PHD Thesis

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Applying the Reader-Response Approach to Enhance Learners’ Autonomy in Analysing Literary Texts Case study: Third-year Students at The Department of English
(University of ‘Abbes Laghrour’ Khenchela, 2023) Amal LAKEHAL
This study aims to investigate the issue of learner dependence on teachers when analysing literary texts in English as Foreign Language (EFL) classrooms. Literary texts, whether authentic, genuine, or pedagogical, offer valuable instructional materials that encompass linguistic, socio-cultural, and socio-political references in the target language. EFL teachers acknowledge the benefits of incorporating literary texts in the classroom, as they foster critical reading, critical thinking, and analytical skills among learners. However, research indicates that EFL learners often struggle with literary analysis, leading to a continued reliance on teachers. EFL teachers, particularly those handling literary texts, value learner autonomy and strive to cultivate it through their instruction, hoping to facilitate learners' independence. This study seeks to explore the actual effects of the reader-response approach (RRA) on learners' autonomy in analysing literary texts. The RRA is grounded in the notion that readers (i.e., learners) play an active role in creating meaning. By employing this approach, learners are given the opportunity to generate unique responses and employ personal experiences to analyze literary texts. The RRA empowers learners to make decisions regarding the interpretation and analysis of literary texts, aligning with the concept of learner autonomy, where learners take charge of their own learning process. The research consists of a two-month mixed-methods case study conducted at the Department of English, Badji Mokhtar University of Annaba, during the 2019-2020 academic year. The study includes a total of 37 third-year learners and 6 teachers. It is hypothesized that the application of the reader-response approach to the experimental group (EG) will enhance their autonomy in literary text analysis. The quasi-experimental design incorporates a pre-test administered to the EG prior to the treatment and a post-test conducted after the treatment. Both qualitative and quantitative data collection tools are utilized, including two months of observations using observation grids and interviews with teachers, providing comprehensive insights into the research. The results are analyzed using descriptive and inferential statistics. Overall, the findings demonstrate an improvement in learners' autonomy during the application of the treatment for analysing literary texts. Additionally, the teacher interviews shed light on their attitudes and thoughts regarding the reader-response approach and learner autonomy, offering valuable suggestions for their implementation. In conclusion, the null hypothesis is rejected, and the alternative hypothesis is accepted.
Discourse and Identity Construction among Algerian Salafis on Facebook: An Online Ethnographic Study
(FRERES MENTOURI UNIVERSITY, CONSTANTINE 1, 2018) Faycal SAOUDI
Abstract Based on the tenets of discourse-centred online ethnography, this study investigates how identity can be discursively generated, reproduced and co-constructed among an Islamic religious grouping in Algeria known as Salafis within the genre of SNSs, taking as a case in point Facebook as it is the most famous and highly used social media platform nowadays. Adopting Zhao, Grasmuck and Martin ‟s (2008) sociological model of implicit and explicit identity claims on SNSs and leaning on Fairclough‟s (2003) critical discourse analytical tools and Van Djik‟s (2006) ideological square model, the study explores the armoury of linguistic and multimodal strategies employed in the presentation and construction of the Salafi identity on Facebook. The findings of the present research showed that the Algerian Salafis in this study represented their Salafi identity on Facebook through diverse textual and multimodal discursive practices including: nicknames, profile pictures (static practices), informative Salafi publications, ideological publications, and exclusive / inclusive discourse in status updates (dynamic discursive practices). Moreover, another key resource of identification and alignment within Salafism is the dominant use of Standard Arabic on Facebook and its „sacred‟ status among these people. These findings showed how identity is dynamic and mostly discursively “shown” rather than “told” on social media platforms and reflected the role of language as a social practice in the modern digital world. The findings of this study have a number of implications for the study of discourse and identity on social media as well as the study of the social phenomena through the lens of SNSs.
Examining the Effects of Problem-based Learning on Critical Reading of Literary Texts among EFL Learners Case of Third Year EFL Students at Khenchela University
(University of ‘Abbes Laghrour’ Khenchela, 2022) Mountassar Billah KELLIL
This study aims to investigate the effects of problem-based learning on English as a Foreign Language learners’ critical reading of literary texts at Abbes Laghrour University of Khenchela. From a population of 86 third year students, a group of 39 students were chosen as the experimental group and a group of 47 students as the control group. Following a pretest, the experimental group received an 11-week intervention of problem-based instruction of British and American literary texts. Therefore, critical reading scores were measured prior to and following the intervention to compare group means in performance. In order to examine critical reading more thoroughly and assess the extent to which critical reading test scores were reliable, the researcher carried out classroom observations and assessed learners’ critical reading performance using an observation grid. In addition to tests and observations, the researcher administered an attitude questionnaire in an attempt to reveal the experimental group’s opinions towards the effectiveness of problem-based instruction in the literary texts classroom. The researcher used the Statistical Package for the Social Sciences (25) to run the analysis of covariance, Pearson’s correlation analysis and tests of parametric assumptions. The analysis of pre-test and post-test scores revealed that there was no significant difference in critical reading performance between the control and experimental group. Results from the questionnaire revealed that the more learners practiced problem-based learning activities, the more positive attitudes they expressed towards these activities. Moreover, the questionnaire results revealed that problem-based learning implementation in literary text classes promoted self-directed learning practices. Analysis of the observation data confirmed the results obtained from the tests analysis, which indicated that problem-based learning failed to affect learners’ critical reading. The observation, however, revealed that problem-based learning promoted some aspects related to active reading. Based on these findings, we recommend the use of problem-based learning to promote selfdirected learning in literary texts courses. Further research is needed.
Exploring the Effectiveness of Intercultural Awareness in Enhancing EFL Learners' Comprehension and Interpretation of Literary Texts: The Case of Second-Year Students at the Department of English - University of M'sila-
(جامعة عباس لغرور خنشلة, 2022) Asma DJAIDJA
Intercultural communicative competence shows that learning a language usually requires learning its cultural knowledge. Literature can be viewed as a means of learning a foreign language, as it plays a crucial role in the EFL classroom. However, literature can never be reduced to the level of its text only and becomes a mere subject of language teaching, its importance includes the development of personal and social skills as well as aspects related to culture and literature, which replace the mere teaching of a foreign language. Along this line of thought, this research attempts to explore the effectiveness of intercultural awareness in developing EFL learners' comprehension and interpretation of literary texts and to demonstrate that promoting intercultural awareness while teaching literary texts in EFL classes may increase learners' ability to comprehend literary texts that result in a good appreciation and an effective analysis. In pursuing this objective, the targeted population of this study is second-year students at the department of English, University of M'sila, and thirty teachers of literature from different universities. Various research methods have been used; the experimental and the descriptive, both of which require necessary data collection using specific research tools. Thus, the Intercultural Sensitivity Scale (ISS) was used in order to assess the level of awareness of the chosen sample of students, in addition to two questionnaires, conducted on the two samples from the two different populations, students and teachers. Moreover, an experiment was conducted on a sample of second-year students in class, while teaching the American and British courses, to obtain the necessary quantitative and qualitative data. The findings obtained revealed that despite the great enthusiasm and passion of students to learn more about other cultures, the level of intercultural awareness is low, but after providing students with sufficient knowledge through a variety of literary texts, we noticed a positive change and a remarkable development in the students' level, both in terms of cultural knowledge and analysis of literary texts. In light of the conclusions of this study, it is recommended to consider ways of integrating culture into a language education program for overall competence in intercultural communication because literature significantly changes the context and scope of foreign language learning; it redefines foreign language education, shifts its focus towards new goals and makes it more convenient in terms of opening new horizons for EFL learners to discover and learn about other cultures different from their own.
Fostering Learners’ Digital Literacy Via Project Based Learning (PjBL)
(University of ‘Abbes Laghrour’ Khenchela, 2024) Belhouchet Khawla
Abstract Doubtlessly, the research paper aims to examine the impact of Project Based Learning (PjBL) and Pedagogy in maximizing learners’ digital literacy (DL) as well as digital soft competencies. Interestingly, it has been hypothesized PjBL plays vital role in boosting learners’ digital abilities, furthermore the more or the less teachers implement high quality project based pedagogy in classrooms, the more or the less learners enhance their digital literacy, thus Learners will be digital natives who are engaged successfully with blended learning. They will be more digital active agents, autonomous learners and motivated individuals to be engaged in cooperative supportive conductive learning community consequently they will acquire new soft and transferable skills and competencies, build strong high meta-cognitive abilities, and reflect objectively and rationally on new concepts and perspectives. Additionally, they will successfully navigate a complex uncertain future being equipped with 21st century skills and competencies. Interestingly, this study is based on a mixed methods research approach. It includes qualitative and quantitative research approaches. The aim behind choosing a mixed methods approach is to systematically deduce a more comprehensive understanding. Notably, in the current research study, the researcher opted for an experimental approach in order to underscore the impact of PjBL in enhancing learners’ digital literacy. This research study was additionally based on the qualitative research approach in order to explore deeply learners ‘experiences in promoting PjBL to enhance their digital literacy. All in all, the explanatory sequential mixed methods design validates the quantitative results critically, furthermore it maximizes the credibility of the findings, and it increases the validity and reliability of the final outcomes. It proves to be a vital significant research design to delve deeply into the reasons behind a quantitative data. Purposefully, after reviewing the literature linked to the effectiveness of project based learning in enhancing learners’ digital literacy, it is vital to explore critically the empirical work. It is therefore extremely valuable to identify in details the research tools employed for data collection. This research study uses various data collection tools rationally, as a result data were collected via multiple data methods and tools. The paper uses pre and post digital literacy test, questionnaires, systematic observation, and in depth interview. The tools support each other to ensure full set of final outcomes. Worthy noted that various ethical considerations must be regarded by the researcher. The study proves the impact of PjBL in maximizing learners’ digital literacy and concludes with top educational recommendations and implications towards building effective framework for PjBL to maximize learners’ digital literacy, and for further research study.
Impérialisme linguistique, mondialisation et guerre de langues Quelle place et quel avenir au français dans un marché dominé par l’anglais ?
(Université LARBI BEN M’HIDI –Oum El -Bouaghi-, 2020) KHELLAF Zoheir
Résumé Le français est une langue qui a été beaucoup utilisée dans le monde mais aujourd’hui, elle fait face à un changement de la situation linguistique mondiale. Il a longtemps été une langue de prestige et de culture notamment à cause de l’influence de la France dans la vie culturelle et politique. Cette situation est en train de changer dans le monde où l’anglais devient de plus en plus utilisé. L’anglais est devenu la linga franca, une langue véhiculaire qui s’est répandue dans tous domaines. Nous avons étudié rapidement l’histoire de la langue française, sa situation et sa place dans le monde à l’époque de la mondialisation. Ensuite, nous avons exposé les différentes stratégies et politiques mises en oeuvre pour la défense et la diffusion de la langue de Molière. Notre partie pratique nous a confirmé que la langue française est en recul. Le questionnaire nous a permis d’avoir une idée sur les causes de recul de cette langue et les solutions qui peuvent la remettre à sa vraie place. Abstract French is a language that has been widely used in the world, but today it is facing a change in the world linguistic situation. It has long been a language of prestige and culture especially because of the influence of France in cultural and political life. This situation is changing in the world where English is becoming more and more used. English has become Linga Franca, a lingua franca that has spread to all areas. We quickly studied the history of the French language, its situation and its place in the world at the time of globalization. Then, we exposed the different strategies and policies implemented for the defense and the diffusion of the language of Molière. Our practical part confirmed to us that the French language is in decline. The questionnaire allowed us to have an idea on the causes of decline of this language and the solutions that can put it back to its true place.
Interculturel et éducation à la différence
(UNIVERSITÉ MOHAMED KHIDER-BISKRA, 2019) GHAMRI Sara
RÉSUMÉ L’approche interculturelle constitue à la fois le cadre théorique et la prise en charge effective de la résolution de la problématique, objet de notre recherche. En effet, elle restitue à la langue sa vocation première d’outil de communication, en dotant l’apprenant algérien du FLE au Secondaire d’un ensemble de compétences lui permettant d’échanger avec l’interlocuteur de la langue-culture cible considéré comme sujet, à la fois inscrit dans une culture différente, et individu qui se donne à voir dans la communication. Or, l’apprenant aborde la culture de l’autre avec les représentations liées à son milieu familial et social. De ce fait, ses représentations constituent le socle sur lequel l’enseignant doit construire de nouveaux savoirs. Conception de l’identité comme plurielle, aptitude de l’apprenant au questionnement, à la distanciation, et intégration de l’altérité dans le renouvèlement identitaire, tels sont les ingrédients de bases d’un processus visant à transformer le regard de l’apprenant sur lui même et sur autrui que nous avons essayé de décrire. La partie pratique de notre investigation, vise à identifier le contenu des représentations de l’apprenant sur les locuteurs de la langue culture-cible, leur pays, leur langue ainsi que sur son environnement. L’analyse du corpus obtenu en catégories hiérarchisées nous a permis de mettre à jour le discours qu’il dégage. Cette analyse confirme l’organisation des représentations autour d’un noyau central qui donne à la représentation sa signification et sa cohérence, et le poids des stéréotypes dans l’appréhension de l’autre et de sa culture. Elle révèle également un apprenant porteur d’une conception globalement positive de la France, de nature à favoriser son enrichissement identitaire. Abstract The intercultural approach constitutes both the theoretical framework and the effective support to solve the problem that represents the subject of our search. In fact, it restores the language to its primary purpose as a communication tool by giving the Algerian learner from FLE to High School a set of skills and allowing him to exchange with the interlocutor of the language culture target considered as subject both registered in a different culture and individual who gives himself to be seen in the communication. However, the learner approaches the culture of the other with the representations related to his family and social environment. As a result, its representations constitute the base on which the teacher must build new knowledge. The conception of identity as a plural aptitude, the ability of the learner to inquire, separation and integration with others through identity renewal ,these are the basic ingredients of a process to transform the view of the learner about himself and others that we tried to describe. The practical part of our investigation aims to identify the content of the learner's representations about the speakers of the target culture language, their countries, their language and their environment. The analysis of the corpus obtained in hierarchical categories allowed us to update the discourse which is publishing. This analysis confirms the organization of representations around a central core that gives the representation its meaning and its coherence, and the weight of the stereotypes in apprehension of the other and its culture. It also reveals a learner with a generally positive conception of France, of a nature that promotes its identity enrichment. الملخص: تشكل المقاربة بين الثقافات في الوقت نفسه، الإطار النظري والدعم الفعال لحل الاشكالية، التي تمثل موضوع بحثنا هذا. في الواقع، فإنها تعيد اللغة إلى غرضها الرئيسي كأداة تواصل، من خلال إعطاء المتعلم الجزائري من FLE الى الثانوية مجموعة من المهارات، والسماح له بالتفاعل مع المحاور له )المخاطب له( من اللغة-الثقافة المستهدفة كموضوع، وكلاهما مسجل في ثقافة مختلفة و فرد يجعل نفسه طرف في التواصل. ومع ذلك، فإن المتعلم يقارن ثقافة الآخر مع التمثيلات المتعلقة بوسطه العائلي و بيئتة الاجتماعية. ونتيجة لذلك، فإن هذه التمثيلات هي القاعدة الذي يجب علی المعلم ان يبني معارف جديدة على اساسها. مفهوم الهوية على أنها تعددية، وقدرة المتعلم على الاستفسار، و الانفصال، و التكامل مع الغير من خلال تجديد الهوية، تلك هي المكونات الأساسية للعملية التي تهدف إلى تحويل وجهة نظر المتعلم عن نفسه وعن الآخرين، و هو الامر الذي حاولنا وصفه. يهدف الجزء العملي من بحثنا، إلى تحديد محتوى تمثيلات المتعلم عن محدثيه باللغة-الثقافة المستهدفة ، بلدانهم و ولغتهم وبيئتهم ايضا. وقد مكننا تحليل هذا الكم من المعطيات التي تم الحصول عليها في الفئات الهرمية من تحديث الخطاب الذي تنشره. يؤكد هذا التحليل تنظيم التمثيلات حول جوهر مركزي يعطي التمثيل معناه و تماسكه، ووزن الصور النمطية في تخوف الآخر وثقافته. و تميط اللثام عن متعلم لديه تصور إيجابي عموما عن فرنسا، وذلك بشكل يسمح بإثراء هويتها.
Investigating Gender Representation as a Socio-Cultural Prominence in Algerian English Secondary School Textbooks
(University of ‘Abbes Laghrour’ Khenchela, 2022) Rim KHIARI
Gender is defined as the product of biology, society and culture. Textbooks are an essential vehicle for the socialization of gender at school. Thus, students should be exposed to a balanced view of the roles and responsibilities that males and females share in a society. On this basis, this study aimed at investigating gender representation in the currently used Algerian EFL secondary school textbooks. In pursuance of this aim, the study followed a descriptive analytical approach. The study examined each textbook through a checklist designed by the researcher. The checklist is both structure and content-based. The latter consists of four sections; mainly, language and structure, gender and language, gender visibility and gender over-under representation. Furthermore, the study was followed by a questionnaire that aimed to investigate Algerian secondary school English language teachers’ perceptions of gender in textbooks. The questionnaire sought to shed light on whether or not teachers have gender awareness towards existing biases and how they deal with them. To this objective, a questionnaire was administered to 256 educators teaching at different secondary schools throughout Algeria. Findings of the textbooks’ analysis revealed that all three textbooks have gender unequal representation and visibility. The findings indicated that there is an underrepresentation of females in all analysed textbooks. In the same line of thought, the findings of the questionnaire revealed that teachers perceived gender as an important social variable although they were unaware that they held gender biased perceptions. Finally, it is recommended to do a replication study with a bigger sample to include other valuable variables to the topic such as culture and educational background.
Investigating the Role of Peer Feedback in Overcoming Grammatical Deficiencies in Writing The Case of First Year Students at the Department of English at Mohamed Boudiaf University of M’sila
(University of ‘Abbes Laghrour’ Khenchela, 2024) Sara BENMADANI
Abstract This study attempts to investigate the role of peer feedback (PF) in overcoming grammatical deficiencies in writing to first year students at the Department of English at Mohamed Boudiaf University of M’sila. In order to attain this aim, a mixed-methods approach was adopted to collect and analyse data. In effect, the study was carried out following three phases; pre-experimental phase, experimental phase, and post experimental phase. In the pre-experimental phase, preliminary data were collected to set the ground the for the experiment using two questionnaires administered to first year EFL students and Written Expression teachers at Mohamed Boudiaf University of M’sila. In the experimental phase, two intact groups (control group and experimental group) undertook a pre-test, progress tests, and a post-test in order to confirm or reject the stated hypothesis. That is, to test the effect of peer feedback in improving grammatical accuracy in writing. In the post experimental phase, to better explain the results obtained in the experiment, an interaction analysis method was carried out to analyse students’ interactions during PF. Further, Focus Group Discussions were conducted to gain qualitative insights and attitudes from the participants of the experimental group about the efficacy of peer feedback and its potential outcomes on students. The results obtained have revealed that there is a statistically significant difference between the experimental group and the control group in terms of the level of grammatical accuracy they achieved in writing due to the implementation of PF. Besides, results have also indicated that incorporating grammar instruction in writing classes through peer feedback yields positive outcomes on students’ writing accuracy. Based on these findings, a number of pedagogical implications and recommendations were suggested.
L'enseignement/apprentissage de la grammaire du français à des apprenants chaouiophones au sein du système éducatif algérien. (Cas des cycles moyen et secondaire à Khenchela)
(Université BATNA, 2019) NASRAOUI Fatma
Le choix de notre recherche s’est porté sur l’enseignement /apprentissage du français en général et celui de la grammaire en particulier au niveau des cycles moyen et secondaire algériens. Nous tentons de revisiter le statut et l’importance du français, au sein du système éducatif algérien, à travers la place occupée par la grammaire dans son enseignement aux apprenants chaouiophones. Il a été aussi question de repérer puis de montrer le type de stratégie d’apprentissage le plus adopté par un groupe de lycéens chaouiophones issus d'un milieu sociolinguistique rural. Etant très délicat, l’enseignement de la grammaire soulève maintes questions : Quelle grammaire doit-on enseigner ? Quelle est la méthode la plus adéquate à un tel enseignement ? Quelle place doit-elle occuper dans un cursus d’apprentissage linguistique ? Quelle stratégie doit-on adopter pour son apprentissage ? … Au regard de toutes les données recueillies, de l’analyse des documents pédagogiques, nous dirons que la grammaire demeure toujours une composante linguistique capitale dans tout processus d’apprentissage linguistique. Durant l'analyse de notre corpus, nous nous sommes confrontée à une réalité didactique particulière, celle de l’influence du Chaoui (langue maternelle) et l’arabe moderne (langue d’enseignement) sur l’apprentissage du FLE. À cet effet, nous avons déduit que la langue maternelle orale, non enseignée, dévie d'une manière assez perceptible le parcours d'enseignement/apprentissage d'une langue étrangère par un apprenant plurilingue ملخص: هذا البحث يندرج في إطار تعلم/تعليم اللغة الفرنسية بصفة عامة و النحو بشكل خاص في الطورين المتوسط و الثانوي في الجزائر . نحاول إعادة النظر في مكانة و أهمية اللغة الفرنسية في نظام التربية الجزائري من خلال إظهار المكانة التي يحتلها النحو في تعليم المتمدرسين الجزائريين الناطقين باللغة الشاوية . ونحاول أيضا تحديد ومن ثم إظهار نوع الإستراتيجية التعلمية المعتمدة من قبل مجموعة من الطلاب الناطقين باللغة الشاوية والمنحدرين من بيئة ريفية . بما أن تعليم النحو حساس فهو يثير عدة تساؤلات:أي نحو يجب أن ندرس؟ ما هي المكانة التي يجب أن يحتلها؟ ما هي الإستراتيجية التي ينبغي اعتمادها لتعلمه؟ما هي انسب طريقة لتدريسه؟..... في ضوء كل المعطيات التي تم جمعها، وبعد تحليل عدة وثائق تربوية، يمكننا القول أن قواعد النحو هي المكون اللغوي الرئيس في عملية تعلم اللغة. من خلال تحليل نتائج أعمالنا, واجهتنا حقيقة تعليمية خاصة حيث استطعنا أن نستخلص أن اللغة الأم الغير مكتوبة و الغير المدروسة ) اللغة الشاوية( تحرف بصفة مدركة مسار التعليم و التعلم للغة الأجنبية من طرف متمدرس متعدد اللغات.
La gestion du travail de groupe dans l'enseignement/apprentissage de la production écrite au collège
(Université Mentouri - Constantine, 2019) ARAICHE Dalel
Abstract Our research aims to explore the effect of the management of group work on the development of the writing skills for middle school learners. This is to check how teachers organize and manage this way of working in order to lead learners to engage objectively and effectively in the drafting task. In order to carry out our experimentation, we have chosen to implement three tools of investigation: the questionnaire intended to teachers and learners, the observation of the various group works carried out in class and also qualitative and quantitative analyses of the students' written productions. Our research across the entire corpus has shown that group practice and its functioning method differ from a teacher to another. Indeed, groups that were formed according to students’ affinities and the heterogeneity of their skill level are more stimulated and motivated than those that were composed according to the students' location proximity or in a random way. Our study has also allowed us to note that the good management of an editorial work does not depend only on the conduct of the interactions which must take on several meanings (pupil-student, pupil-group, pupil-teacher), but also on their quality which must touch different dimensions of the scriptural competence. Finally, our experiment has confirmed that when the teacher plays a directive role risks blocking the students’ autonomy and limits their interventions. However, if they are motivated to get involved in the work and exchange ideas, they will cooperate and assist each other positively which will help to achieve the outlined objectives
LA POETIQUE DE LA PERCEPTION SPATIALE DANS L’OEUVRE DE KATEB YACINE
(Université de Batna2, 2017) AMEL BOUSSAD
Résumé : Vouloir étudier la poétique de la perception spatiale, ses métamorphoses et ses aboutissements dans l’oeuvre Kateb Yacine se heurte d’emblée à la résistance du texte : dans de tels écrits une poétique de la perception est confrontée à la narration, en tant que, par métonymie, le terme renvoie aux faits mêmes que le narrateur expose. Notre analyse concrète nous a mené à dire que, relativement, au personnage, et à l’histoire qui le conduit, il affiche une prééminence, qui, dans l’action, renforce son autonomie. Cette antériorité lui est reconnue par un sujet confronté à une adaptation au monde difficile de guerre. Car, il s’agit pour le personnage Katebien de bâtir un monde, de le façonner à son image, quand il doit, y rechercher par la voix une présence corporelle, et trouver sa place. Donc, il doit ouvrir un véritable espace de conquête, il lui est ainsi autorisé par l’intermédiaire de son corps, de disposer de sa personne. Enfin, ces liaisons entre la présence et la voix sont l’un des enjeux de cette poétique de la perception spatiale où les attributs mêmes de la narration sont mis en cause. Abstract : Studying the poetics of the spatial perception, its metamorphoses and outcomes in the literary works of Kateb Yacine runs, straightaway, against the resistance of the text : in such kind of writings, a poetics of the perception is confronted with the narration as, by metonymy, the term refers to the same facts exposed by the narrator. Our concrete analysis has led us to say, relatively speaking, that the character and the story that leads him in the action reinforces his autonomy. This anteriority was acknowledged to him by a subject confronted with an adaption to a difficult world of war. Because for the character of KATEB yacine , it is about to build a world,to model it according to his image ,when he should look in it , by the voice for a corporal presence and find his place. Therefore,he must open a true space of conquest ;thus he is permitted through the medium of his body to have at his disposal his person.Finally,these liaisons between the presence and the voice are one of the stakes of this poetics of the spatial perception where the attributes even of the narration are questioned. ملخص: إ إن إلدرإسة إلشعرية ل إ لدرإك إلفضائي وتغيرإته ونتائجه في إ إ لنتاج إ أ لدبي لكاتب ياسين تصطدم من إلوهلة إ أ لولى بمقاومة إلنص : في هذإ إلنوع من إلكتابات ،توإجه شعرية إ إ لدرإك إلسرد ،مادإم إللفظ بالكناية يعود إ إلى نفس إلحقائق إلتي تعرض في إلسرد.لقد أأدى بنا تحليلنا إلملموس إ إلى إلقول حتى وإإن كان نسبيا ،بأأن إلشخصية وإلروإية إلتي تقودها تظهر تفوقا من خلل إلحركة إلتي تدعم إ إس تقللها إلذإتي،حيث نجد لها كيان من طرف شخص يوإجه إلت أأقلم مع عالم صعب تعمه إلحروب .و أ لن إ أ لمر يتعلق بشخصية روإية كاتب ياسين وبناء عالم وتشكيله حسب صورتها عندما يجب أأن تبحث فيه من خلل إلندإء عن وجود جسدي و إ إيجاد مكانها. إ إذن فل بد لها من فتح فضاء حقيقي للغزو،و بالتالي يسمح لها من خلل جسدها ،إلتصرف بشخصها.وفي إلنهاية ،ف إ ان هذه إلروإبط بين إلوجود وإلندإء هي إ إحدى رهانات هذه إلشعرية إلمتعلقة با إ لدرإك إلفضائي أأين يعاد إلنظر حتى في خصائص إلسرد.
LA RENCONTRE DES GENRES DANS L’OEUVRE ROMANESQUE DE MALEK HADDAD
(UNIVERSITÉ DE BATNA 2, 2018) HAFSAOUI Ouarda
Résumé L’oeuvre de Malek Haddad commence dans les années 1948-1950, comme celles de plusieurs écrivains algériens dont les oeuvres - poèmes et romans - ont directement pour thème la guerre de libération nationale. Cette oeuvre traite aussi du problème de l’acculturation et de l'aliénation culturelle de l’intellectuel pris entre deux langues. Cet emploi de la langue du colonisateur a confronté Malek Haddad, comme d’autres écrivains algériens, à des problèmes d’identité et d’originalité. A travers ses quatre romans, Malek Haddad exprime un moment historique de grande importance d’une manière bien originale entourée de poésie. Le contexte algérien devient un prétexte pour exprimer plusieurs réalités à dimension humaine avec toutes ses complexités et ses conflits. L’oeuvre romanesque haddadienne est une oeuvre riche par l’indécision de l’identité générique des textes qui la composent et aussi par ses contenus. A travers le roman, l’écrivain a pu s’attarder sur des points et des problèmes que la poésie, avec sa condensation, ne peut évoquer. Mais, cette écriture romanesque ne l'a pas empêché de puiser constamment des autres genres pour exprimer le présent de douleur et l’avenir des promesses. Il s’agit sans doute d’une écriture romanesque tournée vers la modernité et représentant une expérience d’écriture particulière. Elle peut être considérée aussi comme une réflexion sur la littérature en général. Summary: The literary writings of Malek Haddad began between 1948 and 1950 as the other Algerian writers which their writings were centered especially about the Algerian revolution .The author also tackled a very important topic which is the problem of saving the national identity and language during the use of French language. This situation put Malek Haddad, like all the other writers, in front of challenges to save the national identity and the permanent research for the originality and special way in the challenges facing the novel. The four novels of Malek Haddad are considered to be a real expression of a historical moment in a special way full of beautiful and emotional poetry and the circumstances which the Algerians had lived and experienced at the moment of writing these novels. They formed a chance to express real events of human dimension with the different complexities and struggles. The novel writing of Malek Haddad is a rich writing depending on other various types and getting away from the traditional method of writing and its themes. Through the novelist writing, Malek Haddad was able to speak deeply about different themes and this did not to prevent him from using other literary types to express his ideas like poetry, novel, short stories and proverbs. It is about a distinguished literary writing of a human dimension
Le rôle des aides à la production et à la coproduction d’un texte argumentatif en L2
(Université Batna 2, 2018) DJEBAILI Fatiha
Résumé Les difficultés que rencontre l'apprenant lors de la composition de texte en langue française, nous ont conduits à étudier les processus cognitifs mis en oeuvre dans l'activité rédactionnelle en langue étrangère, dans le contexte plurilingue en Algérie. L'utilisation des aides sous formes de texte d'aide en L2, L1 et de travail de binôme facilite l'activité de replanification d'un côté, et permet à l'apprenant de construire et d'activer des connaissances en L2 d'un autre côté. soucieuse de venir en aide à l'apprenant , nous avons essayé de mettre en pratique dans nos expérimentation un différent modèle d'enseignement qui consiste à mettre en oeuvre une démarche qui parviendrait à assembler les besoins d'une pédagogie de l'écriture avec centrage sur l'apprenant ainsi que l'usage de nouveaux outils pouvant lui procurer la motivation et alléger en lui effort cognitif . Notre recherche a été conduite dans le département de français de la faculté des lettres et langues étrangères de l'Université de khenchela en Algérie. Cette recherche s'appuie sur deux expérimentations. La première se base sur un échantillon de 16 individus dont une moitié a fait le travail sous forme de binômes (groupe expérimental) et l'autre moitié a fait le travail individuel (groupe témoin) en bénéficiant d'un texte d'aide en langue française. Nous avons cherché dans cette expérimentations à connaître les effets que pouvaient avoir le travail de binômes et le texte d'aide en langue française sur le développement des compétences rédactionnelle des apprenants et de mettre en lumière l'aide la plus efficace dans le cadre de la production écrite en langue étrangère . Dans la deuxième expérimentation, nous avons conduit notre travail en nous basant sur un échantillon de 16 participants. Dont une moitié a bénéficié d'un texte d'aide en langue française (groupe témoin) par contre la deuxième moitié a bénéficié d'un texte d'aide en langue arabe, (groupe expérimental). Notre approche méthodologique est basée sur le logiciel script-log qui consiste notre corpus de recherche. Nous avons fait recours à la méthode des protocoles verbaux, Grâce au logiciel script log qui rend possible le Play back du texte écrit sur l'écran de l'ordinateur Pour tenter de mesurer l'effort cognitif associé aux processus impliqués dans la production écrite ; et de mettre en exergue la manière dont le rédacteur mobilise peu à peu ces processus ainsi que pour examiner le comportement pausal individuel des participants. Ainsi notre travail de recherche Soulève t-il - peut être de nouvelles questions et s'ouvre davantage sur d'autres perspectives ملخص: قادتنا الصعوبات التي يواجهها المتعلم أثناء تحرير النص باللغة الفرنسية، إلى دراسة العمليات المعرفية المستعملة في النشاط التحريري للغة الأجنبية ضمن سياق التعدد اللغوي في الجزائر. يسهّل استخدام المساعدات على شاكلة نص من L والعمل الثنائي نشاط إعادة التخطيط من جهة ، ويمكّن المتعلم من بناء المعرفة وتفعيلها في 2 L1 L مساعد في 2 جهة أخرى. و حرصا منا على مد يد العون للمتعلم، حاولنا أن نضع قيد التنفيذ في تجاربنا نموذجا تعليميا مختلفا يتمثل في تنفيذ مسعى من شأنه أن ينجح في تجميع احتياجات بيداغوجية الكتابة مع التركيز على المتعلم، فضلا عن استخدام الأدوات الجديدة التي يمكن أن توفر له الحافز وتخفّف عنه الجهد المعرفي. أجري بحثنا في قسم الفرنسية بكلية الآداب واللغات بجامعة خنشلة – الجزائر، ويستند على تجريبين: الأول يعتمد على عينة مكونة من 16 فردا، نصفهم عمل بشكل ثنائي )المجموعة التجريبية( والنصف الآخر عمل بشكل فردي )المجموعة الشاهدة( مستفيدين من نص مساعد باللغة الفرنسية . و سعينا من خلال هذا التجريب لمعرفة التأثيرات التي يمكن أن يؤديها العمل بشكل ثنائي وكذا النص المساعد باللغة الفرنسية لتنمية مهارات التحرير لدى المتعلمين و تبيان المساعدة الفعّالة في إطار الكتابة التحريرية للغة الأجنبية. في التجريب الثاني، أجرينا عملنا بناء على عينة من 16 مشاركا، استفاد نصفهم من نص مساعد باللغة الفرنسية )المجموعة الشاهدة(، في حين استفاد النصف الثاني من نص مساعد باللغة العربية )المجموعة التجريبية(. وقد استندت الذي يمثّل مدونة بحثنا. ولقد عمدنا إلى طريقة " script-log " مقاربتنا المنهجية على البرنامج الالكتروني الذي ييسّر التصويت الإمائي للنص المكتوب على شاشة الكمبيوتر " script-log " البروتوكولات اللفظية، فبفضل برنامج في محاولة لقياس الجهد المعرفي المرتبط بالعمليات المنطوية في التحرير الكتابي، و توضيح الكيفية التي يقوم بها المحرر بتعبئة هذه العمليات تدريجيا، فضلا عن معاينة السلوك الفردي التوقفي للمشاركين. و هكذا قد يثير عملنا البحثي هذا أسئلة جديدة وينفتح أكثر نحو آفاق أخرى Summary The difficulties encountered by the learner during the composition of text in French, led us to study the cognitive processes implemented in editorial activity in a foreign language, in the pultilingual context in Algeria. L2.L1 help and binomial work facilitates the activity of replanning on one side and allows the learner to build to activate knowledge in L2 on the other side. Anxious to help the learner, we tried to put into practice in our experimentation a different teaching model, which consists in implementing an approach that would succeed in assembling the needs of a learner-centered writing pedagogy as well as the use of new tools that can provide motivation and lighten in him cognitive effort. Our research was, conducted in the French department of the faculty of letter, and foreign languages of the University of Khenchela in Algeria. This research is, based on two experiments. The first is based on a sample of 16 individuals, half of whom did the work in form of binomial work (experimental group) and the other half did the individual work (control group) benefiting from a help text in French language. We sought in this experiment to know the effects that the binomial work and the help text in French could have on the development of the writing skills of learners and to highlight the most effective help within the framework of the written production in a foreign language. In the second experiment, we conducted our work based on a sample of 16 participants. Half of them benefited from a help text in French language (control group), while the second half benefited from a help text in Arabic (experimental group). Our methodological, approach is based on the software script-log which consists our research corpus We have resort to the method of the verbal protocols, due to the software script log which makes it possible the Play back of the text written on screen of the computer To try to measure the cognitive effort associated with the processes involved in written production; and to highlight how the writer is gradually mobilizing these processes as well as examining the individual pausal behavior of the participants. So, our research work raises may be new questions and opens more to other perspectives.
LES APPORTS DE LA RECHERCHE PEDAGOGIQUE A L’ENSEIGNEMENT DU FLE De la formation-recherche au développement professionnel des enseignants
(Université Kasdi Merbah Ouargla, 2018) Ghania YAHIA
La recherche pédagogique pour se former et pour développer une identité professionnelle devient une nécessité incontournable. Notre façon d’enseigner, le développement de savoirs, l’acquisition de connaissances pourrait- ils atteindre un niveau avancé sans avoir recours à des recherches pédagogiques ? En fait, nul ne peut nier l’importance de la recherche pédagogique conduite par les enseignants et ses apports au développement professionnel. Abstract The educational search to form and to develop a professional identity becomes an inescapable necessity. Our way of teaching, the development of knowledges, the acquisition of knowledge could they reach a level moved forward without resorting to educational searches? In fact, nobody can deny the importance of the educational search led by the teachers and his contributions to the professional development.
ScaPoLine : détectrice de polyphonie et d’ironie constructive dans le spectacle Djurdjurassique Bled de Fellag.
(UNIVERSITE BATNA – 2 -, 2018) HASSANI Rima Aïda
Résumé: La polyphonie a conquis le paysage linguistique, et les linguistes admettent qu’il y a des discours qui véhiculent maintes voix qui se font entendre autres celle du locuteur. Cet aspect polyphonique peut être repérable aussi bien au niveau de l’interprétation du discours qu’au niveau de la construction de l’énoncé. Selon la ScaPoLine, certains marqueurs linguistiques portent des instructions signalant des « voix » qui ne sont pas attribuables au seul locuteur au moment de l’énonciation. Dans la présente étude, s’inscrivant dans l’analyse du discours, on proposerai une analyse de deux marqueurs polyphoniques (la négation et le connecteur concessif mais) suivant le court de la ScaPoLine. Nous tenterons d’identifier les différents points de vue émanant de la construction linguistique des énoncés niés et de ceux comportant le mais, pour ensuite contextualiser ces voix afin de les saturer en leur attribuant des instantes discursives qui en sont responsables. De ce fait, à travers notre étude notre ultime objectif est d’identifier linguistiquement le ton polyphonique du spectacle Djurdjurassique Bled de l’humoriste Fellag. Abstract: Polyphony has conquered the linguistic landscape, and linguists admit that there are discourses that convey many voices which are heard other than that of the speaker. This polyphonic aspect can be seen both in the interpretation of the discourse and in the construction of the utterance. According to ScaPoLine, some language markers carry instructions that signal "voices" which are not attributable solely to the speaker at the time of utterance. In this study that belongs to the analysis of discourse, we propose an analysis of two polyphonic markers (negation and the concessive connector “but”) according to the ScaPoLine’s. We will try to identify the different points of view emanating from the linguistic construction of the denied statements and those containing the “but” and then contextualize these voices in order to saturate them by assigning them discursive instants that are responsible for them. Therefore, our ultimate objective is to identify linguistically the polyphonic tone of the Djurdjurassic Bled show by the humorist Fellag
The Effect of Group Investigation Cooperative Learning Model on EFL Learners’ Project Oral Presentations. Case Study of Second Year Pupils at Elhachemi Bouzidi Secondary School, Khenchela.
(University of ‘Abbes Laghrour’ Khenchela, 2022) Belmekki Asma
This research study aimed to investigate the effectiveness of Group Investigation Cooperative learning model on developing secondary school pupils' project oral performances and achievements. Furthermore, it measured the effect of the Group Investigation Technique on the pupils' attitudes towards English projects. We hypothesize that using Group Investigation model when teaching projects to EFL pupils will have a positive effect on their project oral presentations. The researcher adopted a mixed-method, quasi-experimental and descriptive research to answer the study questions. Two groups of second-year scientific stream pupils from Elhachemi Bouzidi Secondary School were chosen. Both groups (CG and Exp. G) consisted of twenty-one (21) pupils. Group Investigation was used in teaching the experimental group, while the traditional method was used with the control one during the first and second terms of the school year (2019-2020). The tools included pre-post achievement tests, teachers' and pupils' questionnaires, an interview with the inspector of National Education, and an attitude scale to determine the pupils' attitudes towards the Group Investigation model. The data gathered were statistically analyzed using the Statistical Package for Social Science (SPSS). The researcher also used Cronbach's Alpha and Split-half (Spearman-Brown and Guttman) techniques to measure the reliability of the project oral presentation assessment rubric and the pupils' attitude scale, independent samples T-test, Paired Sample T-test, and One sample T-test to analyze the gathered data. The study results revealed statistically significant differences in the mean scores of the pupils' project oral presentation pre-post tests in favor of the experimental group. Such findings were attributed to the use of the Group Investigation model in teaching English projects. Considering the positive impact that the results showed, we recommend using Group Investigation Cooperative Learning Model to develop English language different skills and areas, especially at the university level. Moreover, we recommend using the same strategy to improve the teaching/ learning of other school subjects.
The Impact of Cultural Background Knowledge on Students' Listening Comprehension Case Study: Second Year EFL students at University of Khenchela
(University of ‘Abbes Laghrour’ Khenchela, 2022) Ouchene Nor El Houda
This thesis aims at investigating the impact of cultural background knowledge on students’ comprehension of spoken English. This current study specifically aims at finding out whether the students’ cultural background knowledge would enhance their listening comprehension proficiency. The study also attempts to explore students’ attitudes towards implementing cultural knowledge within their oral comprehension and expression sessions to develop their listening comprehension skills. For this aim, a mixed research design was carried out, descriptive and quasi-experimental pre-posttest design. An experiment performed with a sample of two groups EFL second-year students during the academic year 2020/2021. In the treatment group (21 students) the students were exposed to cultural knowledge of the target culture embedded into their oral comprehension and expression lessons. The control group did not receive any explicit cultural knowledge. Listening comprehension pre-test is used to measure students’ listening proficiency before the experiment, after the treatment sessions a posttest is applied for both groups. Findings show that there is a significant positive effect of cultural background knowledge on students’ ability to comprehend English oral texts. In attempt to clarify the situation more, we administered a questionnaire to EFL teachers aiming to explore their attitudes and perceptions towards the importance of cultural background knowledge in their classes. The results reveal that teaching culture in English as foreign language is relevant and crucial; however it is still ignored and disregarded in the curricula. As well, we administered a questionnaire to the EFL students aiming at investigating their attitudes towards the importance of having cultural background knowledge in their learning process. The findings impart that the students have positive attitudes towards integrating culture in their learning process. They are also aware of the importance of cultural knowledge. Moreover, the analysis of the attitude scale shows that students have positive attitudes towards incorporating cultural knowledge to improve their listening comprehension skills. Therefore, this study recommends the necessity of integrating cultural knowledge within oral comprehension and expression classes to minimize students’ difficulties and promote their listening comprehension abilities. EFL teachers should reinforce students with cultural schema (target culture) to avoid misinterpretation, and reduce miscommunication as they are exposed or engaged in intercultural situations
The Impact of Technology-based Instruction on Enhancing Learners’ Development of Intercultural Knowledge in Foreign Language Classrooms. Case Study: Third year students of English at the department of letters and English language, at the University of 8 Mai 1945-Guelma.
(University of ‘Abbes Laghrour’ Khenchela, 2023) Soror Oumeddour
It is widely agreed that teaching culture in foreign language classrooms aims at enriching the learners’ intercultural knowledge for effective and appropriate intercultural communication in the twenty-first century globalized world. Yet, it was observed that most of third year License students in the department of English, University of 8 Mai 1945, Guelma (Algeria), have poor intercultural knowledge background. Therefore, the current research aims at investigating the impact of technology-based instruction on enhancing learners’ development of intercultural knowledge in foreign language classrooms. In this regard, the research hypothesized that technology-based instruction may lead to enrich and develop foreign language learners’ intercultural knowledge. To achieve the research aim and to test the research hypotheses, the researcher mixed the quantitative and the qualitative approaches. Within the quantitative approach, the quasi-experimental method was used along with the students’ and the teachers’ questionnaires. Within the qualitative approach, a follow-up interview was conducted with the students of the experimental group by the end of the quasi-experiment to corroborate the research results. According to the statistical analysis of the experimental and the control groups’ results in the pre-test and post-test, technology-based instruction proved to have a significant effect on students’ intercultural knowledge development. In addition, findings from the students’ and the teachers’ questionnaires supported the quasi-experiment results.
الأبعاد الفنیة والفكریة في كتاب "رحلة ابن جبیر" لابن جبیر الأندلسي
(جامعة محمد خیضر –بسكرة, 2023) رضوان غربي
ملخص تهدف هذه الد ا رسة إلى الوقوف على الأبعاد الفنیة والفكریة في رحلة ابن جبیر الأندلسي، حیث تطرقتُ إلى مختلف الظواهر الثقافیة والسیاسیة والدینیة والاجتماعیة والتاریخیة، التي رصدها الرحّالة في مختلف البلدان التي نزل بها وعَاین أحوالها. إضافة إلى ذلك، درستُ مختلف المكونات الفنیة للنص الرحلي، التي تتمثل في البناء الفني للرحلة ومسارها، وكذا التقنیات السردیة (المكان، الزمان، الشخصیات) وتقنیة الوصف، وكذلك الصورة الفنیة التي ساهم ت في إضفاء جمالیة على الرحلة دون إغفال الموروث الدیني والأدبي والتاریخي الذي وظّفه ابن جبیر بطریقة فنیة أثرت النص الرحلي وأكّدت معانیه. ولتحقیق هذه المقاصد استعنتُ بالمنهج التاریخي وآلیتي الوصف والتحلیل، وبعض آلیات المنهج السردي والمنهج الأسلوبي في استق ا رء الظواهر الفكریة والفنیة وتفسیرها. Abstract This study aims to stand on the artistic and intellectual dimensions of Ibn Jubayr Al-Andalus’ journey, as I touched on the various cultural, political, religious, social and historical phenomena that were monitored by travelers in the various countries in which he stayed and examined their conditions. In addition, I studied the various technical components of the nomadic text, which are represented in the artistic construction of the trip and its path, as well as the narrative techniques (place, time, characters) and the technique of description, as well as the artistic image that contributed to the aesthetics of the trip without neglecting the religious, literary and historical heritage that employed it Ibn Jubayr, in an artistic way, enriched the nomadic text and confirmed its meanings. To achieve these purposes, I used the historical method and the mechanisms of description and analysis, and some mechanisms of the narrative method and the stylistic approach in extrapolating and interpreting intellectual and artistic phenomena.

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