Département d'Anglais

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Algerian EFL Students reading practices in the digital era: A sociocultural approach
(Universite Mouloud MAMMERI Tizi-Ouzou, 2020-03-07) Ammour, Kamila
The purpose of this thesis is to explore and compare the Algerian EFL students’ reading practices in digital and print-based environments in terms of gender differences, geographical location, and mother tongue. Accordingly, the leading approach to the raised issues is sociocultural wherein reading is perceived as a social practice. To accomplish the aim, qualitative and quantitative data collection and data analysis procedures were combined to yield the validity and the reliability of the results. The study took place at two Algerian universities notably, MouloudMammeri University of Tizi-ouzou and Ali Lounici University of Blida. Four research tools were used to collect data: a questionnaire, two reading comprehension tests, reading survey (SODPRS), and an interview. The collected data were analysed by means of qualitative content analysis, critical discourse analysis, and statistical analysis that combines descriptive statistics (cross tabulation, mean, and standard deviation) and inferential statistic procedures (chi-square test, correlation, independent samples t-test, paired samples t-test, and ANOVA).Findings indicate that a significant discrepancy is noticed among Algerian EFL students in terms of their cognitive focus and critical comprehension in print-based and digital environments. In addition, they show teleological perceptions and ambivalent attitudes towards reading. As regards gender differences, unexpectedly, while female students outperform their male counterparts in digital reading, male students score higher in print-based reading. In addition, girls are depicted as holistic readers, while boys hold an atomistic approach to reading.Apart from slight differences in terms of pre-reading strategy-use, the urban-rural divide is shallow in the Algerian context. Last but not least, divergent reading practices are observed among Arabic and Berber speakers in terms of perception, and preferences for specific genres in print or digital environments.To put it in a nutshell, the sociocultural peculiarities of the Algerian society make of the Algerian EFL students distinct learners who show particular reading attitudes, strategy-use, and types of texts they tend to read. The findings hold several implications for EFL reading instruction in the Algerian context. Possible directions for future research are suggested.
American Women (re) Writing the Frontier: Domesticity, the Production of Space and Social Relationships in Selected Narratives of the 19th and 20th centuries
(Universite Mouloud MAMMERI Tizi-Ouzou, 2021) Afettouche, Belaid
This thesis examines women’s literary representations of the American Frontier in selected fiction of the nineteenth and twentieth centuries. It studies the issue of the production of space and social relationships which is embedded in their dialogized discourse. Responding to their male counterparts who see the frontier space as the place of the male renewal and the domestication of the woman, many female authors such as Catherine Maria Sedgwick, Mary Austin, Willa Cather, and Laura Ingalls Wilder appropriated the frontier space to discuss gender-related issues such as social roles, the private and the public spaces. Borrowing the concept of representational space from Henry Lefebvre, it argues that these women writers resort to that grand narrative of American identity and Manifest Destiny in order to show their resistance and participate in the debate on the place of women in the American society. To show their discord with the dominant frontier ideology which represents the woman as silent, dainty, and submissive, they promote a contrasting image, that of a courageous independent woman who enjoys the outdoor space. To reach its aim and investigate the ways in which these American female writers produced space and social relationships, revised the male frontier narrative and challenged the status quo which constricted women’s mobility, the present research adopts a conjunction of perspectives, borrows from spatial, dialogic and feminist theories. The way these U.S. women authors produced space and social relationships is studied in the light of Henry Lefebvre’s spatial theory developed in his book The Production of Space (1991). In this book, Lefebvre explains that it is through movement that the spatial ideologies are produced and transformed. The dialogized discourse of the women writers under study is examined through the lens of Mikhail Bakhtin’s notion of dialogism explained in his books The Dialogic Imagination: Four Essays (1981) and Problems of Dostoevsky’s Poetics (1984). As far as their feminist stance is concerned, the latter is treated in the light of the feminist assumptions of Victoria Walker explained in her article “Feminist Criticism, Anglo-American” (1993).
The Anglicization of Algerian netizens : a multimodal social semiotic study
(Universite Mouloud MAMMERI Tizi-Ouzou, 2021-05-17) Hocine, Karima
The present study is concerned with the analysis of the Anglicization of Algerian netizens through Facebook groups and pages designed in English. It is intended to determine the assumptions behind the use of English by Algerian Facebookers, who live in an environment which seldom allows them direct access to real spoken or written English except through the web. The study is based on Mixed Methods Research. It combines quantitative and qualitative methods. It uses a descriptive statistical method to elicit statistical data, then, adopts a Critical Discourse Analysis for the interpretation and explanation of the results. It also applies Kress’ and Theo Van Leeuwen’s Social Semiotic Multimodal Approach to account for the whole visual design and layout of Algerian Facebook groups and pages designed in English at both the linguistic and visual levels. In order to gather the data, two questionnaires are used. The first questionnaire is addressed to Algerian netizens using English through Facebook groups and pages. The second questionnaire is addressed to Algerian designers of Facebook groups and pages using English. Visuals extracted from the same groups and pages are randomly selected.The findings show that the use of English in Algeria is remarkably increasing, especially in cyberspace as Facebook groups and pages designed in English are emerging steadily, and if things continue evolving this way, English may, in the long run, and most probably in the digital context, threaten the status of French in Algeria. Yet, its level and degree of usage remains confined to the young literate elite, which includes mainly teachers of English, university lecturers, students and doctors. In fact, Algerian netizens, especially the young generation, are aware of the importance of English as an international language of business, diplomacy, science and technology, and therefore, they do not only use it for learning the language itself but also for other purposes, including fun, entertainment, meeting new people, striving to be up to date and expressing themselves. Interestingly, this online use of English is not completely a matter of being part of the globalized world, because even if the Algerian youth are fond of using English in Facebook groups and pages, it does not mean that they forget their culture. Rather, it is quite the opposite, as they use English to make their culture known overseas. This is particularly obvious in their use of visuals. More than that, it can be assumed that such use of English is also a call for change in the Algerian linguistic policy because the Algerian netizens surveyed want English to be the first foreign language in Algeria in the future. Indeed, this study has proven that a change in the Algerian educational policy towards English appears salutary to cope with the increasing demand of English use
Classroom interaction : an investigation into the aspects of teacher-student talk in EFL classroom
(Mouloud Mammeri University ,Tizi-Ouzou, 2023) Gouider, Ilyes
The present thesis explores different aspects of teacher-student talk embedded in the classroom interaction of Algerian EFL courses. It seeks to examine the effects of key teaching practices on the verbal behavior of students. The study tackles three main dimensions of interaction, namely: the impact of teachers' verbal behavior on the patterns of students' talk and the classroom climate, the effects of teachers' questioning techniques and wait-time on the length of students' production, and the influence of corrective feedback strategies on students' uptake. It adopts an ex-post facto design and employs a descriptive-correlation al method for answering the research question sand testing hypotheses. The process of data collection took place at two Algerian universities and the participants consisted of six teachers along with 108 third-grade students of EFL. The analysis relied on a database generated from real-time observations and transcriptions corresponding to the observed lessons. Three analytic frame works were used for coding data. Flanders interaction analysis category system (FIACS) was employed for examining the patterns of interaction. Long and Sato's (1983) taxonomy of functional questions was adopted for the categorisation of questioning techniques while Leyster and Rant's (1997) model was implemented for the classification of corrective feedback and up take. The data base consisted of 7522 coded categories of interaction, 905 functional questions, and 255 corrective feedback moves. The analyses of quantitative data were conducted via SPSS version 28, based on which different statistical tests were performed. A p-value of.05 (p< .05) was set as a threshold of statistical significance. The major findings indicated that despite the prevalence of teacher-talk in classroom interaction, a supportive socio-emotional atmosphere was consistently maintained during the delivery of EFL courses. It is important to highlight that, while many students showed willingness to participate in classroom discourse, their contributions primarily consisted of brief responses, as they generally with help from sustaining speech for prolonged periods. Though the referential questioning category had a significantly higher potential than its display counterpart in triggering students to extend their oral production, the latter were more commonly utilised during classroom in traction. Notably, only numerical differences were found between the lengths means of language output produced after different intervals of wait-time corresponding to basic epistemic questions. Teachers made effective choices by favoring output-eliciting corrective feedback strategies (prompts), as these selections led to higher frequencies of students' uptake in comparison to reformulations. A significant association was found between the nature of teachers' corrective feedback and the properties of the consequent uptake moves issued by students. Further research is still needed in the local context of Algeria to reach more definitive and conclusive findings.
Colonial Education and Agency In Francophone and Anglophone Literatures
(MouloudMAMMERI University of Tizi-Ouzou, 2023) Chellahi, Hadjer
This thesis deals with the issues of colonial education and agency in four selected autobiographical novels: MouloudFeraoun’sLe Fils du Pauvre (1950), CamaraLaye’sL’enfant Noir(1953), NgugiWaThiong’o’sWeep Not (1964), Child and Francis Selormey’sThe Narrow Path(1966). It aims at inscribing the authors under discussion into the national literature of heroism and anti-colonial struggle despite the absence of direct and bold condemnations of the colonial education in their fiction. My approach is comparative and foregrounds the importance of locating agency within literary and socio- historical contexts. This thesis suggests that different socio-historical backgrounds generate different kinds of agency. For the purpose at hand, it puts the reactions of the Francophone authors concerning their colonial educational experiences in juxtaposition with those of the Anglophone ones. This thesis is divided into three parts. The first part cautions against the restrictive theorizing of agency and offers a new understanding of the term in postcolonial context so often overlooked by critics. Relying on, mainly, GayatriSpivak, Louis Althusser, and HomiBhabha’s ideas, it argues that agency depends, so much, on the authors’ ‘temporal orientations’ and requires reflexive skills to use language strategically and to communicate the desired messages which may be either direct or indirect. The first part reveals that agency is a term highly embedded in subalterneity. As a result, this part concerns itself with the methods, strategies and the suggested plans of the colonial educational policies of Assimilation and Indirect Rule and it demonstrates how the two policies depart from each other in aim and application. The two subsequent parts which deal with the analysis of the four autobiographical novels bring to the surface, in the light of the new understanding of agency, the authors’ agency which they have maneuvered through their strategic writings, comments, selected themes, and the traits of their chosen characters. The analysis of the four novels shows that the Francophone authors adopt different reactions to the experience of colonial education from the Anglophone authors. The thesis, therefore, contributes to the field of postcolonial literature towards a greater recognition of the contextual specificities that characterize each literary work as it invites critics to reread works so often excluded from the literature of commitment using the new understanding of agency.
Colonial education and agency in francophone and anglophone literatures
(Mouloud MAMMERI University of Tizi-Ouzou, 2023) Chellahi, Hadjer
This thesis deals with the issues of colonial education and agency in four selected autobiographical novels: MouloudFeraoun’sLe Fils du Pauvre (1950), CamaraLaye’sL’enfant Noir(1953), NgugiWaThiong’o’sWeep Not (1964), Child and Francis Selormey’sThe Narrow Path(1966). It aims at inscribing the authors under discussion into the national literature of heroism and anti-colonial struggle despite the absence of direct and bold condemnations of the colonial education in their fiction. My approach is comparative and foregrounds the importance of locating agency within literary and socio- historical contexts. This thesis suggests that different socio-historical backgrounds generate different kinds of agency. For the purpose at hand, it puts the reactions of the Francophone authors concerning their colonial educational experiences in juxtaposition with those of the Anglophone ones. This thesis is divided into three parts. The first part cautions against the restrictive theorizing of agency and offers a new understanding of the term in postcolonial context so often overlooked by critics. Relying on, mainly, GayatriSpivak, Louis Althusser, and HomiBhabha’s ideas, it argues that agency depends, so much, on the authors’ ‘temporal orientations’ and requires reflexive skills to use language strategically and to communicate the desired messages which may be either direct or indirect. The first part reveals that agency is a term highly embedded in subalterneity. As a result, this part concerns itself with the methods, strategies and the suggested plans of the colonial educational policies of Assimilation and Indirect Rule and it demonstrates how the two policies depart from each other in aim and application. The two subsequent parts which deal with the analysis of the four autobiographical novels bring to the surface, in the light of the new understanding of agency, the authors’ agency which they have maneuvered through their strategic writings, comments, selected themes, and the traits of their chosen characters. The analysis of the four novels shows that the Francophone authors adopt different reactions to the experience of colonial education from the Anglophone authors. The thesis, therefore, contributes to the field of postcolonial literature towards a greater recognition of the contextual specificities that characterize each literary work as it invites critics to reread works so often excluded from the literature of commitment using the new understanding of agency.
Conrad's mediation in American literature : focus on his dialogic relations with eugene o'neill
(UNIVERSITYMOULOUDMAMMERI OFTIZI-OUZOU, 2021) Henna, Ibrahim
This research explores the literary connections between Joseph Conrad and a selection of American authors across three generations, from James Fenimore Cooper up to Eugene O'Neill. The purpose is to shed light in the placement of Conrad in the American literary tradition. To this end, the dialogic or intertextual approach inspired by Mikhail Bakhtin and Julia Kristeva is used but with a significant inflection of the paradigm of dialogism or intertextuality by the new insights provided by the recent theories of gift exchange such as the ones elaborated by Lewis Hyde and Georges Bataille. The research significantly shows that though our modern cultures are overrun by monetary gains, literature remains the domain par excellence wherein the gift community survives the onslaught of the cash nexus and the commodification of human life.
Cooperative learning and classroom anxiety: Acomprative study between the departement of english in Boumerdes and that in Tizi ouzou
(Universite Mouloud MAMMERI, 2019-09-19) Berbar, Katia
Anxiety is considered a negative factor that prevents students from communicating their ideas and developing their language proficiency. Reducing students’ apprehension in the classroom can enhance their language learning experience and improve their communicative competence. In recent decades, cooperative learning has attracted the attention of researchers and educators due to its positive outcomes on students’ performance. Thereby, this thesis aims to measure the levels of anxiety in oral classes and compare the effects of cooperative learning with the traditional instructional method on anxiety. Besides, the study attempts to determine the factorsthat may hamper the implementation of cooperative learning, and examine students’ cooperative behaviors and their perceptions of cooperative work. To this end, four classes of second-year students of English enrolled at the Universities of Boumerdes and Tizi Ouzou during the academic year 2015-2016 participated in the study. This fifteen-week quasi-experimental research involvedtwo experimental classes introduced to cooperative learning and two control groups taught with the conventional lecture method.Three instruments were used to collect data: a modified version of Horwitz, Horwitz, and Cope’s (1986) anxiety questionnaire, classroom observation, and semi-structured interviews. A combination of quantitative and qualitative methodology was used to analyze the findings. The questionnaire was used as a pre-test and a post-test to ascertain the participants’ level of anxiety. The pre-intervention findings indicated that the participants had a moderate level of anxiety. No statistically significant differencewas found between the anxiety scores of the study groups. The post-intervention data showed significant reductions in the participants’ levels of anxiety. However, no statistically significant differenceappeared between the anxiety scores of the students who studied cooperatively and those who worked individually. Classroom observation and the interviews with fourteen students revealed the problems obstructing the integration of cooperative learning in oral classes such as students’ resistance, classroom situation, and domineering group members. Despite their hostile reaction, the participants progressively displayed cooperative behaviors. Most of the interviewed students had favorable perceptions of cooperative learning and expressed their desire to work in cooperation more often. Therefore, instructors should be encouraged to use cooperative learning as part of their teaching. Keywords: language anxiety, cooperative learning, traditional lecture method, comparative study, quasi-experimental design.
Cross-Cultural and Ideological Representations of The “Other” in Selected Works By Herman Melville and Joseph Conrad
(Université Mouloud Mammeri, 2012-12) Sidi-Said, Fadhila
This thesis discusses the representation of the “Other” in selected works of Herman Melville and Joseph Conrad. The purpose of this work is to demonstrate by an accurate scrutiny of the text based on Mikhael Bakhtin’s view of the novel as a ‘polyphonical genre’ and postcolonial concept of “Otherness” that the representation of the Other is not strictly ‘monological’, but it is the result of a mix of different discourses which clash with each other and are unable to create a unitary, coherent picture. The working hypothesis at the basis of the research is that the quest for social recognition of the two authors and the ‘authorial ideology’ in terms of the dialectic of Self during their times have provoked a dialogue over the notion of the “Other” in their literary texts. For Bakhtin, “Even meanings born in dialogues of the remotest past will never be finally grasped once and for all, for they will always be renewed in later dialogue” (Bakhtin, 2002:39). We argue that Melville’s and Conrad’s literary texts are not only social practices and political productions but inspire endless dialogues that can be renewed because of the profound and ambivalent meanings of their texts. Different as they are stylistically, both texts offer a valuable lens that allows us to examine the dynamics of race, and gender; and to critique authorial responses to race, gender, social and political issues. To reach this aim, the work is divided into two parts. Each part is composed of three chapters. The first part underscores the ideology of Otherness as it was worked out in the nineteenth century and contrasts it with modern theories, with stress on the differences in the theorizing about the “Other” in the two periods. It also attempts to highlight the context and the facets of life that might have shaped Melville’s and Conrad’s perception of the “Other”. One of the arguments is that both writers are restless subjects who are always on the move both in terms of concrete experience as voyagers across the seas and in terms of imagination in quest of the truth about self-other dialectic. Their works are dramatized perceptions of the self as an “Other” under various shapes.
Culture Issues, Ideology and Otherness in EFL Textbooks: A Social Semiotic Multimodal Approach
(Université Mouloud Mammeri, 2012-11-25) Souryana, Yassine
This thesis is concerned with the evaluation of the development of cultural contextualisation in three Algerian EFL textbooks; Think it Over (1989), Comet (2001) and New Prospects (2007) and their conception(s) of the relation of the Self to the Other. Looking at these textbooks as social discourses constructed multimodally, it focuses on key issues such as Culture, Ideology and Otherness which are very important for the construction of learners’ Third Space where meaningful learning leads to the development of intercultural competence. It therefore investigates which of the national/local, target/foreign, international/global, Other English speaking countries or Western/European cultures are represented in the textbooks both at the linguistic level (reading text) and at the visual level (images) in an attempt to capture the ideologies which underlie them. By unveiling these ideologies it scrutinises the ways in which the contact of cultures is portrayed and which discourse it conveys. The investigation is based on Mixed Methods Research. It combines the Social Semiotic Multimodal Approach, developed according to the principles of Social Semiotics and Multimodality theory and meant as an innovative alternative to the existing evaluation checklist and models which overlook the visual components of the teaching materials, with a questionnaire addressed to a group of Secondary School teachers who have been/are still using the three textbooks. The Social Semiotic Multimodal Approach provides a comprehensive evaluation which caters for the cultural contents in the three textbooks both as of the level of the reading texts and at the level of visual images. The results obtained reveal how the cultural contextualisation in the three textbooks favours main stream British and American cultures linguistically and visually making them stand out as the most legitimate contexts for teaching English as a foreign language in Algeria. The international/global culture also is given a considerable place in the three textbooks but is most often associated with Western/European cultures than with the learners’ national/local culture or Other English speaking countries cultures. It is only with the recent textbook New Prospects that the national/local culture started to be given more prominence. Though locally designed, Algerian EFL textbooks seem to reproduce Native-Speakerism and Centre vs. Periphery discourses which establish a hierarchy among different cultures. As a result they promote transmission ideologies where culture is reduced to its surface aspects and packaged as a set of facts and meanings but not as dialogue. They accordingly distort the relation of the Self and the Other by not giving opportunities for Thirdness to emerge. This tendency, however, is challenged by the recent textbook New Prospects which, though still focuses on main stream British and American cultures, affords a more prominent place for the local culture and provides more opportunities for intercultural learning.
The Dialectics of Politics and Aesthetics in Twentieth Century Literature: Commitment and Organicity in James Joyce's A Portrait of the Artist as a Young Man and Yasmina Khadra's L'écrivain
(Adresse Universite Mouloud MAMMERI Tizi-Ouzou, 2021) Boutirna, Dounia
This thesis discusses commitment in James Joyce’s A Portrait of the Artist as a Young Man and Yasmina Khadra’s L’écrivain. It demonstrates commitment from the position of organicity vis-à-vis aesthetics and politics, and reveals that Joyce’s organic aesthetics and Khadra’s insidedness are forms of engagement, which allow them to “speak truth to power”. This thesis hypothesizes that organic aesthetics creates a kind of a “sundial of history”, making A Portrait aesthetic in form and political in content. It also suggests that Khadra’s insidedness towards the ruling elite leads him to discuss, in L’écrivain, the mechanisms of power and to resist its absorption into the Algerian regime’s propagandist campaign. The work is divided into three chapters. The first chapter deals with affinities in texts and contexts. It analyzes the themes of fatherhood and motherhood and illustrates the relationship of the protagonists with the different social, religious and political forces. I rely on Carl Gustav Jung’s theory of the archetype to analyze the procedure that Stephen and Mohammed follow to construct their personalities and to show how their inner selves react to religious, cultural and social constraints, which prevented their intellectual freedom. The distinct processes of the protagonists, and by extension, the writers towards maturity reveal their positions towards politics and aesthetics. On the one hand, Joyce’s rebellious attitude led him to adopt an organic aesthetics in order to explore the language and free his fiction from the literary conformity of the “cultural industry”. On the other hand, Khadra’s inability to resist the authority of his father, who urged him to join the military institution, led him to adopt a position of organicity vis-à-vis politics. Though different, both writers are similar in that they invested their organicity, each at a different level, to express commitment. The second chapter demonstrates how Joyce’s organic aesthetics in A Portrait discusses socio-political issues. Barthes’ anti-communicational approach reveals that “writing” is the locus of commitment, repositioning it at the level of the signifier instead of the signified as claimed by the Marxists. Indeed, Adorno’s conception of the “monad” explains that the novel’s aestheticism is not apoliticism, rather it gives a socio-political dimension to the text by virtue of the “double character” of aesthetic devices as ornamental and instrumental. This chapter discusses commitment in politicized aesthetics and reveals that aesthetics has its own politics or meta-politics. The third chapter deals with Khadra’s L’écrivain and demonstrates how the writer “speaks truth to power” from an organic positionality vis-à-vis political power. It analyzes the conceptions of the Algerian state in terms of conflict and construction in order to explain the socio-political context wherein the writer operates. It illustrates the writer’s shift from the tendency of “aestheticizing politics” and violence, making propaganda for the regime to the tendency of “politicizing aesthetics” and expressing commitment from a state of insidedness. The thesis examines commitment at distinct levels and reveals that it is possible in a state of aesthetic and political organicity
Domestic and Foreign Issues in American Barbary Captivity Narratives
(Université Mouloud Mammeri, 2016) Rezzik, Mohand Akli
This research seeks to explore the domestic and foreign issues reflected in Barbary captivity narratives, with a particular focus on American captivity accounts. Methodologically, it draws heavily on a multidisciplinary approach, with an emphasis on historicist and postcolonial theories. Mary Louise Pratt and Edward W. Said are some of the scholars from whom it has borrowed its critical paradigms. Some of these paradigms like “Orientalism” are redefined to make them fit into this research. The latter concept, for example, is redefined primarily as a study of ideological captivity. It follows that this research does not look at “captivity” simply as a harrowing physical experience but also as an ideological phenomenon. In addition to corporeal captivity, one can also be captured by texts. Captivity is also looked at as an epistemological tool reflecting and thinking about issues prevalent in the captive’s society. Consequently, the corpus of this research includes two anthologies of Barbary captivity accounts and a nineteenth century political essay on the Regency of Algiers. The former are respectively edited by Daniel J.Vitkus (Piracy, Slavery, and Redemption: Barbary Captivity Narratives from Early Modern England, 2001) and Paul Baepler (White Slaves, African Masters: An Anthology of American Captivity Narratives, 1999), and the latter is Sketches of Algiers by William Shaler (1826). The British Barbary captivities included in Vikus’s anthology are analyzed in an introductory chapter, the purpose of which is to underline the continuity in function of Barbary captivities recounted by pre-modern English/British captives and the Barbary captivities narrated by American captives in the colonial and postindependence periods. This research shows that British and American captivities can be placed in a spectrum reflecting the same pattern of thematic and formal development. In accordance with the historical contexts of their publication and the balance of power relations from which these captivities are narrated, one finds on one side of this spectrum captivities dealing with postcolonial themes and on the other side captivities concerned mostly with imperial concerns. In line with the re-definition of the topos of captivity, this research devotes a whole chapter to the study of orientalism-cum-imperialism in Shaler’s Sketches of Algiers as an ideological captivity.
English Language Teaching in Algeria: An Analysis of the Contents and Implementation of the New Syllabi in the Middle and Secondary Education
(Université Mouloud Mammeri, 2009) Ameziane, Hamid
Our thesis has surveyed some significant issues of the Algerian educational policy. There are some observations that can be made about the predominent features of the syllabi and terxtbooks launched to support the educational reform. We started our investigation by scrutinizing the construction of learners’ identity through the construction of the intercultural communicative competency, and the ethical competency considered as a major goal of education (Dewey). The results confirmed our hypothesis which claimed that the orientation of the syllabi and textbooks is in line mainly with the didactic perspective. Our basic premise has been proved, therefore, to be right inasmuch as the didactic and the behavioural aspects predominate in the textbooks, this, to the detriment of the critical construction of personal and social competencies. The educational choice made by the designers defeats the constructivist claims made by the syllabi designers on the one hand, and the constructivist philosophy which asserts that a learner should contribute to the construction of his own personal and social competencies by adopting reflective and affective attitudes towards his learning
Exploring codeswitching in Algerian rap songs and audience attitudes : a corpus based and ethnographic study
(MOULOUD MAMMERI UNIVERSITY ,TIZI-OUZOU, 2024) Metrouh, Farid
This thesis examines what roles linguistic, stylistic and sociocultural factors play in the popularity of Algerian codeswitching rap songs released between the years of 2016 and 2022, making a case study of the urban youth, aged between 18 and 30, audience of Kabylia. It is significant as it is the first large scale study into Algerian multilingual rap songs that has looked at all of these three factors: linguistic, stylistic and sociocultural, but also because it compares the findings in these three areas from corpus based analysis with an ethnographic study. A corpus o
F.Scott Fitzgerald’s The Great Gatsby (1925) : Variations on Forms and Themes
(Universite Mouloud Mammeri, 2018) LACEB, Rafik
This research seeks to explore the variations that Francis Scott Fitzgerald plays on literary forms and themes in his modernist novel The Great Gatsby. Taking my theoretical bearings from archetypal criticism, the gift theory of literature, and dialogism inspired respectively by Northrop Frye, George Bataille, and Bakhtin, I have reached the following findings. First, The Great Gatsby is unique in the sense that it blends neoclassicism with romanticism, giving birth to what is a romantic modernist novel. Second, the novel appeals to more than one mode of writing resulting in a multimodal narrative with the predominance of irony, which in the words of Frye is characteristic of the modern age. Third, The Great Gatsby resorts to multi-stylism, combining, for example, the ironic and the epigrammatic styles. The preference of metaphor over metonymy has made the author eschew the technique of the narrative of saturation for the technique of selectivity. To this, one can add the resort to the mythic method, which allows the author to give his text a writerly instead of a readerly dimension. The fifth finding resides in the anxiety of authorship. Contrary to other authors, Fitgerald is all too ready to give credit to those authors from whom he borrows his techniques and themes. Therefore, instead of the usual anxiety of influence, his novel is marked by an anxiety of authorship wherein the author is desperately looking for a way of affirming his authorship in an age marked by the emergence of cheapened literature, and a culture of consumption. Thematically, the author puts great emphasis on love as a panacea for healing the social tensions of his community. The use of Plato’s Symposium as a model for love constitutes the sixth finding. This sixth finding pertains to the ethics of the modern novel. The seventh finding has to do with the theory of masks and counterfeiting. In this regard, it is argued that the novel puts a parallel between the production of literature and the minting of paper money. This analogically led to the way the social bonds, including those related to financial speculation, are distended with people wearing masks to hide their identities. Finally, in the general conclusion, the variations on forms and themes are categorized into three types. The first type is parody. The romance, before its tragic failure, is characterized as a parody romance of the type best represented by Don Quixote. As for the other forms regarding style and theme, the variation takes the shape of stylization wherein the author follows up in the lead of previous authors without falling in the trap of imitation. The hidden polemics is perfectly exemplified in the polemical tone that Fitzgerald adopts towards the culture of consumption such as Peter calls Simon, or the Town Tattle. The hidden polemics, which in the words of Bakhtin, concerns the clash over the referent is also seen in the privilege that Fitzgerald gives to performance of identity as far as masculinity and femininity are concerned on the one hand, and that of the ethnic Other, on the other. In tune with his times, Fitzgerald borrows from romantic Orientalism the notion of “theatrical staging” of the Self and the Other that the Orient films of the time, such as The Sheikh, made very conventional.
Feminism in Britain: From William Shakespeare to Mary Wollstonecraft
(Université Mouloud Mammeri, 2012) Gariti, Mohamed
This thesis entitled Feminism in Britain: From William Shakespeare to Mary Wollstonecraft falls within the category of research on gender studies or feminist scholarship. It sheds light on the origin and evolution of Liberal feminism and its contradictions during the period stretching from the Renaissance to the Enlightenment. It focuses on the shift of paradigms of thoughts and discourse about the place of gender in the public sphere. The humanist episteme promoted the spread of the feminist discourse because of the very contradictions inherent to the liberal ideology. In an attempt to prove that British feminism evolved from a sympathetic attitude reflected in the writings of the Renaissance to a defensive type during the Glorious Revolution to reach towards the end of the eighteenth century an offensive phase with Mary Wollstonecraft who broke into the public sphere and entered a fierce debate with many of her contemporary philosophers and writers, I selected six authors, three male, William Shakespeare, Thomas Hobbes and John Locke, and three female, Mary Astell, Mary Wollstonecraft and Susanna Haswell Rowson as representative authors. The thesis is divided into three main parts, with three chapters each. Part One “Shakespeare’s England and Women” discusses how the gender issue emerged in Shakespeare’s time. Chapter One “Women in Shakespeare’s England: Humanism and Reformation Influences” considers the status of women in Shakespeare’s England. Chapter Two “Shakespeare, Patriarchal Bard or Feminist Sympathiser?” views Shakespeare as a patriarchal Renaissance man who sympathises with women. Chapter Three “Shakespeare, Empire and the Tuning of Feminist Sympathies According to the Ethnicities of Empire” deals with the impact empire had on the emergence of feminist sympathies in Shakespeare’s time. Part Two “Hobbes, Locke, and Mary Astell: Dialogue and Polemics” considers the dialogue and polemics between Thomas Hobbes, John Locke and Mary Astell with regard to the gender issue. Chapter Four “An Overview of the Revolutionary Ideas of the Enlightenment” is devoted to the historical and intellectual background behind the birth of the stated dialogue and polemics. Chapter Five “Thomas Hobbes’s Leviathan and John Locke’s Second Treatise on Government: Theoretical Foundations of the ‘Myth of the State’” analyses the manner Hobbes and Locke for the first time in modern European intellectual history theorised differently about the separation of the public from the private realm. Chapter Six “Mary Astell’s Some Reflections upon Marriage: a Feminist Reading of Locke’s Hypothesis” considers Astell as the first liberal feminist to stand against the bourgeois man’s confinement of women in that bourgeois conjugal family’s internal space without access to the economic, the political, or cultural spheres of the private realm. Part Three “Nationalism, Cosmopolitanism and Gender in Eighteenth Century England” argues for the evolutions within British feminism in the eighteenth century. Chapter Seven “Gender, Nationalism, and the French Revolution: Mary Wollstonecraft vs. Male and Female Writers” is devoted to an analysis of anthologized essays from The Tatler and The Spectator to show how these early eighteenth-century periodicals instituted the cultural and social norms of Enlightenment Britain and beyond. Chapter Eight “Mary Wollstonecraft: Dialogue on the Political Rights of Women” analyses the works of Wollstonecraft to illustrate how the expanding world of letters constitutive of the bourgeois public sphere of civil society was intruded into by her works due to the political radicalism unleashed by the French and American revolutions. Chapter Nine “Mary Wollstonecraft’s and Susanna Rowson’s Liberal Feminism and Orientalism” considers the contradictions of the liberal feminism of Wollstonecraft and Rowson, who re-tooled orientalism in defence of women’s rights.
he American dream in selected American fiction of the nineteenth and twentieth centuries : meanings, revision and displacement
(Universite Mouloud MAMMERI Tizi-Ouzou, 2020) AZIZ, Rabéa
The present research studies the revisionary aspect of the American Dream in selected fiction of the nineteenth and twentieth centuries. It shows how the concept takes on a revisionary dimension in American fiction, either at national or international levels, by negotiating a previous literature. The process of revision, at its heart, carries within it the displacement of the concept, either in history or in geography. In the nineteenth century, the American Dream was given a nationwide vision in the fiction of the antebellum writers, who dreamed of unifying the American culture, economy and government to form one single nation distinct from Europe. In the postbellum period, regional writers revise the antebellum literature, claiming the specificity of their regions and the impossibility of unifying culture, economy and government, because of the diversity of ethnicity and geography in the American vast land. The American Dream is, thus, given a regional vision in their fiction. In the turn of the twentieth century, American literature revises the English thought in relation to some issues that characterized the era, such as urbanization, education, woman and marriage. The American Dream in this period takes on an international dimension by misreading universal issues and giving them an American understanding. During the inter-war period, the American Dream is negotiated between urban and rural visions in the literature of the 1920s and the 1930s. This is apparent in the fiction of the 1930s, which gives the concept a rural vision, revising the literature of the 1920s, which gives it an urban vision. The revisionary meanings of the American Dream are the result of its mythical, psychological, historical and geographical aspects, which make it subject to change at each time the conditions of life change. The psychological aspect of the American Dream is treated in the light of Harold Bloom’s theory of Revision explained in his books The Anxiety of Influence (1973) and The Map of Misreading (1975). In these two books, Bloom draws a relationship between writers and their precursors, and explains the process of influence and revision in Freudian psychological terms of son/father relationship. Revision is associated in this thesis with T.S. Eliot’s “sense of tradition” developed in his essay “Tradition and the Individual Talent” (1919). The geographical and historical aspects of the American Dream are studied in relation to the process of Displacement, as explained in Northrop Frye’s book Anatomy of Criticism (1957), and consolidated by what Edward Said would call in his Orientalism (1978) the author’s “Strategic Location”. The reason is that the revisionary aspect of the American Dream carries within it geographical and historical displacements, due to the author’s geographical and historical locations and his relation with his literary tradition.
he Representations of Algerian Women in Mid-Nineteenth and Early Twentieth Century Travel Books By British and American Male and Female Authors
(Universite Mouloud MAMMERI Tizi-Ouzou, 2019) Seddiki, Sadia
This thesis critiques the images of Algerian women in a number of Western travel writings published between the mid-nineteenth century and the early twentieth century. It argues that these writings are characterized by a discourse that circulated an image of the Algerian woman which varies between the portrayal of the Moorish woman as a downtrodden victim who was imprisoned, secluded, shrouded, and treated as a beast of burden and the wanton Ouled Naïl woman. The Kabyle woman was an interesting case for the travellers because she, at least on the surface, did not fit any of the readymade moulds crafted by Orientalists for Muslim women whose depiction in the nineteenth century took two forms which oscillated between a voiceless victim and an Odalisque. Through an in-depth critical analysis of these writings and taking my theoretical bearings from postcolonial theories, critical theories and feminist literary criticism, I have reached a number of findings. This work illustrates how these travellers’ narratives invest in the tropes of colonial discourse often deployed to describe the “Other”, and how their inception and reception was conditioned by the imperial ideologies of the nineteenth-century which directed and limited these travellers’ observations in relation to the Orient. The research delineates how Barbara Bodichon’s heroification of Madame Luce of Algiers was her way of inscribing European women in imperial history and that this discursive intervention ignores the indigenous women (and their nation) and relegates them to the margins of her narrative and history. The work further describes how the colony and its women function as a stage for the travellers and their self-representation. Moorish and Kabyle women represent a space allowing these travellers construct, perform and project a capable and knowledgeable traveller identity while endeavouring to adhere to Victorian gender expectations. Despite being an object of Western fascination with the Ouled Naïl dancer these narratives agree that she was outside the European definition of an honest woman and was at the receiving end of an intrusive and often uninvited colonial gaze that objectified and eroticized her. Deconstructing the Western travellers’ gaze and demonstrating how it functions in the context of the lives of the Ouled Naïl dancers, this thesis reveals how this gaze is implicated in the continued oppression of these women.
Hegilian themes in black americanthought [texte imprimé] : from Frederick Douglass to malcolm x
(Universite Mouloud Mammeri, 2009-09) Zerar, Sabrina
This thesis discusses the Hegelian themes in the works of six representative figures in Black American political thought: Frederick Douglass, Booker T. Washington, William B. DuBois, Marcus Garvey, Martin Luther King Jr. and Malcolm X. It seeks to investigate the articulation of these themes with reference to the major works by George W. Frederick Hegel, namely the Phenomenology of Spirit, The Philosophy of Right and The Philosophy of History. The working hypothesis at the basis of the research is that the quest for social recognition and freedom at the heart of a minority thought like that of the Black American thinkers can be fully grasped within a Hegelian theoretical framework. Taking its bearings from new historicism, cultural materialism and post-colonial theory, this research tries to show that the six Black thinkers under study have, each in his own manner, seized on the methodological tools and themes that Hegel supplied in his works to articulate their concerns for social recognition and freedom. This study attempts to illustrate that each and every writer in the selected corpus has given emphasis to particular Hegelian themes depending on the historical and socio-cultural conditions in which he produced his work. For example, writing in the Abolitionist period of the first half of the nineteenth century, Douglass foregrounded the dialectic of the slave and master. The spirit of resistance remains the dominant feature of his autobiography. The case of Washington was different. Coming onto the post-Reconstruction stage of American history known as the Gilded Age, an age that witnessed the compromise over the ideals of racial freedom, Washington played down the spirit of overt resistance and played up that of accommodation. Washington took his cue from Douglass as regards the importance of industrial education and skilled labour for racial liberation and proceeded to elaborate a philosophy of rights similar to that of Hegel in its seeming abandonment of militancy for political rights. The age of the progressives at the beginning of the twentieth century was the age during which DuBois’s political thought as regards the racial issue reached its full development. Just like the white progressives, DuBois was steeped in the German/Hegelian social thought of the period. Like them he sought to remedy the ills in the social fabric of the Ethical State by resorting to liberal education and cultural refinement. One of the arguments is that DuBois supplemented Hegel’s the Philosophy of World History by including the Negro as one of its prime movers towards the Absolute. In the process of setting the Negro on the stage of World History alongside the likes of Shakespeare, DuBois made no elbow room for the Hegelian slave about whom his contemporary fellow Black man Washington had made such a big case. Marcus Garvey took over the idea of racial separation from Booker T. Washington in the 1920s to elaborate the idea of a nostos or a return of the Black race to Africa. In this emphasis on the idea of a nation as a sine qua non condition for racial self-definition and the achievement of freedom, Garvey came close to Hegel’s ethical state as an organic unity. Racial nationalism is related to the nativist thought of the “roaring twenties”. With Garvey’s deportation in 1925, the racial issue temporarily lulled up because of the Great Depression before surging up again with the reversal of the “separate but equal” doctrine by the Supreme Court decision of 1954. The international context marked by the start of the Cold War and the “blowing winds” of decolonisation as well as the assumption of world leadership by the United States allowed the emergence of Martin Luther King Jr who renewed the call for racial justice. Taking his cue from Hegel’s aesthetics and dialectic method, King synthesized many philosophical ideas with which he came across during his educational career into a coherent social philosophy known as non-violent resistance. This militant philosophy, which led to the enactment of the Civil Rights Acts in the mid-1960s, showed its limits when King attempted to implement it in the North after riots in the black ghettoes. With the idea of the black ghettoes as “internal colonies”, Malcolm’s revolutionary call for a cultural nationalist politics laid the ground for the Black Power movement in the mid-1960s. Even King who idealised the right of the individual subscribed to such communitarian politics whose philosophical inspiration goes back to Hegel’s conception of the ethical state.
homas Paine and Frantz Fanon : their vision of man and their theort of revolution
(Universite Mouloud Mammeri, 2017) Gada, Said
The aim of this studyis to compare and contrast the works of two influential thinkers, Thomas Paine and Frantz Fanon from a dialogic and eclectic perspective. Though separated by time and space, the comparison of their works shows that their thoughts, feelings, and action within the structures of power of their social worlds and their times converge in many aspects. The reached findings can be summarized in what follows: first, the examination of the political, philosophical, social, and cultural significance of their worksdemonstrates how each of them performed a good deal about ethics and the moral life by concerning themselves with the social consequences of morality and the moral quality of social life. Second, the analysis of Paine’s and Fanon’s dedication to revolutionary action illustrates the way they serve the cause of man. As an ardent supporter of the American and French Revolutions, Paine re-enacts the principles of the Enlightenment to international politics; he contributed to the establishment of constitutional republics, which safeguard individual rights. Like Paine, Fanon dedicated his short life to the Algerian Revolution and insists on individual rights universally by pointing out the miseries and injustices within twentieth Bourgeois liberalism and colonialism. Therefore, he performs some of the humanist values articulated by Paine in the 18thcentury using a critical discourse, which abrogates the way Europe adulterated the essential elements of the Enlightenment. The first part of the thesis deals with the theories and key concepts which are applied to study the texts. The context of British and French colonization and revolution in America and Algeria is set as background with an interest in an analysis of Britain’s and France’s imperial powers over their colonies and their competition over territorial expansion. The findings of the second partreveal Paine’s and Fanon’s rhetoric strategies which “deconstruct” political and religious “habitus” about the struggle of the American and Algerian peoples while the last part illustrates the way Paine and Fanon perform a social drama staging the suffering of victims of colonial oppression by studying the two authors’ communicative action and their participation to the public sphere.

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