Titre :	Implementing an integrated reading/writing instruction through reading response journals for better EFL teacher trainees. : The case of third-year learners at ENS.C
Type de document :	texte imprimé
Auteurs :	Ahlem Labiod, Auteur ; Hacene Hamada, Directeur de thèse
Editeur :	جامعة الإخوة منتوري قسنطينة
Année de publication :	2017
Importance :	307 f.
Format :	30 cm.
Note générale :	2 copies imprimées disponibles
Langues :	Français (fre)
Catégories :	Français - Anglais Langue Anglaise
Tags :	Integration de la lecture et de l'écriture  text expositoire  text naratif  cahier de reflextion  cours de lecture et écriture integrée  Integrated Reading/Writing Instruction  Reading Response Journals (RRJS)  the expository texts  the narrative texts  Integrated Reading/Writing course  ارتباط القرأة و الكتابة  كتابات الطلاب  النص الوصفي  النص السردي  المنهج دمج أرتباط القرأة والكتابة  القدرة على الكتابة
Index. décimale :	420 Anglais et vieil anglais (anglo-saxon) : indice de base 42
Résumé :	Several studies acknowledge the importance of wedding reading and writing in one classroom instruction but few EFL contexts seem to consider this claim. Teachers' Training School of Constantine (ENS.C henceforth), Algeria, is a standing case where these two language skills are till nowadays taught as discrete subjects neglecting their interwoven nature and the benefits each brings into the other. The objective of this research work is to evidence the inefficiency of teaching reading/writing in separation and to call for adopting an integrated system aiming at bettering learners' achievements. To gather data, three complementary research tools were used choosing third-year EFL trainees at ENS.C as a target population. First, global and partial correlation tests were run to inspect about the link between trainees’ reading and writing performances. Second, a quasi-experimental study was carried out to investigate about the impact of the implementation of an integrated reading/writing instruction through an exemplary practice; reading response journals (RRJs), on trainees' achievements in these two skills. A treatment intervention was applied for the experimental group with a reading and writing Pre/post-tests procedure for both groups. Third, a questionnaire was administered to the experimental subjects to inquire about their attitudes towards reading/writing integration. The results revealed a moderately high positive global correlation between reading and writing achievements and a partial low positive link for the expository text and a high positive one for the narrative genre. The quantitative and qualitative analysis of the experiment's data confirmed that teaching reading and writing in an integrated way through RRJs helped to enhance trainees' level who eventually, and after analyzing the questionnaire's responses, expressed positive attitudes towards the adoption of an integrated reading/writing course.
Diplôme :	Doctorat en sciences
En ligne :	../theses/anglais/LAB1468.pdf
Format de la ressource électronique :	pdf
Permalink :	index.php?lvl=notice_display&id=10753

Implementing an integrated reading/writing instruction through reading response journals for better EFL teacher trainees. : The case of third-year learners at ENS.C [texte imprimé] / Ahlem Labiod, Auteur ; Hacene Hamada, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 307 f. ; 30 cm.
2 copies imprimées disponibles

Langues : Français (fre)

Catégories :	Français - Anglais Langue Anglaise
Tags :	Integration de la lecture et de l'écriture  text expositoire  text naratif  cahier de reflextion  cours de lecture et écriture integrée  Integrated Reading/Writing Instruction  Reading Response Journals (RRJS)  the expository texts  the narrative texts  Integrated Reading/Writing course  ارتباط القرأة و الكتابة  كتابات الطلاب  النص الوصفي  النص السردي  المنهج دمج أرتباط القرأة والكتابة  القدرة على الكتابة
Index. décimale :	420 Anglais et vieil anglais (anglo-saxon) : indice de base 42
Résumé :	Several studies acknowledge the importance of wedding reading and writing in one classroom instruction but few EFL contexts seem to consider this claim. Teachers' Training School of Constantine (ENS.C henceforth), Algeria, is a standing case where these two language skills are till nowadays taught as discrete subjects neglecting their interwoven nature and the benefits each brings into the other. The objective of this research work is to evidence the inefficiency of teaching reading/writing in separation and to call for adopting an integrated system aiming at bettering learners' achievements. To gather data, three complementary research tools were used choosing third-year EFL trainees at ENS.C as a target population. First, global and partial correlation tests were run to inspect about the link between trainees’ reading and writing performances. Second, a quasi-experimental study was carried out to investigate about the impact of the implementation of an integrated reading/writing instruction through an exemplary practice; reading response journals (RRJs), on trainees' achievements in these two skills. A treatment intervention was applied for the experimental group with a reading and writing Pre/post-tests procedure for both groups. Third, a questionnaire was administered to the experimental subjects to inquire about their attitudes towards reading/writing integration. The results revealed a moderately high positive global correlation between reading and writing achievements and a partial low positive link for the expository text and a high positive one for the narrative genre. The quantitative and qualitative analysis of the experiment's data confirmed that teaching reading and writing in an integrated way through RRJs helped to enhance trainees' level who eventually, and after analyzing the questionnaire's responses, expressed positive attitudes towards the adoption of an integrated reading/writing course.
Diplôme :	Doctorat en sciences
En ligne :	../theses/anglais/LAB1468.pdf
Format de la ressource électronique :	pdf
Permalink :	index.php?lvl=notice_display&id=10753