Résumé:
The present research work aims at analyzing second-year students’ written productions at the
Department of Letters and the English language at university of Frères Mentouri, Constantine, for
the purpose of identifying the most frequent lexical errors committed, understanding the potential
sources of their production and, most importantly, investigating the effectiveness of building a
writing habit for students as a remedy to reduce their lexical errors production and ameliorate their
writing quality. Also, this study aims to investigate teachers’ practices in writing courses and test
students’ attitudes and perceptions towards the application of dictogloss as a means to built their
writing habit. Accordingly, it is hypothesized that adopting this latter in writing classes would have
a positive impact on students’ written production. To achieve the research objectives, a pre-post
quasi-experimental design and two questionnaires, one for sixteen teachers of writing and another
for the fifty students under study, were used for the data collection. By adopting James’ (1998)
lexical errors taxonomy, results indicated that distortions preceded by collocations represent the
most recurrent errors types committed in students’ writing. The in-depth scrutiny of their errors
revealed that their presence is primarily an evidence of the participants’ incomplete and lack of
vocabulary knowledge in form and meaning, and influence of prior languages, Arabic and French,
that resulted in negative transfer. In addition, the analysis of the experiment demonstrated students’
lexical errors reduction after integrating dictogloss as a way to build their writing habit, and thus,
confirmed the research hypothesis. Furthermore, the analysis of the teachers’ questionnaire revealed
their occasional implementation of writing activities that enhance learners’ vocabulary knowledge
and their unfamiliarity with the dictogloss task. Moreover, students’ questionnaire exhibited their
positive attitudes for the dictogloss application in class. Eventually, we advocate for the creation of
an enjoyable writing atmosphere where learners are exposed to constant writing activities, as
dictogloss, that build their writing habit to help them improve their vocabulary knowledge and
enhance their writing skill.
