République Algérienne Démocratique et Populaire
Ministère de l'Enseignement Supérieur
et de la Recherche Scientifique
‫وزارة التعـليم العالي و البحث‬
‫العلمي‬
‫جامـــعـــة بــــجـــاية‬
Université de Bejaia
Faculty of Arts and Languages
Department of English
‫جامـــعـــة بــــجـــاية‬
TITLE OF THE PROPOSAL
by
Student*
A research proposal submitted in part fulfillment of the requirements for a degree of
MASTER OF ARTS in Applied linguistics and ELT
at the
UNIVERSITY OF Bejaia
2014/2015
*
E-mail address:
Full title, centered.
CONTENTS
RESEARCH PROPOSAL: A SUGGESTED MODEL
1. Introduction
2. Aims of the Study
3. The Statement of the Problem/Research Questions
4. Hypothesis
5. Background/Literature Review and Significance of the Study
6. Definition of Key Concepts
7. Scope and Limitations of the Study
8. Instruments
9. Procedure for Collecting and Treating Data
10. Research Design and Methodology
11. Population and sample
12. Timescale
13. Conclusion
14. References
Research Proposal: Applied linguistics and ELT
Prepared by Dr. AHOUARI IDRI Nadia
Summary
This is not an abstract but a summary that should review the main points of the paper and be
not more than 200 words in length. It should state the purpose, methods, scope, research context and
sample of the work. Just paste here.
Key terms: research, proposal, master, LMD, Applied linguistics.
1. Introduction
All your headings should look like the introduction and the body as well.
The paper should include major sections suchasintroduction, background, methods, results,
discussion, implications and conclusions. No more than 3 levels of headings may be used.
Titles: 14 and body, 12.
References (here is an example of the form for references)
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Aida, Y. (1994). Examination of Horwitz, Horwitz and Cope’s Construcut of Foreign Language Anxiety: the
Case of Students of Japanese. Modern Language Journal 78(2), 155-68.
Arnold, J. (ed.), (1999). Affect in Language Learning. Cambridge: Cambridge University Press.
Aydın, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish
EFL Learners. Asian EFL Journal, Teaching Articles, 30(1), 421—444.
Bailey, K. M. (1991).Diary Studies of Classroom Language Learning; the Doubting Game and the believing
GameIn E. Sadtono (Ed.) Language Acquisition and the Second/Foreign Language Classroom. Singapore:
SEAMEAO, RELC, serie 28.
Bailey, K. M. &Nunan, D. (1997).Voices from the Language Classroom. Cambridge: Language
TeachingLibrary. Cambridge University Press.
Brown, R.A. (2004). Learning Consequences of Fear of Negative Evaluation and Modesty for Japanese EFL
Students. The Language Teacher, 28(1), 15-17.
Chaudron, C. (1988). Second Language Classrooms: Research on Teaching and Learning,New York:
Cambridge University Press.
Collimore, K. C., Carleton, N. & Gordon J. G. A.(2003). Validity of the Revised Brief Fear of Negative
Evaluation Scale.Evaluation, 9(2), 205-227 (2003). Sage.
Crookal, D. & Oxford,R.(1991).Dealing with Anxiety: Some Practical Activities for Language Learners and
Teacher Trainees. In E. Horwitz& D. Young (eds.), Language Anxiety-From Theory and Research to
Classroom Implications. New York: Prentice Hall.
Davison, G. C., Feldman, P. M.& Osborn, C. E.(1984). Articulated Thoughts, Irrational Beliefs, and Fear of
Negative Evaluation. Cognitive Therapy and Research, 8(4), 349-362.
Gardner, R. C.&MacIntyre, P. D. (1993). A Student’s Contribution to Language Learning. Part I: Cognitive
Variables. Language Teaching,25, 211-220.
Ganshow, L. A. (1996). Anxiety About Foreign Language Learning Among High School Women. The
Modern Language Journal, 80(2), 199-212.