Please use this identifier to cite or link to this item: https://dspace.univ-ghardaia.edu.dz/xmlui/handle/123456789/6771
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dc.contributor.authorLydia, SOUAGUI-
dc.date.accessioned2024-01-15T14:04:15Z-
dc.date.available2024-01-15T14:04:15Z-
dc.date.issued2023-
dc.identifier.urihttps://dspace.univ-ghardaia.edu.dz/xmlui/handle/123456789/6771-
dc.description.abstractThis study investigates the use of Critical Discourse Analysis (CDA) as an approach to enhance critical awareness among third-year students in literature class at the English Department of Ghardaia University. The research aims to determine the role of teaching CDA in fostering critical thinking beyond textual analysis. Employing a mixed method approach, the study combines qualitative procedures for data gathering and analysis. Forty third-year students participated in an online questionnaire, revealing that teaching CDA effectively enhances students’ critical awareness. The findings highlighted the significance of CDA in promoting critical thinking among students.EN_en
dc.language.isofrEN_en
dc.publisherجامعة غردايةEN_en
dc.subjectCritical Discourse AnalysisEN_en
dc.subjectCritical awarenessEN_en
dc.subjectCritical thinkingEN_en
dc.subjectApproach for EnhancingEN_en
dc.titleCritical Discourse Analysis as an Approach for Enhancing Critical Awareness The study case of Third-Year Literature Class at English department at Ghardaia UniversityEN_en
dc.typeThesisEN_en
Appears in Collections:Memoirs of Master

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