مجلة اللسانيات التطبيقية

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An Inquiry Into Efl Students’ And Teachers’ Perceptions Of Task Complexity In Writing: Sketching The Terrain For A Substantial Task Difficulty Index
(مخبر اللسانيات التطبيقية وتعليم اللغات, 2022-06-11) Zaidi, Khadidja; Beghoul, Youcef
This study seeks to examine the influence of task complexity on English as a foreign language students’ and teachers’ perceptions of task difficulty. Thus, thirty students, in the Department of English, Oum El Bouaghi University, Algeria performed four argumentative writing tasks, varied in complexity along ± strategic planning and ± causal reasoning, following a repeated measures design. Then, they gauged the difficulty of each task and indicated the features that influenced the appraisal via a questionnaire. Furthermore, thirty teachers, from the same department, answered the questionnaire to rate the tasks’ difficulty and discuss their reasons. The descriptive analysis demonstrated that both respondents rated the fourth task as the most difficult. The qualitative analysis showed that the prevalent themes were mostly related to the cognitive factors of tasks. These results have compelling pedagogical implications that contribute to the establishment of a basic task difficulty index in writing.
Analyse Comparative Des Fonctions Linguistiques Des Verbes « être » En Français Et « Kāna » En Arabe Chez Les étudiants De Deuxième Année Licence En Français Langue étrangère à L'université De Souk-ahras, Algérie
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2025-06-04) Atafi, Imane; Bahloul, Noureddine
Cet article met l’accent sur les fonctions du verbe « être » en français et du verbe « kāna » en arabe en tant que copule, auxiliaire et verbe plein. L'étude se base sur les productions écrites des étudiants de 2ème année licence en FLE afin d'identifier les usages récurrents de ces verbes et de comprendre leurs différences en fonction des contextes linguistiques et des contraintes syntaxiques propres à chaque langue. L’analyse révèle que « kāna », lorsqu’il est suivi d’un verbe conjugué, joue un rôle essentiel dans la structuration temporelle et aspectuelle des actions en arabe, tandis que « être » en français est principalement utilisé comme copule pour exprimer des états ou des descriptions. L'article met également en lumière les divergences linguistiques entre les deux langues, tout en explorant la maîtrise et l’utilisation de ces verbes par les étudiants dans des contextes narratifs. This article focuses on the functions of the verb “être” in French and the verb “kāna” in Arabic, specifically as a copula, auxiliary, and full verb. The study is based on the written productions of second-year undergraduate students in FFL to identify the recurring uses of these verbs and to understand their differences in relation to the linguistic contexts and syntactic constraints specific to each language. The analysis reveals that “kāna,” when followed by a conjugated verb, plays a crucial role in the temporal and aspectual structuring of actions in Arabic, while “être”in French is primarily used as a copula to express states or descriptions. The article also highlights the linguistic divergences between the two languages, while exploring how students grasp and employ these verbs in narrative contexts. This article focuses on the functions of the verb “être” in French and the verb “kāna” in Arabic, specifically as a copula, auxiliary, and full verb. The study is based on the written productions of second-year undergraduate students in FFL to identify the recurring uses of these verbs and to understand their differences in relation to the linguistic contexts and syntactic constraints specific to each language. The analysis reveals that “kāna,” when followed by a conjugated verb, plays a crucial role in the temporal and aspectual structuring of actions in Arabic, while “être”in French is primarily used as a copula to express states or descriptions. The article also highlights the linguistic divergences between the two languages, while exploring how students grasp and employ these verbs in narrative contexts.
Analyse Ergo-didactique De L’agir Professoral Lors De La Conception D’une Situation-problème En Classe De Fle
(مخبر اللسانيات التطبيقية وتعليم اللغات, 2021-12-13) Hattab, Mohamed; Elmestari, Habib
L’agir professoral est régi par un ensemble de préoccupations et de déterminants internes et externes. Ainsi, l’enseignant puise son action dans un répertoire de schèmes (modèle conceptuel) qui correspondent à une ou des situations. À cet effet, le changement des pratiques passe prioritairement par une analyse ergo-didactique de la structure conceptuelle de ses schèmes. Dans la présente contribution, nous cherchons à examiner la conceptualisation de l’agir professoral lors de la construction d’une situation-problème. Nous sommes partis de l’hypothèse d’un rapport de détermination entre l’étendue du modèle conceptuel et la validité des situations produites par les enseignants du FLE dans le cadre de l’application des principes de la nouvelle réforme. Les résultats montrent la résistance d’un modèle conceptuel béhavioriste qui ne correspond pas aux principes de la pédagogie par résolution de problèmes.
Cezayi̇r Ve Türk Efsaneleri̇nde Yilan İle Gulanin Mukayese Edi̇lmesi̇
(مخبر اللسانيات التطبيقية وتعليم اللغات, 2018-06-15) فيلالي, بلقيس
Bu makalede mitoloji çalışmalarının önemi üzerinde durulduktan sonra Türk ve Cezayir toplumlarının kültürel ortaklıkları üzerinde değerlendirmelerde bulunulmuştur. Sonra Cezayir efsanelerinden yola çıkarak mitolojik birer unsur olan Yılan ve Gula’nın özellikleri ele alınmıştır. Daha sonra bu iki mitik unsur Türk mitolojisindeki benzerleri ile mukayese edilmiştir. Sonuçta yapılan değerlendirmeler dikkate alınarak elde edilen neticeler verilmiştir.
Challenges Met In Designing Esp Courses Case Of A Business English Class
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2022-12-17) Kouti, Malika
English for Specific Purposes (ESP) is an approach to language teaching. It is goal-directed and based on learners’ needs, which implies designing courses that meet the students’ needs and objectives behind learning English. For designing ESP courses, many elements come into play besides needs identification and analysis and learning theories, namely learning objectives, syllabus design, materials selection, teaching methodology and assessment. To this end, teachers select suitable theories of learning. Then they move to the practical aspect which is needs analysis. However, in some Algerian universities and many ESP contexts, it is not possible to identify and analyse learners’ needs because of many factors. The aim of this paper is to describe the ESP situation in the Faculty of Economics, Management and Commerce at the University of Ghardaia and the challenges met in ESP course design in Accounting and Finance department in the same faculty
Designing A Course For The Teaching Of Legal English With Implementing Mobile Applications
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2022-12-17) Mansouri, Mohamed Charif
This study attempts to investigate the usefulness of technology-assisted instruction using legal English applications offered by Google play-store within the mobiles dotted with the Android operating system. It studies how much they provide law students with English-for-Law and to what extent the content therein is appropriate for their present academic and future professional needs. In this respect, ten legal English applications were downloaded randomly, analyzed in terms of content, and compared with the characteristics of legal English according to a set of criteria. Then, they were applied as an assisting technique to teach law students ELP. The results analysis revealed that law students were interested in using mobile applications to learn legal English. The applications focus more on lexical content in a form of sole words and some combinations. The mass of stored terminology, even though helpful, lacks the main linguistic features of legal English law students might need
Développer La Compétence à Communiquer Oralement En Fle Chez Les Apprenants Plurilingues
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2022-12-17) Slimani, Leyla; Touati, Radia; Lalileche, Nadir
En étant enseignante au lycée, nous avons remarqué que dans une classe de FLE, certains apprenants des trois niveaux du secondaire ont tendance à se mettre à l’écart et garder le silence lors des séances consacrées à la production orale ou encore à des activités qui nécessitent l’interaction orale. Pourtant, en compréhension orale, leur compétence est plus ou moins développée. L’importance de l’acquisition de la compétence à communiquer oralement en FLE par les apprenants reste un des objectifs majeurs des enseignants. Victimes de timidité, les apprenants commettent des erreurs qui suscitent l’intervention de leurs camarades ou celle de l’enseignant et parfois même des rires, ce qui les intimide d’emblée et crée chez eux une certaine phobie de la prise de parole et surtout un handicap qui les empêche de progresser dans l’apprentissage du FLE. A cet effet, nous effectuons une enquête auprès de quelques lycéens qui nous permettraient de proposer quelques solutions qui aideraient les apprenants à surpasser leur phobie et les encourager à interagir en classe et même dans la vie quotidienne As a high school teacher, we noticed that in a FLE class, some learners from the three secondary levels tend to stand aside and remain silent during sessions devoted to oral production or to activities that require oral interaction. However, in oral comprehension, their competence is more or less developed. The importance of learners acquiring the ability to communicate orally in FLE remains one of the major objectives of teachers. Victims of shyness, learners make mistakes that provoke the intervention of their classmates or that of the teacher and sometimes even laughter, which intimidates them from the outset and creates in them a certain phobia of speaking out and above all a handicap that prevents them from progressing in learning French as a foreign language. To this end, we are carrying out a survey of some high school students that would allow us to propose some solutions that would help learners overcome their phobia and encourage them to interact in class and even in everyday life.
Dimension Culturelle Dans L’acte De Traduire : Stratégie Décisionnelle Dans L’optique Des études Descriptives
(مخبر اللسانيات التطبيقية وتعليم اللغات, 2018-06-15) لولي بوخالفة, نسرين
La dimension culturelle revêt une importance majeure en traduction. En effet, loin d’être un simple transfert linguistique, la traduction transporte dans la langue cible le texte avec des informations historiques, culturelles, sociales implicites et entre les cultures étrangères rencontrées . C’est ce qui fait que la traduction des éléments culturels impose d’adopter des stratégies et de prendre décisions pas toujours conventionnelles. L’objet du présent article est de mettre l’accent sur ces éléments culturels et sur les stratégies adoptées pour les restituer, lors de la traduction dans l’optique des études descriptives.
EFL Doctoral Students’ Dilemmas in University Scientific Research
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله -, 2024-06-30)
Scientific Research is a must at the university level, especially for doctoral students who are considered to be novice in research and might encounter dilemmas of various sources and types. The present study tries to identify the major dilemmas Algerian doctoral students- particularly English as a Foreign Language (EFL) face when they investigate in scientific research and that impede them from carrying-out research regularly and continuously. The study also aims at illuminating doctoral students’ attitudes towards scientific research in order to disclose practical solutions that might help them investigate in research more smoothly, comfortably and confidently. Therefore and in an attempt to achieve the threefold objectives of this study:1) identifying main dilemmas, 2) detecting attitudes and 3) figuring-out solution to mitigate the flaws, a small scale case study was carried out with six EFL doctoral students at Tlemcen university (Department of English) from different specialties (Didactics, Language Studies, Literature) using a an interview for data collection procedure. Results of the study were analyzed and the obtained findings were interpreted and discussed separately. The outcomes of the study revealed that EFL university doctoral students are challenged by many dilemmas that can be categorized as personal, pedagogical and ethical and that their negative attitudes towards these impediments stand as a strong barrier and a source of anxiety to handle scientific research effectively يعتبر نشاط البحث العلمي أمرا ضروريا في الجامعة و خاصة لطلاب الدكتوراه الذين هم في مرحلة التكوين ما قبل التدريس وسيدمج معظمهم في التدريس كأساتذة بعد إنهاء هذه المرحلة. إن المشاركة الجادة لهؤلاء الطلبة في أي نشاط علمي ليس بالمهمة السهلة نظرا للعديد من المعوقات التي تسبب ضغطا على الطالب و تجعل من هذه المشاركة عبئا ثقيلا و نشاطا شاقا عليه. و في هذا الإطار تحاول هذه الدراسة تحديد المعضلات الأساسية التي يواجهها طلاب الدكتوراه في الجزائر و خاصة طلبة الدكتورة تخصص اللغة الإنجليزية الأجنبية بجامعة تلمسان عند القيام بالبحوث العلمية و التي تعيقهم عن إجراء هذه البحوث بشكل منتظم ومستمر.كما تهدف هذه الدراسة إلى تسليط الضوء على مواقف هؤلاء الطلاب اتجاه عملية البحث العلمي و ذلك من أجل إيجاد حلول ناجعة قد تساعدهم في البحث بكل سلاسة و راحة و ثقة. لهذا الغرض و في محاولة لتحقيق الأهداف الثلاثة لهذه الدراسة و المتمثلة في : 1) تحديد المعضلات الرئيسية،2) الكشف عن المواقف،3) إكتشاف الحلول المناسبة تم إجراء دراسة حالة مع ستة طلبة دكتوراه في اللغة الإنجليزية الأجنبية من تخصصات مختلفة (التعليمية، الدراسات اللغوية و الأدب) باستخدام المقابلة لهدف جمع البيانات. و قد تم تحليل و مناقشة نتائج الدراسة بشكل مفصل.و أظهرت النتائج أن طلبة الدكتوراه تخصص اللغة الإنجليزية الأجنبية يواجهون معضلات كثيرة تصنف على أنها شخصية ،بيداغوجية وأخلاقية و أن مواقفهم السلبية إتجاه هذه المعوقات تقف كعائق صعب ومصدر قلقل أمام البحث العلمي الفعال. الكلمات المفتاحية تشاط البحث العلمي- معضلات-طلاب الدكتوراه-اللغة الإنجليزية الأجنبية -الجامعة الجزائرية
Efl Students’ Attitudes And Practices Of Close Reading Strategies For Monitoring Comprehension And Promoting Critical Thinking A Case Of Two First-year Groups At Oum-el-bouaghi University
(مخبر اللسانيات التطبيقية وتعليم اللغات, 2021-12-13) Zebbouchi, Hadjer; Bacher, Ahmed
This study examines tertiary EFL students’ attitudes towards practicing close reading of complex informational and literary texts and purports to answer two questions: what are tertiary EFL students’ attitudes towards close reading of complex texts? And how effectively do they practice close reading strategies to monitor comprehension and promote critical thinking? To this end, a questionnaire has been administered to collect pertinent data from two first-year EFL groups at Oum-El-Bouaghi University. Findings reveal that respondents resort to rereading and annotation techniques in preference to raising text-based questions and engaging in group discussions; whereas, their comprehension-repair strategies show some spontaneous close reading practices despite being unfamiliar with this concept. However, their strategies tend to lack firm metacognitive skills involved in higher-order thinking. This problem, which has resulted from inadequate reading instructions and scant independent reading in their schooling years, has led to repercussions on students’ readiness for university reading.
Einsprachigkeit oder Mehrsprachigkeit zum DaF-Lernen: Eine dialektische Erörterung in Algerien
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2022-12-17) Nouah, Mohamed
Aus psycho- didaktischer Sichtsteigert das Lernen einer Fremdsprache nämlich die Kognition der Lernenden, verbessert die Entscheidungsprozesse und nicht zuletzt auch die Fähigkeiten in der eigenen Muttersprache. Darüber hinaus bedeutet das Erlernen einer anderen Sprache auch, dass man eine fremde Kultur besser zu verstehen beginnt.Nebenbei sind Fremdsprachen ein Schlüssel für den beruflichen Erfolg und offene Fenster in die Welt. Lernen -lernen, aber wie? ist heutzutage für immer mehr Lehrer eine wichtige Frage geworden. Um dieser Kernfrage eine Antwort zu geben, sollten man die Eindrücke der zwei Tendenzen (Einsprachigkeit und Mehrsprachigkeit) analysieren. Welche Lehrmethode sollte man in Algerien zum DaF-Lernen einsetzen? Dies versuchen wir in diesem Beitrag anhand von einer empirischen Studie an der Universität Algier zu zeigen, um neue Perspektiven zu eröffnen From a psycho-didactic point of view, learning a foreign language increases the cognition of the learner, improves the decision-making processes and moreover the skills in one's native language. Furthermore, learning another language also means that one begins to understand a foreign culture better. In addition foreign languages continue to be a key to professional success and serve as an open window to the whole world. Learning -learning, but how? Has become a very personal question for the most teachers nowadays. To offer an answer to this main question, one ought to analyze the impressions of the two trends (monolingualism and multilingualism). Which method should be adopted in Learning German as Foreign Language in Algeria? This is what we try to reveal in this paper, taking advantage of an empirical study carried out at the University of Algiers, in order to offer new perspectives
Ellipsis In Textual Linguistics And Arabic Rhetoric
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2024-06-30) شارف, عبد الكريم
This study attempts to reconcile the concepts of textual linguistics with the old Arabic rhetorical studies in terms of the means of ellipsis. It also attempts to identify the common interests between the two fields and to bring the concepts closer to each other. It also seeks to highlight the role of the old Arabic rhetoricians in the "textual approach" and to prove this trend, even if the term "text" is absent in their writings. This study, while attempting to reconcile, does not aim to establish textual linguistics, but rather refers to glimpses of the efforts of Arabic rhetoric in trying to understand the text as an integrated whole. Finally, these pages attempt to highlight the importance of "Ellipsis" in terms of the coherence and cohesion of the text, and its importance in making the reception a process characterized by a great deal of productivity and participation in the creation of meaning through the process of linking elements and filling in the gaps that permeate the text.
Enhancing Critical Thinking Skills Of Efl Students For Use To Evaluate News Articles In Terms Of Bias And Objectivity
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2024-12-17) Belabbes, Ali; Hamitouche Fatiha
This study investigates the impact of explicit critical thinking training on English language learners' ability to detect bias in news reports. It sheds light on how skills in analyzing argumentation influence students' ability to identify and evaluate bias and balance in news presentations. Sixty students enrolled for the Master degree in either ESP or applied linguistics at the University of Mascara in Algeria participated in a quasi-experimental study during the academic year 2023-2024. The effectiveness of the training was assessed through use of a pre- and post-tests. The results revealed significant improvements in students' ability to analyze media texts and detect authorial bias based on argument identification and evaluation. However, improvement in identifying ideological bias, linked to specific evidence use, was limited. This result suggests that beyond critical thinking, understanding the social, cultural, and political context of the text is crucial, requiring broader knowledge and cultural awareness. تهتم هذه الدراسة بشكل عام بالبحث في موضوع التدريب على التفكير النقدي من حيث ما له من تأثيرات على إدراك متعلمي اللغة الإنجليزية للتحيز خلال عملية تحليل لغة سرد التقارير الإخبارية ، وعلى وجه الخصوص، التأثيرات المباشرة لاكتساب مهارات تحليل توظيف اللغة في صياغة الحجج و البراهين على قدرة الطالب على تحديد و تقييم التحيز و التوازن في العرض الصحفي للأخبار. في إطار شبه تجريبي، أجريت هذه الدراسة في جامعة معسكر بالجزائر على عينة مكونة من 60 طالب و طالبة مسجلين لدرجة الماستر ( نظام ل.م.د LMD) في مجال تخصص اللسانيات التطبيقية بقسم اللغة الانجليزية خلال السنة الأكاديمية 2023-2024. تم قياس فاعلية التدريب و الأثر الذي تحقق من خلال دمج مهارات التفكير النقدي في تدريس تحليل الخطاب الإعلامي و كان ذالك على أساس مقارنة نتائج امتحان قبلي ثم أخر بعدي، و قد ظهرت النتائج الآتية : وجود فروق ذات دلالة إحصائية فيما يخص القدرة على التفكير في المبررات التي يقوم على أساسها الخبر الإعلامي و القدرة على الكشف عن التحيز الإعلامي على أساس تحديد الحجج و تحليل بنائها ثم تقيمها. أما فيما يخص قدرات الطالب على كشف النقاب عن التحيز الإيديولوجي المرتبط باستخدام براهين معينة لصياغة الأخبار، أظهرت النتائج تحسن طفيف و غير كافي مما يدل على أن الأمر لا يعتمد على قدرات الفرد فقط على تطبيق التفكير النقدي لتحليل النص في إطاره الهيكلي و اللغوي بل يتجاوز ذالك ليكون للفرد القدرة على فهم النص في إطار مرجعية أبعاده الاجتماعية، الثقافية، و السياسية، الأمر الذي يتطلب الماما كبيرا و ثقافة واسعة.
Expérimentation De L’approche De L’ échafaudage Pédagogique Pour L’enseignement De Trois Notions Stylistiques à Travers Un Texte Littéraire En Classe De Fle à L’université
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2025-06-04) Oumamar, Houssem Eddine Ali; Khadraoui, Fatima Zohra
Cet article rend compte d’une expérimentation menée à l’université de Sétif 2 en Algérie, visant à évaluer l’efficacité de l’Echafaudage pédagogique dans l’enseignement de trois concepts stylistiques : la personnification, l’hyperbole et la typologie textuelle, à travers un texte littéraire romantique du début du XIXe siècle. Cette approche constitue un compromis entre un enseignement unilatéral et une méthode centrée sur l’apprenant. Elle préserve la place de l’enseignant tout en recentrant l’apprentissage sur l’étudiant. L’accompagnement progressif aide les étudiants à assimiler des notions perçues comme complexes, telles que les différentes notions de stylistique. L’exercice a été choisi pour suppléer l’échafaudage pédagogique, servant de post-test pour évaluer les acquisitions. L’étude a impliqué deux classes de première année : une classe témoin suivant un enseignement magistral et une classe expérimentale bénéficiant de l’échafaudage pédagogique. Les résultats sont à l’avantage de la classe expérimentale, montrant ainsi l’intérêt de cette méthode pour l’enseignement des concepts stylistiques. This article reports on an experiment at the University of Setif 2 in Algeria to assess the effectiveness of the Scaffolding approach in teaching three stylistic concepts: personification, hyperbole, and textual typology, through a romantic literary text from the 19th century. This approach balances unilateral teaching and a learner-centered method. It maintains the teacher's role while refocusing learning on the student. Progressive support helps students grasp complex concepts, such as various notions of stylistics. The exercise supplements scaffolding, serving as a post-test to assess acquisitions. The study involved two first-year classes: a control group following a lecture-based approach and an experimental group using scaffolding. The results favor the experimental class, highlighting the relevance of this method for teaching stylistic concept
Family Language Policy And Home Language Maintenance: Linguistic Choices, Ideologies, And Management Efforts Among Berber Families In Algeria
(مخبر اللسانيات التطبيقية وتعليم اللغات, 2021-12-13) Melgani, Haroun
This study investigates dynamics of family language policy among Chaoui and Kabyle families in Algeria. In stark contrast with Language policy research in Algeria focusing on institutional contexts, this study foregrounds language practice, ideology and planning in private and informal contexts. A survey was carried out with Berber parents, who vary on educational, regional and ethnic grounds. The results indicate that Kabyle gains a strong foothold as the dominant home language choice across Kabyle families, as opposed Chaouia and Dariǧa which seem to be favored by the Chaoui families. Dehierarchizing language codes in Algeria reshaped the general perceptions of Berber Parents, who advocate the promotion of linguistic plurality in private and educational spheres. Finally, parents of both ethnic origins plan to avail themselves of the social media and kinship relations to maintain their Berber children’s heritage language. These home policies provide a continuity for the intergenerational transmission of Tamazight across generations.
From Page To Screen: Digital Strategies For Teaching Literature In The 21st Century
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2025-06-06) Boumediene, Houda; Ouarniki, Ouafa
This study discusses recent developments in foreign language teaching and English literature teaching among the so-called "digital non-natives" of the present time. Students who grow up in today's media-saturated environment require a new teacher with innovation and flexibility meeting ever-demanding academia. This research gives insight into how digital tools, social media, and online platforms can be used toward innovative analyses of contemporary and classical works of literature across diverse university environments. As digital technologies integrate rapidly into education, important questions about effectiveness and challenges arise, especially regarding literature instruction. Educators are eager to progress in both literary analysis and appreciation in a digital world, but it will be critical that competence in the pedagogical use of these technologies be acquired. To meet this need, the study aims to explore how the digital technologies in question have been put into actual practice in teaching literature and the broader pedagogical implications this has. Based on a qualitative approach adopted a number of important findings reveal that: First, student involvement is greatly enhanced through the use of such digital media as video games, graphic novels, and interactive hypertexts, making studies of literature more interactive. Also, critical skills developed by students in the course of analysis of digital media are quickly transferred to traditional literary analysis. Moreover, in teaching literature, using and creating texts with the help of social media allows students to develop media literacy and reflective thinking. Finally, the pedagogical effect of using digital means brings development in cognition, emotion, and ethos. In sum, most importantly, with digital technologies, renewal of practices within literature education could be made more attractive and up to date for students native to the digital culture.
Heritage Language Maintenance And Family Social Structure: The Role Of Family Members In Cross-generational Transmission Of Chaouia Across Nuclear And Extended Families In Oum El Bouaghi City
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2024-12-17) : Reghiss, Nor El Houda; Melgani, Haroun
As research in heritage language maintenance intersects with the family from all outlooks, family structure should be an essential aspect to investigate. A context which can serve such an investigation is the Algerian one alongside its societal and linguistic background of Berbers. Accordingly, this study explores the dynamics of family language policy of Algerian Chaoui parents to inspect any potential role of nuclear and extended family structures on children’s Chaouia (Tachawit) maintenance. We utilized a quantitative approach to collect data of 245 survey respondents analyzed statistically. Findings indicate that it’s not primarily the family structure which affects Chaouia maintenance; rather, it’s the agents within the extended family like paternal and maternal grandparents, paternal uncles, aunts and cousins who can positively support children’s use of Chaouia irrespective of the family structure. Results support existing literature on the extended family members’ agentive role in heritage language maintenance; nonetheless, our study elucidates that the same role is attainable in a nuclear family provided that the extended family members are agentive. These results encourage in-depth qualitative research on the role of extended family members in heritage language maintenance in all family structures.
Incorporating The Principles Of The Multiple Intelligences Theory Into Efl Textbooks: A Comparative Analysis Of The Algerian And The French Efl Textbooks (‘at The Crossroads’ And ‘fireworks 1re’)
(مخبر اللسانيات التطبيقية وتعليم اللغات, 2021-12-13) Boulmaiz, Djallel
This study aims at evaluating the incorporation of the principles of the Multiple Intelligences Theory into EFL textbooks. The researcher conducted a comparative analysis to identify the intelligence profiles of two secondary school EFL textbooks, one used in Algeria (‘At the Crossroads’) and the other used in France (‘Fireworks 1re’). The analysis was carried out through the use of a checklist consisting of the eight intelligence types and the findings revealed that the French textbook, ‘Fireworks 1re’, surpasses its Algerian counterpart in terms of developing learners’ multiple intelligences. For this reason, the researcher urges Algerian syllabus designers to take learners’ multiple intelligences into consideration when designing EFL textbooks and recommends that they learn from the experiences of materials designers in other countries.
Insegnare L’aspetto Interculturale Nella Classe D’italiano Tramite I Gesti Nel Film “cado Dalle Nubi” Di Gennaro Nunziante (2009)
(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2024-12-17) Bourenane, Nabil; Belkadi, Rezkia Leila
In questo articolo, presentiamo una parte della nostra esperienza sull’interculturalità gestuale nel contesto dell’insegnamento della lingua italiana LS a studenti algerini dell’università di Algeri 2. In questo senso, abbiamo sperimentato l’uso del film cinematografico come strumento didattico attraverso la proiezione di qualche sequenza del film italiano Cado dalle nubi di Gennaro Nunziante alla quale seguono alcune attività didattiche. L’obbiettivo era quello di esaminare a che punto la gestualità è importante nella comunicazione in quanto un elemento interculturale. Le sequenze scelte ci hanno permesso di somministrare varie attività oltre a quelle previste all’inizio, con i nostri studenti. Questi ultimi erano tanto attenti quanto motivati. Le analisi delle attività ci hanno portato alla conclusione che l’input filmico in classe è di una grande rilevanza nonostante alcuni limiti che ci si incontrano soprattutto quando si tratta di insegnare i gesti e contestualizza The purpose of this paper is to share some of our experiences on gestural interculturality in teaching the Italian FL language to Algerian students at the University of Algiers 2. We have tested the use of cinematographic film as a teaching tool by viewing a few sequences of the Italian films Cado dalle nubi by Gennaro Nunziante followed by some educational activities. The objective was to assess the importance of gestures in communication as an intercultural element. The selected sequences allowed us to manage various activities in addition to those planned at the beginning, with our students who have been as attentive as they have been motivated. The analyzes of the activities led us to the conclusion that movie input in the classroom is of great relevance despite some limitations that are encountered especially when it comes to teaching gestures and contextualizing them
Integrating Critical Discourse Analysis In Teaching Literary Texts To Algerian Efl Learners: A Practical Guide
(مخبر اللسانيات التطبيقية وتعليم اللغات, 2022-06-11) Yousfi, Nabila; Bouzar, Siham
Teaching literature to EFL learners has always been a frustrating area for teachers and learners, especially because it requires a thoroughgoing analysis of the text’s linguistic, social, political, and cultural attributes. Interestingly enough, Critical Discourse Analysis (CDA), an approach to text analysis, has emerged to elucidate the relations existing between language, power, and ideology. Incorporating CDA in literature classes allows learners to think critically about the functions of the authors’ linguistic choices and the way discourse influences and is influenced by society. This paper provides a theoretical account of CDA and teaching literature to Algerian learners and introduces some implications, guidelines, and activities on how to implement CDA when teaching literature in EFL classes.