Developing Efficient Writing Skills through the Use of the Cognitive Learning Strategies. A case study: Third Year LMD Students of English Language at Frères Mentouri University, Constantine. / Aicha Bouketra 

Public ISBD Titre : Developing Efficient Writing Skills through the Use of the Cognitive Learning Strategies. A case study: Third Year LMD Students of English Language at Frères Mentouri University, Constantine. Type de document : texte imprimé Auteurs : Aicha Bouketra, Auteur ; Fatiha Sahli, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2020 Importance : 136 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : EFL learner production  cognitive learning strategies  the process approach  writing communication  difficulties  second language (L2). Index. décimale : 420 Langue anglaise Résumé : Writing is a complex process; it combines a set of rhetorical, linguistic and stylistic elements in order to make form and meaning fully functional. It imposes greater demands on the EFL learner production since it lacks the immediate feedback as a guide. In writing, language learning strategies work as an effective guide in handling such complexity directly. The present research work aims to investigate the issue of cognitive learning strategies in assisting the target language writing of third-year students at the Department of Letters and English language , University of Constantine 1. It aims to explore the relationship between cognitive learning strategies and the target language writing under the Process Approach. In other words, it carries out a linguistic processes analysis of the students‟ English language written compositions for the sake of identifying the strategies involved in the language learning and enhancing the academic target language writing. Therefore, it is hypothesized that the use of the cognitive strategies will manipulate the linguistic resources in order to enhance students‟ writing communication. Only one main tool has been to verify the hypothesis which is a questionnaire. The questionnaire has been devised for both teachers (10 teachers of “Written Expression”), and (70 third year English language student), at the same department. The results obtained from the gathered information corroborate the research hypothesis in a sense that these strategies work to surmount the difficulties of learning a second language (L2). Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13382 Developing Efficient Writing Skills through the Use of the Cognitive Learning Strategies. A case study: Third Year LMD Students of English Language at Frères Mentouri University, Constantine. [texte imprimé] / Aicha Bouketra, Auteur ; Fatiha Sahli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 136 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : EFL learner production  cognitive learning strategies  the process approach  writing communication  difficulties  second language (L2). Index. décimale : 420 Langue anglaise Résumé : Writing is a complex process; it combines a set of rhetorical, linguistic and stylistic elements in order to make form and meaning fully functional. It imposes greater demands on the EFL learner production since it lacks the immediate feedback as a guide. In writing, language learning strategies work as an effective guide in handling such complexity directly. The present research work aims to investigate the issue of cognitive learning strategies in assisting the target language writing of third-year students at the Department of Letters and English language , University of Constantine 1. It aims to explore the relationship between cognitive learning strategies and the target language writing under the Process Approach. In other words, it carries out a linguistic processes analysis of the students‟ English language written compositions for the sake of identifying the strategies involved in the language learning and enhancing the academic target language writing. Therefore, it is hypothesized that the use of the cognitive strategies will manipulate the linguistic resources in order to enhance students‟ writing communication. Only one main tool has been to verify the hypothesis which is a questionnaire. The questionnaire has been devised for both teachers (10 teachers of “Written Expression”), and (70 third year English language student), at the same department. The results obtained from the gathered information corroborate the research hypothesis in a sense that these strategies work to surmount the difficulties of learning a second language (L2). Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13382

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