate the other one to maintain successful EST texts’ comprehension; another purpose is
to survey teachers’ attitudes and their actual way of dealing with these factors. Hence, it is
hypothesised that when comparing students of English and students of biology, linguistic
competence seems to be prior than scientific knowledge background for the first and subsequent
for the second. On the basis of the study’s aim, data are collected from a test and questionnaire.
The test was delivered to fifty two (52) students enrolled in two different departments: English
and Biology departments in which twenty six (26) subjects are from the faculty of English
representing the linguistic variable and other twenty six (26) subjects are from the faculty of
Biology representing the scientific background knowledge. The questionnaire was
administrated to eight (8) ESP and EST teachers. The results of this study showed that the test
was more precise than the questionnaire which gave various views concerning the variables
under study, however, most teachers agreed on the significance of both factors and on favouring
background knowledge while teaching. Similarly, the test revealed that those who have high
scientific background knowledge performed better than those who are more competent in the
English language. As a result, the suggested hypothesis is rejected; however, this conclusion
cannot be generalised because of certain limitations. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12481 |
A Comparative Study between Discipline-Related Knowledge and Linguistic Competence in the Comprehension of Scientific Texts among EFL Learners: the Case of Second Year Master Students at the Departments of English and Biology [texte imprimé] / Chaima Chair, Auteur ; Ouided Sekhri, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2019 . - 84 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 : |
The current research is set to understand and solve one of the difficulties that EST students face,
which is reading comprehension of scientific and technical texts. Two deterministic factors
which are background knowledge or discipline-related knowledge and linguistic competence
or language knowledge are manipulated and tested in order to determine their contribution level
for successful comprehension inside and outside classrooms. Therefore, the purpose of this
study is to investigate the degree of importance of background knowledge and linguistic
competence in the comprehension of scientific texts, i.e., can one of the two variables
compensate the other one to maintain successful EST texts’ comprehension; another purpose is
to survey teachers’ attitudes and their actual way of dealing with these factors. Hence, it is
hypothesised that when comparing students of English and students of biology, linguistic
competence seems to be prior than scientific knowledge background for the first and subsequent
for the second. On the basis of the study’s aim, data are collected from a test and questionnaire.
The test was delivered to fifty two (52) students enrolled in two different departments: English
and Biology departments in which twenty six (26) subjects are from the faculty of English
representing the linguistic variable and other twenty six (26) subjects are from the faculty of
Biology representing the scientific background knowledge. The questionnaire was
administrated to eight (8) ESP and EST teachers. The results of this study showed that the test
was more precise than the questionnaire which gave various views concerning the variables
under study, however, most teachers agreed on the significance of both factors and on favouring
background knowledge while teaching. Similarly, the test revealed that those who have high
scientific background knowledge performed better than those who are more competent in the
English language. As a result, the suggested hypothesis is rejected; however, this conclusion
cannot be generalised because of certain limitations. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12481 |
|
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