Browsing by Author "Oueld Ahmed, Fatima"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Cultural Incidents in Literary Texts: A Case Study of Edward Morgan Forster’s A Passage to India (1924)
    (university Mouloud Mammeri of Tizi-Ouzou, 2017) Oueld Ahmed, Fatima
    The present research investigates the importance of integrating culture in teaching literary texts. It highlights the place of culture in foreign language methodologies. Although culture teaching becomes a necessity in foreign language teaching, it is still dealt with as an adjunct in Algerian foreign language classrooms. This study proposes a model which integrates culture in teaching literature in foreign language classrooms. To achieve our aim, we apply the theoretical concepts proposed in the “Culture Bump Theory” to the analysis of cultural differences in E. M. Forster‘s A Passage to India. By conducting a didactic analysis, the following work clarifies the need for integrating cultural elements in teaching foreign languages. Teaching culture is necessary in raising cultural awareness as well as in eliminating the frustration, disconnection and cultural misunderstanding
  • Thumbnail Image
    Item
    Setting up a pedagogical model to deal with cultural issues in english selected novels
    (Université Mouloud Mammeri de Tizi-Ouzou, 2023) Oueld Ahmed, Fatima
    This research examined foreign language students’ reactions, responses and attitudes towards the unfamiliar cultural behaviours and thoughts exhibited via literary texts. Applying the mixed method paradigm, the research investigated student-text interaction , students’ cross cultural experience and factors influencing students’ responding process with reference to the main notions of the reader response theory and the culture shock experience. As a case study , we chose to study students’reactions towards cultural stereotypes in Conrad’s Heart of Darkness , the flapper’s changing behaviours in Fitzgerald’s This Side of Paradise, trauma in Hemingway’s novel A Farewell to Arms as well as the theme o mother fixation in Sons and Lovers by Lawrence. Relying on both quantitative data (Questionnaire instrument) and qualitative data ( Teachers’ interview, response prompt, focus group discussion), we have come to some interesting findings. First, integrating culture in teaching literary courses became a necessity and bringing the differences and similarities between C1 and C 2 is a must to develop critical minds on the part of students. Second, shedding the light on the cultural issues in multicultural literature and examining their cultural value while teaching literary texts are the firstl steps to develop cultural understanding, cultural awareness and critical thinking. Third, the unfamiliar cultural topics in English literature represent a challenge for both teachers and students. Students , to a large extent , experience culture shock while going through the cross cultural issues ( sexual issues , gender problems, racial stereotypes, war trauma, etc. They live through a multiphase emotional experience through which they witness the feelings of confusion, anxiety, frustration and emotional disturbance. Despite the severe nature of the cross cultural conflict students undergo, they show tolerance , awareness, empathy and adaptation. They do not accept passively whatever is written about the foreign cultural world. However, they deal with the unfamiliar cultural world employing critical lens of understanding and reflective thinking. Fourth, many factors shape students’ responding process including gender, personal experience or personal memories and religion.