Browsing by Author "Ben zitouni, Amina"

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    Request realization by EFL algerian students a cross-cultural and interlanguage pragmatic study
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2021) Senoussi, Nadjet; Bachouaa, Sorya; Ben zitouni, Amina
    It was for too long the assumption that, interlanguage-users transfer knowledge of language use from their first language to the target language either at the sociopragmatic level or at the pragmaliguistic one. Consequently, the transfer of first language rules of use may lead to communication breakdowns or intercultural misunderstanding, especially because, rules of politeness and speech act realization differ cross-culturally. The current researchendovers to explore the realization of speech act of request by EFL Algerian learners in relation to variables of relative power, social distance, and ranking of imposition. The primary focus is to capture any hint of pragmatic transfer from native language to the target language. To achieve our aims a discourse completion task is administered to three different groups of subjects, Arabic native speakers (achieved with unbiased multistage sampling method), English native speakers (achieved with biased convenience sampling method), EFL Algerian learners (achieved with unbiased simple random sampling method). Data provided by both Arabic native speaker group and English native group represent baseline data. The results did not show any strong linkage between learners' language and the first language. The same can be true when comparing learners' data with English native speakers' data. It has come to be seen that, while approximating the target language, learners develop their own system that is similar and distinct from the first and target language. However, the study failed to determine the possible driven factors for such performance. Therefore, further researches mainly longitudinal ones are recommended.
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    Teachers’ and learners’ attitudes towards classroom debate as anedutainment Strategy to enhance EFL learners’ engagement in oral
    (Oum-El-Bouaghi, 2020) Ladouali, Radhia; Ben zitouni, Amina; Alliouche, Nadjiba
    To be fluent and competent enough in speaking a second language is an important issue for many students. Therefore, teachers should apply various strategies and techniques to improve students' oral performance and boost their communicative skill. Classroom debate is one of these techniques. So, the current study aims to investigate both teachers' and first year LMD students' attitudes towards classroom debate as an edutainment strategy in oral sessions. To achieve the aim of the work, a descriptive study is followed. The sample of the study is composed of (81) first year LMD students and (12) teachers in the department of English, Larbi Ben Mhidi University, Oum El Bouaghi, during the academic year 2019-2020. The analysis of the results and the interpretation of both questionnaires demonstrated that teachers and EFL students have positive attitudes towards the use of classroom debate as an edutainment strategy. These positive results confirmed our hypotheses, subsequently in order to have competent, fluent, engaged, and motivated students; there is a need for applying classroom debate strategy for the sake of its crucial role and effectiveness.