Writing Deficiency among EFL University Students: Causes and Solutions the Case of English LMD Students at Djilali Liabes University

Autor/in	Bouchefra, Miloud
Titel	Writing Deficiency among EFL University Students: Causes and Solutions the Case of English LMD Students at Djilali Liabes University
Quelle	In: Advances in Language and Literary Studies, 6 (2015) 4, S.92-102 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Writing Difficulties; English (Second Language); Second Language Learning; College Students; Writing Instruction; Guidelines; Teaching Methods; Management Systems; Universities; Foreign Countries; Questionnaires; Student Attitudes; Course Descriptions; Second Language Instruction; Observation; Algeria + Suchen Sie Ihr Suchwort? Schreibstörung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Schreibunterricht; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Ausland; Fragebogen; Schülerverhalten; Kursstrukturplan; Fremdsprachenunterricht; Beobachtung; Algerien
Abstract	Writing is a basic skill in language and believed to be the hardest one to teach and learn (Walters, 1987) as the writer must transcribe his/her thoughts while maintaining control over a number of aspects varying from word choice and spelling to overall text structure and layout. In addition to its multifaceted nature, writing requires a huge amount of effort and practice on the part of the learner in order to reach a standard acceptable level. The aim of the present paper is to analyse the process of teaching/learning of writing and address learners' writing deficiencies at the level of English language department at Djilali Liabes University. Additionally, through a number of research tools, reasons lying behind this problem have been identified and areas that students find most challenging in writing have been pinpointed. More importantly, the present study also puts forward a number of suggestions and solutions, most important of which is the adoption of an instructional framework for writing based on purposeful eclecticism. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01