Doctorat en Anglais

Permanent URI for this collectionhttps://dspace.univ-tlemcen.dz/handle/112/88

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Linguistic nehaviour of arabic language Teachers in Tlemcen Middle School Classroom Interaction : - Reasons and Attitudes-
(University of Tlemcen, 2025-12-14) BAGUI Hayet
This research work raises a thorny issue related to language in education policy in Algeria. It endeavours at unveiling linguistic behaviour of Middle school teachers within an Arabic session where MSA must be used as the solely medium of instruction. It attempts to explore the reasons that stand behind Arabic language teachers’ switch towards a middle variety or AA. It takes Tlemcen middle school teachers as a case study. By means of a number of research tools, this sociolinguistic inquiry has hypothesized that three forms of Arabic appeared in actual classroom situations. Code unawareness, the topic discussed, the enhancement of pupils’ assimilation task, as well as the attitudes are the determinant factors of teachers’ switch.
Development of Written Specific Discourse through Content-Based Syllabus: Case of Master 1 Computer Science Students at the University of TLEMCEN
(University of Tlemcen, 2025-12-14) KOURICHI Meryem
The aim of this investigation project is to highlight the English language needs of Master 1 Computer Science students at Tlemcen University, mainly their specific writing skill. Needs analysis showed that indeed specific written discourse takes the lead in educational and employment situations. As a result, learners are required to foster their linguistic competence, specific vocabulary understanding, and other language skills. To meet this purpose, a content-based syllabus was developed and implemented by virtue of action research. Thus, a wide range of communicative tasks, interactive exercises, language functions, and teaching techniques were incorporated within the syllabus content and teaching practices to satisfy the students’ demands. The findings dissect the positive impact of the designed syllabus on students overall language proficiency and particularly the written specific communication.
Social Darwinism in the Era of Globalization through The Hunger Games and Gattaca: A Cultural Perspective
(University of Tlemcen, 2025-12-11) BELMIMOUN Nesrine
This research explores the concept of Social Darwinism in the era of globalization, examining its cultural and cinematic portrayals in The Hunger Games (2012) and Gattaca (1997). Social Darwinism, based on the notion of “survival-of-the-fittest,” has historically influenced social, political, and economic structures. Furthermore, globalization has further fuelled competition, reinforcing hierarchies rooted in genetics, wealth and social status. Moreover, this study provides a historical and theoretical overview of Social Darwinism and globalization, examining their intersections and impacts on modern society. The study then investigates the depictions of Social Darwinism in The Hunger Games and Gattaca, highlighting issues of genetic determinism, systemic inequality, and the struggle for survival within dystopian contexts. This thesis ultimately examines the significant influence on culture and ethical ramifications of these films, emphasizing their reflection of real-world issues like social stratification, bioethics, and the ethics of genetic engineering. Thus, by analysing these cinematic narratives, this research elucidates the persistent relevance of Social Darwinism in the 21st century. It suggests that whereas globalization has generated opportunities, it has simultaneously reinforced survival-based competition, reflecting the themes explored in The Hunger Games and Gattaca. This thesis essentially adds to the discourse on how popular culture mirrors and criticises modern societal structures.
A cross-generational study of sociolinguistic behaviour among algerian immigrants in france
(University of Tlemcen, 2025-12-09) MERZOUK Ikram
This investigation is concerned with the community of Algerian immigrants in France and the maintenance or shift and transmission of their language of origin. Through the use of different methods and tools for data collection and analysis, the research provided insightful results regarding the linguistic practices of these individuals at both the intergenerational and the intragenerational level. It was revealed that the three generations of immigrants code-switch differently, the first generation being AA dominant and the second and third being French dominant. In addition, heritage language shift starts at the level of second-generation immigrants with the manifestation of attrition signs at the phonetic, lexical and syntactic levels. Finally, although the maintenance and transmission of the heritage language depends on a combination of factors, age of immigration, age of first exposure to AA and frequency of its use proved to be particularly influencing
Contextualizing Arab Women’s Narratives in Postcolonial Literary Canons: Reading Aboulela’s Minaret and Soueif’s In the Eye of the Sun
(University of Tlemcen, 2025-12-07) Hesna KERSANI
Representation of Arab/Muslim women identities in postcolonial Anglophone fiction is a thriving field of study. With the aim of contributing to this area of research, this dissertation examines the literary strategies of two prominent Arab British women writers, Ahdaf Soueif and Leila Aboulela, in negotiating postcolonial identity, cultural translation, and resistance to Orientalist representations. Grounded in postcolonial theory and translation studies, the current research conducts a comparative analysis of Soueif’s In the Eye of the Sun (1992) alongside Aboulela’s Minaret (2005). The study attempts to examine how Soueif’s hybrid linguistic techniques and politically engaged texts reflect woman’s postcolonial Egyptian identity, while Aboulela’s religious-based narratives assert Muslim women’s agency within Western secular context Methodologically, the study combines close translational, linguistic, and comparative interdisciplinary approach to explore how the writers’ narratives challenge both Western Orientalism and local cultural expectations. By moving beyond canonical East/West binaries and simplistic modes of hybridity, the writers’ stance of cultural translation contribute to more nuanced postcolonial subjectivities within the context of Arab British literature.
A Sociolinguistic Investigation of Arabic Diglossia and Codeswitching in the Media and Social Networks
(University of Tlemcen, 2025-12-07) SOUFI Benyoub
The proliferation of social networking sites in Algeria has provided an unprecedented opportunity to investigate linguistic practices within computer-mediated communication. This research aims to explore and analyse language usage and sociolinguistic practices among Algerian web users on social media, with a focus on linguistic varieties within the Algerian landscape. Attitudes assessment and corpora analysis, alongside language frequency distribution and discourse analysis, were employed to scrutinize the collected data. The findings reveal that Algerians continue to hold Modern Standard Arabic in high esteem, perceiving it as a prestigious variety, while often attaching a stigma to the use of Algerian dialect. Additionally, sociohistorical factors influence attitudes toward varieties such as French. The majority of the content under study aligns with one linguistic variety, with instances of diglossia and codeswitching representing the subtle interplay of linguistic practices in the digital space. These insights contribute to the broader academic discourse on language attitudes and practices in digital spaces, informing educational strategies, language policies, and societal understanding.
The Effectiveness of Literature Circles in Increasing Students’ Motivation and Appreciation toward the Novel: The Case of Third Year Students of English at The University of Tiaret
(University of Tlemcen, 2025-02-27) Toubeida, Moustafa
The present study examined the influence of Literature circles, an innovative teaching strategy, on tertiary students' motivation and appreciation toward reading the novels. The study included 170 third-year English BMD students at Ibn Khaldoun University in Tiaret, they are randomly selected and separated into experimental (85) and control groups (85). Preand post-questionnaire, treatment, and observation were utilized to collect data. Data analysis indicated that there is a strong statistically meaningful relation between the pre-and posttreatment with regard to the implemented teaching strategy and improvement in the level of motivation and appreciation. The research also showed that the experimental group had more positive statistical significance than the controls group which proved the effectiveness of literature circles strategy. On the light of these findings, some directions for future research and recommendations are directed to instructors, students, and researcher’s foe future research.
The Impact of Web-based Education on Students’ Affective Filter to Enhance ESP Learning: The Case of Third Year Fundamental Chemistry Students at Djillali Liabes University of Sidi-Bel-Abbes
(University of Tlemcen, 2025-02-03) Mouffok, Khadidja
The rapid expansion of online teaching and learning in the globe due to the Covid-19 drove this research to investigate the impact of web-based education on third year chemistry students’ affective filter at Djillali Liabes University of Sidi Bel Abbes. The work targeted revealing which classroom supported the students’ low affective filter. Thus, qualitative and quantitative data were gathered and analysed to determine the environment that promoted the students’ higher motivation and self-confidence joined with low levels of anxiety. Hence, both findings denoted that the e-classroom boosted the students’ comprehensible input due to the six strategies used as virtual implications for the ESP students’ low affective filter.
Reflections upon EFL Language Skills Modules at the Level of the 1stYear LMD Programme: Case of Writing and Listening
(University of Tlemcen, 2025-02-03) Benkhedda, Mohammed
This dissertation conducts a critical assessment of the effectiveness of English language skills modules, particularly in writing and listening, as part of the first-year LMD programme. These skills are crucial for academic success and effective communication; nevertheless, many students find it challenging to reach a proficient level. The investigation delves into key factors that impact language instruction, including pedagogical techniques, institutional frameworks, and student experiences. Adopting a mixed-methods approach, the research integrates quantitative data from teacher surveys with qualitative insights from student interviews and classroom observations. The findings indicate that while existing teaching strategies are partially effective, challenges persist, including limited opportunities for practice, insufficient exposure to authentic language environments, and a lack of student-centered pedagogical practices. The study advocates for curriculum reforms that promote more interactive and practical teaching strategies to better support the language learning of first-year students.
A Sociopragmatic Study of Radio Listeners’ Interactions in Tlemcen FM Broadcasting
(University of Tlemcen, 2025-02-03) Meniai, Leila
This research is a sociopragmatic perspective through which we have approached the field of verbal interaction analysis. The ultimate aim of the current study is to explore and describe the different peculiarities that characterize the verbal behaviour of Tlemcen speech community via radio phone-ins conversations. For this objective, an interactional approach has been adopted to analyse our corpus represented by many authentic, recorded, transcribed, and translated to English conversations, selected from two well known broadcast programmes. After the analysis of conversations, the results has revealed that the interactional ethos of Tlemcen speech community is is generally fluctuated between rather standoffish and direct on the one hand, and warm and easy- going on the other hand.
Discourse Analysis to Enhance ESP Teachers’ Language Knowledge and Course Materials: The Case of English for Business and Economics Teachers at the University Centre of Maghnia
(University of Tlemcen, 2025-02-03) Benabdelmoumene - Touil, Maria
The aim of the current research project is to investigate the key linguistic characteristics of EBE discourse and the challenges confronted by EBE teachers at UCM, with the ultimate purpose of improving training programmes for EBE/ESP teachers. Through the application of a corpusbased discourse analysis approach, the findings uncovered notable linguistic features in EBE discourse, including specialised terminology, abbreviations, and modal verbs, along with genrespecific structural patterns. Furthermore, the use of thematic analysis revealed six primary themes, such as the lack of acquaintance with specialised language knowledge, the absence of formal ESP training, and other challenges. The results emphasise the significance of incorporating discourse analysis approaches into teacher education in order to enhance specialised language knowledge and course materials. The thesis concludes by stressing the need of tailored training programmes for EBE teachers, which should include the stated problems and linguistic characteristics. Suggestions include the creation of a modular training program with defined objectives, comprehensive materials, and procedures for evaluation. Thus, the study offers valuable insights for the broader realm of ESP teacher education, with specific implications for enhancing EBE teachers’ education and professional development initiatives.
The Indian Diaspora between the Self and the Other in Transnational Cinema
(University of Tlemcen, 2024-12-18) Ghezzal, Sihem
Movies serve as a potent medium for exploring history, authentic identities, ancestral roots, and cultural connections. The broad concept of cinema significantly influences various aspects of our global society. The Indian diaspora, notably showcased in Bollywood, introduces new values that sometimes generate divisions from Western perspectives due to the diaspora's transnational dimensions. The study focuses on how Indian Americans are depicted in popular Bollywood films within a global context. Therefore, their on-screen representation plays a significant role in perpetuating or challenging existing stereotypes in both their home country and the countries they migrate to. The films discussed through a qualitative descriptive approach can be seen as examples of transnational cinema, such as The Namesake (2006), which straddles both diasporic and transnational perspectives. Meanwhile, films like Slumdog Millionaire (2008) exploring the role played by Bollywood films in representing Indian culture can be viewed as transnational productions with local themes, yet they are often received through a Western lens in diasporic communities. Typically, this research will delve into how globalization and transnationalism influence the conceptualization of cultural identity and stereotypes, particularly as influenced by international collaborations between the two biggest film industries.
Gender-Linked Language Differences in Social Network Communication: Algerian Facebook Users
(University of Tlemcen, 2025-01-09) Boudjemaa, Habib
Owing to the development of sophisticated online social networking communication technologies, it became compulsory for researchers to have a handle on the way social meanings and/or identities are constructed; especially when text-based virtual communication is concerned. In such interactive contexts, written language is the only medium of interaction that interlocutors can embark upon to express their thoughts and interests in a more innovative way. In view of this, the current thesis is intended to spot gender-linked language differences in using particular non-standard linguistic features that typify the casual written discourse of Algerian Facebook users, as it also aims at measuring the magnitude of language use and/or choice in constructing gendered identities vis-à-vis the co-existing language varieties in Algeria. The research findings have shown first that text-based casual discourse of our target participants on Facebook contained innovative occurrences of non-standard morpho-syntactic, scriptural, orthographic, phonetic, paralinguistic, multimodal and language alternation practices that were at play by both male and female Facebook users. Secondly, gender has had a little influence on language use and/or choice due to the nature of the virtual casual written context; whilst grammatical gender bias was relatively apparent. Thirdly, the results have also revealed that females are fairly liable to exploit informal text-based linguistic features on Facebook; confronting therefore the essentialist outlook of gender given that most of the results have corresponded to gender-preferential communicative features instead of exclusive ones.
Historical Amnesia as a Response to the Impact of Trauma on South African Identity
(University of Tlemcen, 2024-11-02) Bekkai, Selma
This thesis examines the concept of historical amnesia as a societal response to trauma in PostApartheid South Africa, delving into the complex interplay of memory, identity, and reconciliation. It investigates how the South Aftrican society transitioning from periods of conflict and trauma deal with their pasts, struggling with the need to both remember and forget while seeking to forge a new collective identity. At the core of this investigation is the establishment of the Truth and Reconciliation Commission (TRC), a critical institution aimed at exposing apartheid atrocities and laying the ground for potential healing and reconciliation. The study juxtaposes the TRC's objectives with the government's controversial amnesty policy that offered impunity to perpetrators of apartheid-era crimes under particular conditions, thereby influencing the narrative of accountability and justice. The research also looks into Thabo Mbeki's iconic speech, "I am an African," as a reflection of the pride and resilience inherent in the African identity amidst the ongoing effort to reconcile this identity with the legacy of division and trauma left by apartheid. This juxtaposition highlights the inherent contradictions and challenges that South Africa faces on its path toward national unity and healing, demonstrating that historical amnesia, while providing a temporary cover for the scars of the past, cannot eliminate the need for a truthful engagement with history. The study shows that the journey to reconciliation and identity reconstruction in PostApartheid South Africa is multifaceted, with processes of remembering and forgetting inextricably tied to the larger struggle for justice, healing, and unity. It maintains that while historical amnesia may serve as a coping mechanism for previous traumas, a society's ultimate reconciliation with its past requires a careful balance of remembrance and forgetfulness, highlighted by a dedication to justice and the recognition of historical realities. Through this lens, the study adds to a better understanding of the dynamic and continuous process of constructing a unified national identity in the aftermath of significant social trauma.
a sociolinguistic study of dialect contact and accommodation in eni snous
(University of Tlemcen, 2017-10-20) Kherbache, Fatma
The purpose of this sociolinguistic study is to shed light on the phenomenon of dialect contact and analyse its linguistic consequences in the speech of three rural groups from Beni Snous valley (forty-five kilometres south-west of Tlemcen) because of their long-term contact with each other since they moved to live together in Beni Hammou village. As it examines linguistic variation and change through the lens of dialect contact and accommodation, the purpose is to find out which original forms in the speech of these groups are reduced and which new forms are adopted via the process of linguistic accommodation. The study is set in two different settings: a local rural setting inside the mentioned village to see whether the three groups accommodate to the speech of the majority immobile group: and an external urban setting outside the valley to see their accommodation to the urban speech.
The (Mis ) representation of Arab Women in Jean Sasson’s Trilogy
(University of Tlemcen, 2024-06-23) Bouchentouf, Houaria
This dissertation critically examines Jean Sasson's trilogy, composed of Princess, Princess Sultana's Daughters, and Princess Sultana's Circle, as feminist works that offer a nuanced understanding of the situation faced by Arab Muslim women, which is influenced by both religion and culture. By employing an analytical methodology, the study uncovers a plethora of contradictions and stereotypes within the novels, presenting Arab women as passive, exotic, and voiceless. These portrayals perpetuate the notion of Western superiority and reinforce the belief in the necessity of Western intervention. The research questions posed within the study delve into the potential of non-fiction to deepen our comprehension of how the circumstances of Arab Muslim women are simultaneously shaped by religion and culture. Additionally, the study investigates how Western literature molds perceptions concerning the status of Arab Muslim women, why it is essential for Western audiences, and particularly feminists, to gain insight into this status, whether it is their responsibility to liberate Arab Muslim women, and whether these women even require liberation. Drawing on cultural and postcolonial feminist theories of representation, culture, and religion, the research highlights the complex nature of the depiction of Arab Muslim women in the trilogy, emphasizing the tendency to associate their plight with Islam as a religion. It also underscores the significance of moving beyond narrow religious and cultural lenses to understand the multifaceted reality of these women. Furthermore, the study cautions against the misuse of literature as a tool to promote hatred, misunderstanding, and prejudice, particularly in relation to Arab culture and religion. In conclusion, this dissertation underscores the need for nuanced and intersectional approaches in examining the representation of Arab Muslim women, challenging stereotypes, and fostering a more comprehensive understanding of their experiences.
the impact of english for specefic purposes assessment on the improvement of language skills among 1st year computer science students at tlemcen university
(University of Tlemcen, 2024-06-23) Boubris, Abdelbassed Anes
Language assessment is crucial for understanding learners' abilities and shaping teaching methods in Algerian Higher Education. However, a lack of assessment literacy among teachers and reliance on traditional methods pose challenges. This research focuses on English for Specific Purposes practitioners and their impact on Computer Science students at Tlemcen University. Using a two-phased approach, the study analyzes 12 assessment artifacts qualitatively and observes three English for Specific Purposes practitioners, while also conducting a quantitative survey with 367 undergraduate students and performance tests for 76 first-year students. Findings reveal gaps in ESP assessment, affecting alignment, feedback, and diversity in methods and materials. Challenges include a shortage of qualified practitioners and misalignment with professional needs. Recommendations include teacher training, adopting innovative assessments, and establishing an Algerian English for Specific Purposes Centre. Collaboration among educators, administrators, and researchers is crucial for enhancing instruction and assessment quality, providing valuable insights for improvement in Algerian Higher Education
Innovative Techniques of Assessment in ESP Teaching: Case of ESP Practitioners at Abou-Bakr Belkaid University
(University of Tlemcen, 2024-06-23) Benguerfi, Boubekeur
This doctoral dissertation is focused on analyzing assessment in the Algerian university context. It is fascinating to treat and discuss the results of both the quantitative and qualitative analyses extracted from two questionnaires accompanied by an interview. The primary objective is to demonstrate the degree of effectiveness of innovative assessment on the teaching/learning process in English for specific purposes (ESP) classrooms. The research is grounded in the framework of assessment in English language education, with a didactic perspective aimed at promoting the practitioners' knowledge about assessment and enhancing students' learning outcomes.
Cultural Hybridity and the Challenge of Reconstructing a National Identity in Algeria
(University of Tlemcen, 2024-06-24) Kada, Wafa
This research aims to discover the possible ways of reconstructing a national identity in a postcolonial community. Taking Algeria as a sample; this thesis offers a deep analysis of the pre-colonial era and the prevailing educational system at the time. Algeria was the nation that experienced the longest era of colonialism; after 132 years of French dominance and more than seven years of war, Algeria gained independence, but with a heavy load of dependency on France and a loss of identity. During the colonial period, and through education, France implemented the Francization policy, through which it sought to strike at the foundations of Algerian national identity in order to create an individual easy-tomanipulate and easy to assimilate. Algeria tried to fight this policy and regain its identity after restoring its national sovereignty, so it resorted to Arabization and Islam as the main and essential components of Algerian identity, but after the black decade and the change of government policies, in addition to globalization, the requirements of the era changed and Algeria was forced to resort to new solutions to restore its national identity.
Identity Displacement in Postcolonial Writings: a Comparative Study of Desai’s The Inheritance of Loss and Faqir’s The Cry of the Dove.
(University of Tlemcen, 2024-06-23) Betta, Besma
Identity displacement begins to play its predicament when a person moves from the comfort of his familiar surrounding to a wholly new place, which is unfamiliar and exotic. In this new environment, a person will have difficulty assimilating into the new culture or preserving the previous one. Slowly, a sense of seclusion will start to emerge, leading, to an internal conflictin which the healthy, unified self-changes into a split, fragmented, rootless and dislocated one. The concern with identity displacement, in fact, has often been one of the most common yet crucial themes in the field of postcolonial literature. Accordingly, many postcolonial authors have shed light on this issue in their works. Desai and Faqir are no exceptions. Their masterpieces: The Inheritance of Loss and The Cry of the Dove respectively capture the ambivalence of what it means to fluctuate between two antagonistic worlds, never been able to identify fully with anyone and its aftermath on one’s identity. Therefore, this dissertation intends to provide a comparative study between the two aforementioned literary works focusing on the issue of identity displacement that is undergone by all of The Judge Jemubhai, his cook’s son Biju and Salma. Furthermore, the purpose of this study is to explore the similarities and differences between the protagonists’ traumatic experiences of dislocation and non-belonging and to examine the extent to which they succeed or fail in relocating themselves and articulating their identities. To accomplish this, the researcher employs a combination of Textual analysis and Postcolonial approaches that analyse the novels in terms of how authors represent the experiences of individuals who have been displaced by cross- cultural encounters, and how they offer strategies for coping with and overcoming the effects of identity displacement. The main findings show that each character experiences different forms of identity displacement, ranging from linguistic and cultural dislocation to economic exploitation. However, all three characters demonstrate resilience and resistance in the face ofthese challenges by failing to relocate themselves and remain adhered to their origins

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