اللغة الإنجليزية

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A Cognitive Contrastive Rhetoric Analysis of English and Arabic in EFL Students’ Writing
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2021) MEDJEDOUB, Rima; Hamitouche, Fatiha (Directeur de thèse)
The present research aimed at suggesting a cognitive perspective to the Contrastive Rhetoric Hypothesis. To do so, I designed a cognitive analytical framework and identified the cognitive rhetorical patterns in 200 Arabic and English short stories written by freshmen and senior students majoring in English, atan Algerian university. The findings proved that there is a transfer of patterns from the mother tongue (Arabic) to the foreign language (English). Hence, the Contrastive Rhetoric Hypothesis is totally valid among beginners and is so to a considerable extent among the more advanced EFL learners.
A Discursive Approach to Interactions at Faculty Hiring Interviews for an Assistant Lecturer Position
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2022) TIAIBA, Imane; NEDJA MEBTOUCHE, Fatma Zohra (Directeur de thèse)
This study attempts to investigate the faculty-hiring interviews’ (FHI) spoken discourse particularly applicants’ linguistic choices to manage a positive image and gain positive feedback from their interviewers during authentic job interviews for an assistant lecturer position, held in the Department of English language and literature at two Algerian universities: Msila and Setif2. The main thrust of the study is to introduce successful applicants’ strategies to prepare university students for job interview communication. To that end, the study utilized an exploratory descriptive case study design, incorporating both quantitative and qualitative approaches in data analysis. Data were obtained through different research tools during two stages. In the exploratory stage, a survey is conducted with interviewers (N=12), to investigate their perceptions and practices in FHIs. Secondly, official documents that describe the selection and evaluation criteria of the FHIs were analysed including the Anchored Rating Scale (ARS), (April 2018); Circular N°7 dated 28 April 2011 relating to selection criteria for the competition on the basis of qualifications for recruitment to grades in Civil Service (p. 2-3); and Official Journal, N°. 23 dated on 04 May 2008,(p. 22). The descriptive phase applied a micro-level discourse analysis of authentically recorded FHI extracts (N=20) during four recurrent interview moves self-introduction, research presentation, negotiation of expertise and related position tasks, and discussion of future plans. To classify applicants into passing and failing, the study relied on a developed conceptual framework based on the job analysis method identified in the exploratory phase, in addition to a discursive approach adapted from the literature according to the communicative purposes of the FHI. The discursive approach to applicants’ interactions stands on a fusion of different theoretical and analytical research strands for spoken discourse analysis (drawing on Systemic Functional Linguistics, Impression Management, Politeness and Cooperative Principles). Findings revealed that passing candidates constructed a positive image and solidarity with their interviewers using fluent and informative speech when promoting their scientific accomplishments, demonstrating readiness for teaching and meeting the preferences of the Department of English. The outcomes of this research could be particularly significant to students: if they were trained in interview communication criteria then they would learn how to enhance their employability chances; to the faculty hiring committees for improving their selection and evaluation practices, and to researchers for connecting professional practices with academic ones through the investigation of the job hunting genre in the academic sphere
A Phenomenographic Investigation into the Students’ Conceptions of and Approaches to Studying Linguistics: The Case of 2nd Year Students in the Department of English at the University of Algiers 2
(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2024) BEZARI-MAARADJI بزاري, Wahiba وهيبة; Khaldi, Kamel (Directeur de thèse)
The present study aimed at investigating first the students’ prior-conception and prior-approaches to studying Linguistics; second, the students’ experience of studying based on linguistic text-based tasks, and third, the nature of Linguistics study emerging from the students’ experience of learning in the context of the course of Linguistics. The study involved the participation of forty undergraduate students, all enrolled in the 2nd year in the Department of English of the University of Algiers 2. The findings revealed that the prior-experience of the studying Linguistics varied between the lower-level and more the higher study conceptions and approaches. At the lower-level are conceptions of Linguistics as accumulation of unrelated pieces linguistic information with the aim of reproducing to meet assessment needs. The adopted approach was a surface one implying the use of retention and memorization as the main learning strategies. الدراسة الحالية هي تحقيق ظاهري في تجربة الطلاب في دراسة اللغويات. كان يهدف إلى التحقيق أولاً في التصور المسبق للطلاب والنهج السابقة لدراسة اللغويات ؛ ثانيًا ، تجربة الطلاب القائمة على النصوص في دراسة المهام اللغوية ، وثالثًا ، طبيعة دراسة اللسانيات الناشئة من تجربة الطلاب في التعلم في سياق الدراسة الحالية. اشتملت الدراسة على مشاركة 40 طالبًا جامعيًا ، جميعهم مسجلين في السنة الثانية في قسم اللغة الإنجليزية بجامعة الجزائر 2. تعتمد هذه الدراسة على نماذج البحث البنائية الاجتماعية والظاهرية. الفكرة المركزية للبناء الاجتماعي والفينومينوغرافيا هي أنه لا يمكن القول بأن المتعلمين الأفراد لديهم نفس نشاط التعلم لمجرد أنهم مروا بنفس موقف التعلم. يؤكد البحث من منظور ظاهري على التباين الموجود بين الطلاب الذين أقوم بتصورهم والتعامل مع موضوع معين من الدراسة أو المهام أو المعرفة بشكل عام. باتباع الطريقة الظاهراتية . كشفت نتائج هذه الدراسة أن الخبرة السابقة في دراسة علم اللغة تختلف بين المستوى الأدنى إلى المستوى الأعلى ومفاهيم ومقاربات الدراسة الأكثر تعقيدًا. في المستوى الأدنى توجد مفاهيم علم اللغة كتراكم لمعلومات لغوية غير مرتبطة بهدف إعادة الإنتاج لتلبية احتياجات التقييم. النهج المعتمد في السطح الأول ينطوي على استخدام استراتيجيات التعلم الاحتفاظ والحفظ. الهدف الأساسي هو الحصول على علامة النجاح. في المستوى الأعلى، كشف الطلاب عن تجربة تعليمية أكثر جدوى حيث كان الطلاب يبحثون بنشاط عن المعنى والتأمل في المعرفة اللغوية.
A PHENOMENOLOGICAL APPROACH TO TEACHERS' AND STUDENTS' EXPERIENCES AND PERCEPTIONS OF CRITICAL THINKING IN THE ENGLISH LANGUAGE DEGREE COURSE
(University of Algiers 2 Abou El Kacem Saadallah جامعة الجزائر 02 أبو القاسم سعد الله, 2021) Melouah, Asma; Bensemmane, Faiza (Directeur de thèse)
Recognized as a skill of enduring importance, critical thinking has witnessed increased attention in recent years, but questions still remain regarding its nature, and what constitutes this intellectual value. As a matter-of-fact, the notion of criticality and its place in higher education has been mostly framed within a Western cognitive approach which tends to favour the centrality of skills of reasoning and falls short of extending it beyond the realms of argumentation and logic. Many scholars allude to some abstract universality in thinking while neglecting its relation to cultural context. This study draws on a postmodernist approach, and is framed within an interpretive phenomenological methodology informed by the ideas of phenomenologists such as Heidegger, Merleau Ponty and Van Manen. The aim is to deconstruct existing conceptualizations of critical thinking prominent in Western academic discourse and suggest a reconstruction of the concept by situating it within a non-Western contextual perspective. This study also seeks to investigate the lived experiences and perceptions of university teachers and students of English in the context of Algerian higher education. Qualitative data were collected from 12 teachers and 20 students of English in the Department of Foreign Languages at the University of Medea, using semi-structured teacher and student interviews, participant observation and reflective journal documentation. The diversity of these methods allows triangulation of the results, providing insights on contextuality, relationality and embodiment as significantly shaping the meaning and development of critical thinking in the Algerian university context. Other issues emerged such as authority and the reproduction of inequality, power relations, symbolic violence in the classroom, embodiment of certain forms of habitus and capital, fragmentation of efforts and experiences, religion, culture, politics, the educational LMD system and the EFL curriculum which have a bearing on the development of critical thinking. Therefore, critical thinking is not an abstract subject or a universal ideal mode of thinking that can be nurtured in all students, but its meaning and development are related to relational and contextual realities and to socially and culturally embodied practices which are structured, maintained and reproduced in the classroom and the wider field of EFL higher education.
A POSTCOLONIAL ECOCRITICAL READING OF FOUR SELECTED NOVELS BY NAIPAUL, COETZEE, ANTHONY AND GHOSH
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2021) BENDJEMIL, Khawla; Zeghar, Dalila (Directeur de thèse)
This thesis examines the element of nature in postcolonial unnamed African country, South Africa, Trinidad and China in V. S. Naipaul’s A Bend in the River (1979), John Maxwell Coetzee’s Waiting for the Barbarians (1980), Michael Anthony’s Bright Road to El Dorado (1983), and Amitav Ghosh's River of Smoke (2011). The study also examines the environment that the characters inhabit (village, town or city), and the role of the colonizer in determining the relationship between the colonizer and the colonized.
A Travel to Nowhere: Paranoia and Escapism in Thomas Pynchon’s Gravity’s Rainbow, The Crying of Lot 49, and Donna Tartt’s The Secret History
(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2023) Charef شارف, Maroua مروة; Guendouzi, Amar (Directeur de thése)
This thesis engages the concepts of paranoia and escapism as means of interpreting postmodern literature. It seeks to provide a description of a theoretical position and a cultural expression associated with postmodernism and to provide a literary criticism of its conclusions. The study uses the novels of Thomas Pynchon and Donna Tartt to explore the postmodern position on the issues of subjectivity and rationality. تتمحور هذه الأطروحة حول بناء مفاهيم جنون العظمة والهروب كمحاولة لتحليل أدب ما بعد الحداثة. حيث تسعى إلى تقديم وصف و نقد للنظريات الفلسفية والتعبير الثقافي الادبي المرتبط بفترة ما بعد الحرب العالمية الثانية. تقوم هذه الدراسة على تحليل بعض الاعمال الروائية للكاتبين الأمريكيين توماس بينشون ودونا تارت بهدف تقصي السياقات الفلسفية لعصر ما بعد الحداثة و خصوصا ما يتعلق بقضايا الذاتية والعقلانية.
ADAPTING THE DICKENSIAN CAROL: Filmic Realism in Film Adaptation
(University of Algiers 2 Abou El Kacem Saadallah, 2020) YOUSFI, Zakia; MANSOURI, Brahim (Directeur de thèse)
Literature and cinema have always been an integral part of culture. Both art forms are interrelated through an unbreakable bound that joins shared origins, means, and purposes. Art begets art which explains how literature, theatre and photography beget the cinematic medium. Adaptation studies is a discipline that explores the literary cinematic connection. The Victorian English novelist Charles Dickens offered the literary sphere a highly optical fiction that triggers picturing. This dissertation examines the cinematic qualities in Dickens’s most adapted text A Christmas Carol. The Dickensian Carol has appealed to all performing art forms, particularly cinema. The chapters in this work develop logically to introduce film adaptation and the art of the films in relation to literature, and investigate the cinematic features of Charles Dickens’s A Christmas Carol and its cultural and historical significance
African Women’s Fight for Self-actualization under the Rule of Patriarchy in M. Mokeddem’s L’Interdite, T. Dangarembga’s Nervous Conditions, D. Lessing’s The Grass Is Singing and N. El Saadawi’s Woman at Point Zero.
(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2024) Dahman دحمان, Leila ليلى; Ait Hamou, Louisa (مدير البحث)
This work aims to inquire into the struggles that women have to go through in order to reach self-actualization under the rule of patriarchy in the four African novels L’interdite (1993) by Algerian writer Malika Mokeddem, Nervous Conditions (1988) by the Zimbabwean Tsitsi Dangarembga, The Grass Is Singing (1950) by Nobel Prize winner Doris Lessing, and Woman at Point Zero (1977) by Egyptian writer and activist Nawel El Saadawi. The thesis endeavors to: study the oppression that the female characters experience, to analyze the state of alienation that results from it, and to explore the strategies of resistance that women use in their attempts to reach fulfillment. Thus, through the use of feminist literary criticism, the work seeks first to look at the functioning of patriarchy, its suppressive treatment of women and the violence and abuse that women are subjected to in patriarchal societies. Then, it indents to probe into the different feelings of estrangement that ensue from abuses that women have to endure. By approaching the works from the perspective of social-psychology which views alienation as a social process, it will look at women’s socialization, their quest for identity, and their silencing by society. Finally, it undertakes to examine the various forms of negotiation and rebellion that female characters adopt in order to face oppression and eventually reach a stage of self-realization which might take various forms for the different female characters. By the end of their fight, some of them manage to find a form of balance that bring them fulfillment while others experience liberating deaths يهدف هذا العمل إلى التحقيق في النضالات التي يتعين على المرأة أن تمر بها من أجل الوصول إلى تحقيق الذات في ظل حكم الأبوية في أربع روايات أفريقية الممنوعة ) 1993 ( للكاتبة الجزائرية مليكة مقدم ، الظروف العصبية ( 1988 ( من قبل كاتبة من الزيمبابوي تسيتسي دانغاريمبجا ، العشب يغني ) 1950 ( للفائزة بجائزة نوبل دوريس ليسينج ، وامرأة عند النقطة صفر ) 1977 ( للكاتب والناشط المصري نوال السعداوي. تسعى الرسالة إلى: دراسة الاضطهاد الذي تتعرض له الشخصيات الأنثوية ، وتحليل حالة الاغتراب التي تنتج عنه ، واستكشاف استراتيجيات المقاومة التي تستخدمها النساء في محاولاتهن للوصول إلى الإنجاز. وهكذا ، من خلال استخدام النسوية ، يسعى العمل أولا ا إلى النظر في سير النظام الأبوي ، ومعاملته القمعية للمرأة والعنف والإساءة التي تتعرض لها المرأة في المجتمعات الأبوية. بعد ذلك ، يدقق في التحقيق في مشاعر الاغتراب المختلفة التي تنجم عن الانتهاكات التي يتعين على النساء تحملها. من خلال الاقتراب من الأعمال من منظور علم النفس الاجتماعي الذي ينظر إلى الاغتراب كعملية اجتماعية ، فإنه سينظر في التنشئة الاجتماعية للمرأة ، وبحثها عن الهوية ، وإسكات المجتمع لها. أخي ا را ، تتعهد بدراسة الأشكال المختلفة للتفاوض والتمرد التي تتبناها الشخصيات النسائية من أجل مواجهة الاضطهاد والوصول في النهاية إلى مرحلة أو تحقيق الذات والتي قد تتخذ أشكا ا لا مختلفة بالنسبة للشخصيات النسائية المختلفة. بحلول نهاية قتالهم ، تمكن بعضهم من إيجاد شكل من أشكال الإنجاز بينما يختبر الآخرون الموت المحرر
African women’s search for [re]insription in modern Africa
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2018) Azzoug, Fatima; Bensemmane, M’hamed (Directeur de thèse)
This thesis aims at dissecting the workings of the patriarchal ethos as denounced by the two African women writers, the Nigerian Buchi Emecheta and the Algerian Malika Mokeddem. The corpus is selected on the basis of a variety of literary sub-genres: autobiography, fictional narratives and war novels. This corpus falls in the category of resistance literature as the novels selected portray women’s victimization by patriarchy and women’s attempts and ways to stand against it. Consequently, the study is backed up by the feminist, postcolonial and psychoanalytic tools of analysis that explain how the girl/woman is conceived of by the patriarchal society and how the woman inverts this image as both an expression of her rejection of this ethos and an articulation of her selfhood. This study is also based on the comparative approach. It highlights that though the two women writers belong to different countries and eras, they are similar in more than one aspect in their reflection of how patriarchy frames the girls’/women’s existence in the family and in society as a whole. The study also shows that Buchi Emecheta and Malika Mokeddem are different in the intensity of their refutation of patriarchy
Alienation and Women's Identity In Selected Novels by Bessie Head and Buchi Emecheta
(University of Algiers 2 Abou El Kacem Saadallah, 2020) Sail, Amina; Ait Hamou, Louisa (Directeur de thèse)
This thesis attempts to investigate the theme of alienation and African women's identity in Bessie Head's The Cardinals (1993) and A Question of Power (1974), in addition to Buchi Emecheta's Gwendolen (1989) and Second Class Citizen (1974). It aims at: studying the concept of alienation in the novels, explaining the factors that create this sense of estrangement in the female characters, and finally exploring ways to overcome alienation and reach self-assertion. Accordingly, this study proposes three facets of alienation: social, racial and sexual. Society with its conformism can lead to the marginalization of women who fail to fit its standards. Using Social-psychology, the alienating social processes such as conformism will be studied, in addition to exploring the states or syndromes of alienation including isolation and withdrawal from society.
AMERICAN EXCEPTIONALISM AS HISTORY, MYTH, and IDEOLOGY
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2019) LAHLOUH, Amel; Amrane, Nadjia (Directeur de thèse)
While some scholars are questioning the concept of American exceptionalism, this belief nonetheless holds a powerful position in the nature of American political tradition.The theme of American exceptionalism has been used in political speeches from the inception of the United States as an independent nation. It is almost impossible to overstate the power and seduction that American exceptionalism holds in U.S. politics and culture.The presence of religious rhetoric and the belief in American exceptionalism in American political tradition have been constant throughout history, becoming even more visible in the post-war period. This dissertation greatly furthers our understanding of this important subject. It is valuable for anyone interested in the study of American exceptionalism as history, myth, and ideology and the challenges of using civil religion in American politics.
An Analysis of Algerian Learners and Teachers’Beliefs and Use of Mother Tongue in EFL Classroom
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2019) Tihal, Wafia; Hamitouche, Fatiha (Directeur de thèse)
This study describes, explores, and analyzes both Algerian secondary school learners and teachers’ use of Algerian Arabic in EFL classroom. It also aims at detecting the different situations that necessitated and still necessitate the implementation of the learners’ mother tongue in two public secondary schools in Algiers (Mohamed Hajress and Rabah Bittat secondary schools). The findings revealed that the language learners and teachers favor the use of L1 in ‘handful’ situations and believe it to be an aid for comprehending difficulties, checking learners’ understanding and clarifying ambiguities. They all wish it not to be used in giving instructions or explaining grammar. The findings also indicate that both foreign language learners and teachers agree that learners’ mother tongue should not be completely excluded from the language classroom.
AN EXPLORATORY STUDY OF KNOWLEDGE AND ACHIEVEMENT IN THE ENGLISH DEGREE STUDENTS AT THE UNIVERSITY OF ALGIERS WITH FOCUS ON LITERACY SKILLS
(University of Algiers. Faculty of Letters and Languages, 2009) Gacimi- Boukhedimi, Yasmine; Bensemmane, Faiza (Directeur de thèse)
This thesis attempts to explore the two notions of knowledge and achievement/success in the English Degree Course. It sets out a double aim; one is to explore the nature of knowledge behind degree readers’ successful completion of the course;the second is to examine the extent to which these students’previously acquired literacy in other languages has a qualitative effect on their achievement in a language degree. The research centers on good achievers’ study experience. What they do to complete their studies within the prescribed period, what contribution they make to their English language ability development, how they face study work across subjects are questions addressed in this thesis. Informed by scholarly work on the following themes: academic achievement (Entwistle and Wilson,1977, Norman,1982, Covington, 1922, McMillan, 2000, Curzon, 2001), language ability development/proficiency (Bachman, 1990, Canale & Swain, 1980, Bley-Vroman, 1988, 1989) literacy in both L1 and in an additional language (Reed et al,1985, Winograd, 1977, Eysenck & Keane,1990, McKay, 1992) multilingualism (Ringbom, 1987, Gass & Selinker, 1994, Sanz, 2000, Cenoz, 2001 & 2003), the research seeks firstly to reach a working definition of what FL proficiency stands for. Secondly, it attempts to arrive at a greater understanding of the type of knowledge that is relevant to academic achievement. It also examines the nature of L1 and L+ literacy. Given a consensus on the distinction between declarative knowledge, procedural and strategic knowledge and on their respective but complementary role in language skill and knowledge development, this study highlights the role that both cognition and metacognition play in literacy development and their combined contribution to academic achievement. It analyzes a group of good achievers’ “story” of their study experience. Selected according to a purposive/non-random sampling procedure, the participants were former students in previous tuitions year. Data which were collected by means of a questionnaire, a semi-structured interview and written documents submitted by students for the research purpose, are mostly verbal in nature. They were analyzed and interpreted by means of a step-by-step procedure of meaning v finding, coding and grouping (Strauss and Corbin, 1990, Tesch,1990, Patton, 2002). The themes that this procedure generated were further processed via inductive and deductive processes that led to conceptualization. Data interpretation suggests that early literacy in L1 and or both L1and L2, a sense of achievement at the start of tuition in an additional language, high interest in the language, acceptance of study content, a will to work hard and at a fairly frequent rate lead to course completion by degree readers. The results obtained consistently inform the research questions about participants’ attitude to work, thoughts , study behaviours and work methods. Though limited to be generalizable, the categories that were arrived at mirror academic fitness and schema knowledge (Covington 1992, Marshall 1992) as two prerequisites to academic achievement. Furthermore, when language ability is only developing, participants perceive it as one among other challenges which they face with positive attitude, consistent study action and personal work methods. While these results partly match Entwistle and Wilson’s conclusion on success-predicting factors, other inferred data about literacy use by these students suggest these students’ ease with these two components of their English proficiency. Two participants who, throughout the interview reiterate their interest in English written skills, also mention a link between early literacy in a second language and a fondness for English written skills. This, as well as these participants’ observed study behaviours in the classroom, do not sound in contradiction with multilingualists’ assumption about a favourable role played by previously acquired literacy in the attainment of an additional language literacy. Though in embryo, a link seems to exist between ease with L1/L2 reading and writing and control of the same skills in an additional language. However, the nature of knowledge that leads to a successful completion of studies for the degree course by these students may or may not be due to attainment of high overall language ability in the additional language even if use of declarative, procedural and strategic knowledge can be traced in the participants’ story.
An Investigation of the Factors Influencing Teachers’ Acceptance and Use of Information and Communication Technology (ICT) in EFL Classrooms:
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2022) Kouider, MAKHLOUF; BENSAFI, Zoulikha (Directeur de thèse)
Information and Communication Technology (ICT) plays an important role in modern Higher Education Institutions by facilitating and improving the teaching and learning process. Little is known about the factors that influence Algerian EFL teachers to accept and use ICT in teaching practices. This study aimed to bridge that gap by adopting a modified version of the Unified Theory of Acceptance and Use of Technology. This mixed methods sequential explanatory study investigated the factors related to teachers' acceptance and usage of ICT in EFL classrooms at the Department of English at Hassiba Benbouali University of Chlef. The results showed that teachers' intentions to incorporate ICT are positively impacted by attitude. Behavioural Intention and Facilitating Conditions were the strongest determinants of teachers' actual use of ICT. Gender and age moderated the relationship between Performance Expectancy and the Behavioural Intention to use ICT. Furthermore, the teaching experience of the teachers moderated the relationship between the two psychological factors of Facilitating Conditions and Attitude toward Using Technology with the Behavioural Intention to use ICT ة كلغة أجنبیة: دراسة حالة لقسم اللغة الإنجلیزیة في جامعة حسیبة بن بوعلي الشلف تلعب ً تكنولوجیا الإعلام والاتصال دور ً ا مھما في المؤسسات الحدیثة من خلال تسھیل وتحسین عملیة التدریس والتعلم لتتماشى مع المجتمع الرقمي للقرن الحادي والعشرین. ولسوء الحظ قبول واستخدامھا كدعم لتدریس اللغة الإنجلیزیة كلغة أجنبیة غیر مستغل بشكل كاف . سعت ھذه الدراسة إلى سد ھذه الفجوة البحثیة من خلال تطبیق النسخة المعدلة من النظریة الموحدة لقبول واستخدام التكنولوجیا (UTAUT (مع تضمین "الموقف" كمتغیر داخلي وتجربة التدریس كمتغیر وسیط . ً اتبعت ھذه الدراسة نھجا توضیحیًا ًا، من خلال استبیان عبر الإنترنت مع استاذا و مقابلات لاحقة شبھ منظمة مع ستة مستجوبین التي ركزت على ً متسلسلا 33 مختلط المجالات التي أبرزتھا نتائج الاستبیان. تم تحلیل البیانات الكمیة باستخدام(26.V (SPSS IBM ،والتي تضمنت كلا من الإحصاء الوصفي و الاستنتاجي ، بینما تم تحلیل البیانات النوعیة التي تم جمعھا من المقابلات شبھ المنظمة عبر التحلیل الموضوعي عن طریق استخدام برنامج MAXQDA .كشفت نتائج الدراسة بشكل غیر متوقع أن النیة السلوكیة تتأثر فقط بالموقف. إحدى النتائج المدھشة لھذه الدراسة ھو أن النیة السلوكیة والظروف المیسرة كانت أقوى العوامل المحددة للاستخدام الفعلي للأساتذة لتكنولوجیا الإعلام والاتصال. كما أوضحت الدراسة الدور الذي تلعبھ المتغیرات الد یموغرافیة.
An investigation of the reliability and validity of EFL students 'vocabulary performans assessment using generalizability theory
(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2025) Tebaa طباع, Wassila وسيلة; Boukhedimi, Yasmine (Directrice de thése)
هدفت الدراسة الى تحليل جودة تقييم الأداء في اختبار يقيس مهارات استخدام المفردات لدى طلاب السنة الأولى من متعلمي اللغة الإنجليزية كلغة اجنبية. تم استخدام نظرية إمكانية التعميم لتحليل مدى اتساق درجات الطلاب المتحصل عليها وتحديد مصادر تباين الخطأ التي تؤثر على الموثوقية. اجري اختبار انتاجي للمفردات من خلال ثماني مهام تواصلية قائمة على سياقات مختلفة، وشارك فيه 113 طالبًا ينتمون الى المدرسة العليا للأساتذة ببوزريعة. قام مصححين (02) بتقييم إجابات الطلاب وتم تحليل البيانات باستخدام برمجية الايديوجي من خلال ثلاث دراسات تعميم وأربع دراسات قرار. أظهرت نتائج دراسات التعميم أن التفاعل بين الطالب والمهمة أو المصحح، بالإضافة إلى المكون المتبقي، يؤثر بشكل كبير على موثوقية الدرجات. أما فيما يخص الصدق التقاربي فقد تأثر بتفاعل الطالب مع المهمة والموضوع. أشارت دراسات القرار إلى أن أربع مهام مع مصححين أو خمس مهام مع مصحح واحد تضمن درجة تعميم مقبولة. تؤكد نتائج البحث أهمية استخدام نظرية إمكانية التعميم لتحسين تصميم أدوات التقييم وتقليل تباين الخطأ ضمان نتائج دقيقة للقياس. The study investigated the quality of performance assessment targeting the vocabulary skills of first-year EFL students. It applied generalizability theory to examine score consistency and identify sources of error variance that threaten reliability. A productive vocabulary test featuring eight vocabulary communicative tasks was administered to 113 students at High Teacher School of Bouzareah. Two raters evaluated students' performance, and the data were analyzed using EduG software through three G-studies and four D-studies. Results showed that student-task and student-rater interactions, along with residual error, significantly influenced score reliability. Validity concerns, specifically convergent validity, were linked to student-task and student-theme interactions. The D-studies indicated that acceptable generalizability could be achieved with either five tasks and one rater or four tasks and two raters. These findings emphasize the importance of using G theory to refine assessment design, reduce measurement error, and ensure reliable evaluation of vocabulary knowledge in communicative contexts
An Investigation on the Effect of Teaching Conversation on Developing EFL Learners’ Discourse Competence in Speaking
(University of Algiers 2 Abou El Kacem Saadallah, 2020) KHADROUN, Salem; Hamitouche, Fatiha (Directeur de thèse)
with twenty second year students to investigate the effect of teaching the speech action of news announcement through consciousness-raising activities on developing learners’ spoken discourse competence. The data gathered from the teacher questionnaire and classroom observation revealed that the teachers adopted a rather traditional and teacher-centered way of teaching which put focus on learners’ linguistic knowledge and overlooked the development of their conversational competence. The findings obtained from the experimental tests showed that the experimental group outperformed the control group in producing syntactically and sequentially better organized conversations with the appropriate use of formulaic language.
Argument Essay Writing in English as a Foreign Language: Third Year Students’ Journey of Writer Identity Construction and Expression at ENSB, Algiers
(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2024) Setrallah ستر الله, Ahlem أحلام; Bensemmane, Faiza (Directeur de thèse)
This study is an exploratory qualitative case study of a group of forty-two third year students of English at a Teacher Training College in Algiers-Algeria and their struggle to construct a writer identity in higher education. Inspired by Ethnography, building on Norton (2000)’s theory of identity, Ivanič’s (1998) model of writer identity, and self-appraisal theory (Bandura, 1997), this study aims at discovering the factors that shape students’ writer identity. The findings revealed that based on their perceptions of themselves as writers. In addition, the participants used a number of linguistic and discoursal strategies to express their writer identity in argument writing such as taking a clear position, develop strong arguments to defend it, using personal experience as a source for writing creating a connection with the reader. The latter seems to reflect Ivanič ’s (1998) model of writer identity. Based on these findings, the study suggests a more flexible approach to academic writing.
BLAIR’S BRITAIN AND THE IRAQ WAR (2003)
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2016) Douifi, mehamed; Mansouri, Brahim (Directeur de thèse)
Within the framework of Critical Discourse Studies (CDS) the orthodox reductionist views on language have been superseded by a much more flexible and manifold conceptualization of meaning-making in language use. The latter is, therefore, seen as a highly complex social practice which is a product of, among many other things, the cultural, historical, and political conditions in a given 'epistemic community'. Based on a cross-disciplinary approach, this research undertakes a systematic analysis of Britain's involvement in the 2003 Iraq War. As it stands, this research posits that cognition in discourse analysis could not be ignored or relegated to an auxiliary status. Rather, it lays emphasis on the relevance of what van Dijk calls the "cognitive interface" to adequately dismantle the construction of ideology in language use
BRITISH TRADE UNIONS, THE LABOUR PARTY AND NEW LABOUR
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2020) Djouimai- Lounés, Nacera; Bouhassoun, Azzeddine (Direteur de thése)
This dissertation explores the relationship between the British trade unions and the Labour Party and the cyclical changes in the overall distribution of power that strains their historical relationship. Drawing from a plethora of political theories, an account of the fundamental aspects of New Labour's Third Way politics is developed as a perspective from which, New Labour's novelty-or absence of it - is gauged. This important issue is responsible for the polarisation that emerged and which constitutes the perennial hallmark of the relationship. This led to bleak diagnoses about the imminent divorce between the two wings of the labour movement. However, contradicting all prophecies of doom, this dissertation determines that the relationship is infinitely more subtle and at time rather symbiotic, because based on mutual compromises and negotiations within an adverse and global neoliberal environment.
BRITISHNESS BETWEEN A NOSTALGIC DAWN AND A FORETOLD DUSK: THE USE OF MYTH AND DISCOURSE TO HINDER EUROPEANIZATION AND THE BREAK UP OF THE UNION
(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2023) Boucenna بوسنة, Yasmine ياسمين; Mansouri, Brahim (Directeur de thése)
This dissertation sheds light on the role of the Britishness discourse in maintaining the UK’s integration. I have endeavored to offer a critical perception of the British national identity’s origins and symbols; I have also questioned its decline and discussed the future of the union as its political edifice. British unity has traditionally been based on a discourse of Britishness, which is promoted through the use of British symbols and ideals and is reinforced by moments of strength, such as during the era of the British Empire, or in times of threat during warfare. Yet since the second half of the 20th century, this discourse has been embedded in the Eurosceptics’ and British unionists’ discourses. تلقي هذه الأطروحة الضوء على دور خطاب الهوية البريطانية في الحفاظ على وحدة الأمة في المملكة المتحدة، لقد سعيتُ من خلالها لتقديم تصور نقدي للهوية البريطانية بما في ذلك أصولها ورموزها كما ناقشت ضعفها ومستقبل الاتحاد البريطاني باعتباره صرحا سياسيا لها. طالما استند حس الانتماء والوحدة البريطانية على خطاب مستوحى من مختلف رموز ومُثل الأمة البريطانية المتجذرة، كما ساهمت الامبراطورية البريطانية في تعزيز هذا الخطاب وغذته الحروب. منذ النصف الثاني من القرن العشرين، أصبح هذا الخطاب يصاغ ضمن الخطاب المعارض للاتحاد الأوروبي الذي ظل يحذر من امتداد الاتحاد الاوروبي و خطر ذلك على السيادة البريطانية من جهة و ضمن خطاب الاتحاديين البريطانيين من أجل الابقاء على وحدة المملكة المتحدة من جهة أخرى