رسائل الماجستير اللغات الأجنبية
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Item Reflections on George W. Bush’s ‘War on Terror’ through George Orwell’s Nineteen Eighty-Four(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2019) Kalloum, Ahmed; Ait Ammour, Houria (Directeur de thèse)In this dissertation, I intend to examine George W. Bush’s ‘war on terrorism’ and its resemblance to George Orwell’s novel Nineteen Eighty-Four. The monitoring idea running through this work is that the U.S media, after the 9/11 attacks, launched a series of hysterical coverage overwhelmed by an orientalist rhetoric whose target was to spread fear-mongering in the American public and paint every Arab and Muslim with the same “terrorist” brush. Otherising Middle Easterners facilitated the task for the Bush administration to push their war agenda. Similarly, in Orwell’s Nineteen Eighty-Four, the totalitarian government, the Party, employs the same tactics of demonising the ‘other’. The abuse of language by the media is a major theme in the novel. That is why the comparison between Bush’s ‘war on terror’ policy and the novel Nineteen Eighty-Four is worthwhile dealing with. The present study will be basically divided into three main chapters. The first chapter will focus on George Orwell’s Nineteen Eighty-Four and analyse it through a postcolonial lens, namely Edward Said’s work Orientalism. The second chapter will shed light on the background of the 9/11 attacks and the attempts made by the Bush administration to overlook that history for the sake of fighting an obscure enemy labelled as ‘terror’. This is all done through a comparison between Nineteen Eighty-Four and the ‘war on terror’. The third chapter will explore the abuse of language by the media during the war on terror and in Nineteen Eighty-Four.Item ENGLISH AS A FOREIGN LANGUAGE LMD STUDENTS’ AWARENESS OF STRATEGY USE IN PROMOTING LEARNER AUTONOMY(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2018) Badaoui, Sadjia; Boukhedimi, Yasmine (Directeur de thèse)The study investigated EFL students’ awareness of strategy use in promoting autonomy at the English Department, Blida 2 University during the academic year 2014-2015. It was a case study which attempted to explore the extent to which new registered students were aware of strategy use and make use of it . Data have been collected through triangulation : two part questionnaires have been administered to 70 students and classroom observation in order to reveal whether they are aware or not of strateg use . In addition to a semi-structured interview conducted with 10 informants for the sake of uncovering their awareness or not of their learning problems and the strategies used to solve them. Both quantitative and qualitative data analysis have led to conclude that learners in this sample were aware of their learning difficulties but showed a lack in person ,task and strategic knowledge . Also, all participants (70 ) used some metacognitive strategies out of metacognitive knowledge . therefore ,they seemed to be not aware of strategy use.Item RETENTION AND ATTRITION IN EFL VOCABULARY LEARNING(University of Algiers 2. Faculty of Arts and Languages, 2013) Tihal, Wafia; Bensemmane, Faiza (Directeur de thèse)The present descriptive and exploratory study aims to explore the effectiveness of Vocabulary Learning Strategies used by final year school students and to test their retention of the target words thereby measuring their vocabulary size. It is based on the works of Oxford (1990) and Schmitt (1997). A vocabulary learning strategies questionnaire adapted from Schmitt’s (1997) taxonomy was used to gather data on the students’ use of five identified Vocabulary Learning strategies : Determination (DET), Social (SOC), Memory (MEM), Cognitive (COG) and Metacognitive (MET) strategies . A Vocabulary Achievement test was used to evaluate their word retention . A questionnaire to teachers was designed to elicit their attitude towards vocabulary teaching and the recall strategies taught for long term vocabulary retention. The results demonstrate that: 1. ‘Shallow’ strategies ( ‘taking notes’, ‘guessing from context’ and ‘asking classmates’) did not cause retention as they did not require manipulation of vocabulary . 2. At a receptive level, students used ‘bilingual dictionary’, ‘guessing from context’ and ’asking classmates’ strategies to comprehend the meaning of unknown words. 3. At a productive level , ‘discovery’ strategies were used. Students avoided strategies involving deep mental processing(such as Keyword Method, Semantic Mapping and Spaced Word Practice )and used strategies which cause attrition. 4. Teachers did not use efficient strategies to help their students increase their word retention. Finally, proposals were made for teachers to improve vocabulary retention in EFL secondary school students.Item FAMILY DISINTEGRATION IN ARTHUR MILLER’S ALL MY SONS, EUGENE O’NEILL’S LONG DAY’S JOURNEY INTO NIGHT AND SAM SHEPARD’S BURIED CHILD(University of Algiers 2. Faculty of Arts and Languages, 2013) Mechta, Amina; Deramchia, Yamina (Directeur de thèse)The present research aims at shedding light on the issue of family dysfunction as portrayed by Miller, O’Neill and Shepard in a twentieth century American social context. The work deals with the theme of family disintegration, a phenomenon that affected the modern American society, where the ethics that forged the old successful American family started to vanish in an age of materialism, criminality and immorality. All My Sons, Long Day’s Journey into Night and Buried Child will be examined on the basis of Freud’s psychoanalytical theory to reveal the repressed familial ills that made up of the Kellers, the Tyrones and Dodge with his family a typical illustration of the disintegrated twentieth century American family whose past transgression of the law ruined their present existence. The research will focus on the cruciality of the past and its impact on people as explained by psychoanalysis. In fact, the outcome of the three families past incidents return back to haunt their present life which proved to be a failure. In addition, this work will dig into the repressed conscious vs unconscious mechanisms of the three plays’ characters in an attempt to decipher the hidden mysteries that led to the current fragmentation of family relationships. As for the theme of the Oedipus complex that is related to the Greek tragedy of the Oedipus Rex, this research will, eventually, tackle the topic of the father-son antagonism typically reflected in the enmity which exists among the three father figures and their male offspring depicted in all of All My Sons, Long Day’s Journey into Night and Buried Child. This research will therefore, attempt to explore the alarming phenomenon of the disintegrated American modern family that proved to be an utter disillusionment for the American Republic’s old sacred ideals of happiness, integration and unity on which the latter was forged.Item Investigating EFL Learners’ Use of Lexical Cohesive Devices in Writing(University of Algiers 2. Faculty of Letters and Languages, 2013) Hazel, FatihaThe present study is an attempt to unveil the types of lexical reiteration that EFL first year (LMD) students have, most frequently, recourse to when writing and the extent to which they affect the quality of their written performance. To this end, a descriptive small-scale research has been conducted with a group of 14 students enrolled in the department of English at the University of Algiers 2. The procedure of the study consists of undertaking an analysis of cohesion in the light of Halliday and Hasan’s (1976) theory on lexical reiteration as a sub-type of lexical cohesion. The sampled corpus involves one-paragraph compositions written by the subjects under two different conditions. The first part of the written production is represented by a set of paragraphs that learners have produced as part of an assigned homework while the second consists of their second term writing examination papers. Furthermore, as a follow-up to the results gained from students’ written productions’ analysis, two questionnaires were devised in the present study, one to the group of first year students and the other to teachers of writing. The students’ questionnaire has sought to unveil their perceptions, the reasons that underlie their use of lexical ties and whether their perceptions of lexical ties match their productions. The questionnaire to the teachers was meant to elicit the type of instruction they advocate for cohesion, more precisely lexical cohesion. Results of the analysis of cohesion have shown that the group of first year LMD students have overused repetition of the same item. The instructors should, therefore, pay more attention to the teaching of other lexical cohesive ties. Moreover, in the light of the comparison between the high- and low-rated papers in terms of the most preferred types of reiteration, the findings of the study indicate that good student writers use more lexical cohesion ties than the poor writers. Equally, they tend to vary their repetition via exploring the semantic relation of synonymy better than the writers of poor papers who were found to rely mostly on repetition of the same item. Also, the study has succeeded to demonstrate that little attention is, currently, being paid to the cohesive effect of vocabulary by teachers of writing who exhibit a tendency towards concentrating on the grammatical devices of cohesion as being the sole crucial ingredient of cohesion in writing. As a matter of fact and in the light of the obtained results, we hope we could substantiate the fact that using the variety of lexical reiteration ties is a further underlying characteristic of good written performance. Similarly, results could be deemed insightful in improving the contents of the first year LMD writing course of the University, and in making decisions about what classroom exercises could best be se provided to the students to help them achieve a higher level of lexical cohesion in their written performance.Item THIRD FORCE IN BRITISH POLITICS(University of Algiers 2. Faculty of Letters and Languages, 2013) Derragui, Hiba Khedidja; Mansouri, Brahim (Directeur de thèse)The future of the third force in British politics rests in the role of the Liberal Democrats to make an electoral breakthrough. If that role is important, then realignment in British politics is clearly possible. Through a historicist approach along with an analysis of many data from the British Election Study surveys and qualitative data from newspapers, this dissertation examines the role of the Liberal Democrats in British politics and the challenges facing them. The purpose of this dissertation is to assess the Liberal Democrats’ record from the twentieth to the first decade of the twenty-first century, notably in terms of electoral performance and suggests the possibility of a long-term role for the Liberal Democrats as a realigning or at least persistently dealigning force. This dissertation provides a succinct account of the history of the party. It also focuses on the Alliance between the SDP and the Liberals in the 1980s and the process of merger. It determines also the Liberal Democrats’ position in the political spectrum through defining their ideology which is clearly rooted in social liberalism and considering their ability to achieve electoral performance in terms of votes and seats as well. It considers the party’s relations with the Conservative and Labour parties. It explores the party’s policy and strategy through an analysis of the party’s manifestoes and policy documents and examines the outcome of the 2010 General Election which resulted in a hung Parliament. Finally it considers the Liberal Democrat- Conservative Coalition government which is still seeking to implement its ambitious programme despite shortcomings.Item Les enjeux des notions de "Femme" et de "Famille" dans la Réception de la loi contre les violences faites aux femmes en Algérie dans la presse francophone algérienne(Université d'Alger 2. Faculté des Lettres et des Langues, 2019) Mostefai, Amel Zohra Hayat; Immoune, Youcef (Directeur de thèse)La présente étude s’inscrit dans une perspective énonciative pragmatique qui tend à exploiter l’activité discursive et argumentative des sujets parlants présents au sein du discours journalistique traitant de la polémique autour de la loi contre les violences faites aux femmes en Algérie et à cerner les différents sens des deux notions de Femme et Famille, conférés par la modalisation des énoncés dans lesquels elles figurent ainsi que par la force illocutoire des actes de langage accomplis par les énoncés modalisés. D’un point de vue analytique, cette étude met, dans un premier temps, en lumière le caractère ambivalent des discours de réception de la loi contre les violences faites aux femmes en Algérie. Ces discours sont de nature polémique. Les discours polémiques sont produits par deux instances contestataires de la loi : celle des islamistes qui la considèrent comme une menace pour la famille et celle des progressistes (discours auquel adhère les journaux francophones) pour lesquels cette loi ne protège pas la femme. Afin de rendre compte de ces discours rapportés dans les journaux, nous procèderons à l’analyse des stratégies argumentatives et discursives qui participent de la construction du discours polémique. Dans un second temps, nous nous intéresserons à la modalisation du discours polémique dans une optique pragmatique. Autrement dit, nous étudierons les actes de langage accomplis dans les énoncés modalisés qui sont susceptibles de conférer différents sens aux deux notions de « femme » et de « famille » autour desquelles s’articulent les discours polémiques.Item La catégorisation de la notion « démocratie », à l’aune des événements du printemps arabe, dans le quotidien indépendant algérien El Watan(Université d'Alger 2. Faculté des Lettres et des Langues, 2013) Achour, Taous; Amorouayache, Essafia (Directeur de thèse)Partant du postulat que le sens n’est pas donné entièrement dans les dictionnaires mais se construit à travers différentes actualisations discursives, nous avons inscrit notre étude dans une double perspective, relevant à la fois de la sémantique lexicale et de l’analyse du discours. De fait, nous avons scindé notre travail en deux parties englobant, dans un premier temps, un cadre théorique qui traite de l’évolution des paradigmes ayant trait à la sémantique du mot. Dans un second temps, un cadre pratique a été exploité en vue de rechercher les dynamiques de construction du sens, celui-ci étant déterminé par l’expérience des sujets locuteurs. En guise de précision, nous nous sommes penchés sur les domaines notionnels de la notion lexicale /Démocratie /, au sein d’une aire socioculturelle arabo-musulmane et inscrite dans un arrière plan correspondant aux événements du « printemps arabe ». Nous avons pu relever, au sein d’opérations prédicatives et énonciatives les diverses catégorisations de la notion lexicale /Démocratie/ et la façon dont elle est représentée en relation à d’autres mécanismes intuitionnels et encyclopédiques. Ainsi, la reconstitution du puzzle discursif qui a fait l’objet de notre analyse, nous a permis de déceler les différentes classifications d’objets du monde entretenant des relations binaires avec la notion /Démocratie/. Ceci a conféré à la notion en question un caractère dynamique dévoilant, entre autres, des conflits identitaires et culturels et validant des perceptions oscillant entre (auto) idéalisations et (auto) déstructurations de valeurs culturelles et religieuses.Item Reflexiones sobre la importancia de la Crisis del 98 en el surgimiento de los nacionalismos periféricos en España(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2014) Redjem, Abdelhadi; AÏT YAHIA, Karima (Directeur de thèse)La aparición de los regionalismos en España es uno de los hechos más característicos del período de la Restauración y uno de los fenómenos más importantes del siglo XX español. Dichos regionalismos surgieron a finales del siglo XIX durante la Restauración, como reacción a los profundos cambios que estaba viviendo España (políticos, económicos y sociales). En principio, los regionalismos tenían un carácter cultural, pero posteriormente han adquirido un carácter político. Estos nacionalismos y regionalismos surgieron en la antigua corona de Aragón (Cataluña), en los territorios forales (el País Vasco) y en regiones rurales menos desarrolladas como Andalucía y Galicia. Los movimientos regionalistas catalán y vasco fueron los más importantes, puesto que Cataluña y el País Vasco fueron las zonas más desarrolladas y más independientes económicamente. El gran desarrollo de los nacionalismos, ha sido acompañado por un problema que adquirió gran importancia a finales del siglo XIX, la debilidad del nacionalismo español, especialmente después de la Crisis del 98. Dicha crisis constituyó un trauma nacional que debilitó el sentimiento de pertenencia, de muchos españoles, a la nación española. El problema de la identidad de España se vio agudizado tras la Crisis del 98. Tras la pérdida de las últimas colonias, también aparecieron una serie de regeneracionismos que criticaban al régimen de la Restauración y proponían un modelo alternativo. Uno de esos regeneracionismos fue el nacionalismo periférico, que proponía una nueva estructura de España, una España federal. En el clima de derrota y decepción posbélico, la masiva propaganda nacionalista ganaba influencia con rapidez, y se desarrollaron con fuerza los movimientos regionalistas en muchos territorios, notablemente en Cataluña y el País Vasco.Item Investigating the Use of the Relative Clause by Second Year Students of English in the English(University of Algiers 2. Faculty of Arts and Languages, 2013) Kasbadji Lahoubi, Soraya; Bensemmane, Faiza (Directeur de thèse)The present research tries to investigate the use of the relative clause by twenty-one second year students of English (EFL) at the University of Algiers 2. After several years of teaching this grammatical structure to second year students of the English degree course, I have observed that students have problems using the relative clause, specially the pronouns WHO, WHICH, THAT, WHOM, the possessive WHOSE and the after prepositions such as OF WHICH, WITHOUT WHOM, FOR WHOM. One of the reasons for their difficulties in learning this complex grammatical structure may be the influence of their L1, Arabic. L1 influence has been reported on the acquisition of relative clauses (Lightbown and Spada 2006). And for learners whose L1 does not have a particular clause type such as object of comparison (for example, The person that Susan is taller than is Mary) it is more difficult to use that clause type in English. Thus, Arabic speakers often produce the relative marker and the pronoun it replaces as they do in their own language (for example, The man who I saw him was very angry,), which is quite confusing. This study deals with second year students’ use of the relative clause and tries to identify their problems and to suggest possible solutions. Grammar tests with exercises on the relative clause followed by a questionnaire on the test were given to twenty one of these students. The data from both research instruments were analyzed, as well as the students’ errors made in the tests. The findings are quite interesting and reveal that many but not all the errors are due to L1 (Arabic) interference. The students have demonstrated three main types of problems related to the relative clause: vi - Misuse of the relative pronouns (who, which, whom, that) and of the pronouns they replace ( it, they, him…etc.) - Misuse of the possessive WHOSE and the after-preposition relatives such as OF WHOM and FOR WHICH. - Misplacement of the relative clause in the sentence. The study ends with some suggestions of activities that may improve the students’ understanding of the meaning of sentences containing the relative clause and their use of this somewhat problematic grammatical structure.