Difficulties in Writing English Abstracts from the Perspective of Master Students of Economics at Jijel University
| المصدر: | المجلة الجزائرية للأبحاث والدراسات |
|---|---|
| الناشر: | جامعة محمد الصديق بن يحيى جيجل |
| المؤلف الرئيسي: | Boukhenaf, Soraya (Author) |
| مؤلفين آخرين: | Maouche, Salima (Co-Author) |
| المجلد/العدد: | مج4, ع3 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2021
|
| الشهر: | جويلية |
| الصفحات: | 767 - 781 |
| ISSN: |
2602-5663 |
| رقم MD: | 1233358 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Abstract | Error Analysis | English Academic Writing | Master Two Students of Economics
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
This study aims to identify the common errors made by Master two economics students and determine their difficulties when writing abstracts of their dissertations in English. Moreover, this research seeks to propose solutions that may help them efficiently perform academic writing tasks required to submit their dissertations in their faculty where English is considered a second foreign language. The sample consisted of 25 English language abstracts (out of 100) written in by Master two students of economics enrolled at Jijel University during the academic year of 2019. The abstracts in question were samples of written drafts that supervisors had not yet corrected. In order to undertake this research task, an error analysis of the abstracts was conducted. The data reveal0ed that Master two economics students have difficulty distinguishing between the essentials and mechanics of English writing, mastering the abstracts' rhetorical structure, using formal language and appropriate vocabulary with greater frequency in the domain of specialization, and developing and coherently arranging ideas, besides using proper grammar, spelling, and punctuation. Furthermore, the errors discovered in the abstracts in this study have pedagogical implications for English language learning, especially in writing courses. |
|---|---|
| ISSN: |
2602-5663 |
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