قسم اللغة الإنجليزية

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    Attitude and strategies in self-directed learning of english
    (Oum-El-Bouaghi university, 2007) Nouioua, Ramzi; Saadi, Hacène
    The 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 ) .
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    Culture in english language learing and teaching
    (Oum-El-Bouaghi university, 2007) Serhani, Meriem; Laraba, Ahmed
    Since 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.
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    Effects of lack of discipline in secondary schools on the teaching learning process
    (Oum-El-Bouaghi university, 2007) Golea, Tahar; Abderrahim, Farida
    In the event that the professors or students to attack physical or verbal , it is not possible that there is a process of teaching and learning successful , when disturb pupils professor during the process of the lesson because of bad behavior , not the students and not the teachers can provide better , so the aim of this study was to find out and understanding the impact of the problems of discipline on the process of teaching and learning , the hypothesis that we started this study are as follows : lack of discipline Yadi to the process of teaching and learning is successful , the search tool that E. ' Tmdnaha is the questionnaire , we have prepared a questionnaire and one for students and the other teachers and after analysis We found that the problems of discipline negative impact on the professor and the students together , Vadaoualosatzh affected by the behavior of the pupils who influence the atmosphere section , wasting the time of the lesson and having fun colleagues of the duties , student achievement is also affected in many ways because they can not afford to study in the Living situation where became the noise , inconvenience and unacceptable behavior lasting qualities , the concentration of pupils Hidayat, who is considered a key element in education is fluctuating because of behavior problems which prohibits students from showing their true potential and active participation in their process of education.
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    Investigating learnes pronunciation of english
    (Oum-El-Bouaghi university, 2008) Benchana, Samiha
    The present research work is set up with the aim of exploring the english foreign language pronunciation learning at the university of Guelma. Particularly, the interest is to examine the relationship between the ability to pronounce english intelligibly and a set of learner-based variables. In addition, it is intended to discover the sources of the problems the participating students have with the sound system of english.The statistical procedures adopted, namely quantitative analysis of questionnaire data and Spearman's rank correlation coefficient rho, prove the hypothesized significant positive correlations between the learners' levels of pronunciation intelligibility on the one hand, and the amounts of practice they exhibit, the personality traits they reveal and the degrees of motivation they demonstrate, on the other hand. Specifically, learners with large amounts of practice, lots of self confidence and high degrees of motivation are found to be the most successful in acquiring an intelligible articulation of english. Additionally, the error analysis of the subjects' English verbal performances shows that, as it was hypothesized, their major causes of difficulty in pronouncing english are intralingual, mainly due to the non-correspondences between english spelling structures and pronouncing forms. Moreover, the students are also found to produce fewer, but not less serious, pronunciation errors stemming from interlingual, miscellaneous and other causes. Nonetheless, the advanced examination of all the identified errors and sources reveals the new hint that nearly all the problems the subjects have with the pronunciation of english are an indirect result of their lack of exposure to the native speakers' verbal language. Explicitly, the students' unfamiliarity with accurately spoken english have caused them to base their pronunciation performances on misleading inputs, particularly, the orthography of english, the French corresponding pronunciations, their teachers' sometimes erroneous articulations, and their own assumptions about how the target words can be properly pronounced. The findings of the present study bear important implications for both pronunciation teachers and students at the english department at the University of Guelma. In particular, teachers are invited to increase their learners' exposure to, and practice of, RP accurately pronounced speech patterns. Promoting students' motivation to learn can also be remarkably helpful as it can multiply their chances of benefiting from teaching and practice sessions. This could be ensured by raising the learners' awareness about the importance of pronunciation to communicate effectively and by building enjoyable communicative contexts for pronunciation teaching and practice. On their part, the students are asked to positively Finally, it needs to be clarified that the significant correlations the present research has established between levels of pronunciation intelligibility and amounts of practice, degrees of motivation as well as certain types of personality traits do not imply a causality relationship between the involved variables. All what is meant here is that the variables in question go together and that where one is present the others are also likely to be there. A cause-effect relationship is only a plausible supposition that can serve as a hypothesis for further research in future.
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    Investigation of the strategies of metaphor translation
    (Constantine university, 2003) Chelli, Madjda; saadi, Hacene
    The 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.
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    Motivation second year students for a better performance in english oral expression at the university of Batna
    (Oum-El-Bouaghi university, 2008) Lalaouna, Amel Gamra; Laraba, Ahmed
    like attitudes, anxiety and motivation, were not considered to be important at ail. Today, much of this has changed, and we sometimes get the impression that affective variables are considered to be the only important in the leaming process. In this research paper, we will focus on motivation because we believe that many of the other variables affecting the leamers’ performance such as self-confidence and personality dépendent on motivation for their effects to be realized. Thus we consider that no matter what is the underlying motivation to study a second language, what can not be disputed is the fact that motivation is an important variable when examining successful language second language acquisition. In the present study, we believe that students’ participation in the classroom is directly linked to their motivation and interest in the activities suggested by the teacher. Our aim is to find out the type of activities which stimulate our students’ participation in the classroom and consequently improves their performances in English oral expression. Our study, thus takes into account the stue^nts attitudes, opinions, and preferences. Moreover, it tries to identify problems that second year student’s encounter in oral expression and seeks to solve them by suggesting some recommendations to teachers. Based upon the results of the observation grid and the responses of student’s questionnaire, we could identify some activities that may motivate our students to participate in the oral expression course. The findings of this research Confirm our -hypotheses by showing that students prefer to discuss
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    Raising student's awareness about learning strategies as relevant to writing
    (Oum-El-Bouaghi university, 2009) Chekkat, Ilhem; Hocine, Nacira
    The present study derives from the invstigation of the english language learning teaching situation. It is, then, a descriptive study of the english language teaching writing skill in terms of writing compositions, at the university level. Accounting for the factor that the english learners' error sources are various and that the english writing course provided at the classes does not - most of the time - meet students' needs in this skill area, we advance the hypotheses that L1 interference is only one source of english students' writing errors but not the major one , and that raising students' awareness towards a conscious language use of the writing system of english ; through teaching adequate learning strategies relevant to the writing skill wouuld better answer learers' demands, serve their needs, and effectijvely help them to step towards the achievement of the intended course objectives in a foreign language teaching/learning context.Additionally, developing reading skills and strategies would better help learners in controlling their writing system and improving its quality ; in terms of vocabulary, language expressions, etc. Therefore, a data analysis is carried out the means of two questionnaires addressed to both teachers and learners ; in addition to, a corpus analysis of students' errors ; in which we deait with the major problems students have in their writings. The analysis of the questionnaires' results confirmed our hypotheses revealing that raising students' awareness and conscious use of the english language writing system through teaching writing strategies is the best way to illuminate and reduce their errors and then generate an effective behaviour concerned with conscious control of their writing capacities
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    Secondary school literary students underachievement in writing
    (Oum-El-Bouaghi university, 2007) Khelef, Embarka; Abderrahim, Farida
    This 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 .
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    Strategies to motivate learnes to improve their speaking abilities
    (Université d'Oum-El-Bouaghi, 2007) Khouni, Warda
    The aim of this research is to identify the needs of first year students of english at Mohamed Khider university of Biskra in OE courses. Further, the study suggests a few strategies for teachers to motivate their students to improve their speaking abilities. The study holds two directions. The first examines the concept of "MOTIVATION", i.e. an overview on research done on motivation since the 1950's to nowadays. In addition, it serves as a reminder about the important models of motivation for language learning studied in the field of educational psychology.
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    Teaching the listening skill to third year students of english at the university of Guelma
    (Oum-El-Bouaghi university, 2008) Mebarki, Katia
    The aim of this investigation was an attempt to confirm the hypotheses proposed in the introduction, i.e. teachers can't do well with their listening courses, and develop their learners' aural abilities unless they are given the appropriate pedagogical materials, with a revised methodology. Concerning the methodology, it is really difficult for beginning teachers (who represent the majority of the teachers in the english department at the University of Guelma) to choose among the large variety of approaches and methods available. The best way is to adapt one that fits better the communicative needs of the learner. The students `questionnaire revealed that third-year students are highly motivated to learn english and improve their listening abilities, but they complained seriously from the insufficiency of the time allocated to listening activities which they describe as vital for the acquisition of the english language. This questionnaire stressed also the need for authentic materials, and real life speech situations. So our students need more intensive practice in listening in order to develop their aural/oral abilities if we want them to realise the aim of our second and third hypotheses, which is to be able to communicate more if they have the skill of understanding the spoken language. The questionnaire administered to teachers was of great importance to this research project since it shed light on different problems and difficulties relevant to the teaching of the listening skill. The questionnaire revealed that the department offered no appropriate pedagogical teaching materials, no reliable official program, and lacks teachers' methodology. All this together with the limited time allocated to listening might affect and restrain the obtention of good results with learners. There is an extreme necessity on the part of the authorities to supply teachers with an elaborated program that serves as a guideline. It is obvious that the teachers of "Oral Expression" need to work together and have more pedagogical meetings if they want to introduce changes in the official program in order to adapt it to their learners. Training is highly required for both beginning and experimented teachers. We also insist on the frequent co-ordination with teachers of other modules, because a good teacher knows that his success may depend on the progression and integration of other basic courses. Although we presented some suggestions for a better teaching of the listening skill, and offered possible solutions for its improvement, they are not to be taken as rules. We do not pretend to provide new theories or to bring new ways of teaching the aural skill. We tried simply to drive teachers' attention to some practical facts about the subject. It is clear that there is no particular method to teach foreign language, it's just a matter of motivation, creativity, and professionalism.
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    The Effect of grammar consciouseness-raising on facilitating the acquisition of adjective order
    (Oum-El-Bouaghi university, 2009) Zaidi, Khadidja; Mouméne, Ahmed
    The results obtained from this study provide evidence in support of the effectiveness of grammar consciousness-raising tasks on facilitating the acquisition of grammatical structures. It has been found that such grammar tasks contribute to language acquisition in two ways. They contribute directly by providing opportunities for the kind of communication which is believed to promote the acquisition of implicit knowledge, and contribute also indirectly to enabling learners to develop explicit grammatical knowledge of language rules which will later facilitate the acquisition of implicit knowledge. Therefore, GCR tasks are based on the claim that learners benefit from explicit knowledge of grammatical features. It has a role to play not only in language use (monitoring) but also in facilitating the process of noticing and noticing the gap, within a computational model of L2 acquisition are viewed as necessary steps in the development of implicit L2 knowledge. Moreover, they can also assist acquisition by promoting the depth of processing which promotes acquisition. Requiring learners to think and talk about grammar potentially involves greater intellectual effort than simply listening to a teacher's explanation, if this takes place in the TL will foster both the process of acquiring new knowledge and that of analysing and restructing existing knowledge. Grammar tasks which emphasize consciousness-raising appear to be an effective type of classroom activity, and their use is supported by what is currently known about how a second language is acquired. Furthermore, such tasks provide serious content, in contrast to the trivial content of information-gap activities, and they accommodate learners who believe that it is important to learn about grammar. They provide opportunities to communicate in the language in groups or in pairs, and they encourage an active discovery-oriented approach on the part of learners, which accords with current views about good educational practice. Another benefit of the C-R approach to grammar teaching is that given sufficient exposure and opportunity, learners will discover elements of grammar and reach conclusions which make sense in terms of their own systems. This involves reconciling their new findings of the use and usage of a particular feature, and examples of its use by native speakers. GCR tasks advantages, is that in the longer term, they nurture language awareness, sensitizing learners to the structures of the target language in a way that passively receiving information about language rules does not. Applying this approach trains learners to techniques which they can then use to study independently. In the affective sphere, self-discovery nurtures curiosity and builds confidence. Nevertheless, since inferring is an essential mental process in language learning, refining or rejecting learners' working hypotheses about the target language is essential if we want to avoid fossilization. Feedback will help learners to integrate the new language into their interlanguage system since it makes them notice the difference between their productions and the target system. Thus, after the production attempt, the teacher gives the learners feedback in the form of explicit statement of the rule which is to be formulated and written on the board with examples illustrating its use. However, before these key explanations are provided to students, they are advised to reflect on their answers and correct their errors. It is by reflecting about their productions first, and later about their errors that the feedback is more effective. The limitations of the present study such as the relatively small number of subjects, the limited range of structures involved, and the short period of treatment must be acknowledged. Future experimental studies correcting for these limitations will help define with firmness the relative effects of GCR tasks on grammar acquisition. Additionally, the use of GCR tasks remains an intriguing proposal in need of further study. Future research will need to address a number of issues. These include: a) developing different formats of GCR tasks; b) examining the effects of these different formats on gains in acquisition; c) investigating the effects of teacher feedback; and d) investigating the role of learners in task performance. We still also need information across a wider range of ages, levels of proficiency, backgrounds, and learning styles.
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    The Effects of the coopertive learning approach on efl students aural-oral skills
    (Oum El Bouaghi, 2007) Medfouni, Karima; Saadi, Hacène
    The Aim of this study is to look at the effects of the way so-called cooperative learning , and in particular style polemics STAD ( Achievement divisons student teams) adopted in the development and the development of the skills of listening and speaking when Algerian students in the second year of the Division of English in the system (LMD) at the University of Constantine , was selected 48 students to participate in the research level of cognitive estimator b : 7 years , has been chosen on the basis of a random sample and divided into two regiments : Regiment Regiment control and experimental . Overall analysis of the results indicated that the rates of the students in the experimental cohort tend to be high relative to the rates of the students in the control cohort , which means that the activities of cooperative learning in the development of effective listening and understanding on oral expression .
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    The Impact of grammar instruction on learners grammatical knowledge and accuracy in writing
    (Oum-El-Bouaghi university, 2009) Arrouf, Samira
    The present study is conducted to investigate the impact of the presence or absence of explicit grammar instruction on grammatical knowledge and accuracy in writing of first-year students of commerce at Larbi Ben M'Hidi university at Oum-El-Bouaghi. Previous research suggests that explicit grammar instruction results in gains in explicit knowledge and its application in discrete-point grammar tasks, but there is little evidence that it results in gains in grammatical accuracy in integrative tasks including written compositions. To fulfill the purpose of this study, a quasi-experimental research design was conducted. Two pre-existing groups of learners were randomly assigned as experimental and control groups. The experimental group received explicit grammar instruction which involved explanation and practice of some rules governing english articles. Subjects in the control group did not receive any explicit presentation of grammatical rules. Instead, they were instructed in the comprehension of texts of commerce containing definite, indefinite, and zero articles. Participants were pre-tested through a fill-in-the- blank test and a composition test to check their current grammatical knowledge and accuracy level in the use of articles. An attitudinal survey was administered at the same time. After the instruction, a post-test was administered; it was identical to the pre-test. The results of both a paired-samples t-test and an independent-samples t-test indicated that explicit grammar instruction was the most significant factor influencing students' explicit grammar knowledge and grammatical accuracy in writing. In addition, survey results revealed that learners preferred receiving explicit grammar instruction. Finally, it was concluded that it is entirely possible that explicit grammar instruction may have a more powerful effect on explicit grammatical knowledge as well as accuracy in writing in the target language.
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    The Impact of socio-cultural factors on learning english as a foreign language in algerian rural secondary schools
    (Constantine university, 2001) Khaldi, Hafida; Zahri, Harouni
    The 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.
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    The Problem of time in the waste land of T.S. Eliot
    (Constantine university, 2004) Rahmoune, Nadia Alima; Claude, Grimal
    sans résumé
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    The relationship between metacognition and fossilization in the course of the acquisition of english as a second languge
    (Oum-El-Bouaghi university, 2010) Berkani, Nassima; Saadi, Hacène
    Cette étude a examiné la relation entre la métacognition et fossilisation au niveau morphosyntaxique de l'acquisition de l'anglais comme langue seconde chez les étudiants de deuxième année d’anglais. La collecte des données comportait trois sources: (1) L’échelle des Orientations Motivationnelles de L'apprentissage des langues - Motivation Intrinsèque, Motivation Extrinsèque, et Amotivation (LLOS-IEA), une adaptation d'un questionnaire élaboré par Noels, Clement & Pelletier (2001). Cette échelle a été utilisée pour isoler les étudiants motivés puisque nous ne pouvons pas parler de la fossilisation, sans que les étudiants soient motivés pour apprendre une deuxième langue, (2) l'adaptation de l’instrument d'auto- rapport de 52 Point de Schraw et Dennison (1994); L’inventaire de La Conscience Metacognitive (MAI) qui a été utilisé pour évaluer la conscience de la connaissance de la cognition et de la régulation de la cognition des étudiants, les deux principales composantes de la métacognition, et (3) trois différentes compositions écrites de chaque étudiant participant à cette étude qui ont servi à évaluer leurs erreurs morphosyntaxiques, un miroir qui reflète leur fossilisation. Les sujets de cette étude ont été choisis aléatoirement parmi toute la population d'étudiants inscrits en deuxième année d’anglais (système LMD) à l'Université Mentouri de Constantine. Les résultats de cette étude indiquent qu'il n'y a absolument aucune relation entre la métacognition d’ordre général et la fossilisation des étudiants.
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    Transfer of modal structure from standard arabic to english
    (Oum-El-Bouaghi university, 2010) Saoudi, Nesrine; Derradji, Salah
    The purpose of this work is to examine the extent to which algerian students rely on their first language modal verb kilowledge on acquiring an understanding of modal verb usage in english. This work is also devoted to find out the most appropriate teaching method for this situation. The stated hypothesis was evaluated through a test as well as a questionnaire administered to students, and the results show that transfer of the standard arabic language would affect the correct use of modal verbs like it may also be at origin of errors which are of the following types: - Agreement between the verb and subject in the modal sti-ucture, - Use of a particle after a modal verb, - Co occurrence of a modal verb and a noun. The results of the test also showed the tendency of students to use transfer from arabic to english when facing difficulties using English modal verbs. Furtherrnore, other languages, namely algerian Arabic, Berber, and french, may have the same effect as the standard arabic language on the use of modal verbs by these students. As the questionnaire distributed to grammar teachers; results showed that the most appropriate method of teaching modal verbs is the eclectic method. Based on the findings suggested in the interpretation of the results, a mode1 lesson and some modal verbs have been provided to teachers, hoping to be able to help tlielii better uiiderstaiid, predict alid aiiticipate the use uf iiiodal valis students, and how the latter can ovcrcome thc problcms thcy havc with this grammatical category.
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    Violence in postwar american fiction
    (2001) Belkharchouche, Malika; Bendjeddou, Med Yazid
    The 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.