Teaching lexical collocations to raise proficiency in foreign language writing / Mohammed El Amine Ghoues 

Public ISBD Titre : Teaching lexical collocations to raise proficiency in foreign language writing : Case study of First year master students of arts and english language, university1 of Constantine Type de document : texte imprimé Auteurs : Mohammed El Amine Ghoues, Auteur ; Mohamed Ouassim Mekioui, Auteur ; Youcef Beghoul, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 61 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Languages  Teaching Lexical  Raise Proficiency Index. décimale : 420 Langue anglaise Résumé : The major aim of the present study is to investigate the vital role collocations play in raising EFL learners’ proficiency. These combinations create many problems for students of English as a Foreign Language, which hinder their writing proficiency. Unreservedly, the prime reason why students still fail to write naturally and effectively is the lack of appropriate vocabulary which could be related to the ignorance of collocations. We therefore hypothesise that a strong correlation may exist between using collocations and writing proficiency. An experimental study is conducted to test the hypothesis. A group of first year Master students of English (Applied Languages) constitute our sample; it is randomly chosen. A questionnaire and quiz are administered to examine their use of collocations. Our hypothesis is mainly validated through the quiz which shows a limited knowledge of collocations and a wide range of ‘mis-collocations’ chiefly in verb-noun and adjective-noun collocations. A questionnaire is also administered to gain more information about our sample’s use of collocations. Data driven from the questionnaire confirm the students’ limited knowledge of collocations. An experiment is conducted to raise the students' writing proficiency by developing their collocational competence mainly through an explicit teaching of collocations. All in all, the results confirm our hypothesis that a strong linear correlation exists between writing proficiency and using collocations. Thus, we highly recommend including much more room for collocations in the writing syllabus Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4814 Teaching lexical collocations to raise proficiency in foreign language writing : Case study of First year master students of arts and english language, university1 of Constantine [texte imprimé] / Mohammed El Amine Ghoues, Auteur ; Mohamed Ouassim Mekioui, Auteur ; Youcef Beghoul, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 61 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Languages  Teaching Lexical  Raise Proficiency Index. décimale : 420 Langue anglaise Résumé : The major aim of the present study is to investigate the vital role collocations play in raising EFL learners’ proficiency. These combinations create many problems for students of English as a Foreign Language, which hinder their writing proficiency. Unreservedly, the prime reason why students still fail to write naturally and effectively is the lack of appropriate vocabulary which could be related to the ignorance of collocations. We therefore hypothesise that a strong correlation may exist between using collocations and writing proficiency. An experimental study is conducted to test the hypothesis. A group of first year Master students of English (Applied Languages) constitute our sample; it is randomly chosen. A questionnaire and quiz are administered to examine their use of collocations. Our hypothesis is mainly validated through the quiz which shows a limited knowledge of collocations and a wide range of ‘mis-collocations’ chiefly in verb-noun and adjective-noun collocations. A questionnaire is also administered to gain more information about our sample’s use of collocations. Data driven from the questionnaire confirm the students’ limited knowledge of collocations. An experiment is conducted to raise the students' writing proficiency by developing their collocational competence mainly through an explicit teaching of collocations. All in all, the results confirm our hypothesis that a strong linear correlation exists between writing proficiency and using collocations. Thus, we highly recommend including much more room for collocations in the writing syllabus Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4814

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