Volume 4, Numéro 5, Pages 437-457
Authors : Fetsi Esma .
Abstract This study examines the relationship between written achievement and the incorporation of reading as a subject (Reading Techniques) in the curriculum of second year English language future teachers in the ENS (Ecole Normale Supérieure) of Constantine. The guaranteed place of reading in the ENS has brought some benefits to the students in improving their reading skills as well as their writing abilities because reading is said to inform writing as both skills are interrelated. The major aim of this study is to investigate this relationship and the extent to which reading affects writing in the teaching of English as a foreign language. The students’ scores in Reading Techniques and Written Expression are analyzed and compared to determine the nature of relationship.
Reading Techniques; written achievement; incorporation; improving the reading skills