From academic literacy to discursive genres: for acculturation to the introduction of explanatory dissertations (Case of students enrolled in M2 didactic and applied languages at University of El-Oued)

• Dhob Ines ^[1] ; Beyat Asma
  1. [1] Université Hamma Lakhdar El-Oued (Algérie)
• Localización: JETT, ISSN-e 1989-9572, Vol. 15, Vol. 2, 2024, págs. 140-150
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • Nowadays, students suffer from dysfunctions inherent to writing. Indeed, the writings of students enrolled in the second year of the Master's program at the University of Hamma Lakhdar El-Oued, show many methodological dysfunctions.

    The present contribution is part of a didactic perspective of training in academic writing, in the Algerian context, particularly the introduction of the explanatory essay. To reach our objective we carry out a provoked experimentation. The results obtained confirm the importance of the functional writing workshop in the acculturation of students to the writing of introductions to explanatory essays.