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 استخدام اللغة الإنجليزية في النشر والتوثيق من طرف الباحثين الجزائريين: عيّنة من المدارس العليا(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2023) لدادة, دليلة; LADDADA, DALILA; غرارمي, وهيبة(مدير البحث)يهدف هذا البحث إلى دراسة واقع استخدام اللغة الإنجليزية في الأوساط الأكاديمية الجزائرية من خلال التحقيق في الإنتاج الفكري للمدرسة الوطنية العليا للفلاحة(الجزائر)، المدرسة العليا في العلوم البيولوجية (وهران) والمدرسة العليا في علوم التسيير(عنابة) للفترة ما بين 2016 و2020. كما اعتمدنا على دراسة استقصائية عن طريق مقابلة خصّت أساتذة اللغة الانجليزية ومسيري المكتبات الثلاث وعن طريق استبيان وجّه لكافة أساتذة المدارس الثلاث بهدف الكشف عن مواقفهم تجاه اللغة الإنجليزية، مستواهم وطرق تعاملهم معها. أظهرت النتائج أن تعليم اللغة الإنجليزية لا يحظى بالعناية اللاّزمة. وأن مكتبات المدارس عاجزة عن مرافقة الباحث فيما يتعلق بالعروض الوثائقية الأنجلوفونية، ما يدفع بالمستعملين إلى تفضيل طرق بديلة لإشباع رغباتهم التوثيقية. كما توصلت الدراسة إلى أن الباحث رغم مستواه المتوسط في اللغة الإنجليزية فهو كثير الرجوع إليها عند استرجاعه للمعلومات، يوظفها في منشوراته ويتعامل مع ضعفه اللغوي ببذل جهود معتبرة لتعلّمها أو بالرجوع لخدمات الترجمة عند الحاجة. This research aims to study the use of the English language in Algerian academic circles by investigating the scientific production of the National Higher School of Agriculture (Algiers), the Higher School of Biological Sciences (Oran), and the Higher School of Management Sciences (Annaba) for the period between 2016 and 2020. We also relied on a survey through an interview that included English language teachers and administrators of the three libraries, and through a questionnaire directed to all teachers of the three schools with the aim of revealing their attitudes toward the English language, their level in that language, and the way they deal with it. The results revieled that English language teaching does not receive the necessary attention. Schools’ libraries are unable to provide researchers with high quality resources in English, which leads users to prefer alternative methods to satisfy their documentary needs. The study also found that the researcher, despite his average level of English, relies on it frequently when retrieving information, uses it in his publications, and deals with his linguistic weakness by making significant efforts to learn it or by referring to translation services when needed.Item 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 sphereItem Depth of Educational Change in the LMD Reform(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2019) Sail-Terki, Hind; Bensemmane, Faiza (Directeur de thèse)Any educational reform initiative is supposed to cause change and this change is deep when it proves to have an impact on the beliefs and practices of the teachers. The present mixed-methods confirmatory case study aims at examining the depth of the educational change entailed by the Algerian LMD reform of higher education in the English Department of Blida 2 University. It seeks to answer the following research questions: 1. did the reform cause change in teachers’ own beliefs about teaching and learning? 2. did it cause change in their teaching approaches and practices? 3. did it cause change in the use of new instructional materials? In theory, the LMD curriculum should create change by shifting teachers’ beliefs towards a more learner-centred orientation, making teachers as well as tutors adhere to learner-centred practices and encouraging the use Information and Communication Technologies (ICTs) in teaching and learning