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7/7 (seven/seven) London bombings and the rise of islamophobia in England
(university of Oum El Bouaghi, 2016) Hamel, Nasrine; Dalichaouech, Abderrahmane
Post 7/7 and other terrorist attacks and arrests of suspected terrorists in Britain and across Europe, there has been an exponential increase in islamophobic rhetoric and agendas, including calls to ban the Qur'an monitor or close mosques , deport muslim citizens and halt immigration from muslim countries. The result has been the growth of islamophobia , a widespread suspicion of mainstream muslims and discrimination towards muslims based on their religion or race, that has led to hate crimes and other acts of violence .The war on terror has raised difficult questions and choices for muslims in the western world. In many countries government policies designed to control the muslim community, to "domesticate" islam, have put pressure on Muslims not simply to integrate into a multicultural society but to assimilate by abandoning elements of their muslim belief and culture in order to enjoy full participation in their new country. Changing political and legal environment in western countries threaten and undermine Muslims' acceptance by others, their quality of life, and their security. Many face workplace discrimination, racial and religious profiling, and overzealous security measures. The situation has become especially difficult for the British Pakistanis that face harassment, unwarranted scrutiny, and indictment without prompt adjudication because the bombers of the 7/7 London Bombings were british pakistanis, the fingers were pointed towards british pakistani muslims community who became viewed as terrorists and trouble makers responsible for all bad events in Britain even if they have no hands on them. All the anti-terrorism measures that were enacted helped in the increase of the discrimination, racism and alienation of the british pakistanis muslim community. The muslim community reactions stressed on the need not to allow the transformation of migrants, refugees and religious minorities in european countries to "ram a new scapegoat" and ask for more space in the media.
A Biografical Reading of F.Scott fitzgerald's the great gatsby
(university of Oum- El- Bouaghi, 2017) Abidet, Miyyada; Aaid, Salah-Eddine
The following research attempts to analyze F. Scott Fitzgerald's The Great Gatsby from a biographical point of view. The objective of this study is to unveil the motives behind writing the novel. It quests the relation between the biography of the writer and the way of shaping the plot of the novel. It investigates the reason behind including life experience in a literary piece. To reach this point, this research will be divided into three chapters. The first chapter covers the social and cultural background of the novel and the biographical method. The second one discusses the correlation between the biographical materials and the development of the plot. The last chapter approaches the effective role of psychological trauma in writing the events of the story. Finally, this biographical reading allows us to know about literature and the hidden desire behind the author's inspiration.
A comparative corpus based analysis of hedges and boosters in discussion sections of experimental and non experimental master theses
(University Of Oum El Bouaghi, 2019) Belouettar, Hanene; Mesbahi, Amena; Azeroual, Djihed
A growing body of evidence suggests that the rhetorical devices of hedging and boosting are crucial to the construction of an authorial stance in a world of academia, however, the implementation of such devices is subject to influence by several factors among which the type of the research design. With respect to English Foreign Language learners at Larbi Ben M'hidi University, the present study is called for in a bid to discover if learners' use of hedges and boosters is dependent on the adopted research methodology. To achieve this end, a contextual analysis of these devices is carried out on a corpus comprised of 50 discussion sections (25 experimental and 25 non-experimental) drawn from master theses. A robust computational toolkit, AntConc, is used to record the frequencies of the different types of hedges and boosters across the two corpora relying on Hinkel's (2005) pre-established taxonomy by means of "Key Words In Context" concordance. To determine the significance of the results obtained, a Chi-Square test is run by means of SPSS. The findings demonstrate a statistically significant difference between experimental and non-experimental discussion sections with respect to both frequency and form of the employed hedges and boosters, however, a notable discrepancy is marked in the application of the two devices at the level of each stratum. On the basis of these findings, a number of pedagogical implications are offered and suggestions for further research are proposed.
A Comparative corpus-based analysis of conclusion sections, hedges and boosters in academic writing
(University of Oum El Bouaghi, 2023) Lakhdari, Amani; Kenouz, Chaima; Ayadi, Karim
Recently, a greater emphasis has been set on the role of metadiscourse features especially the interpersonal elements in academic writing. By means that researchers in academic writing started to concentrate on the interactional metadiscourse markers that authors use to convey their voice and position in writing. Therefore, the primary focus of the current study is to examine how Algerian researchers use hedging and boosting devices in their master theses and particularly the concluding sections. In addition, academic writers, particularly EFL learners, do not demonstrate these features in their writing. Thus, the current study's main aim is to report a comparative based analysis of 40 master two theses from graduate students of Algeria gathered into two corpora of similar size, each representing one of two branches (Civ-Did). In order to look at these devices in terms of frequency and use we have adopted Hyland's 2004 Model to see how the two corpora are similar or different in their use of these two devices and the AntConc software to analyze the data. Our findings indicated that each group used these interactional markers in a different way. Moreover, Civilization students used hedges and boosters more than the Didactics ones. The results show that nouns were the least frequently used hedging and boosting devices in the corpus, while modal auxiliaries were the most frequently used hedging and boosting devices. Modal auxiliaries were reported to be of high frequency while adjectives where the least frequently used boosting devices. For the second aim, the results indicate a slight difference in the use of hedging and boosting devices in terms of functions. These findings suggest that curriculum builders, teachers, and students should make an effort to become familiar with hedging and boosting devices and demonstrate their significance in the field of academic writing.
A comparative descriptive study of the impact of gender on english pronunciation an acoustic study of affricates
(Larbi Ben M’hidi University-Oum El Bouaghi, 2021) Serifegue, Amina; Bouri, Hadj
Sociolinguistics and phonetics are regarded as important branches in the field of the academic writing. This research attempts to provide an experimental evidence whether students pronounce affricates appropriately or no, and whether there is an acoustic difference between both genders /?/ and /?/ voice onset time. A growing body of evidence suggests that gender is correlated with pronunciation. However, previous studies have not dealt with the impact of gender on affricates pronunciation specifically. Of particular concern, this study seeks to answer the following questions: do EFL learners pronounce affricates correctly or do they make mistakes? Does gender affect pronunciation? Is there any difference between males and females voice onset time of affricates? The study is based on 32 Algerian participants; they are third year students of English at LArbi Ben M'hidi University. They are divided into two categories: males and females. In the process of conducting this research, isolated words and words in contexts contain affricates were used to describe students' pronunciation and transcription. All participants were included in these activities, and their pronunciations were recorded. Praat program was used to measure acoustically the recordings, and a statistical analysis of four words was made using SPSS software to examine the significance of the variable gender in pronunciation. Hence, We compared pronunciation of eight students. For the first question, the results indicated that some EFL learners make mistakes when pronouncing /?/ or /?/. For the second and the third questions, gender has an impact on pronunciation, and the comparison showed that the VOT of thr score mean of females is longer than the VOT of score mean of males of /?/ and /?/. On account of these findings, limitations were identified and suggestions for further research were stated.
A Comparative descriptive study of the use of english adjectives by EFL male and female students: the case of first year students at the department of english at OEB University
(University of Oum El Bouaghi, 2023) Belhabes, Khawla; Aliouche, Nadjiba
This dissertation examines the use of English adjectives by male and female EFL (English as a Foreign Language) students, specifically focusing on first-year students at the Department of English at OEB University in Algeria. A comparative descriptive study is conducted using corpus analysis to investigate potential differences in adjective usage between genders. Written paragraphs are collected from a sample of 50 participants, consisting of 25 males and 25 females, and analyzed using TagConc and AntConc software tools. The findings reveal both similarities and differences in adjective usage between male and female students. While both genders demonstrate a shared understanding of adjectives, variations are observed in the frequency and types of the adjectives used. Males display a slightly higher frequency of descriptive and possessive adjectives, while females show a higher frequency of demonstrative, and superlative adjectives. These findings suggest nuanced variations in adjective usage influenced by individual writing styles, preferences, and potential cultural and linguistic influences. The implications of this study include the need for further research in different educational contexts, incorporating qualitative methods to explore underlying reasons for gender differences, investigating instructional interventions, and considering socio-cultural factors that shape gender-related vocabulary use among EFL learners.
A Comparative study between the effects of intrapersonal and linguistic intelligences on the narrative paragraph
(أم البواقي, 2020) Sigha, Kahina; Bechoua, Soraya
Writing remains one of the most challenging skills in a foreign language for EFL/ESL learners. It requires many efforts and practices to come out with a righteous writing product. Because of the complexity of this skill, many teachers and learners face a number of issues in the teaching/learning process. While the former requires to provide the accurate teaching style to cope with all the individual differences in the classroom, the latter should adopt the best ways and strategies of learning. In this research work, the aim is to make students aware of their strengths and weaknesses by knowing the appropriate learning style that matches best their intelligence as suggested by the multiple intelligence (MIT). The main objective of the study is to find out whether there is a significant difference in students' writing abilities through using their intrapersonal and linguistic intelligences ,and also to emphasize the importance of MIT. This research is conducted with a group of 18 EFL master one (M1) students at Larbi Ben M'hidi University-Oum Bouaghi. The participants were categorized into two groups according to their dominance of intrapersonal and linguistic intelligences. A comparative correlation study is used in order to investigate whether both groups of intrapersonal and linguistic intelligences show a better mastery of narrative writing or not. A Multiple Intelligence inventory and medium-length paragraphs written by the students were used to collect data. Moreover, the statistical t-test is used to add a statistical significance to the results and the writing rubric to assess the students' writing performance. The findings of this investigation have shown that there is no significant difference between the writing performances of both groups , and that the two groups did well in this task that is narrative writing. Some recommendations for multiple intelligence theory are inserted in the dissertation as well as the limitations of this work.
A Comparative study of male/female teacher's code switching in EFL classrooms
(university of Oum El Bouaghi, 2016) Mameri, Hadda; Chaira, Farid
This study aims at compar male and female teacher's code switching in EFL classroom in middle schools of Ain Beida. To carry out this research a quantitative research method was adopted, a classroom observation was used as an instrument to collect data in order to determine which gender tends to use code switching more male or female and for which function code switching will be used by male or female teachers. In addition, two questionnaires were used: teachers' questionnaire and pupils' questionnaire that were designed to confirm the data collected from the classroom observation and to check teachers' and students' attitudes toward teachers' code switching. The conclusion that can be drawn from classroom observation is that female teachers tend to use code switching more than male. It shows also that female teachers' code switching serves the functions of exercising discipline and indicate the starting and the ending point of the lesson, whereas males' code switching serves different functions: to create a friendly relationship, to emphasize certain language points, to gain time and for translation that is to say the functions of female and male teachers' code switching are totally different. The analysis of the questionnaires indicates that teachers hold different attitudes toward the use of code switching in classroom positive and negative and students show positive attitudes.
A Comparative study of sentence variety in essays written by third year EFL male and female students at the department of english Larbi Ben M’hidi university
(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Mahrez, Zahira; Zaidi, Khadidja
Sentence variety helps to avoid monotony and dullness since opting for a variation of syntactic structures and patterns instead of completely using simple and short ones makes writing more expressive, professional, interesting, and appealing to the readers. In fact, the level of sentence variety in students' writings can be affected by their gender and opinions. In this regard, the current study aims to examine sentence variety in essays written by twenty four third year male and female students, at the Department of English, Larbi Ben M'hidi University. Specifically, it seeks to investigate the effect of students' gender and opinions towards the exclusivity of teachers-assigned topics at the level of sentence variety. First, students' opinions towards the exclusivity of teachers-assigned topics were classified into positive and negative through the use of MonkeyLearn tool for Sentiment Analysis, and the sample was selected on the basis of the results obtained together with students' gender. Sentence variety in the essays written by the participants was manually analysed, and the data was inspected via the statistical software Jamovi to discover the differences between the groups. The first research question about the similarities and differences between male and female students' level of sentence variety and the second one that asks whether there is an effect of students' gender and opinions towards the exclusivity of teachers-assigned topics on sentence variety were answered. The results of the independent samples t-test revealed that there was no significant difference between the level of sentence variety in essays written by male and female students who had positive and negative opinions towards the exclusivity of teachers-assigned topics; thus, the null hypothesis was validated. In other words, students' gender and opinions did not have an effect on sentence variety. Interestingly, the study can help in raising students' and teachers' awareness of the value of sentence variety in writing.
A Comparative study of the effects of authentic video audio materials on vocabulary acquisition
(university of Oum-El-Bouaghi, 2016) Rahmani, Mounia; Chaira, Farid
Teachers make use of different strategies and materials to enhance their students' vocabulary either incidentally or intentionally since Vocabulary is an important aspect of linguistic sub-skills that plays a vital role in the learning process of EFL learners. Hence, this comparative study aims at investigating whether authentic audio or video materials have an impact on enhancing students' vocabulary acquisition. Thus, from the research question it is hypothesized that either authentic audio materials will improve students' vocabulary acquisition more than authentic video materials or authentic video materials will improve students' vocabulary acquisition more than authentic audio materials or both authentic materials (audio and video) will have the same effect on enhancing vocabulary acquisition. The participants in the present study are second year LMD students in the english department at Larbi Ben M'Hidi university. The sample is constituted of forty six out of two hundred and seven learners which there were two experimental groups; each group was composed of twenty three students. Both groups underwent a pre-test including three tasks. Then, they were exposed to the treatment. Within the first group, authentic audio materials had been used to make students acquire new vocabulary through listening whereas the second group watched authentic video materials to acquire new vocabulary. At the end of the treatment period, both groups underwent a post-test that included the same words as those of the pre-test embodied in a distinct form of activities. Consequently, the findings of the present study exhibited that both groups had made a significant improvement in their vocabulary acquisition. However, authentic audio materials had proved their efficacy more than authentic video materials. From the present study, it is recommended that teachers apply both authentic materials for creating a healthy atmosphere for learning and enhancing the students' vocabulary.
A Comparative study of the impact and implicit pronunciation teaching on the acquisition of word stress
(university of Oum El Bouaghi, 2015) Menaa, Fahima; Chaira, Farid
Many teachers are confused about the way pronunciation should be taught, and which technique should be adopted, to help students build their phonetic competence. The current study is concerned with investigating the acquisition of word stress.It focuses on pronunciation teaching, and aims to compare between the uses of explicit and implicit pronunciation teaching, to facilitate to the students the learning of word stress. This research is built on the following research hypothesis : First, if students receive pronunciation instruction explicitly, they will acquire word stress better than those who receive pronunciation instruction implicitly. In this research, a quasi-experiment was conducted for first year LMD students at Echadeli Ben Djidid, El-Taref University. Thirty students took part in this experiment (fifteen for explicit pronunciation instruction and fifteen for the implicit one ). The study showed that there is no significant difference between the uses of explicit and implicit pronunciation teaching on acquiring word-stress.
A Comparative study of the use of parallelism in phd theses’ abstracts written by english native speakers and Algerian speakers
(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Berkani, Amira Ikram; Arouf, Samira
The ability to communicate effectively, appropriately and academically in the written form is necessary to gain language proficiency and to reach a considerable educational level. Parallelism is one of the linguistic concepts that academic writing carries. The current study attempts to investigate the way parallelism is used in PhD dissertations abstracts of Algerians and English natives and to compare its use in PhD dissertations abstracts of English natives and Algerians. Quantitative and qualitative method approaches are used. The use of parallelism of abstracts by English native speakers and Algerian speakers was divided into four types which are phonological, syntactic, lexical and semantic parallelism, and theses were selected randomly on the basis that they are under the English language specialization. Parallelism in the abstracts written by English native speakers and Algerian speakers was manually analyzed, and the data was inspected via the statistical software Jamovi to discover the differences between them. The first research question in this study is about the extent of the use of parallelism by natives and Algerians, and the second question about the similarities and differences between English native speakers and Algerian speakers in using parallelism. Finally, the results showed that there is no significant difference between English natives and Algerians in terms of the use of parallelism in their PhD dissertations abstracts.
A Contrastive genre analysis of applied linguistics MA dissertations’ discussion sections
(جامعة أم البواقي, 2020) Haouam, Amina; Ayadi, Karim
Having knowledge about any topic, field or phenomenon requires academic and methodological positioning and engagement through objectively justifying the choices, techniques and the method. On that account, in thinking about entering the topic of academic genre analysis, it was a must to start from rethinking of the cognitive approach to genre analysis. A revision that we considered as a sort of epistemological rupture to create a research space: A contrastive genre analysis of applied linguistics MA dissertations' discussion sections. In going about the two purposively-selected sub-corpora which were retrieved from one local non-native speaking university (OEB) and one American native speaking university (Portland) online database, 8 individuals each, a mixed methods approach was followed, and Bitchener's (2010) move-step model for PhD thesis discussion sections' writing was adopted to carry out the contrastive rhetorical analysis. Eventually, a bundle of findings was brought to the surface: Both groups of postgraduates go about discussing their research findings manifesting Bitchener's (2010) three outlined moves, Provide background information, Present a statement of result (SOR), and Evaluate/ comment on results or findings. The difference, per contra, inheres in the exhibition of each move with OEB corpus being less compatible to Bitchener's (2010) model than Portland corpus. Consequently, it was realized that the difference in linguistic and cultural backgrounds impacts the way in which the discussion genre is written. Throughout the scrutiny, an epistemological issue came across, suggesting that OEB students may have problems in writing an academic English discussion section as non-native speakers of the target language. On that basis, pedagogical implications and future research recommendations were offered to build a platform of knowledge to continue the reflection and deepen the research on the subject matter.
A Contrastive genre analysis of EFL articles’ abstracts in national and international journals
(University Of Oum El Bouaghi, 2019) Benrouag, Ahlem; Chaibainou, Maria; Senoussi, Nadjet
Genre analysis approach has generated interest since the early 1980s, primarily in conjunction with the ongoing development of applied linguistics, and rhetoric studies. The main aim of this study is to get clear insights into what rhetorical structures, strategies, and patterns were used in both national and international journal abstracts. It seeks also at exploring similarities and differences between these implemented rhetorical aspects, to eventually proclaim to what extent they are convenient with those of the adopted Bitchener's (2010) five-move analytical framework adapted from Swales' (1990) Create a Research Space (CARS) model. In the current study, both qualitative and quantitative methods were employed in the analysis of data. A total of fifty-two (52) English as a foreign language EFL abstracts were compiled from the electronic libraries of two selected universities, namely Human Sciences Journal (Constantine1 University) & Annual Review of Applied Linguistics Journal (Cambridge University). It should be noted that the selected articles were published between the years 2015 and 2019. When discussing the findings, data management and examination were performed using manual analysis for the identification of moves, sub-moves and move orders employed in each abstract. Based on contrastive genre analysis, the findings revealed that both national and international researchers possess adequate knowledge of the main moves on how to write articles' abstracts. The investigation also indicated that the international researchers were more accustomed to the rhetorical organizations of moves, sub-moves, and their order. Ultimately this can facilitate identifying with greater specificity which language and discourse features might be effective targets of contingent instruction to promote learners' and researchers' abstract writing abilities. Based on the outcomes of the investigation, and taking into account the linguistic and cultural variations, new insights might be provided to help syllabus designers in developing adequate materials for academic writings courses.
A Contrastive genre analysis of EFL graduate student’s ma theses abstract sections
(university of Oum- El- Bouaghi, 2017) Malawi, Zeyneb; Chaira, Farid
Swales (1981) works on genre analysis has been of great inspiration for many genre analysts for more than two decades. Contrastive genre-based studies of academic text particularly RAs abstracts has gained considerable attention from the discourse community, but only few contrastive genre studies have been done in master's theses abstracts. However, MA theses abstracts written in English and in three different fields such as Sciences of language (SL), Literature (Lit) and Civilization have been exclusively analyzed. The main purpose of the present study was to examine 24 MA theses abstracts written in English by different postgraduates from the three options of English language department of OEB University. The randomly selected corpus will be analyzed based on Swales (1990) CARS model of academic writings. Accordingly, the rhetorical structure _the moves and steps that constitute the macrostructure level was analyzed and compared in terms of move frequency, move order and linguistic realization of each move preformed in the three corpora. The results revealed that Moves preformed by SL, Lit and Civ abstracts do not completely accorder with Swales (1990) three move model. Moreover, MA theses written abstracts set out some remarkable differences due to the differences in students disciplinary backgrounds. The results may promise some implications for graduate students to facilitate their academic writing skill.
A Contrastive genre analysis study of dissertations’ general conclusions written by english native and non-native speakers
(University of Oum El Bouaghi, 2023) Alalei, Anfel; Hamadouche, Mokhtar
Many scholars and students agree that writing a thesis or a dissertation can be a difficult task, considering its importance as a requirement for graduation. The rhetorical structure employed in the conclusion section requires certain standards just like other sections of a thesis or dissertation to show the organization and clarity of their writings. Genre analysis studies have been done on the different parts of dissertation namely the abstract, the introduction, the discussion, and the result sections. However, only few contrastive genre studies have been done on the MA dissertation general conclusion section. In this regard, the aim of the current study is to carry out an analysis of the conclusion sections. rhetorical organization of MA degrees written by Algerian English graduates. majors at OEB University and American English graduates majors at Lowa State University and to explore the potential variation between the two groups. To carry out this study, Chen and Kuo.s(2012) model of writing conclusion chapter of applied linguistics MA dissertations is adopted. To conductthe contrastive genre analysis, a corpus of40 dissertations was randomly and separately analyzed. Furthermore, the rhetorical structure of moves with their sub moves were identified, analyzed and compared in terms of frequency, proportions and order of each move used in the two corpora to investigate the research questions furthermore. The findings revealed that the moves used by Native and Non-Native conclusions do not completely follow the Chen and Kuo.s (2012) model. Additionally, they comply the model of Chen and Kuo (2012) more than OEB students. However, the analysis revealed that both groups shared some similarities in terms of the frequency and the occurrence of the moves. The results from this study have some pedagogical implications for raising the EFL students. awareness about the rhetorical structure of the conclusion section.
A Corpus based analysis of syntactic complexity in master’s dissertations: a comparative study of the general introductions written by second year master’s students of literature and civilisation in the department of english Larbi Ben M’hidi University Oum El Bouaghi
(University of Oum El Bouaghi, 2023) Chabane, Roumeissa; Guemini, Takieddine; Chaira, Farid
There have been a growing number of scholarly investigations which state that the syntactic complexity displayed by EFL learners in their written output could serve as a reliable indicator of their writing competence. Syntactic complexityis a critical element in the writings of these learners who usually struggle to produce complex structures. Therefore, they often resort to simpler forms, especially in their dissertations. The level of syntactic complexity in these works can be affected by multiple factors, and recent research suggests that one of these factors is their field of study. Proceeding from this premise,the present studyaims to uncover any significant distinctions in the syntactic complexity of the general introductions extracted from selected dissertations in the literature and civilisation subfields. These dissertations were written by Algerian postgraduates at Larbi Ben M'hidi University (Oum El Bouaghi)over the past ten academic years. To examine the syntactic complexity of the introductions, a corpus-comparative approach waschosen. Two robust automated analysis tools, the L2 Syntactic Complexity Analyzer (L2SCA) and the Tool for Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC), were employed to assess a corpus of 70 introductory sections. These tools were used to examine ten indices of syntactic complexity divided into large-grained and fine-grained metrics. The numerical results were then compared using a MANOVA and subsequent univariate tests to further investigate the research questions. The findings revealed a significant overall difference in syntactic complexity between the two disciplines, with the civilisation group attaining greater scores on the majority of indices. Importantly, the discipline showed a significant large effect on dependents per nominal and dependents per object of the preposition, emphasising the importance of phrasal complexity in L2 academic writing evaluation. In light of these outcomes, notable disciplinary inequalities in the usage of syntactically complex structures were discussed, as were the implications of these outcomes for EFL writing research and pedagogy.
A Corpus based analysis of the use of reporting verbs in master dissertations
(university of Oum- El- Bouaghi, 2017) Berhail, Sarra; Chaira, Farid
The present study is concerned with a crucial element in reporting that is considered to be the key and complex feature in academic writing i.e. reporting verbs. These lexical items are chosen carefully by writers to report others claim and to present their evaluative judgments on those claims. Therefore, this study is called for with an attempt to figure out how this type of verbs is used in MA postgraduates literature reviews at the department of English, Larbi Ben M'hidi University in OEB. The corpus consists of 10 MA theses that were selected from both streams at the department of English "The University of Oum El Bouaghi". RVs were tallied using AntConc and SPSS software. After that, they were classified using Hyland's (2002) classification of RVs. The results demonstrated that both streams used a limited number and type of RVs that was different from the one used by the other stream. What was shared, by both streams, is the arbitrary and non organized use of these lexical items. Consequently, RVs should be implemented within teachers' goals and included in future syllabuses so that MA postgraduates will be aware of the appropriate use of these lexical items.
A Corpus based comparative study of conceptual metaphor in master dissertations in different disciplinary and cultural contexts
(University of Oum El Bouaghi, 2023) Abeoub, Malika; Melgani, Haroun
Metaphor studies has taken an absolutely new look ever since it has been treated as a cognitive and cultural phenomenon rather than a solely linguistic one. Adding to the increasing body of research in this area, the present study aims to examine the effect of cultural and linguistic contexts(disciplines) on the type and frequency of metaphors used in master dissertations based on corpus analysis methods. For the sake of achieving this aim, the current comparative study makes use of the corpus analysis toolkit "AntConc" in analysing metaphorical language in a corpus collection of 80 Algerian and American master dissertations in the academic fields of English Literature, TEFL, and TESOL. The results obtained showed that the metaphors retrieved from the corpus revealed more similarities than differences especially concerning cultural aspects. Nevertheless, some particular uses were found that were mainly related to disciplines specificities and cultural differences. Finally, this work can be of great benefit given that it drew both teachers and students attention to the importance of integrating metaphors in foreign language teaching and learning.
A corpus based comparative study of the use of interactional metadiscourse markers in master theses general conclusions
(University Of Oum El Bouaghi, 2019) kaies, soumia; Benzitouni, Amina Ouafa
Recently, there has been an increased emphasis on the interpersonal function of metadiscourse features in academic texts. This means that research on writing in academic contexts began to focus on the rhetorical features, such as interactional metadiscourse, that writers use to present their voice in writing. Although several studies have favored research articles as an important genre to search the metadiscourse features, little attention has been drawn to the analysis of metadiscourse use in MA theses general conclusions across L1 and L2 languages. Besides, academic writers, especially EFL learners do not manifest these features in their writing. The current study, thus, aims to report a comparative based analysis of forty postgraduates' MA theses general conclusions compiled into two equal-sized corpora each representing one of two different universities, namely, Oum El Bouaghi and Iowa. To carry out the analysis, the study adopts Hyland's (2005) interpersonal model of metadiscourse to investigate how interactional meta-discourse markers are used by native and non-native students and how similar or different the two corpora regarding the use of those markers. The results showed that each group employed interactional metadiscourse markers differently. Additionally, Iowa students used more interactional markers than Oum El Bouaghi students. Still, the analysis reported on some similarities in the use of those markers between native and non-natives which is the same frequency order of hedges, attitudes and engagement in both corpora. Moreover, hedges acted as the leading category and engagement as the last one. Nevertheless, the statistical Chi Square results suggested that there is a significant difference in the use of those markers between natives and non-natives (p<0.05)

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