اللغة الإنجليزية
Permanent URI for this collectionhttp://ddeposit.univ-alger2.dz/handle/20.500.12387/1945
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Item COLLOCATIONAL ERROR ANALYSIS:INVESTIGATING LEXICAL AND GRAMMATICAL MISCOLLOCATIONS IN STUDENTS’ WRITTEN PRODUCTION(جامعة الجزائر 02 أبو القاسم سعد الله University of Algiers 2 Abou El Kacem Saadallah, 2018) belhamel, amina; Hamitouche, Fatiha (Directeur de thèse)This study was carried out primarily to investigate collocational errors in 100 English written production of Third Year students at Mohammed Lamine Dabaghine University-Setif-2. It seeks to examine the lexical and grammatical collocational errors. An analytical-descriptive exploratory research design adopting a mixed method approach was followed. Also, two questionnaires were distributed to the students and 14 teachers of Written Expression, and a semi-structured interview with Third Year Written Expression teachers was conducted. To detect the errors, a particular reference was made to Taxonomy of Benson’s et al., (1986) modified version and Error Analysis Procedures. The statistical analysis revealed that a total of 396 errors were found in both lexical collocation (259: 65.40%) and grammatical collocation (137: 34.60%).Item Portfolios as a means for raising students’ awareness of their oral skills’ improvement: The Case of 3rd year students in the department of English at the University of Algiers 2(University of Algiers 2 Abou El Kacem Saadallah, 2019) Abbassi, Mohamed Walid; Boukhedimi, YasmineThe purpose of this study is to investigate the oral portfolio as a means for raising Algerian EFL degree students’ awareness of their oral interaction and oral production. The study involved 12 EFL degree students from the English Department at the University of Algiers 2. Students were involved in two tasks (oral interaction and individual oral production). As Algerian EFL students needed more speaking practice in English, and also needed an unthreatening environment outside the classroom, participants in this study were required to provide three audio recordings of their oral performance in the oral interaction task and three audio recording performances in the individual oral production task. Participants’ reflections on their oral performance over the period of eight weeks may answer the research question on how the oral portfolio would raise students’ awareness of their oral skill. Audio recordings transcripts from the participants, questionnaires and interview were used to collect data.