Browsing by Author "Robai, Yahya"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Lexical collocation productivity of Algerian english foreign language students in their dissertations: a comparative descriptive corpus based study of general conclusion sections of master and doctorate dissertations
    (University of Oum El Bouaghi, 2023) Ananna, Aya; Robai, Yahya; Bouri, Hadj
    This dissertation explores the lexical collocation productivity of Algerian EFL college students. The study seeks to provide a comprehensive understanding of patterns and dispositions inside the use of collocations and to explore to what extent Algerian EFL students successfully employ lexical collocations, mainly within the concluding chapter in their academic papers. Furthermore, the study investigates whether there are any statistical significant differences between MA and Doctorate students in terms of employing collocations in their written productions; it aims to uncover any versions in collocation productivity primarily based on academic degree. The research utilizes a comparative descriptive corpus approach; it studies vast series of MA and Doctorate dissertation thesis concluding sections produced by Algerian EFL college students. There is a recognized need for quantitative method. To entails the extraction of collocations and their frequency of incidence, and to observe the lexical collocation types in the students' writings, that students use very often. Moreover, the Antconc and TagAnt plus Microsoft Excel office and SPSS softwares are chosen to be used. The findings of the study shed light on the lexical collocation productivity of Algerian EFL college students and spotlight capacity areas of development in their academic writing. The analysis reveals variations in collocational patterns among MA and Doctorate students, indicating developmental adjustments in collocational competence across academic levels. To sum up, This study contributes to the field of EFL training and educational writing through presenting precious insights into the collocational competence of Algerian EFL students. On the other hand, it improves our expertise of the demanding situations they face in generating cohesive and coherent educational writing. The findings can tell that curriculum layout, pedagogical practices, and writing support initiatives enhance the collocational proficiency of Algerian EFL students of their dissertation writings.