Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students

Autor/in	Al Fadda, Hind
Titel	Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students
Quelle	In: English Language Teaching, 5 (2012) 3, S.123-130 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Graduate Students; Academic Discourse; Writing (Composition); English for Academic Purposes; Student Needs; Student Educational Objectives; English (Second Language); Oral Language; Written Language; Writing Processes; Writing Skills; Writing Difficulties; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Discourse; Diskurs; Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Writing skill; Schreibfertigkeit; Schreibstörung; Saudi-Arabien
Abstract	The purpose of this study was to determine what difficulties King Saud University students encounter when learning to write academic English and to differentiate between students' learning needs and objectives. The sample consisted of 50 postgraduate students enrolled in King Saud University during the academic year 2009-2010. Analysis of the data showed that English as a second language (ESL) students face many difficulties and stresses in their academic writing, such as difficulty distinguishing between spoken and written English, making an outline before writing a draft, identifying the skills needed for successful writing, and avoiding plague words and phrases. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01