الأطروحات اللغات الاجنبية

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Teaching Grammar Through Discourse
(University of Algiers. Faculty of Letters and Languages, 2007) Chaouki, Noureddine; Khaldi, Kamel (Directeur de thèse)
The present work sets as its main purpose to bring some insights from the two areas of discourse analysis and pragmatics into the teaching of English grammar at the university, in an attempt to help learners to become conscious of the processes that operate when they use language. It addresses the issue of developing students' grammatical competence in parallel with a discourse and pragmatic consciousnessraising. A framework for teaching the three English clauses, declarative, interrogative and imperative is proposed. It consists in describing the three clauses within a model whereby discourse analysis and pragmatics interact to provide a new perspective for the elaboration of students’ communicatively-sensitive grammar. The study attends to such areas as cohesion, coherence and pragmatic acceptability in relation to grammar teaching. The assumption underlying the current enquiry is that much can be gained from the proposed framework in raising students' awareness to understand and produce the English clause formally and contextually. The trend is that teachers of grammar at the university have been preoccupied more with the sentence and its components i.e. effectively operating at or below the level of the sentence. Now, it is time we took a turn in a more discourse and pragmatic oriented direction. The suggested methodology does not dismiss students’ previous grammatical competence nor does it have them treat language as an assemblage of isolated units. It urges them to use such a competence creatively so long as it contributes to the whole area of communicative competence. So, in order to investigate the English clauses, the two areas mentioned above are brought into a symbiotic relationship. The main leading principle is that when the grammar of language is taught for communication, clauses are held as resources for the creation and interpretation of discourse in context. A characterization of clauses and sequences of clauses in combination is presented, putting much more emphasis on the functions and acts they are set to serve. Also, the present enquiry aims at helping language teachers interested in incorporating insights from the two areas of discourse analysis and pragmatics into their teaching, by suggesting some classroom tasks and activities where learners use such strategies as inferring, interpreting and predicting discourse evolving by drawing upon their grammatical potential. To meet the demands of the current methodological orientation and for the sake of validity, students are assessed, following the suggested methodology to determine how far what is learnt along the applied methodology can be deployed. A pre-test was administered before training took place. Its main aim was to have the maximum instructional data background, to diagnose students’ ability to cope with the suggested methodological model and to compare their performance before and after being trained. After a one-term formal training, a post-test was administered where students were assessed on the amount of the discourse and pragmatic awareness they have acquired along the training period. The assessment component made it clear that by incorporating discourse and pragmatic data into the teaching of grammar, students will see their awareness being raised in making appropriate choices from their formal stock of knowledge.
CROSS-CULTURAL AND IDEOLOGICAL PERCEPTIONS OF THE OTHER IN W.B. YEATS, JAMES JOYCE, JOSEPH CONRAD, CHINUA ACHEBE AND ASSIA DJEBAR
(University of Algiers. Faculty of Arts and Languages, 2009) Rebai Maamri, Malika
This doctoral thesis investigates ‘Otherness’ through works which have thoroughly examined and questioned the creation of a “stable self” by putting it in dialogue with its others and to society as a whole, namely William Butler Yeats’s selected poems, James Joyce’s Dubliners, (1914) Joseph Conrad’s Heart of Darkness, (1899) Chinua Achebe’s Things Fall Apart (1958), and Assia Djebar’s L’Amour, La Fantasia (1985). By representing the results of English, Belgian and French oppression in tangible material terms as well as its spiritual bankrupcies, these writers mark their works as clearly critical of the colonial regime and opposed to colonial exploitation, positioning themselves as postcolonial through their representations. In this sense, their texts raise issues debated in current postcolonial discussions. Speaking in the voice of the oppressed, in the language of the oppressor as a weapon to make cultural difference visible, these writers indeed analyse the problem of identity crisis, displacement, disintegration and the effects of colonialism on the culture and psyche of the colonised subject. These authors moreover offer possibilities of dismantling polarized constructions of alterity in a way similar to postcolonial critics such as Edward Said, Frantz Fanon, Homi K. Bhabha, Gayatri Spivak, among others, whose theories are central to the analysis of the above-cited narratives. This study also draws on Bakhtin’s theory on the dialogues of voices in texts, heteroglossia and polyphony among others and theories of intertextuality such as Julia Kristeva’s and Roland Barthes’s, who by using metaphors of “mosaic” and “social text,” encourage us to view a text as part of, and being overrun by a larger “social context,” hence the importance of a socio-critical reading of these writers’ texts to show that their artistic creations are social practices and ideological productions. Each theoretical approach mentioned above will be used where appropriate to bear on some aspects of our analysis in the various chapters of this thesis, which has been organised into two parts respectvely comprising four chapters and seven chapters. One important way to understand the effects of colonisation and decolonisation on Ireland, Nigeria, the Congo and Algeria is to gauge the institutional legacies of history. Part one therefore addresses the colonial legacy in Ireland, Nigeria, the Congo and Algeria. The examination of the British, Belgian and French models of colonisation will reveal common features. Our concern however lies elsewhere, with those forms of domination that revolve around the construction of the Other. It is particularly important to see to what extent the otherness of the Nigerians, Congolese, Algerians and Irish, their supposed ‘inferiority’ and ‘savagery’ justified the colonisers’ intrusion on their respective territories. In Part two, we have therefore first examined the role played by ethnocentric prejudices in shaping the relations of England, Belgium and France towards their respective colonies. We have also focused on the repercussions this thinking had on the minds of the British, Belgian and French colonisers. Working against the background of the West’s history of the colonial enterprise and its exploitation of other societies and cultures, postcolonial theory has thus been used as a vital tool to re-read the texts of Western imperialism and offers a powerful framework for analysing identity formation. We have then analysed Yeats’s,Joyce’s, Conrad’s, Achebe’s and Djebar’s aforementioned texts in the light of postcolonial theory such as Edward Said’s, Frantz Fanon’s, Homi K. Bhabha’s and Gayatri Spivak’s among others. The gist of our argument in the various chapters of this doctoral thesis is therefore twofold: colonialism and postcolonialism as essentially a critique of colonialism in Ireland, Nigeria, the Congo and Algeria.
Identity Quest in Ayi Kwei Armah's Novels
(University of Algiers. Faculty of Arts and Languages, 2009) Mami, Fouad; Bensemmane, M'hamed (Directeur de thèse)
The Ghanaian novelist Ayi Kwei Armah (b.1939) has developed his prose fiction into a quest for ways to postulate a satisfying concept of identity. In The Beautyful Ones Are Not Yet Born, Fragments and Why Are We So Blest? he uncovers the tenets of the present dysfunctional identity which Africa has adopted. Two Thousand Seasons and The Healers seem to attribute the present dysfunctionality to the African past. The same undertaking is repeated in the last two novels: Osiris Rising (1995) and KMT in the House of Life (2002). In both, this writer offers a similar approach to the cultural, social and political impasse in the continent. What is new in these last two works, however, is that Armah excavates historical evidence that attaches West Africa to the land of Kemet, or ancient Egypt. For him, the revival of present day African culture cannot be achieved until African communities connect and identify with the tradition of Ma'at back in Kemetic times. The present malaise and passivity on the part of the African communities, in Armah’s opinion, have been attributed to a long epistemic conditioning rooted in cultural imperialism via the western educational system. Persistent misinformation about African culture and a crude falsification of Africa’s millennial history have paved the way to the slave trade and colonial occupation. Meanwhile, archaic forms of thinking and the institutionalization of legitimacy in tradition have caused a deep-seated self-hatred and inferiority complex on the part of the African before the non-African. In other words, the post independence period is characterized by a lack of any constructive postulation of identity; a fact that has been detrimental to, and perhaps, the principal reason for, the burgeoning of political corruption, military coups, civil wars and illegal immigration. Still, in Armah's opinion, the sorry state of affairs in Africa can be reversed via serious considerations of the millennial past of the continent reaching to the times of ancient Egypt. According to Armah, one should reach a point where ancient Egyptian mythology, philosophy, architecture, egalitarian ethics and other civilizational additions start to be celebrated as African achievements, and thus form the basis for a true cultural renaissance in present day Africa. The deployment of the myth of Isis and Osiris in Armah’s last two novelistic experiments falls in the direction of placing Africa at the heart of ancient Egyptian cosmology and worldview. The authorial intention in iv Fragments, Armah’s second novel, reflects a bleak worldview; a defiled set of values epistemologically rooted in ancient Greece. The switch, in his last two novels, idealising Egyptian worldview, suggests that Armah blames the Greek matrix for generating the present cultural malaise in Africa. A close reading of Armah’s novels suggests that what can be called the ‘Egyptian paradigm’ is favoured over the Greek one, simply because this latter has spelled only patriarchy, hunger for profit and power, plus unjustifiable violence. Additionally, Armah finds the Egyptian paradigm, with its constellative trends of identity, more egalitarian, peaceful, self-enhancing and empowering. This thesis tries to advance the argument that Armah's placement of two mutually contradicting paradigms (Greek versus Kemetic) can be an oversimplification of the problems facing Africa. While some elements in the Greek paradigm, like patriarchy, characterised by the hunt for profit via slavery and violence, is indeed harmful, history proves that patriarchy has not been limited only to ancient Greece. The myth of Isis and Osiris, Armah's principal myth of liberation, itself exudes patriarchal overtones. Besides, Armah's drama is more in favour of polemics where instead it should opt for analysis. Armah neither appreciates African lore as it has always been, nor does he show how western educational schooling is inhibitive when it come to Africa's cultural regeneration. Armah's identity quest is part of that school of thinking whose main problem is its inability to process and evaluate larger quantities of updates than it feels it can handle. As the novels considered in this thesis clearly illustrate, Armah can be qualified as a self-styled realist who often equates imagination with wishful thinking and sees imagination as a way to address the realities of present-day Africa.
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.
THE AFRICAN JEREMIAD AND THE PROPHETIC ARCHITECTURING OF THE FUTURE IN THE WORKS OF NGUGI AND ARMAH
(University of Algiers. Faculty of Arts and Languages, 2010) Haddouche, Fethi; Bensemmane, M’hamed (Directeur de thèse)
This dissertation is about the jeremiadic discourse that underlies the works of Ngugi Wa Thiong’ O and Ayi Kwei Armah. The recurrent African predicaments, from slave-trade and colonialism to neo-colonialism, have made an urgent appeal to the public role of these African intellectuals. Their manifest awareness of the destructive consequences of the scriptural narratives brought by Muslims and Christians to Africa led them to attempt a spiritual decolonization through a typological reproduction of biblical narratives in their works; these narrative reproductions are part of a deconstructive reading of the scriptures, a reading that can be termed “hermeneutics of revolt”. Narrative adaptations and subversions of biblical accounts are performed through typology, parody, irony and satire. While Armah’s fictions tend towards the typological, those of Ngugi are more ironic and satiric. Due to the crisis of leadership in Africa, Ngugi and Armah have endowed their protagonists with prophetic characteristic features. In The Beautyful Ones, Armah expressed his disillusionment about the possibility of the emergence of a committed leadership in Africa. However, in his later novels, he opts for the figure of the prophet as a suitable form of leadership in a community in crisis. While Armah supports this idea through his retelling of the biblical story of the Exodus in Two Thousand Seasons, he warns against the false prophets and charlatans who intend to lead Africa and its people astray. Ngugi offers a powerful representation of leaders who become prophetic saviours as a result of the popular imagination. He points to the importance of hearsay in the construction of the authoritarian personae. The Ruler, in Wizard of the Crow, is a dramatization of the process of deification of leaders by the community. Likewise, in A Grain of Wheat, Mugo, in spite of his act of betrayal, becomes a prophetic saviour in the eyes of people. Prophecy constitutes the central part of the religious discourse that informs the works of both novelists. Being a persuasive rhetorical device, the prophetic language informs the narratives of Ngugi and Armah with authority mainly because of its power to endow their protagonists with authenticity. Knowledge of the future makes the prophet the transcendental person that he might become. In Two Thousand Seasons, Anoa becomes a prophetess only after the fulfilment of the first part of her prophecy, namely the one thousand season of slavery. To fulfil the second part of this prophecy, Armah makes use of what Thomas Merton has termed the “Self-Fulfilling Prophecy”. Although this kind of prophecy is mainly rhetorical, it can be fulfilled without divine intervention. This prophecy is hypothetical in the sense of convincing people to work for a possible future utopia. Ngugi also opens his novels with prophecies that are to be realized in the course of the events of their stories. The plots of The River Between and A Grain of Wheat are part of this proleptic narrative scheme. The prophecies that shape Armah’s and Ngugi’s plots define African history as a necessary apocalypse for a coming Afrotopia. The latter can never take place before a redemptive chaos that redeems the evil committed by blacks against themselves. This redemptive interpretation of African history shows Armah’s and Ngugi’s conviction about a metaphysical form of social justice, a justice that makes blacks worthy of the future one thousand years. This millennialist thinking is also part of Ngugi’s worldview. Ngugi considers popular revolts as the necessary Armageddon for a classless socialist heaven.
INFLUENCE AND THE SEARCH FOR CREATIVITY IN NGUGI’S FICTION
(University of Algiers 2. Faculty of Arts and Languages, 2011) Kaci-Mohamed, Salah; Bensemmane, M’hamed Directeur de thèse
This is a study of Ngugi wa Thiong‟o‟s creative undertaking in view of the influences that he has undergone hitherto. We enquire how, on the one hand, Ngugi‟s fiction interacts with the works of Anglo-Saxon, African and Marxist authors – mainly D. H. Lawrence, Chinua Achebe and Frantz Fanon. These writers are identified here as Ngugi‟s main “literary fathers,” but they are also treated as mediators of his relationships with the traditions to which they belong. On the other hand, we explore the major creative processes which underlie his fiction as it develops through time. Put otherwise, we attempt a reading of Ngugi‟s fiction based on the contemporary theory of influence. In the first chapter, we try to set the theoretical and contextual frameworks by investigating the ways in which Ngugi‟s writings can reasonably be said to relate to the notions of influence and creativity theoretically. First of all, we briefly set forth our approach to literature, criticism, influence and creativity as a necessary first step. Next, we attempt to explain why we have chosen to tackle the topic through an “eclectic” concept of influence rather than relying on any of the theories of influence and intertextuality in their radical forms. We then argue that a more rewarding approach to Ngugi‟s fiction requires departure from the polemical creed and the “ideological perspective” by which he is traditionally read, and an examination of his “intertexts” with an eye to disclosing the creative processes by which his fiction is composed. Finally, we try to provide an overview of the works, writers and traditions that have mattered for Ngugi, with preliminary inferences – or a hypothesis – on how the concepts of influence and creativity pertain to his example notionally. This hypothesis is the following: on the one hand, Ngugi has three sets of influences: the Anglo-Saxon, the African and the Marxist ones, each of which can be best exemplified through studies of his affiliations with D. H. Lawrence, Chinua Achebe and Frantz Fanon. On the other hand, Ngugi‟s is a story of a synchronic and diachronic search for creativity both by struggle with the influence of those writers and traditions and by „extra-textual‟ processes of literary creation. In Chapter Two, we introduce a first case-study of the concept of influence in Ngugi‟s fiction, namely the impact of D. H. Lawrence, identified as his foremost Anglo-Saxon precursor. We first attempt to draw attention to the crucial character of Ngugi‟s relationship with Lawrence, whose impact on him seems even more powerful than that of Conrad. We then attempt to explore the origin and nature of this relationship. It follows from our analysis of this affiliation that Ngugi is mainly indebted to Lawrence‟s “neo-romanticism,” i.e. to his half-mystic-half-naturalistic imagination, his view of the world through nature, his writing by symbol and myth and to many of the techniques which he typically uses in that pursuit. We also have observed that though Lawrence‟s influence on Ngugi is less substantial, less manifest and more troubled in some of his narratives than in others, Lawrence is omnipresent in all Ngugi‟s fiction. In the third Chapter, we introduce a second case-study of influence in Ngugi‟s fiction, that of his indebtedness to Chinua Achebe – his major African literary father. We argue that Ngugi‟s relationship with Achebe is complex, and sometimes troubled, that it touches on various and changing types of influence, ranging from inspiration of a very deep kind, to different types of borrowing, rewriting, allusion, and – from Petals of Blood onwards – even subversion. We also note that these types of influence affect, to different extents, each of Ngugi‟s narratives and every aspect of them. On the whole, we submit that Ngugi owes Achebe his vision of fiction as art, but with a pointed functional dimension. Among the many more specific ways in which Ngugi dialogises with Achebe discussed in this chapter, we attempt to highlight his treatment of Africa‟s history with realism. We argue that Ngugi has learnt from Achebe how to play the role of the “novelist as historian” with efficiency. Another seminal aspect of Achebe‟s impact on Ngugi that we try to illumine is concern with colonialism. We attempt to point up Ngugi‟s Achebean “anxiety of colonialism;” that is to say, the Achebean subtlety with which the question of colonialism is “problematised” in his fiction. Ngugi, we finally argue, is heavily indebted to Achebe in terms of characterisation. We try to demonstrate that his typical character schemata are nearly identical to those of Achebe. We also attempt to show how he “transplants the minds” of Achebe‟s characters into his own characters by applying to them the fundamental psychosexual postulates, and by following Achebe‟s method of doing it with considerable faithfulness. We infer that if Ngugi owes Lawrence his striving to endow his characters with souls so that they can look alive, he owes Achebe his endeavour to endow them with proper (general) psychological profiles so that they can appear „real’. In Chapter Four, we introduce the third and last case-study of influence in Ngugi‟s fiction, that of his relationship with Frantz Fanon. We pinpoint Fanon as the most shaping source of inspiration and influence of Ngugi‟s since he discovered him. We argue that Ngugi owes Fanon the lyrical, prophetic and pamphleteering qualities which characterize his style in parts of A Grain of Wheat and the later novels, as well as much of the content of his theory developed in Black Skin, White Masks and The Wretched of the Earth. After a brief foreword about Ngugi‟s relationship with discursive literature, we first recall that Fanon‟s theory has three sides, namely the psychoanalytic, the psychiatric and the socio-political ones, and argue that they are interlocking and inseparable. All three aspects of Fanon‟s theory, we submit, have had a powerful impact on Ngugi‟s fiction from A Grain of Wheat onwards. Ngugi‟s indebtedness to the socio-political side of Fanon‟s theory is significant but is already documented, as we specify. Thus, it has been treated as matter of fact here. Concerning the impact of the psychoanalytic aspect of Fanon‟s theory on Ngugi, we argue that Ngugi applies Fanon‟s postulates about “Negro-psychopathology,” “Negrophobia,” and “Negrophobiogenesis” to make up aspects of his characters in A Grain of Wheat and, in a more concise way, in the later novels. We also submit that Ngugi applies two other Fanonian psychoanalytic postulates, namely his descriptions of the psychologies of the “native bourgeoisie” and the “native intellectual,” to his characters in Petals of Blood and Devil on the Cross and, more concisely, in the later two novels. As to the impact of the psychiatric side of Fanon‟s theory on Ngugi, we attempt to shed light on how mainly two of them – the “pathology of atmosphere” and the “pathology of the tortured” – are adapted to his characters from A Grain of Wheat on. In brief, we argue that in the same way that Ngugi uses Lawrence‟s method to endow his characters with souls, and Achebe‟s method to endow them with general psychological profiles, he draws on Fanon to endow them with mental profiles that pertain to the colonial and “neo-colonial” situations of the novels which he has written after he is said to have read Fanon. The fifth and last chapter is devoted to the concept of creativity in Ngugi‟s fiction. Here, we submit that Ngugi‟s fiction is creative in several ways and to different extents, and that it is so both thanks to influence and in spite of it. We argue that Ngugi‟s experience as a creative writer reveals his search for creativity synchronically (in each of his individual works) as well as diachronically (as we progress from one of his narratives to the next one). We first attempt an analysis of the typical creative dynamics and processes by which Ngugi‟s narratives are written, stressing the changes and continuities in those processes as the novelist „matures‟. Then we specify that Ngugi seems to write by reference to two major types of creative dynamics: an “Oedipal,” or “psychogenetic” dynamic, reflecting his search for creativity through struggle with his influences, and a „non-Oedipal‟ creative dynamic standing for his search for creativity in extra-textual inspirations. In brief, our investigation would allow submitting the following: “anxious” about influence, Ngugi, like all other serious novelists, “clears imaginative space for himself” through “struggle” with the influence of his precursors. Although he has sometimes borrowed elements from previous works, the reality of his dialogical and intertextual affiliations makes them emerge, on the whole, as cases of “transmutation of historically given material” and “deserved self-appropriation,” rather than ones of mere “transmission of motifs between authors.” Furthermore, being one of those writers who “respond to a world outside of textuality” and who “draw elements of their fiction from their own lives and family backgrounds,” Ngugi also often creates fiction outside of the processes of intertextuality and influence in their strictly intra-poetic senses.
THE DIPLOMATIC RELATIONS OF THE UNITED STATES OF AMERICA WITH ALGERIA 1785-1797
(University of Algiers 2. Faculty of Letters and Languages, 2013) Belabdelouahab-Fernini, Linda; Deramchia, Yamina (Directeur de thèse)
The diplomatic relations between the United States of America and Algiers go back to the late eighteenth century. While the United States was then emerging as a fragile independent country, the Regency of Algiers had been the leading power of the Barbary States years earlier. The Muslim component of the latter was inextricably linked to the history of the United States before, during and after its Revolution. This research studies the diplomatic relations between the two countries in the period lasting from 1785, when two American ships were captured by Algerian privateers, to the return of the American captives to Philadelphia in 1797. In an effort to counterbalance the prejudiced literature following the 9/11 2001 events stereotyping Algiers as a pirate state, this research attempts to uncover the often overlooked context and consequences of the episode between 1785 and 1797. The context of war that existed between the two countries led to far reaching consequences. This thesis reached a set of conclusions. First, through its two offensives, the Regency of Algiers was at war with the United States until the signature of the treaty of Amity and Peace of 1795. This war occurred within the scope of the laws that prevailed and governed the different nations at that time. Second, the Regency of Algiers was not a pirate state. It was a privateering sovereign state recognized by the international community with which it had signed several treaties. Third, the 1795 American-Algerian vi Treaty is unprecedented in so many aspects. It is a formal recognition by the Regency of Algiers of the independence of the United States. It is the first treaty America signed in a foreign language with Algiers. It is also the sole treaty in which the United States pledged to pay an annual tax to a foreign country in exchange for prisoners. This research work also underlines the literary and political legacy of this war. While the former is expressed through the proliferation of early American captivity narratives, the latter embodies the inspiration for a new American Constitution, the birth of the U.S. Navy, and the shaping of the early American foreign policy.
Représentations sociologiques en contexte plurilingue, catégorisations de jeunes beurs par de jeunes algériens
(University of Algiers 2 Abou El Kacem Saadallah, 2013) Bedjaoui, Wafa; Lounici, Assia (directeur de thèse)
Cette étude se veut une approche sociolinguistique urbaine des pratiques langagières de jeunes Algériens et de leurs représentations sur les pratiques langagières d’autres jeunes. Par une enquête de terrain nous avons tenté d’affirmer ou d’infirmer notre hypothèse de départ qui consiste à dire que les représentations des jeunes enquêtés sont stéréotypantes et stigmatisantes.
Marquage signalitique et appropriation de l'espace urbain
(university Abou el Kacem SaadAllah جامعة الجزائر2, 2014) Boussiga, Aissa; Rahal - Asselah, Safia
Notre présent travail sur le marquage signalétique et l'appropriation de l'espace urbain algérois est conçu initialement comme une réponse à une demande sociale. En effet, ce travail s'inscrit dans le même sillage que le travail que nous avons mené pour notre magister. Il s'est agi en réalité à la foi de décrire les différents processus langagiers que les locuteurs algérois emploient dans le marquage signalétique et l'appropriation de leur espace et d'expliciter les valeurs (symboliques, identitaires, mémorielles, etc.) qui leur sont dévolus. Nous avons également mis en évidence la conscience qu'ont les locuteurs de l'hétérogénéité des langues/ marqueurs qui édifient l'environnement graphique de leur ville. C'est cette conscience qu'ont les locuteurs à la fois des dynamiques sociolangagières au sein de leur espace et des tensions/ inégalités qui en résultent qui constitue une demande sociale.
Langues et mise en mots de l'identité spatio-linguistique
(2 universitry ABOU HJLKJ of qlgiers2جامعة أبو القاسم سعد الله الجزائر, 2014) Sebih, Réda; Asselah-Rahal, Safia
Cette thèse a pour objectif l'explication et la description du vécu sociolinguistique urbain d'un lieu classé au patrimoine universel, avec un bâti exceptionnellement hétérogène, une surpopulation constante et surtout une mobilité spécifique et tout cela en rapport avec la mémoire collective de ses habitants. Cette dernière occupe d'ailleurs une place importante dans notre étude puisque l'identité de la Casbah se décrit d'abord par rapport à une mémoire plurielle, ou plus exactement une mémoire à multiple facettes reliée chacune à une ou des représentations sociolangagières indissociables de l'identité des groupes et des catégories qui forment la société casbadjie.
RELACIONES LENGUA CULTURA EN LA DIDACTICA DEL ESPANOL COMO LENGUA EXTRANJERA. APLICACIONES PEDAGOGICAS
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2014) BERRAGHDA LOUCIF, Rabéa ; BOUCHIBA GHLAMALLAH, Zineb(Directeur de thèse)
Nuestra tesis doctoral lleva como tÃtulo Relaciones lengua-cultura en la didÃ¡ctica del espaÃ±ol como lengua extranjera. Aplicaciones pedagÃ³gicas. Partimos del principio de que la lengua no se puede enseÃ±ar desvinculada de su contexto cultural, ni se puede interpretar como un simple conjunto de reglas gramaticales que hay que aprender. Nuestro trabajo ofrece nuevos planteamientos de enseÃ±anza sobre la relaciÃ³n indisociable e indispensable que existe entre el componente lingÃ¼Ãstico y el componente sociocultural de la lengua. Este enfoque didÃ¡ctico parte, ante todo, de una visiÃ³n histÃ³rica y analÃtica de la relaciÃ³n lengua-cultura (4 capÃtulos) para terminar con un estudio detallado de un corpus de manuales para extranjeros y otro de manuales argelinos, editados y publicados en Argelia. El estudio de todos estos manuales tanto espaÃ±oles como argelinos, tiene por objetivo comprobar si realmente ha existido un campo de estudio del componente cultural y cÃ³mo Ã©ste se ha integrado en la enseÃ±anza (2 capÃtulos).
Strategies of Subversion and Transgression in the Novels of Assia Djebar and Gloria Naylor
(University of Algiers 2 Abou El Kacem Saadallah, 2014) HAMDI, Houda; DERAMCHIA, Yamina
Through a comparative perspective, and within the theoretical framework of post-colonial feminism, the present thesis aims at analysing the strategies of subversion and transgression in selected novels by contemporary Algerian francophone female novelist Assia Djebar and African American woman writer Gloria Naylor. The research aims primarily at demonstrating that despite the distinct and distanced contexts of the two writers, the double marginality of their female group communities -a marginalization based simultaneously on race and gender- urges the two authors to use similar strategies to voice the concerns of long silenced and excluded minorities. The examination of novels such as Femmes d’Alger dans leur appartement (1980), L’Amour la fantasia (1985), Ombre sultane (1987), Vaste est la prison (1995), and La Femme sans sépulture (2002) by Djebar, and The Women of Brewster Place (1983), Linden Hills (1985), Mama Day (1988), and Bailey’s Cafe (1992) by Naylor, shows that the subversive and transgressive strategies employed by both Djebar and Naylor operate at the levels of both form and content. This reflects already in the linguistic dimension where Djebar and Naylor challenge the dominance of the major languages they are employing, i.e. respectively French and English
Représentation du tragique de l'histoire contemporaine dans la trilogie
(university Abou el Kacem SaadAllah جامعة الجزائر2, 2014) Chaib Chérif - Kréchiem, Aicha; Hadj-Naceur, Malika
Les trois romans s'inscrivent dans l'actualité immédiate tragique qui occupe le devant de la scène internationale: l'Afghanistan, la Palestine et l'Irak, trois pays occupés et marqués par la violence quotidienne des guerres qui ont marqué le début de ce XXI° siècle ou s'y sont prolongées avec plus d'intensité à cause de l'expansion de la guerre et de ses conséquences dévastatrices sur les populations des pays agressés. De ce fait, ceux-ci se chargent de l'Histoire qui marquera durablement ce début du troisième millénaire. Les textes dépeignent la violence de la guerre et de ses conséquences tragiques sur l'être humain. Celles-ci ont des incidences sur l'action de personnages qui vivent désormais dans des sociétés déstructurées par la perte des valeurs culturelles qui y régissaient la vie. De ce fait, le politique s'insère partout dans le texte en déterminant l'action des personnages, leurs réactions face à des situations données et leurs discours. La cité n'est plus, car, comme l'écrit Pierre Solié,
The intellectuel, history and society in the novels of John Don Passos, sembene Ousmane and Ngufgi Wa Thiong's
(university Abou el Kacem SaadAllah جامعة الجزائر2, 2014) Ait Ammou, Houria; Amrane, Nadjia
In this doctoral thesis entitled ''The Intellectual, History and Society in the Novels of John Dos Passos, Ngugi Wa Thiong'o and Sembene Ousmane: A Comparative Study", we look at the way the American and African intellectuals respond to the historical and social events of their societies, namely to war, capitalism and consumerism. The first axis concerns the attitude of American and African intellectuals towards war ,as represented in J. Dos Passos's Three Soldiers, W.Ngugi's Weep not, Child and The River Between and O. Sembene's Opays, mon beau peuple.The second axis centers on the intellectuals' denunciation of capitalist exploitation and corruption in J. Dos Passos's the 42 Parallel, Ngugi's Petals of Blood and Sembene's Les bouts de bois de Dieu . As to the third axis, it deals mainly with that violent attack against the post-war American leisure class in Dos Passos's the Big Money and the masterful post-independence African national bourgeoisie in Ngugi's Devil on the Cross and Sembene's Xala .
THE REPRESENTATION OF THE WEST AND THE QUEST FOR ‘A NEW AFRICA’ IN THE NOVELS OF AYI KWEI ARMAH, NGUGI WA THIONG’O AND AMA ATA AIDOO
((University of Algiers2 Abu El Kacem Saad Allah جامعة الجزائر2 أبو القاسم سعد الله, 2015) Chaabane Ali, Mohamed; Bensemmane, M'hamed
Cette thèse étude la relation entre la représentation de l'Occident dans les romans d'Ayi Kwei Armah, Ngugi wa Thiong'o et Ama Ata Aidoo et leur vision d'une nouvelle Afrique caractérisée par une existence utopienne. En utilisant la forme du grotesque, le (néo-) colonialiste est présenté comme une incarnation de décadence et d'exploitation et par conséquent un agent de destruction pour leur continent. En revanche, le processus de régénération nationale est évoqué par le discours essentialiste d'Armah qui fait recours aux mythes, y compris les paradigmes de l'ancienne civilisation d'Egypte (ou Kemt). Par contre, les ouvres de Ngugi appartiennent au mode de réalisme sociale, et plus précisément insistent sur le concept Fanonien-Marxiste- de la violence pour établir une société postcoloniale égalitarienne. Cependant, Aidoo prend une position féministe concernant la militance de la femme africaine, mais pas au détriment des valeurs de la communauté noire. Autrement dit, cette recherche encourage une lecture postcoloniale des romans d'engagement sociale au-delà de Manichéisme car la pensée occidentale, comme argumenté par Edward Said, peut être appropriée à l'objective de développement.
Ecriture de l'exil - approche comparative entre auteurs maghrébins et subsahariens
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2015) ZEHARAOUI, Mériem; BEKKAT, Amina (Directeur de thèse)
L'exil semble être une composante majeure de la destinée humaine. Il n'est donc pas étonnant que la littérature se soit emparée de ce thème, au point d'en faire l'un de ses topoi. La présente thèse, intitulée " Ecriture de l'exil - approche comparative entre auteurs maghrébins et subsahariens " se veut d'étudier cette thématique emblématique que représente l'exil, afin de dégager, s'ils existent, les procédés et stratégies d'écriture qui pourraient suggérer un renouvellement scripturaire.
Tempus,Aspekt und Aktionsarten im Deutschen und im Arabischen
(University of Algiers 2 Abou El Kacem Saadallah جامعة الجزائر 02 أبو القاسم سعد الله, 2015) Tobji, Mahmoud; Seddiki, Aoussine (Directeur de thèse)
Ziel dieser Arbeit ist, Tempus, Aspekt und Aktionsarten im Deutschen und im Arabischen kontrastiv zu untersuchen. Da es keine Eins-zu-Eins-Beziehung zwischen Zeitform und Zeitfunktion weder innerhalb der beiden Sprachen noch zwischen ihnen gibt, kommt es oft zu Schwierigkeiten beim Verstehen der Funktion der einen Zeitform in der einzelnen Sprache einerseits, und demzufolge bei der ?bersetzung von der einen in die andere Sprache, andererseits. Im ersten theoretischen Teil wird ein ?berblick über das Wesen der abstrakten Kategorie Tempus gegeben, wobei wichtige mit ihm verbundene Fragen er?rtert werden. Dabei ging es uns besonders darum, zwischen Tempusform und Tempusfunktion zu trennen, und die Rolle der Komponenten, die zur Temporalit?t geh?ren, wie Aspekt, Aktionsarten, Zeitadverbien, Temporals?tze, Pr?positionen und Ko(n)text, die dabei (sehr oft) mitwirken k?nnen, die Monosemierung der jeweiligen Zeitform zu erschlie?en und das jeweilige Ereignis auf der Zeitachse genauer zu situieren. Im zweiten kontrastiven Teil wird anhand eines Korpus gezeigt, dass die Arabische Sprache, als Aspekt-Sprache, mit ihren zwei einfachen Tempusformen, der pr?figierten Form (Imperfekt = nicht vollzogen, nicht abgeschlossen) und der suffigierten (Perfekt = vollzogen, abgeschlossen), in der Lage ist, alle Tempusformen und -funktionen der Tempussprache Deutsch wiederzugeben
Le malentendu interculturel dans les différents dispositifs de discussion en ligne
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2015) NABTI, Karima; Immoune, Youcef (Directeur de thèse)
Les différents dispositifs de discussion en ligne, qu'ils soient synchrones ou asynchrones, sont des moyens de communication qui permettent aux individus de s'exprimer, de donner des points de vue, de débattre des thèmes diversifiés proposés par les différents acteurs du réseau. Ces réseaux de communication mettent en contact des individus ou groupe d'individus issus d'espaces géographiques différents, utilisent des langues différentes et ont des coutumes et des usages différents, d'où la diversité culturelle de chacun d'eux. Notre objectif principal dans ce travail de recherche est de démontrer à travers un corpus contrasté comment les interlocuteurs, dans ces espaces médiés par ordinateur, parviennent à gérer des malentendus interculturels dans un environnement graphique de discussion en ligne synchrone ou asynchrone.
The Concept of Nation-State in the African Novel
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2015) Babkar, Abdelkader; Bensemmane, M’hamed (Directeur de thèse)
The idea of the nation in Africa has been widely dealt with in modern African literature, arising from the fact that writers are bent on expressing their concern about the future of their countries. Chinua Achebe, Ayi Kwei Armah, Ngugi wa Thiong’o and Kofi Awoonor are some such writers, as witness their efforts at conceiving of Afrotopia, or at best viable socio-political systems in the wake of colonial situation. The present research work aims to examine closely these novelists’ ideological convictions as they are expressed in their fictions and often shown to be in opposition to the practices established by the state apparatuses in place. My study shows how the African situation has been characterised in African novels by both a common continental experience and a number of facts that dramatise the historical predicament of slavery, colonialism and a problematic independence. These representations carry dialogical voices which underpin the authoritative voice of the authors. The narratives of the nation are shown to be ambivalent, for they seem to act in defence of the novelists’ culture, yet they jettison its very quintessence in the sceptical view they reflect about its significance in modern times.
Difficultés morphosyntaxiques en langue française
(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2015) BOUTHIBA, Fatima Zahra; Guy, FEVE (Directeur de thèse); El Baki, Hafida (Directeur de thèse)
Notre étude s’inscrit dans le cadre de l’analyse des productions écrites des élèves du secondaire algérien. Elle porte dans un premier temps, sur leur capacité à manipuler les structures morphosyntaxiques pour produire un texte argumentatif. En combinant une approche qualitative qui permet d’identifier les différentes erreurs morphosyntaxiques et de les expliquer en fonction des différents facteurs agissant sur leur existence. Et une approche quantitative de nature statistique afin de saisir le type de contrainte morphosyntaxique qui a posé le plus de problèmes aux apprenants en rédigeant en L2. En deuxième lieu, nous analysons les représentations que se font les apprenants en difficultés scolaires dans la mesure où celles-ci peuvent contribuer à la dévalorisation de toute tentative d’apprentissage, comme elles peuvent susciter des dynamiques de réussite. Ces réflexions nous permettrons de savoir en quoi ces représentations agissent sur les comportements langagiers et surtout en quoi elles sont susceptibles d'expliquer ces difficultés