A Corpus-based comparative analysis of sentence variety in the général
| creativework.keywords | Didactics; Anglo-American Studies; general introductions; sentence variety | |
| datacite.subject.fos | Didactics; Anglo-American Studies; general introductions; sentence variety | |
| dc.contributor.author | Attafi, Ikhlass | |
| dc.contributor.author | Zaidi, Khadidja | |
| dc.date.accessioned | 2024-11-11T16:27:34Z | |
| dc.date.available | 2024-11-11T16:27:34Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | The général introduction is the initial part of any written work. It plays a very important role in writing as it captivates the readers’ attention and interest. One of the ways to achieve an effective general introduction is using sentence variety. By using different types of sentences, writers can enhance clarity, expressiveness, and effectiveness. Although sentence variety is considered as an important aspect for writing, students avoid using a variety of sentences for the fear of committing mistakes. In this context, the current study aims to determine if there is a difference in the use of sentence variety in general introductions of Master’s dissertation written by students of Foreign Languages Didactic and Anglo-American Studies, at the Department of English at Larbi Ben M’Hidi University. First, the research sample was selected randomly from the D-space site of Oum El Bouaghi University. It consisted of 40 introductions extracted from dissertations and analyzed manually. Then, the results were input into Statistical Package for the Social Sciences for further examinations. After the examination, both of T-test and Mann-Whitney test were used to determine if there was a significant difference in the use of sentences variety across the two groups. The analysis showed that while there was a significant difference in the use of both of complex and compound sentences between the general introductions of master dissertations written by students of Foreign Languages Didactics and Anglo-American Studies, there was no significant difference in the use of both of simple and compound-complex sentences across the two groups. That is, two hypotheses out of four were validated. It was revealed that syntactic complexity varied from one field to another, and the field of Anglo-American Studies required the use of complex sentences more than the field of Didactics. | |
| dc.identifier.uri | http://dspace.univ-oeb.dz:4000/handle/123456789/20666 | |
| dc.language.iso | other | |
| dc.publisher | University of Oum-El-Bouaghi | |
| dc.title | A Corpus-based comparative analysis of sentence variety in the général | |
| dc.type | Other |