On the Use of the First-Person Pronoun ‘we’ in Final-Year Master Projects of South Algerian EFL Students
Literature on the use of the first-person pronoun in abstracts and conclusion sections of final-year projects is limited. In case of Algerian Master students, it is too scant. The present paper aims at filling this gap through a study concerned with students’ and engagement in their final projects...
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| Format: | Article |
| Language: | Arabic |
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College of Education for Women
2022-06-01
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| Series: | مجلة كلية التربية للبنات |
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| Online Access: | https://jcoeduw.uobaghdad.edu.iq/index.php/journal/article/view/1585 |
| _version_ | 1818546877720690688 |
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| author | Bachir Bouhania |
| author_facet | Bachir Bouhania |
| author_sort | Bachir Bouhania |
| collection | DOAJ |
| description |
Literature on the use of the first-person pronoun in abstracts and conclusion sections of final-year projects is limited. In case of Algerian Master students, it is too scant. The present paper aims at filling this gap through a study concerned with students’ and engagement in their final projects (memoirs). This quantitative study examines the use of “we” and its various types, “our- us-I, my, the researcher” in memoirs chosen at random from the d-space portal of the University of Adrar, southern Algeria. Sixty-five papers, submitted in the fields of Linguistics or didactics between 2015 and 2020 and representing nearly half of the whole memoirs’ depository at the library’s d-space, constituted the corpus of study. The descriptive analytical analysis of the findings has shown that the pronouns “we” (exclusive), “our” (inclusive), and the ambiguous “us” are highly employed in general conclusions (GCs) than they are in abstracts. The results clearly suggested that the students’ use of the personal pronouns in GCs rather than in abstracts reflects their awareness to their implications in the paper not only as writers, but also as main researchers, thinkers and interpreters. The conclusions and interpretations have ultimately called for further studies with regard to their pedagogical and academic significance.
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| first_indexed | 2024-12-12T07:59:06Z |
| format | Article |
| id | doaj.art-2be2dd23b83e47e3925619a9aeb4fc33 |
| institution | Directory Open Access Journal |
| issn | 1680-8738 2663-547X |
| language | Arabic |
| last_indexed | 2024-12-12T07:59:06Z |
| publishDate | 2022-06-01 |
| publisher | College of Education for Women |
| record_format | Article |
| series | مجلة كلية التربية للبنات |
| spelling | doaj.art-2be2dd23b83e47e3925619a9aeb4fc332022-12-22T00:32:11ZaraCollege of Education for Womenمجلة كلية التربية للبنات1680-87382663-547X2022-06-0133210.36231/coedw.v33i2.1585On the Use of the First-Person Pronoun ‘we’ in Final-Year Master Projects of South Algerian EFL StudentsBachir Bouhania Literature on the use of the first-person pronoun in abstracts and conclusion sections of final-year projects is limited. In case of Algerian Master students, it is too scant. The present paper aims at filling this gap through a study concerned with students’ and engagement in their final projects (memoirs). This quantitative study examines the use of “we” and its various types, “our- us-I, my, the researcher” in memoirs chosen at random from the d-space portal of the University of Adrar, southern Algeria. Sixty-five papers, submitted in the fields of Linguistics or didactics between 2015 and 2020 and representing nearly half of the whole memoirs’ depository at the library’s d-space, constituted the corpus of study. The descriptive analytical analysis of the findings has shown that the pronouns “we” (exclusive), “our” (inclusive), and the ambiguous “us” are highly employed in general conclusions (GCs) than they are in abstracts. The results clearly suggested that the students’ use of the personal pronouns in GCs rather than in abstracts reflects their awareness to their implications in the paper not only as writers, but also as main researchers, thinkers and interpreters. The conclusions and interpretations have ultimately called for further studies with regard to their pedagogical and academic significance. https://jcoeduw.uobaghdad.edu.iq/index.php/journal/article/view/1585Academic writing, Adrar, EFL, first-person pronouns, memoirs |
| spellingShingle | Bachir Bouhania On the Use of the First-Person Pronoun ‘we’ in Final-Year Master Projects of South Algerian EFL Students مجلة كلية التربية للبنات Academic writing, Adrar, EFL, first-person pronouns, memoirs |
| title | On the Use of the First-Person Pronoun ‘we’ in Final-Year Master Projects of South Algerian EFL Students |
| title_full | On the Use of the First-Person Pronoun ‘we’ in Final-Year Master Projects of South Algerian EFL Students |
| title_fullStr | On the Use of the First-Person Pronoun ‘we’ in Final-Year Master Projects of South Algerian EFL Students |
| title_full_unstemmed | On the Use of the First-Person Pronoun ‘we’ in Final-Year Master Projects of South Algerian EFL Students |
| title_short | On the Use of the First-Person Pronoun ‘we’ in Final-Year Master Projects of South Algerian EFL Students |
| title_sort | on the use of the first person pronoun we in final year master projects of south algerian efl students |
| topic | Academic writing, Adrar, EFL, first-person pronouns, memoirs |
| url | https://jcoeduw.uobaghdad.edu.iq/index.php/journal/article/view/1585 |
| work_keys_str_mv | AT bachirbouhania ontheuseofthefirstpersonpronounweinfinalyearmasterprojectsofsouthalgerianeflstudents |