République Algérienne Démocratique et Populaire

Ministère de l'Enseignement Supérieur

et de la Recherche Scientifique ‫وزارة التعـليم العالي و البحث‬
Université de Bejaia ‫العلمي‬
‫جامـــعـــة بــــجـــاية‬

Faculty of Arts and Languages

Department of English

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)

- 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.