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Promoting fluency in EFL Learners{u2019} writing : Using corpora for the acquisition of three functional types of lexical bundles / Dina Mohamed Nour ; Supervised Amira Agameya

By: Contributor(s): Material type: TextTextLanguage: English Publication details: Cairo : Dina Mohamed Nour , 2020Description: 173 P. ; 25cmOther title:
  • تنمية الطلاقة التعبيرية لدارسى اللغة الإنجليزية بوصفها لغة أجنبية : استخدام المخزون اللغوى لغرض اكتساب ثلاثة أنماط وظيفية من الحزم اللفظية [Added title page title]
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  • Issued also as CD
Dissertation note: Thesis (Ph.D.) - Cairo University - Faculty of Arts - Department of English Summary: The aim of this study was to investigate the influence of the acquisition of three types of functional lexical bundles on the production of fluent formal writing after the application of two methods of instruction on two experimental groups of intermediate EFL Egyptian school students studying for the International Baccalaureate (IB). Quantitative and qualitative tools were employed to collect data in this study.The first experimental group received corpus-based inductive instruction, while the second experimental group received deduction-based instruction.The two groups were taught by the same teacher during a ten-week English course. The writing which was performed by the participants before the experiment was treated as the pretests. At the end of the study, the participants were asked to write argumentative essays, which were used as the posttests. The pretests and the posttests of each group, and the posttests of both groups were statistically compared.The qualitative analysis relied on the data collected from two close-ended questionnaires, two whole group semi-structured interviews, and one semi-structured interview with the teacher. The results showed significant statistical difference between the pretests and the posttests in the frequent use of lexical bundle for each group, and in the writing fluency of the group that received deductive instruction.However, no statistically significant difference was found between the pretests and posttests in the writing fluency of the group that received corpus instruction; or between the posttests of both groups. This indicated the equal effectiveness of the two methods of teaching in the acquisition of the targeted lexical bundles, which was consolidated by the positive attitudes of the participants of the two groups towards each tool of instruction. The participants and the teacher also reacted positively towards the acquisition of lexical bundles for the generation of fluent writing
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Thesis Thesis قاعة الرسائل الجامعية - الدور الاول المكتبة المركزبة الجديدة - جامعة القاهرة Cai01.02.12.Ph.D.2020.Di.P (Browse shelf(Opens below)) Not for loan 01010110082871000
CD - Rom CD - Rom مخـــزن الرســائل الجـــامعية - البدروم المكتبة المركزبة الجديدة - جامعة القاهرة Cai01.02.12.Ph.D.2020.Di.P (Browse shelf(Opens below)) 82871.CD Not for loan 01020110082871000

Thesis (Ph.D.) - Cairo University - Faculty of Arts - Department of English

The aim of this study was to investigate the influence of the acquisition of three types of functional lexical bundles on the production of fluent formal writing after the application of two methods of instruction on two experimental groups of intermediate EFL Egyptian school students studying for the International Baccalaureate (IB). Quantitative and qualitative tools were employed to collect data in this study.The first experimental group received corpus-based inductive instruction, while the second experimental group received deduction-based instruction.The two groups were taught by the same teacher during a ten-week English course. The writing which was performed by the participants before the experiment was treated as the pretests. At the end of the study, the participants were asked to write argumentative essays, which were used as the posttests. The pretests and the posttests of each group, and the posttests of both groups were statistically compared.The qualitative analysis relied on the data collected from two close-ended questionnaires, two whole group semi-structured interviews, and one semi-structured interview with the teacher. The results showed significant statistical difference between the pretests and the posttests in the frequent use of lexical bundle for each group, and in the writing fluency of the group that received deductive instruction.However, no statistically significant difference was found between the pretests and posttests in the writing fluency of the group that received corpus instruction; or between the posttests of both groups. This indicated the equal effectiveness of the two methods of teaching in the acquisition of the targeted lexical bundles, which was consolidated by the positive attitudes of the participants of the two groups towards each tool of instruction. The participants and the teacher also reacted positively towards the acquisition of lexical bundles for the generation of fluent writing

Issued also as CD

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