Titre :	The role of extensive reading in the improvement of students written performance : Case study third year lmd students of english at the department of letters and english language, university of frères mentouri, constantine
Type de document :	texte imprimé
Auteurs :	Sabra Meddour, Auteur ; Djalal Mansour, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2018
Importance :	139 f.
Format :	30 cm.
Note générale :	UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC
Langues :	Anglais (eng)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Extensive,Improvement,Written Performance
Index. décimale :	420 Langue anglaise
Résumé :	The present study aims at investigating the role of extensive reading in the improvement of students’ writing ability. It revolves around the reading skill, the writing skill, the reading-writing connection along with the role of the reading skill in the ultimate improvement of the writing skill. Furthermore, it attempts to cast light on the importance of the reading-writing connection that is supported by both teachers and students in order to improve SL/FL students’ writing production. The basic hypothesis in this study sets out that SL/FL students could eventually become better writers and they would be more cognizant to the ins and outs of how a decent piece of written language is put together if they read extensively in that language. We have opted for a descriptive method that targeted two variables: extensive reading as the independent variable and its effect in improving students’ writing skill as the dependent variable. Data were collected through two questionnaires that were administered to written expression teachers and two groups of third year LMD students from the Department of Letters and English Language at University of Frères Mentouri, Constantine. The results obtained in this present research demonstrate that writing difficulties differ from one student to another. It appears to hinge largely upon students’ background knowledge in learning. Moreover, the results unveiled that the lack of reading the foreign language texts, the division between teaching reading-writing in the English as a Foreign Language (EFL) classroom (which entails a considerable lack of emphasis on the readingwriting connection), the lack of suitable information to cover the assigned topics, the lack of vocabulary, low self-confident, anxiety, the lack of motivation and organization of ideas are the main writing difficulties that third year LMD students may face in writing. In the light of the results obtained from the questionnaires, we suggest some recommendations for both teachers and students in an attempt to help students resolve their writing difficulties, since IV students’ writing difficulties can be treated through bridging the gap between teachers and their students by paying further attention to the reading skill.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9987

The role of extensive reading in the improvement of students written performance : Case study third year lmd students of english at the department of letters and english language, university of frères mentouri, constantine [texte imprimé] / Sabra Meddour, Auteur ; Djalal Mansour, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 139 f. ; 30 cm.

UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC
Langues : Anglais (eng)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Tags :	Extensive,Improvement,Written Performance
Index. décimale :	420 Langue anglaise
Résumé :	The present study aims at investigating the role of extensive reading in the improvement of students’ writing ability. It revolves around the reading skill, the writing skill, the reading-writing connection along with the role of the reading skill in the ultimate improvement of the writing skill. Furthermore, it attempts to cast light on the importance of the reading-writing connection that is supported by both teachers and students in order to improve SL/FL students’ writing production. The basic hypothesis in this study sets out that SL/FL students could eventually become better writers and they would be more cognizant to the ins and outs of how a decent piece of written language is put together if they read extensively in that language. We have opted for a descriptive method that targeted two variables: extensive reading as the independent variable and its effect in improving students’ writing skill as the dependent variable. Data were collected through two questionnaires that were administered to written expression teachers and two groups of third year LMD students from the Department of Letters and English Language at University of Frères Mentouri, Constantine. The results obtained in this present research demonstrate that writing difficulties differ from one student to another. It appears to hinge largely upon students’ background knowledge in learning. Moreover, the results unveiled that the lack of reading the foreign language texts, the division between teaching reading-writing in the English as a Foreign Language (EFL) classroom (which entails a considerable lack of emphasis on the readingwriting connection), the lack of suitable information to cover the assigned topics, the lack of vocabulary, low self-confident, anxiety, the lack of motivation and organization of ideas are the main writing difficulties that third year LMD students may face in writing. In the light of the results obtained from the questionnaires, we suggest some recommendations for both teachers and students in an attempt to help students resolve their writing difficulties, since IV students’ writing difficulties can be treated through bridging the gap between teachers and their students by paying further attention to the reading skill.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9987