Peoples Democratic Republic Of Algeria English Language Essay

Peoples Democratic Republic Of Algeria incline Language EssayOver three categorys period of tuition position as a foreign language, incline LMD students equable palpate the written demands extremely challenging. Moreover, trey class LMD students in the face subdi plenty at Saad Dahlab University of Blida encounter many toilsomeies in written material their mini-projects. Therefore, this study is indispensable to reveal these difficulties and their effect on further learning. Furthermore, it is an consequential study in general beca use up of the fact that faculty member indite is indispensable for anybody who is studying English and has to issue essays and other assignments for exams or coursework.2. Statement of the ProblemThis study result wonder the effect of having schoolman composition difficulties on ACHIEVING THE FINAL PROJECT of tertiary family LMD students in the English De stir upment at Saad Dahlab University of Blida.3.The interrogation misgi vingWhat be the effects of faculty memberian musical composition difficulties on the utmost projects procession of trinity year LMD students in English Department at Saad Dahlab University of Blida?4.The inquiry Sub-questionsWhat be the academic indite difficulties that hinder the final projects development of third year LMD students in English discussion section at University of Blida?5.HypothesisThird year LMD students in English incision at University of Blida may produce difficulties in cohesion.6.Objectives of the StudyTo identify the difficulties that faces the third year LMD students in English department at University of Blida when penning academically.To reveal the signification of academic indite difficulties to third year LMD students further studies in English department at University of Blida.To stage how academic opus difficulties preserve third year LMD students learning pull ahead in English department at University of Blida6. Structure of the question final causeThis question proposal covers the master(prenominal) points that go away be examined in the final thesis entitled do of donnish make-up Difficulties on Achieving the terminal Project of Third year LMD Students in English Department at Saad Dahlab University of Blida. The first part is a general introduction that includes the background and signifi screwingce of the study, statement of the problem, research questions and the objectives of the study. The bite part is a re discern of the physical compositions which consists of two chapters. The first chapter is a review of literature on the EFL academic committal to committal to paper difficulties. It consists of a definition of academic composition, the rhetorical, strategy and rational lexicon contends of EFL writing. The second chapter deals with the effect of writing weaknesses on EFL learning development. It includes the influence of rhetorical, strategy and verbiage difficulties on the scor es achievement. The third part pick outs the methodology design of this research. It includes entropy to be self-possessed, info collection procedures, the population, procedures and data summary procedures. The last part is a conclusion of the previous chapters and it includes a summary of the main points.CHAPTER 1 Review of the literature on EFL academic writing difficulties universeAcademic writing in English at advanced levels is a challenge level(p) for most native English speakers. However it is particularly difficult for English as foreign language learners. Recent studies have researched the difficulties of academic writing. This part sheds light on previous studies and reviews relevant literature on the EFL academic writing difficulties. First, the researchers delegate to provide a definition of the academic writing, and then they give some basics of academic writing. Finally, this chapter discusses the challenges that face EFL learners when writing academically.1.1. Definition of academic writingAcademic writing is a mental and cognitive activity, since it is a product of the mind. The image of an individual working totally in a quiet environment has furthered the view of writing as a mental and cognitive activity. However as has been pointed out, writing can be understood besides from the perspective of a society kinda than a single individual(Burke, 2010,p.40-41).1.2. Basics of academic writingAcademic writing is expected to address an intellectual community in which the students engage in active learning. Some basics or rules must be established. development information to ones advantage is a key part of learning. Success at the post alumna level depends on the students dexterity to access, evaluate, and synthesize the words, ideas, and opinions of others in disposition to develop their take in academic voice. When presenting what they have learned, it is therefore vitally important that students be able to show clearly what they ha ve drawn from others and what is their own (Bristol Business School, 2006, p. 3). A student must be honest somewhat how much ownership he/she can claim over the ideas formed, the solutions found, and the opinions verbalized (Bristol Business School, 2006, p. 3). The student must follow certain rules to ensure full(a) academic writing, including punctuation guidelines.1.2.1 PunctuationThe essential punctuation marks ar the period, comma, semicolon, and colon. These include the following The period primarily marks the end of a curse. A period is also use after an abbreviation where the final letter of the word is not the final word of the abbreviation, e.g., in enc. for enclosure, although Mr. for Mister is an riddance (Murphy, 2010, p. 9). The comma is primarily used to separate split of a doom so that the meaning remains clearer for the reader.(I) A comma separates words in a magnetic inclination, e.g., He brought coal, kindling, matches, and turf.(II) A comma separates su bordinate clauses within a complex sentence where two separate sentences are not required (Murphy, 2010, p. 9). The semicolon has two common uses. First, it may be used to separate items in a list after a colon. Second, it may be used to orient a certain relationship between two parts of a sentence (Murphy, 2010, p. 9). The colon may be used to indicate the start of a list, as is similar to the above example for the semicolon. It may also be used before a quotation begins (Murphy, 2010, p. 9).1.3. Challenges of EFL academic writingWriting is considered as a complex activity, a cordial act which reflects the carry throughrs communicatory skills which is difficult to develop and learn, especially in an EFL context. look in this field has examined the nature and types of writing task and by providing kick downstairs understanding of EFL students writing submits, there has been an effort to help the development of this study skill theoretically and pedagogically (Zhu, 2004 Carson , 2001 Hale et al, 1996). Examining the features of EFL writing tasks and the students problems in perform the task would certainly be pedagogically beneficial. As stated by Atkinson (2003, p.95), EFL students writing in a language classroom context shows their ability to solve a rhetoric problem and their awareness of their own communicative goals, of the reader, and of the writing context. In spite of numerous salutees to the t from each one(prenominal)ing of writing, tackling EFL writing is still one of the challenging areas for teachers and students. Many EFL teachers bring forward that grammar and vocabulary are the main problem area and that their writing would improve with remedial grammar/voc lessons. As Widdowson (1995, p.74) points out, we need to consider the larger discourse context or the meaning that lies beyond grammatic structure. To go beyond grammar, language should be looked at as a form of social practice (Fairclough, 1992, p.122).As Casanava (2002,p.19) poin ts out, learning how to write for academic purposes poses a clueless challenge because the rules of the game are roughly all implicit. This is especially true for Algerian university students when they write an academic research account in English for the first time they are set nigh with a number of unfamiliar, daunting tasks.Of all these, the most formidable and authoritative challenge appears to be learning how to organize and develop their ideas in an academically persuasive manner that is to organize their assertions into dianoetic and cohesive arguments that will allure the reader. Their papers often end up lacking clear logical flow and unity, not to mention a persuasive linear argument. closingMost EFL students find writing difficult and some students report that their difficulties continue, even years after their confidence in other academic skills such as speaking, listening, and reading has grown (Zhang, 2010,p.71). Explanations for students struggle go beyond gra mmar and vocabulary though these are clearly significant. Most writing specialists agree that writing difficulties are down to the specialised nature of academic discourse (Schmitt, 2005, p.65) and to the complexity of the craft of writing itself.CHAPTER 2 The research methodology designIntroductionIn this chapter, the researchers describe the research methods, informants and data collecting tools. The results collected from the research tools will be analyzed scientifically in order to answer the research questions.Research methodSince the current study aims at present the effects of academic writing difficulties on students final project achievement, the researchers opted to use a descriptive study on third year LMD students in English Department at University of Saad Dahleb- Blida. A descriptive method facilitates the host of information and data to assist in achieving study goals. As a first stones throw, the researchers tend to administer a questionnaire to third year LMD s tudents in English Department at University of Saad Dahleb- Blida mainly to confirm whether they face difficulties when writing academically (see appendix 01). Then, supervisors will be interviewed about the challenges they meet when point students with academic writing difficulties (see appendix 02). During the study, which will take three months, the researchers will observe the students work out in achieving their final project using an mirror image check list (see appendix 03).PopulationThe informants of this study are students and teachers from the English Department at the University of Saad Dahleb- Blida. The researchers select 10 gatherings of third year LMD students each group consists of 3 members working on their final project in didactics field, and 5 didactic MA Degree teachers who supervise the 10 groups. The informants are 19 female person students and 11 male students. The age of the informants ranges from 20 to 26 (see table 1). The original names of the student s are replaced with fictitious names to remark the identity of the informants confidential.Table 01 Description of the groupsGroupsGenderAgePrevious learning of English1st group2 females/ 1 male20 238 years2nd group3 females208 years3rd group3 females20 228 years4th group3 females24 268 to 10 years5th group2 males / 1 female20 2310 years6th group3 females2010 years7th group3 females2010 years8th group2 females/ 1 male2110 years9th group3 males20 2210 years10th group3 males21 2510 to 13 yearsData collection toolsThe researchers intend to use three research tools to collect the data needed in order to answer the research questions of this study3.1- A questionnaire with closed-ended questions is distributed to the 10 groups of the 3rd year LMD students. It consists of 13 closed ended questions which aim at detect the category of the difficulties whether in cohesion, coherence, vocabulary or strategy.3.2- Semi-structured interviews are conducted to collect data from the perspec tive of the 5 supervisors. Interviewing the supervisors on the basis of their feedback to the groups will help to particularise the types of difficulties, to confirm the data collected from the questionnaire and to know the challenges of supervising students with academic writing difficulties.3.3- Observation check lists are distributed each month to the 10 groups in order to examine the effects of the academic writing difficulties on the progress of come uponing their final projects. The list contains the supervisors negative feedback besides the data collected from the interviews and the questionnaire. individually group is provided with a check list to examine how much each difficulty is considerable to hinder the progress of the final project.4. Data analysis ProceduresAfter the data are collected, the researchers intend to analyze them according to teachers and students answers4.1. A questionnaire with closed-ended questionsThe data collected from the questionnaire will be an alyzed quantitatively. The researchers will describe and comment on the answers objectively. Then, the data will be interpreted scientifically. through this process the difficulties of academic writing will be revealed.4.2. Semi-structured interviewsThe data collected from the semi-structured interviews will be analyzed qualitatively. The reasons for choosing qualitative methods for collecting data are the need to attain highly face-to-faceized data, there are opportunities for probing, a good return rate. (Gray, 2004, p.96). These semi-structured interviews will specify the kind of the difficulties.4.3. Check list observationThe data collected from the observation check list will be presented in graphs. Graphs will give a clear vision on the effect academic writing difficulties on the third year LMD final project achievement.Conclusion and Suggestions for Further ResearchIn view of the data presented, the researchers conclude that third year LMD students in English department at Saad Dahlab university face many difficulties and stresses in their academic writing. These difficulties severly hinder the progress of the students final project.The following recommendations are made for future studies The present study could be replicated on a wider scale that includes diverse populations and various levels of schooling to examine more thoroughly the difficulties of academic writing. Further field-based research should be conducted to address other important skills, such as reading, listening,and speaking.-Since the subjects of this study were male and female students, future studies could be conducted with only male or only female students to determine the effect of gender on academic writing difficulties.General conclusionThe research proposal is a crucial step in any scientific research. It clearly describes the study process. This research paper describes the study which is intended to be applied on the topic Effects of Academic Writing Difficulties on Achie ving the Final Project of Third Year LMD Students in English Department at University of Blida.This research proposal considers the most important points in the study. The first chapter is the literature review which contains different ideas about the data that will help answering the research questions. This chapter deals with the EFL academic writing difficulties. It gives a definition of the academic writing, tackles its basics and defines its challenges. The second chapter in the research proposal is the research methodology design. It describes the followed methods in the study process which are the research method, the population, the data collection tools and the data analysis procedures.BibliographyBurke, S. (2010). The construction of writer identity in the academic writing of Korean ESL students a qualitative study of six Korean students in the U.S. Doctoral dissertation.Walter. L. (1977). College Composition and Communication. major Problems in Doing Academic Writing. Vo l 28/1. pp 26-29.Hyland, K. (2003). Second language Writing. Cambridge, Cambridge PressAl Khuweileh, A, Shoumali. I. (2007). Writing Errors A study of the Writing Ability of Arab Learners of Academic English and Arabic at University Abstract. Language and Culture and Curriculum, 13 (2), 174-183.Silva, T. (1992). L1 vs. L2 writing ESL graduate students perceptions. TESL Canada Journal, 10 (1), 27-48.BBC English Teachers Supplement. (1995). The challenges of teaching academic writing. Online Available http//www.uefap.com/articles/furneaux.pdfFulwiler, T. (2002). A personal approach to academic writing. College writing Third Edition. Boynton/Cook Publishers, Inc. Heinemann.Murphy, Anne. (2010). Academic writing and publishing matters for the scholar-researcher. D.I.T Dublin Institute of technology9- Woodrow, L. (2006). Academic Success of supranational Postgraduate EducationStudents and the Role of English Proficiency. University of Sydney Papers inTESOL, 1, 51-7010- Brookes, A Grundy , P. (1998). Beginning to Write. Cambridge, Cambridge Press.11- Fitze, M Glasgow, R. (2009). Input Enhancement and Tense Formation in ArabEFL Writing by Cross Cultural Exchanges. English for Specific Purposes, 17(4),391-412.12- Taranopolsky, O. (2005). notional EFL writing as a means of intensifying Englishwriting skill acquisition A Ukrainian experience. TESL Canada Journal, 23(1),76-78.13- Weigle, C. (2002). Assessing Writing. Cambridge, Cambridge University Press.14- Bacha, N.N., Bahous, R. (2008). Contrasting views of business students writingneeds in an EFL environment. English for Specific Purposes 27, 74-93.15- Badger, R White. G. (2000). A process-genre approach to teaching writing.ELT Journal, 54(2) 153-160.AppendicesAppendix 01Questionnaire with closed-ended questionsThis questionnaire is part of MA dissertation. It is administered to third year LMD students in English department at university of Blida.Please, answer the following questions according to your writing expe rience.Thank you for your collaboration.Do you face any difficulties when writing your mini-project?Yes NoIs the grammatical features one of the problems you face in your English writing?Yes No3. Do you spend time reviewing what you write?Yes No4. Does most of your reviewing management on the sentence and paragraph level?Yes No5. Do you always focus your reviewing on the grammar points of your writing?Yes No6. Do you know which type of provoke words and phrases you should avoid?Yes No7. Do you often make sentence mistakes in your writing?Yes No8. Do you often make subject-verb distinction mistakes in your writing?Yes No9. Do you experience difficulty unite sentences in your writing?Yes No10. Is it difficult to create an understandable and uniform paragraph?Yes No11. Do you include each of the three go (planning, writing, and revision) in your writing process?Yes No12. Do you write an delimitate before writing draft?Yes No13. Do you commemorate that writing skills are importa nt factors for successful writing?Yes NoAppendix 02Semi-structured interviewsThe semi-structured interviews under are part of MA dissertation entitled Academic Writing Difficulties and their Effect on the Learning Progress of Third Year LMD Students in English Department at Saad Dahlab University of Blida. 5 supervisors of 10 groups of third year LMD students will be asked face to face the following questionsDo you think that third year LMD students in English Department at Saad Dahleb University of Blida have difficulties in writing academically when working on their final projects? consort to your experience, what are the difficulties that faced by third year LMD students in English Department at Saad Dahleb University of Blida when working on their final projects?Do these difficulties affect the students progress of their final projects?According to the groups you are supervising, do the academic writing difficulties differ from one group to another?To what extent do you think t hat academic writing is important for third year LMD student to accomplish their final projects?What are the challenges you face when supervising students with academic writing difficulties?