Background Reading Text Technique to Promote Learners’ Argumentative Compositions: The Case of Second Year LMD Students of English Groups 9 and 10

The present inquiry is conducted under the title “Background Reading Text Technique to Promote Learners’ Argumentative Compositions”. Its aim is to establish the relevance of teaching writing skills through reading assignments to second year LMD students of English, at the University of Abderrahmane-Mira, Bejaia (Algeria). It is an attempt to explore the nature of the contribution of the Background Reading Text Technique to learners’ competence in argumentative compositions. In view of that, this investigation concerns itself with the issue of how to brush up writing skills using the Background Reading Text Technique. As a solution for the aforementioned problem, we hypothesize that “If the learners compose by means of analysing previously reading assignments, they may be able to plan more effectively and write better argumentative essays”. To tackle this problem, we have adopted an experimental method using an analytic, quantitative approach. The anticipated findings of the experimental manipulation indicate that the Background Reading Text Technique is a significant contributory strategy during written expression classes to develop learners’ argumentative compositions, particularly at the level of vocabulary use and organisational skills.