كلية الآداب واللغات

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Browsing كلية الآداب واللغات by Subject "Academic writing"

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    A Corpus based analysis of the use of reporting verbs in master dissertations
    (university of Oum- El- Bouaghi, 2017) Berhail, Sarra; Chaira, Farid
    The present study is concerned with a crucial element in reporting that is considered to be the key and complex feature in academic writing i.e. reporting verbs. These lexical items are chosen carefully by writers to report others claim and to present their evaluative judgments on those claims. Therefore, this study is called for with an attempt to figure out how this type of verbs is used in MA postgraduates literature reviews at the department of English, Larbi Ben M'hidi University in OEB. The corpus consists of 10 MA theses that were selected from both streams at the department of English "The University of Oum El Bouaghi". RVs were tallied using AntConc and SPSS software. After that, they were classified using Hyland's (2002) classification of RVs. The results demonstrated that both streams used a limited number and type of RVs that was different from the one used by the other stream. What was shared, by both streams, is the arbitrary and non organized use of these lexical items. Consequently, RVs should be implemented within teachers' goals and included in future syllabuses so that MA postgraduates will be aware of the appropriate use of these lexical items.
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    A Corpus-Based study of the lexical density and readability of student's academic writings
    (Larbi Ben M’hidi University-Oum El Bouaghi, 2021) Kouachi, Rim
    Research into the ineluctability of academic writing as a prominent genre of writing has long been endorsed by a boundless number of experts. Eventually, previous research showed that considerable attention was given to assessing students' lexical and writing proficiency. Nevertheless, the idea of scrutinizing lexical density and readability as preponderant features that would inform evaluators about the richness and the comprehensibility of students' academic writing was only addressed by few academics. For this reason, the present study aims at rigorously evaluating the extent to which learners' written productions are lexically dense and readable and to determine if there exists an association between the aforementioned concepts. In pursuance of these objectives, a corpus-based analytical approach was adopted in which 44 academic essays produced by master one EFL students at Larbi Ben M'Hidi University were scrutinized. AntConc and three other computational tools were used to compute the lexical density and readability depending on Ure's method and Flesch Reading Ease formula respectively. The results obtained from the corpus analysis revealed that students' academic writings are neither dense nor readable for the targeted audience. The correlation findings indicated the existence of a moderate negative association between lexical density and readability. On account of these findings, a number of pedagogical implications are highlighted. Reference is given to the limitations that prevented this study from being more sophisticated and recommendations are suggested for further research.
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    Investigating EFL students' problems in using coherent and cohesive devices in academic writing from a discourse analysis perspective
    (university of Oum- El- Bouaghi, 2017) Aguieb, Farouk; Bouaziz, Soumia
    This Study aims at investigating students' problems in using coherent and cohesive devices from discourse analysis perspective. The corpus consists of 23 argumentative essays that were analyzed on the basis of Halliday and Hassan (1976) cohesion framework. The corpus was evaluated manually by undertaking two main steps. Firstly, all the types and the subtypes of both grammatical and lexical cohesive devices are calculated. Secondly, there was focus on the appropriate and inappropriate use of the cohesive ties employed by the students. The data obtained shows that the students used all the types of the grammatical and lexical cohesive devices along with their subtypes. The students relied heavily on the grammatical cohesive devices (GCDs) by employing 1003 items, regardless of the significant difference between the frequencies of its subtypes. They used referential items 56%, tailed by conjunctive ties 35%, while substitutional and elliptical ones stand for 6% and 3%. On the other hand, lexical cohesive devices (LCDs) were employed 341 times. Reiteration items represent 94%, whereas collocation exemplifies only 6% from the total use of the LCDs. The outcomes of the analysis also showed the problems that the students encountered; they were mostly misuse, overuse and ambiguity.
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    Shades of identity
    (Oum-El-Bouaghi, 2020) Mansouri, chayma; Melgani, Haroun
    Second language learners' identity has been at the core of a plethora of studies; however, there seems to be insufficient research on how such concept is accounted for within the Algerian academic context. This study, informed by work done by John and Tang (1999), aims at exploring how Algerian and foreign students' identities are implemented within the academic and Non-Academic setting of writing in the larger frame of learning and teaching English as a foreign language. This study identified different linguistic and thematic schemes the participants, who are master and doctoral students belonging to Algerian, French and English universities, adopted for the sake of asserting as well as concealing their identities throughout the writing tasks they were provided with. Such mechanisms were examined through the application of document analysis to the participants' pieces of writing which was later followed by discourse-based interviews to appraise whatever level of awareness the participants had in relation to how much authorial presence they emitted through each writing praxis. The results obtained from the analysis of the data generated reveal that, unlike foreign students who make sure to assert a strong authorial presence in both types of writing through their extensive use of personal pronouns projecting powerful authorial roles and their generation of themes related to, among many others, aspects of the autobiographical and discoursal facets of their identities, Algerian students are more inclined to conceal their identities in academic writing. This includes succumbing entirely to academic discursive practices by abstaining from incorporating the aforementioned elements to achieve impersonality; nevertheless, their Non-Academic writing represents the embodiment of their identities. On account of these findings, a set of pedagogical implications are provided to especially teachers along with a reference to the main obstructions that restrained the work from achieving its full potential.
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    The Effects of chat language on student's academic writing : teachers' and students' attitudes
    (Larbi Ben M’hidi University-Oum El Bouaghi, 2021) Boughazi, Mebarka; Fodil, Chahinez; Azeroual, Djihed
    The present research addresses one of the issues in the students' academic writing. It aims to show the effects of chatting on EFL students' academic written performance. It focuses on finding out whether features of the written chat language are present in EFL students' productions and unveil the teachers' and students' attitudes towards the use of such features in academic writings. To achieve the research objects, a descriptive method was chosen to be the research methodology and the questionnaire to be the tool of research. Two questionnaires were designed; one for 30 first -year master students at the English Departments at Larbi Ben Mhidi University and 14. English teacher who used to teach master students at the same department. The findings prove that the overuse of chat language negatively affects students' written productions. Students' extensive use of chat result in poor in academic writings. In other words, both teachers and students have negative attitudes towards using chat language in academic writings. This study suggested some recommendations that would help in enhancing students writing academic productions .
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    Using concept maps software in academic writing courses
    (university of Oum- El- Bouaghi, 2017) Chemakhi, Imane; Bouri, El Hadj
    Au cours des deux dernières décennies, il y a eu une revendication accrue dans la façon dont la technologie confirme l'apprentissage et le processus d'enseignement. L'étude récente vise à étudier l'efficacité de l'utilisation de cartes mentales sur les compétences d'écriture des apprenants EFL. La technique de cartographie conceptuelle a été étudiée pour être un outil puissant pour organiser sa pensée avant l'écriture. L'utilisation d'une telle technique dans l'enseignement devient une question du jour que les études récentes et les recherches actuelles ont abordé. Selon un certain nombre d'études, l'intégration de ces outils innovants dans la classe est considérée comme un grand bénéfice surtout pour les apprenants. Cela aide les apprenants à développer , à générer et à relier les principales idées, en particulier dans la tâche d'écriture. Cette recherche a tenté d'étudier l'effet de l'utilisation de logiciels de cartes conceptuelles sur l'écriture académique des élèves comme activité de pré-écriture pour les aider à organiser et à générer des idées. Viser à atteindre une qualité globale de la capacité d'écriture des apprenants EFL, car de nombreux étudiants ont des problèmes pour faire une bonne écriture en raison du manque de choix des idées appropriées et de les combiner les uns avec les autres. Sur ces bases, nous avons émis l'hypothèse que si les élèves de Master un utilisent un logiciel de cartographie conceptuelle, leurs capacités d'écriture académique seront améliorées grâce à l'organisation de pensées. Une conception quasi expérimentale a été utilisée pour étudier l'efficacité de cette technique grâce à l'utilisation du logiciel. Une soixantaine d'étudiants EFL ont participé à cette étude, les participants ont été divisés en deux groupes du groupe témoin et expérimental. Ce dernier était en outre nécessaire pour construire des cartes conceptuelles au stade de la pré-écriture et développer des compositions à l'aide du logiciel Cmaptools après avoir été formé à l'utiliser pendant la période de traitement, alors que le groupe témoin suivait la méthode traditionnelle d'instruction. Statistiquement, nous avons prouvé qu'il y avait une amélioration significative des résultats des groupes expérimentaux. En conséquence, la mise en uvre de la technique de cartographie conceptuelle à l'aide du logiciel bénéficie notamment de l'organisation des pensées.