An Analysis of the Grammatical Errors Made by Master Two Students in Discussion Chapter of Master Dissertations: The Case of Didactics and Language Communication Students of the Department of English at MMUTO.
| dc.contributor.author | TAHRAT Thanina | |
| dc.contributor.author | IBEGHOUCHENE Henia | |
| dc.date.accessioned | 2024-02-12T09:18:48Z | |
| dc.date.available | 2024-02-12T09:18:48Z | |
| dc.date.issued | 2023 | |
| dc.description | 71 p. ; 30 cm. (+CD-Rom) | |
| dc.description.abstract | The current research analyses the grammatical errors made by master students in the discussion chapter. It attempts to identify the most common grammatical errors and understand the underlying reasons behind these errors. To achieve this goal, mixed methods were employed, combining both qualitative and quantitative methods for gathering and analysing the required data. Thus, to collect data, we have analysed a corpus obtained from the discussion chapters of thirteen (13) master dissertations, which were selected randomly. Alongside, an online questionnaire that was delivered to the previous MA students of the English department at MMUTO. The results obtained from the corpus are interpreted following ‘the Surface Strategy Taxonomy’ adopted by Dulay, Burt& Krashen (1982).The outcomes of the questionnaire are analysed according to ‘the Cyclical Model of Self-regulated Learning Strategies’ proposed by Zimmerman (2000). Therefore, the collected data from the analysis of the corpus were presented and analysed through the qualitative content analysis (QCA), while the accumulated data from the questionnaire were displayed and interpreted using descriptive statistical method. The findings of this study demonstrat that MA students made four categories of errors within their discussion chapters involving: misformation, omission, addition and misordering. The results also reveal that both misformation and omission emerged as the most frequent types of grammatical errors made by those students. To delve into the reason behind these errors, the questionnaires’ outcomes show that the inadequacy in the utilization of self-regulated learning strategies is the primary source of these grammatical inaccuracies. Overall, MA students make these different types of grammatical errors due to their limited usage of self-monitoring and self-evaluation strategies during their process of writing. | |
| dc.identifier.citation | Didactics of Foreign Languages | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/22886 | |
| dc.language.iso | en | |
| dc.publisher | Université Mouloud Mammeri | |
| dc.subject | Academic writing | |
| dc.subject | Discussion chapters | |
| dc.subject | Error analysis | |
| dc.subject | Self-regulated learning strategies | |
| dc.subject | surface strategy taxonomy | |
| dc.title | An Analysis of the Grammatical Errors Made by Master Two Students in Discussion Chapter of Master Dissertations: The Case of Didactics and Language Communication Students of the Department of English at MMUTO. | |
| dc.type | Thesis |