Chekkat, IlhemHocine, Nacira2018-01-162018-01-162009http://hdl.handle.net/123456789/556The present study derives from the invstigation of the english language learning teaching situation. It is, then, a descriptive study of the english language teaching writing skill in terms of writing compositions, at the university level. Accounting for the factor that the english learners' error sources are various and that the english writing course provided at the classes does not - most of the time - meet students' needs in this skill area, we advance the hypotheses that L1 interference is only one source of english students' writing errors but not the major one , and that raising students' awareness towards a conscious language use of the writing system of english ; through teaching adequate learning strategies relevant to the writing skill wouuld better answer learers' demands, serve their needs, and effectijvely help them to step towards the achievement of the intended course objectives in a foreign language teaching/learning context.Additionally, developing reading skills and strategies would better help learners in controlling their writing system and improving its quality ; in terms of vocabulary, language expressions, etc. Therefore, a data analysis is carried out the means of two questionnaires addressed to both teachers and learners ; in addition to, a corpus analysis of students' errors ; in which we deait with the major problems students have in their writings. The analysis of the questionnaires' results confirmed our hypotheses revealing that raising students' awareness and conscious use of the english language writing system through teaching writing strategies is the best way to illuminate and reduce their errors and then generate an effective behaviour concerned with conscious control of their writing capacitiesenLearning strategies : englishOther