الرسائل والأطروحات الأكاديمية
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يسمح هذه المجموعة الأعمال الأكاديمية بالحفاظ والأرشفة واسترجاع والوصول الى كل الرسائل الجامعية وأطروحات الدكتوراه المجازة في جامعة الجزائر 2 ؛ وتشمل كل تخصصات الجامعة الحالية والمستقبلية
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Item The Effect of Strategies Instruction on Students’ Writing Performance:Investigating the Effects of Rhetorical and Outlining Strategies on Students’ Composition Organization(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2021) Aït abdeslam, Faïza; BENSAFI, Zoulikha (Directeur de thèse)Writing in a Second or a Foreign Language is a complex activity that EFL students often meet when learning English. Similarly, teaching writing is often seen as much complex as learning to write. Thus, teachers are required to find ways to facilitate it. The aim of this current research is to promote writing strategies instruction as a way to improve Algerian students’ English writing performance. Our particular focus in this study is outlining strategies as well as rhetorical strategies on students’ argumentative essay. To achieve this aim, a quasi- experimental method has been selected as a method of investigation. The results of the experiment show that the experimental group recorded a significant statistical progress measured through the T-test. This study implicates that direct strategies instruction is an effective way to help students improve their writing performanceItem The Effectiveness of the Use of a Combination of Inductive Deductive Method on First Year Students in the Learning of the Past Simple and Past Perfect Simple and the Writing Performance(University of Algiers 2 Abou El Kacem Saadallah, 2019) Fellah, Naima; Boukhedimi, YasmineThe current study explores the possible effectiveness of the use of a combination of inductive-deductive method of instructing EFL students on the past simple and the past perfect simple in written discourse. The results reveal improvement in the performance of the experimental group in the learning of the target tenses in contrast to the control group. Despite this improvement, these results have proved statistically insignificant; hence, both instructional methods are equal and have the same effect on the experimental students’ learning of the target tenses in the short term. Unexpectedly, the students’ questionnaire shows that the quasi-majority of the experimental students have held positive attitudes towards learning the past simple and the past perfect simple through the use of the mixed method. The research findings also indicate the existence of a positive correlation between the experimental students’ learnt target tenses and their writing performance.