Analyse of the narrative writing of secondary students… (Record no. 20368)

MARC details
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Ayoub, Janet
Miscellaneous information Doctorat English Literature
245 10 - TITLE STATEMENT
Title Analyse of the narrative writing of secondary students…
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté des lettres
Date of publication, distribution, etc. 2012
300 ## - PHYSICAL DESCRIPTION
Extent 383 pages
500 ## - GENERAL NOTE
General note النوع : Thèse
520 3# - SUMMARY, ETC.
Summary, etc. The study reported in this thesis examines the discourse, linguistic and rhetorical, qualities in secondary EFL students’ narratives by asking samples, 3480, of secondary students in 63 different public high schools in different provinces: the Bekaa, Beirut, Tripoli, South Lebanon, and North Lebanon, to write about two narrative topics at two different times of two different school grades, Grade 10 and Grade 11. The study aims to analyze the subjects’ written products quantitatively and qualitatively in terms of four variables: syntactic maturity, error variables, cohesion with the suitable and balanced use of cohesive ties, and story grammar. The major findings of the study revealed that the students were novice writers because of displaying deficiencies. They frequently wrote quantitatively longer stories but they did not show a higher level of syntactic maturity. Their narrative essays were composed of kernel and coordinated, rather than subordinated or embedded, sentences. Their errors were of diverse kinds with varied weights of gravity. Their domain errors remained constant while they made fewer long-domain errors over time. The rhetorical qualities were not less lacking. The students under study had the tendency to employ cohesion for local rather than global connections. They underused, overused, or misused cohesive ties. In general, the students wrote complete stories in spite of the imprecise use of cohesion leading to low narrativity level. These stories were connected semantically more than linguistically. In a nutshell, their limited linguistic proficiency held back their production of more sophisticated stories. Therefore, they were below the threshold level. Earlier research on EFL writing goes in line with most findings. Finally, both theoretical and pedagogical implications are addressed in this study.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement de la Langue Anglaise
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education English Language Education
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Topical term or geographic name entry element Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم اللغة الانكليزية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté des lettres - Branche 4
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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