Browsing by Author "Bechar, Aicha"

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    The Impact of teaching reported speech explicitly on improving EFL learners’ writing accuracy
    (university of Oum- El- Bouaghi, 2017) Bechar, Aicha; Arrouf, Samira
    The chief goal behind upholding the appropriate teaching grammar method is to enhance and embellish learners' linguistic competence. The present scrutiny is administered to examine the impact of explicit grammar instruction. Particularly, "reported speech" on improving EFL learners' writing accuracy, case study of third-year students at Ben Bouzid Mouhamed Cherif high school at Dhalaa. A number of researchers have investigated many obvious advantages and crucial functions of explicit grammar learning in SLA , but there are exiguous ones if none made a go of its importance on improving EFL learners' accuracy in written tasks. To accomplish the aim of this study, a quasi-experimental research design was conducted. Two pre-arranged groups were anointed to form the experimental and control groups. The experimental group received explicit grammar instruction which snarled up explanation and practice of some rules concerning the reported speech. Subjects in the control group did not receive any explicit instruction of grammatical rules. Rather, they were instructed in the traditional way presenting the grammatical structures through the bold type. Participants were pre-tested to which they were asked to check their accuracy level in retelling a conversation in a form of short paragraph. After the treatment, a post-test was administered; it was different from the pre-test. The results of both a paired-samples t-test and an independent-samples t-test bespeak that explicit grammar instruction was the most advantageous aspect shaping students' accuracy in writing. Conclusively, it was asserted that it is beyond a doubt that explicit grammar instruction has a vigorous impact on learners' accuracy in writing in EFL classrooms.