مذكرات اللغة الإنجليزية

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Dominating the Pleasure Principle to Protect the Self
(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2022) Benali, Yasmine Lyna; Oukaour Sahraoui, S. (Encadreur de mémoire)
The research attempts to unveil the Ego’s use of defense mechanisms to cure the internal distress experienced by Skellig’s protagonist, Michael. Among the contentions expressed by the psychoanalyst, Sigmund Freud, neurotic anxiety is triggered because of an unfulfilled impulse. In David Almond’s novel, Skellig, Michael feels dethroned by his newborn sister. Her precarious condition shakes Michael’s status and sense of peacefulness. The unwanted arrival and the intricacies ushered by the baby lead the protagonist to develop adverse urges for his sister. The Ego’s defense mechanisms, namely Repression and Projection, interfere in the character’s mind to silence his impulses. The mechanisms’ censorship of Michael’s pleasure principle paves the way for neurotic distress. Alerted by anxiety, the Ego decides to relegate the impulse to the dream area. Despite the dream’s fulfillment of Michael’s impulse, distress prompts the Ego to appoint other defense mechanisms with a lenient treatment of the wish, including Fantasy and Sublimation. The calculated approach uses imagination that proves socially adequate with reality because it displaces the protagonist’s unexpressed feud with the baby by a conventional impulse. Likewise, Michael is able to indulge in his daydreams and a fair few fantastical trances. Therefore, relying on a psychoanalytic reading, the present dissertation analyses the fantasy work, Skellig, to highlight how Michael’s Ego has come to select the fitting defense mechanism for his repressed pleasures in order to cure his emotional distress.
Promoting EFL Learners’ Autonomy in Online Learning
(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2022) Demmou, Asma Betrouni, Zineb; Kater, Meriem (Encadreur de mémoire)
The vast emergence of technology around the world resulted in the use of modern approaches to facilitate learning. The current study attempts to compare and contrast four articles that dealt with promoting learner autonomy in online learning, as well as to shed light on the importance of this educational sub-skill. The participants of the articles are EFL learners with different geographical contexts. The methodologies that were used are qualitative, quantitative and case study methods. The findings showed that online learning promotes learners’ autonomy when methods and techniques such as scaffolding are used properly. However, some studies revealed misuse of online instruments and lack of teachers scaffolding, the low psychological flexibility of learners and absence of their awareness. Based on these results, the four articles were compared and contrasted in terms of their major findings. Toward the end of the dissertation, useful data was provided about the subject matter in order to understand the effects of enhancing learners and reasons that may cause failure of achieving this objective. This may help language teachers take appropriate measures for helping the students foster their autonomy, and to find appropriate methods that may be implemented in the near future.
African American Literary Tradition In Zora Neale Hurston’s
(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2022) DERGHAL, Merwa; DJABALLAH, Selma (Encadreur de mémoire)
This research paper investigates how elements of African American literary tradition add meaning to the main theme and idea of Hurston’s famous novel Their Eyes Were Watching God. African American literary tradition is limited in this research to the two prominent elements of folk motifs and orality, which are investigated through Henry Louis Gates’ theory of Signifying. This theory explains the tension between the literal and figurative, in other words, Signifying is a rhetorical strategy wherein ideas and themes have a deeper meaning that goes beyond their literal sense. In the same way, the two characteristics of folk and orality in African American literary tradition have a figurative meaning to the novel. This research paper makes the assumption that the folk and oral traditions used in the novel signify on the theme of voice and the tension between the inside and outside.
The Repercussion of Foreign Language Anxiety on Students’ Speaking Performance
(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2022) Kasmi, Asmaa; Benlaouer, Selma; Boukhedimi, Yasmine (Encadreur de mémoire)
The current study seeks to determine the extent to which foreign language anxiety affects university students’ speaking performance. A secondary research, based on three academic articles on the influence of foreign language anxiety on university students’ speaking performance, has been conducted to achieve this purpose. The studies discussed in the three articles were carried in different geographical contexts. Researchers adopted different research designs; namely, descriptive and correlational. They relied on observations, interviews and questionnaires inspired from the foreign language classroom anxiety scale (FLCAS) as research instruments to collect data. The findings of the three studies reveal the manifestation of high-level anxiety during students’ speaking performance; additionally, the latter mostly affect their communicative abilities. The comparative study reveals that foreign language anxiety negatively influences university students’ speaking performance in a way that it lowers their self-esteem and motivation in achieving their foreign/second language proficiency in general and speaking in particular, as well as their cognitive capability to assimilate input and utter their thoughts correctly which inevitably affects their speaking test grades.
The Role of the Flipped Classroom Model in Developing EFL Learners’ Speaking Skills
(UNIVERSITY OF ALGIERS 2. Faculty of Arts and Foreign Languages, 2022) Bounaim, Sabrina; Zidane, Romaissa; Raoud, Nedjouia (Encadreur de mémoire)
The Innovation in the Bildungsroman in British Literature
(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2022) Mansouri, Haider Abderrahamne; Tegaoua, Kenza (Encadreur de mémoire)
The bildungsroman is one of the richest bodies of literature in Anglo-Saxon culture, flourishing from the Victorian era until nowadays. Cawelti’s concepts of formula, invention and convention helps decode the ways in which two very important novels of the type Great Expectations and Neverwhere demarked themselves from such a vast number of other novels dealing with the same subject as well as investigating the cultural significance of such narratives. The comparative analysis aims to convey the unnecessary nature of the division of highbrow and lowbrow literature as the comparison was able to demonstrate how a canonical and popular work were able to affect a whole genre. The dissertation reaches this goal by comparing the two texts in a block format by using as criteria how they are placed in the invention/convention spectrum and determining whether they bring any cultural addition to the genre. according to the meanings produced from the analysis both works despite coming from different classification brought various inventions to the bildungsroman as wells as reinventing the formula and made it stay relevant in contemporary times.
Anthropocentrism in Western Thought
(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2022) LAHLOUH, Imen; BENAZZOUZ, Yazid (Encadreur de mémoire)
This dissertation attempts to examine E. M. Forster’s novel, A Passage to India in a philosophical light, using Arthur Schopenhauer’s philosophy suggesting two different modes of perceiving reality as “will” or “idea”. The main subject of my analysis is the extent to which the three main English characters of the novel: Mrs Moore’s, Miss Quested’s and Mr Fielding’s western philosophical ideas of life, including rationalism and Christian monotheism, can survive the hostile tropical landscape of India and the mysteries of the Marabar caves. Throughout this dissertation E. M. Forster’s special treatment of the nonhuman world and of human’s detachment from the rest of the living species is rendered explicit. The undermining of human control over good and evil, and their inability to generate the right meaning will also be discussed. Along the same line, this study demonstrates the crumbling of Mrs Moore and Miss Quested’s mental conceptualization of the universe as they discover their physical existence and their kinship with the rest of nature. That is “the will”. It further explains the reason why Mr Fielding was never able to escape the excessive control of his mind to experience reality through the will of his body. Finally, it concludes that E. M. Forster’s message through this novel is mainly to criticize the state of Western modern civilization, based on the complete optimism in progress found both in modern rationalism and traditional Christianity because of its consequent objectification of nature, the non-human species and the anthropological exclusion of native Indians. The conclusion also explains Forster’s idea of a true human civilization based on a genuine and creative human endeavour that is only possible when the human being learns to embrace all the aspects of his existence, including his physicality.
The Effect of Formative Assessment on EFL Students' Writing Achievements
(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2022) Amimer, Hichem; Salmi, Amira; Stihi, Oumnia (Encadreur de mémoire)
To address the concern of traditional summative-focused evaluation of the writing skill, the current study aims to compare and contrast between three research articles dealing with formative assessment and its impact on the writing skill in an EFL teaching setting. The selected studies operate within different pedagogical contexts, as each work is geographically distinct. The participants consist of EFL learners who vary in age, level, and gender distribution according to each research article. The methods are of experimental nature; the procedures of each research implement qualitative and quantitative designs, each consisting of writing pre-tests and posttests as data collection tools in an experimental approach dealing with multiple groups of participants respectively. The students' reports demonstrate how a formative approach to EFL writing teaching benefits the learning experience to a considerable extent. Written production under a process-oriented evaluation revealed significant performance gains on the part of the learners as most students took a positive stance towards the formative strategies implemented during each study