Developing EFL learners’ writing performance through an integrative grammar teaching model
المؤلفون المشاركون
Hawajli, Ahmad Shawqi
Lahlwhi, Sarah
المصدر
العدد
المجلد 17، العدد 2 (31 ديسمبر/كانون الأول 2018)، ص ص. 90-110، 21ص.
الناشر
تاريخ النشر
2018-12-31
دولة النشر
الجزائر
عدد الصفحات
21
التخصصات الرئيسية
الملخص EN
Considerably, writing is a complex task that requires the integration of multiple cognitive, linguistic, and motor abilities.
It involves both low-level transcription skills (handwriting, spelling, punctuation, capitalisation, and grammar) and high-level composition skills (planning, content, organisation, and revision).
In this regard, second year university learners at the section of English often take a “written expression” course backed up with tutorial classes to help learners master the different writing techniques and styles.
However, many learners struggle in the writing process and end up producing pieces of writing that are ineffective or even incomprehensible showing poor mastery of language usage.
Most of the time, learners have good ideas and knowledge of the way paragraphs or essays should be organised.
In such a case, the ineffectiveness that characterises learners’ written products is grammar-related.
To account for the reasons behind these problems, we hypothesised that the currently used grammar teaching method might not be effective leading to such a shortage in learners’ knowledge and skills.
As a remedy to this anomaly, we have proposed the Integrative Grammar Teaching Method (IGM) as a model of grammar teaching.
The analysis and interpretation of the collected data revealed that IGM could help learners develop their writing performances.
Likewise, it has confirmed that teaching grammar in the context of writing and including learners in the process of rules formation is more likely to help them use grammar correctly and appropriately in the process of writing producing more legible and correct written products.
Therefore, we could conclude that the previously stated hypotheses were confirmed and the findings were supportive and positive
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
Hawajli, Ahmad Shawqi& Lahlwhi, Sarah. 2018. Developing EFL learners’ writing performance through an integrative grammar teaching model. Revue traduction et langues،Vol. 17, no. 2, pp.90-110.
https://search.emarefa.net/detail/BIM-940137
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
Hawajli, Ahmad Shawqi& Lahlwhi, Sarah. Developing EFL learners’ writing performance through an integrative grammar teaching model. Revue traduction et langues Vol. 17, no. 2 (2018), pp.90-110.
https://search.emarefa.net/detail/BIM-940137
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
Hawajli, Ahmad Shawqi& Lahlwhi, Sarah. Developing EFL learners’ writing performance through an integrative grammar teaching model. Revue traduction et langues. 2018. Vol. 17, no. 2, pp.90-110.
https://search.emarefa.net/detail/BIM-940137
نوع البيانات
مقالات
لغة النص
الإنجليزية
الملاحظات
رقم السجل
BIM-940137
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر