كلية الآداب واللغات
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Item Item الشعر النسوي الأندلسي في القرن الخامس الهجري(جامعة عنابة, 1986) بوفلاقة, سعد; مخلوف, عبد الرؤوفدون ملخصItem Item Item Item Item Item Item Item The Impact of socio-cultural factors on learning english as a foreign language in algerian rural secondary schools(Constantine university, 2001) Khaldi, Hafida; Zahri, HarouniThe present thesis is a total of five chapters aiming at investigating the socio-cultural background of 3 AS pupils in learning english in some Algerian rural areas. The socio-cultural background of the pupils is at the very core of this study and thus success factors of learning english as a foreign language .are examined from a socio-cultural vantage.The process of socialization, therefore, plays a considérable rôle in shaping the leamers’ own experience in différent fields espècially in that of F.L learning . It starts at home and extends to later stages of life as the individual steps out to the world of peers in the neighbourhood and at school. So, in ail these social institutions, the leamer is exposed to many experiences that may influence his learning either positively or negatively. First, at home, the family’s economic and educational status affects the socialization pf the leamer by preparing him/her from the early days of childhood to meet the expectations of school life , in our case, the learning of foreign languages mainly english. Second, the impact of the surrounding environment and school on socialization is of primary importance since it is there where; young leamers pick up more and more social and cultural views that can hinder or enhance theikleafning. Through a questionnaire administered to a hundred and eighty 3 AS pupils belonging to différent streams of study and another to fourty teachers of english, this work has been conducted. The results of this study attempt to show that pupils living in culturally and economically impoverished environments tend to score low attainment levels in english. This failure is not only due to the home but also to a host of factors mainly the neighbourhood and school as well.Item Violence in postwar american fiction(2001) Belkharchouche, Malika; Bendjeddou, Med YazidThe thesis is an attempt to investigate the aspect of violence in postwar american fiction The study is basically centered on the major novels of Norman Mailer. Following the approach adopted in the analysis, which is a combination of the Marxist and psychoanalytical methods, the first step in the work consists in a survey of the political and socio-cultural conditions in postwar that dominated international affairs. It became the land of unprecedented affuence with a civilization based on science and technology and sustained by capitalism. Therefore, most Americans looked forward to the postwar years with an air of optimism having a strong belief in the traditional Amercan Dream of success and self-fulfilment. Yet, ithin a brief time such optimism vanished and was replaced by a sense of confusion and uncertainty. America became a land in which the social stratification was based on wealth and adventages. Besides, the outbreak of the Cold War, the constant threat of communism and scientific progress that encouraged the invention of more sophisticated and destructive weapons intensified the air of pessimism and presented a permanent threat to the psychic stability of the American individual. These conditions largely contributed to the prevalence and spread of violence in society and its overwheiming presence in fiction. Regarding the pluralistic nature of the American society, violence is first briefly examined in works of fiction written by representative figures of the major minority groups in America. Being violent and rebellious in his personal life and in writing , Norman Mailer is introduced as the writer who projects the whole of America with its ills and obsessions in his novels. In the novels under examination, violence takes different forms and is generated by various factors and conditions in society. It is either psychological, physical or verbal. In the war novel The Naked and the Dead violence echoes the totalitarian America that emerged after the Second World War while in The Deer Park and An America Dream psycholobical and physical violence appear as the basic characteristics of the American society during the 1950 's and 1960 's. The demand of conforminty and the threat of the extinction of the individual self incite individuals to resort to criminal acts and aggressive behaviour to restore a lost identity in the modern american jungle Why Are We in Vietnam ? presents the linguistic violence through_the use of obscence language that manifests the brutality and criminality of America in Vietnam. From the study of these novels, violence appears as the destiny of America because it transcends the failure of the original Dream.Item Item Investigation of the strategies of metaphor translation(Constantine university, 2003) Chelli, Madjda; saadi, HaceneThe present research, a total of six chapters, irivestigates the stratégies used by second and third year students of translation to translate metaphors and whether the students use these stratégies in any given order of preference. It also sets to verify whether third year students are more successful than second year students in better rendering the metaphors at hand or not. It aims at diagnosing the students* weaknesses in metaphor translation and suggesting a three-step pattem for metaphor translation. We do not pretend to get hold of ail the aspects of metaphor translation; however, we daim to evoke some of its most important ones. This might further improve the students' général translation ability. Metaphor is such a complex phenomenon that we felt obligëd to check its compréhension immediately before its translation. That is why the test of the present research comprised two parts: the compréhension part and the translation part. Students' translations were classified, discussed and analysed against pre-established strategie^gotjtrom the différent teachers' questionnaires. A students' questionnaire was used to support the analysis. The results of the research reveal that the students are not aware of the order of preference of the stratégies of metaphor translation we developed in the first hypothesis. In addition, one academic year interval did not resuit in a noticeable différence in the performance of the students. Finally, a set of implications and suggestions could be got.Item The Problem of time in the waste land of T.S. Eliot(Constantine university, 2004) Rahmoune, Nadia Alima; Claude, Grimalsans résuméItem الإسهامات النقدية عند خلفاء بني العباس بين المعيارية الجمالية والأخلاقية(جامعة قسنطينة, 2005) بعداش, عمار; لراوي, العلميدون ملخصItem الشخصية في الشعر الجاهلي(جامعة قسنطينة, 2006) بن زاوي, محمد; لراوي, العلميLe personnage dans la littérature antéislamique La poésie arabe ancienne est présentée et étudiée sous plusieurs angles et de multiples approches ce qui a permis de noter deux courant essentiels: l'un s'est penché sur l'étude de l'histoire de la poésie arabe, ses pionniers, ses grands poètes. L'autre courant s'est penché sur l'étude de la structure poétique, ses manifestations stylistiques et artistiques, à travers les différentes époques littéraires. La première partie de notre étude, traite essentiellement un aspect parmi tant d'autres qui constituent le champ esthétique de l'étude critique de la poésie, qui est le personnage du Héros. J'ai essayé d'éclaircir le sens de la notion de lhéroïsme, chez tous les peuples et nations en Occident comme en Orient, considérant que cette notion est universelle et q'elle constitue un thème central dans la poésie arabe ante J'ai étudié le concept sous ses différent aspects ; héroïsme individuel du personnage, héroïsme entre le subjectivisme individuel et son élan tribal, ainsi que les manifestations individuelles et collectives du sens de l'héroïsme a travers les textes poétiques. La deuxième partie de notre recherche est axée sur la recherche des différents modèles du personnage héros ; soit individuel (révolté, existentialiste, absurde,) qui exprime ses convictions personnels, ou bien le second modèle qui est le porte parole ; de la communauté tribale, reflétant ses aspirations, ses émotions, cette poésie caractérisée par la primauté du "Nous" sur le "Je".et notamment exprimée par deux grands poètes : " Zoheir Ben Abi Selma, et Amr Ben Kaltoum La troisième partie est consacrée à l'étude du personnage mythique, la relation entre mythe et poésie, la genèse du mythe et ses liens avec les croyances irréalistes, la recherche s'est penché sur les composants de la vie arabe avant l'islam; ou se manifeste plusieurs caractéristiques de croyances mythique, notamment les | personnages lié a ces croyances, tel que le magicien, le maître, le roi, le poète, le voyant, le chef, et le héros mythique. En conclusion, j'ai énuméré l' essentiel des résultats obtenu de cette recherche.Item Attitude and strategies in self-directed learning of english(Oum-El-Bouaghi university, 2007) Nouioua, Ramzi; Saadi, HacèneThe Evolution of the concept of learning from the acquisition of an individual to a particular behavior as a result of the training given to the process of acquiring knowledge of different where the individual learner is the main factor that has changed a set of concepts and applications in place with them in the field of education , Vaattabar individual learner primarily responsible for the process of learning has increased in prevalence the concept of self-learning and strategies that contribute to the latter often a great deal of scientific and academic achievement , but differing attitudes and approaches towards self-learning may result in variation in behavior ( strategies ) may affect the individual learner which to a large extent on the level of his education and academia. If this study as one of the applications of these concepts ( orientation and behavior ) in the field of linguistic achievement ( foreign languages ) for the second year students english system ( lmd) at the university of Mentouri , Constantine , showed us the extent of the positive correlation between moral orientation student ( which is reflected in the confidence in their individual capacities to learn the english language , the ability to assume responsibility as the most important party in the process of learning english, and the adoption of the importance of individual initiative in learning the english language ) .Item Culture in english language learing and teaching(Oum-El-Bouaghi university, 2007) Serhani, Meriem; Laraba, AhmedSince ancient times, research showed a close and reciprocal relationship between language and culture. In which culture is a complicated concept refers to characteristics shared by a given society and distinguish it from others, these characteristics include the material aspects- the artecrafts, arts, culinary practices, and traditional dress and clothing of the community; and the ideological and social aspects- knowledge, meanings, thoughts, communications, languages, practices, beliefs, views, values, and attitudes. This relationship between language and culture is very clear in many aspects. In the systematic relationship between the language a person speaks and how that person both understands the world and behaves in it or what is known as the Sapir-Whorf hypothesis, a reciprocal relationship in which language shapes and in turn shaped by culture and thought exists. The cultural reality is reflected in the vocabulary of the language, and in borrowing new vocabulary items from another language is due to the acquisition of new cultural items and concepts from other societies where the language is spoken, so the development of language and culture takes place in correspondence. As a final contention, language is a reflector and a symbol of culture, and an integral part of it. So that, language and culture can not be separated or treated apart from each other, since language can not be conceived without culture, and linguistic practice is always embedded in some cultural context or another. Then, it is evident that language learning can not take place without culture learning, because in learning the mother language, the cultural aspects and the linguistic system are developed concurrently, and when learning a foreign language, learners rely on their cultural aspects when developing the linguistic system, i.e., their native culture and their ignorance of the foreign culture will influence the learning proficiency. In oral learning and conversations, the variability of the social and cultural patterns may lead to breakdown conversation, so successful conversation requires an understanding and interpretation of the context and culture of the language for an appropriate response to its expectations. Cultural and social aspects play a major role in listening comprehension as well as reading comprehension, as far as the problems of listening and reading comprehension are very similar. Learners, to derive the correct message from culture-specific expressions, they need more than the linguistic competence- grammar and vocabulary; but also the cultural competence- knowledge about the foreign culture. In dealing with implicatures for instance, people from different cultural background infer different messages from the same utterance in the same context. Implicatures can only be a successful conversational strategy if the interlocutors share the literal meaning of the utterance in question and aspects of world around them. Culture also influence writing in the foreign language, the rhetorical organization of text and its progress are often determined by the thought of members of a particular culture. The structure of written text and rhetorical paradigms are based on cultural frameworks derived from different stylistic, religious, ethnic, and social notions. What represents a logical development and well construction of text to communicate the writer's aim related to concepts which are not necessary shared by members of different cultures. Academic writing in a foreign language are affected by ideologies related to the learners traditions and culture, so that, native like proficiency in writing may not be easily attainable for foreign language learners. Another issue in the study of the influence of culture and thought in language learning is the semantic transfer or what some researchers such as Byram refer to as cultural transfer, in which learners keep using their native language and culture as a reference point because of the absolute separation of lexical items from their original reference in teaching the foreign language. The experiment which took place on second year students at the University of Guelma, and the results show clearly the importance of the cultural competence in foreign language learning. The study reports the importance of addressing the associated culture in language learning which facilitate language learning process, and also the importance of working on the learners' cultural awareness, so that can help them in holding positive attitudes towards foreign people and culture, which will create a great motivation for them in learning the foreign culture and consequently improving the language learning. What is needed here is the intercultural competence, which is more than the ability to use the language according to the linguistic and social rules, but rather the adaptability to use accurate and appropriate forms needed in a given social context. Many researchers such as Kramsh and Byram pointed out that instead of a pedagogy oriented towards the native speaker, then better pedagogy to be oriented towards the intercultural learner and to develop language learners' intercultural communicative competence, in which the learner is learning about their own and others' cultural practices in a mutually reinforcing relationship as well as comparative perspective. Also the ethnographic approach which provide a detailed description of language behaviour within the community and a deeper understanding of how individuals view and participate into their own social and cultural worlds what add an intercultural dimension in learning a language. The learner here is seen as an ethnographer or as a participant cultural observer and analyst in drawing comparisons and contrasts between their own and the foreign cultures. So that, he becomes aware of himself as a cultural product and of his own society, and prepared to look at and accept the behaviour of people from other cultures, and with the acceptance of the other culture comes the acceptance of the other language. Here, the teacher plays a major role not only as a language teacher but also as a culture teacher, and in this case although their education and training they still need disciplines related to cultural learning too.Item الموشح في مآخذ العلماء على الشعراء لأبي عبيد الله المرزباني(جامعة أم البواقي, 2007) قرايري, عمار; ويس, عمارموضوع البحث الذي به لنيل درجة الماجستير , اختصاص أدب عربي قديم , عنوانه : " الموشح في مآخذ العلماء على الشعراء " لعبيد الله المرزباني , دراسة تصنيفية موضوعاتية. و الكتاب ينتمي إلى القرن الرابع الهجري , إذ أن مؤلفه توفي سنة 384 هـ , و " الموشح" كتاب في نقد الشعر , رصد فيه صاحبه ما عاب به العارفون بالشعر ــ بمختلف فئاتهم ــ الشعراء من العصر الجاهلي إلى العصر العباسي. و عملي فيه أنني قسمته إلى مدخل و ثلاثة فصول: وتضمن المدخل التعريف بالكاتب من جهات مختلفة , قدر ما أستعفتنا به المصادر, كما تضمن لمحة عن الحياة الأدبية و النقدية في عصر المرزباني, أما الفصل الأول فجعلته للإطلاع على أهم الجهود النقدية السابقة لكتاب الموشح, من العصر الجاهلي إلى القرن الرابع الهجري , حتى يمكن تقدير ما قدمه الكاتب من جهد إضافي في مجال العلم و المعرفة . و خصصت الفصل الثاني للتعريف بالكتاب, و منهج تأليفه وموضوعاته.أم الفصل الثالث فكان عبارة عن دراسة تطبيثية عن الكتاب ,فحواها:تصنيف الملاحظات النقدية الواردة في الموشح وقسمتها إلى مجموعة من المسائل بحسب نوع العلم او الفن الذي تنتمي إليه , إما نقدية أو بلاغية او عروضية أو نحوية أو لغوية . وأنهيته بخاتمة أشرت فيها إلى أهم نتائج الدراسة التي قمت بها ؛ومن جملتها أن كتاب "الموشح" صرح أدبي ونقدي ,أسهم في جمع التراث العربي وخاصة في مجال نقد الشعر ,فجمع كثيرا من الأخبار التاريخية والملاحظات النقدية المتفرقة القيمة , وأبدي المؤلف موافقته الخاصة التي تدل في كثير من الأحيان عن خبرة ودراية وذوق. وما يميز الكتاب إحاطته بأغلب جوانب نقد الشعر التي عرقت منذ العصر الجاهلي إلى زمانه,وغزارة المادة النقدية فيه, إضافة إلى حسن تنظيمه وتبويبه , بالنظر إلى عصره وتفرده بأخبار لا توجد في غيره من الكتب .Item Secondary school literary students underachievement in writing(Oum-El-Bouaghi university, 2007) Khelef, Embarka; Abderrahim, FaridaThis work is a study of descriptive analysis of the weakness of the students third year of secondary literature and the human sciences in writing skill in english , we began to study the hypothesis that this weakness refer either to a lack of direction with respect to this skill or strategies erroneous adopted by these students in the liberation of the paragraph, This work aims to analysis of grammatical errors and morphological through classified into : add , delete , ill-fitting and ill- use in order to identify the reasons for this weakness , to achieve these goals we relied on two ways to search are: analysis of the errors and the questionnaire , were analyzed writing students to identify their perception of the skill of writing , and the strategies that they belong to edit a paragraph and their attitude towards their role to develop in their students and their assessment of the status of writing and activities that develop them in the program and textbook , analysis of the results of the questionnaires that poor students in writing refer first to the strategy wrong Iatmidonha through the completion of a paragraph and then for lack of guidance and training provided by the mentors , we came out a set of proposals that could help our students improve writing .