the effectiveness of integrative grammar in teaching formal writing / Abdelmouhssein Namoune 

Public ISBD Titre : the effectiveness of integrative grammar in teaching formal writing : Case study: Algerian students of second year LMD at the department of english, university of Constantine Type de document : texte imprimé Auteurs : Abdelmouhssein Namoune, Auteur ; Nour Belhacene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 134 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 Sciences  challenging  complex tasks  grammar Index. décimale : 420 Langue anglaise Résumé : ABSTRACT……………………………………………………………………. III Writing in a foreign language (FL) is one of the most challenging and complex tasks for language learners. It is a difficult skill that requires considerable effort and intensive practice on the part of the learners in order to achieve an acceptable level in writing. Due to the complexity of this skill, many learners find it very difficult to produce an adequate piece of writing. In this regard, one major area of writing is grammar which is considered as one of the most necessary components for good writing. Therefore, the main purposes of this investigation are to know the teachers’ and learners’ attitudes towards the actual method and approach used to teach grammar and also to spot light on the possible correlation between integrative grammar teaching and enhancing the learners writing. As well as, determining to which extent the integrative grammar can develop formal (i.e. Academic) writing. Some implications have been suggested, for instance, grammar instruction as linked to the text types required to be learnt in order to improve the learners writing. In order to meet the aforementioned purposes, a review had been dealt with for the reason of giving some insights about both integrative grammar and writing in one theoretical chapter with two sections. The first section deals with the writing skill, and the second section works on the integrative grammar teaching. In addition to meet the study aims practically, this research undertakes two research tools that are the teachers’ questionnaire and the students’ questionnaire used as a tool for gathering information. After analyzing the results obtained from the teachers’ and students’ questionnaires, the results have shown that students make many mistakes when they write and that the great majority of them do not make a balance between form and content. Teachers and students acknowledged that grammar teaching way or method has an impact in this deficiency. In brief the results had shown that students can reduce the amount of mistakes in their writing and make a balance between form and content simultaneously through integrative grammar teaching. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4167 the effectiveness of integrative grammar in teaching formal writing : Case study: Algerian students of second year LMD at the department of english, university of Constantine [texte imprimé] / Abdelmouhssein Namoune, Auteur ; Nour Belhacene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 134 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  challenging  complex tasks  grammar Index. décimale : 420 Langue anglaise Résumé : ABSTRACT……………………………………………………………………. III Writing in a foreign language (FL) is one of the most challenging and complex tasks for language learners. It is a difficult skill that requires considerable effort and intensive practice on the part of the learners in order to achieve an acceptable level in writing. Due to the complexity of this skill, many learners find it very difficult to produce an adequate piece of writing. In this regard, one major area of writing is grammar which is considered as one of the most necessary components for good writing. Therefore, the main purposes of this investigation are to know the teachers’ and learners’ attitudes towards the actual method and approach used to teach grammar and also to spot light on the possible correlation between integrative grammar teaching and enhancing the learners writing. As well as, determining to which extent the integrative grammar can develop formal (i.e. Academic) writing. Some implications have been suggested, for instance, grammar instruction as linked to the text types required to be learnt in order to improve the learners writing. In order to meet the aforementioned purposes, a review had been dealt with for the reason of giving some insights about both integrative grammar and writing in one theoretical chapter with two sections. The first section deals with the writing skill, and the second section works on the integrative grammar teaching. In addition to meet the study aims practically, this research undertakes two research tools that are the teachers’ questionnaire and the students’ questionnaire used as a tool for gathering information. After analyzing the results obtained from the teachers’ and students’ questionnaires, the results have shown that students make many mistakes when they write and that the great majority of them do not make a balance between form and content. Teachers and students acknowledged that grammar teaching way or method has an impact in this deficiency. In brief the results had shown that students can reduce the amount of mistakes in their writing and make a balance between form and content simultaneously through integrative grammar teaching. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4167

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