The Impact of Toulmin’s Model of Argumentation on the Argumentative Skills of Third-Year Students in the Department of English at Mouloud Mammeri University of Tizi-Ouzou
| dc.contributor.author | Belkalem, Khalida | |
| dc.contributor.author | Hadjer, Nesrine | |
| dc.date.accessioned | 2023-10-10T09:00:17Z | |
| dc.date.available | 2023-10-10T09:00:17Z | |
| dc.date.issued | 2022 | |
| dc.description | 71p. : Ill. en coul. ; 30cm.(+CD-Rom) | en |
| dc.description.abstract | This dissertation is concerned with the impact of Toulmin’s Model of Argumentation (TMA) (2003) on the argumentative writing skills Third-Year (L3) students in the Department of English at Mouloud Mammeri University of Tizi Ouzou (MMUTO)(2021-2022). It is intended to determine the efficacy of the techniques and models that are employed to teach argumentation, along with the common difficulties students encounter when arguing academically. Additionally, it aimed at uncovering the impact of an alternative model (TMA) on students’ argumentative capacities. To achieve the stated objectives Toulmin’s Model of Argumentation is applied. The study has been an experimental research that has combined both quantitative and qualitative methods for data collection and analysis. For data collection, an online questionnaire is administered to fifty (50) Third-Year students selected randomly, and a structured interview is conducted with three (03) teachers of the reading and writing module at the Department of English. Concerning data analysis, the computer program Statistical Package for Social Sciences (SPSS) is used to analyze the numerical data obtained from the close-ended items of the questionnaire, and Qualitative Content Analysis (QCA) is applied to interpret the findings reached from the open-ended questions of the interview and the questionnaire. TMA is utilized for the argument analysis of the pre and post-tests. The results of the study have demonstrated that the techniques and models teachers use do not have a direct influence on students’ argumentative capacities. Moreover, the difficulties learners have faced are mostly ‘evidential’, ‘organizational’, and ‘language-related’ obstacles that could be found in academic writing in general and could not be treated by a model of a specific domain. As such, the results have shown that TMA has not permitted the production of satisfactory argumentative essays in the Department of English at MMUTO. | en |
| dc.identifier.citation | Didactics of Foreign Languages | en |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/22421 | |
| dc.language.iso | en | en |
| dc.publisher | Mouloud Mammeri University of Tizi –Ouzou | en |
| dc.subject | Academic argumentative writing | en |
| dc.subject | Argumentation | en |
| dc.subject | Argumentative essay difficulties | en |
| dc.subject | Teaching Argumentative writing | en |
| dc.subject | Toulmin’s Model of Argumentation | en |
| dc.title | The Impact of Toulmin’s Model of Argumentation on the Argumentative Skills of Third-Year Students in the Department of English at Mouloud Mammeri University of Tizi-Ouzou | en |
| dc.type | Thesis | en |