الرسائل والأطروحات الأكاديمية
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يسمح هذه المجموعة الأعمال الأكاديمية بالحفاظ والأرشفة واسترجاع والوصول الى كل الرسائل الجامعية وأطروحات الدكتوراه المجازة في جامعة الجزائر 2 ؛ وتشمل كل تخصصات الجامعة الحالية والمستقبلية
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Item 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.Item Teacher and Students Dialoguing through Feedback on EFL Students’ Writings: A Transformative Experience(University of Algiers 2 Abou El Kacem Saadallah, 2019) Saidi-Messaoud, Ghizlene; Bensemmane, FaizaThough both teachers and students agree that teacher written feedback is both helpful and desirable most research in L2 writing response reveals that teachers and students are respectively frustrated and disappointed regarding teacher written feedback. This is due to an impoverished dialogue where response is monologic, impersonal and a pure didactic discourse and where students are mere empty recipients of teacher written feedback .Informed by Freire’ emancipatory education and Critical Pedagogy and Mezirow’s Transformative Learning Theory, this study reflects the teacher cum-researcher’s an Exploratory practice journey of inquiry and reflection through dialoguing with ten students about her written feedback practices whereby students were invited to challenge and critique her feedback practices and the teacher to reflect on her practices