Département d'Anglais

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    A course in Contemporary British Fiction for Master’s Students of Literature and Interdisciplinary Approaches
    (Université Mouloud Mammeri Tizi-ouzou, 2024) CHABANE CHAOUCH Sarah
    Literature refers to an imaginative written literary text, especially poetry, drama and fiction. Writers can rely on different literary genres, such as realistic, romance, thriller, dystopian fiction, and speculative fiction. They also introduce contemporary themes including gender, history, multiculturalism, and nature. This course introduces some contemporary themes for Masters’ students. The introduction delves into the complex realm of postmodernism, elucidating its fundamental tenets. This lecture focuses on Linda Hutcheon’s A Poetics of Postmodernism: History, Theory, Fiction because it is the main theoretical framework that explains postmodernism. The first chapter delves into multiculturalism in The Buddha of Suburbia. It defines multiculturalism and explains its main concepts, elucidating its core themes such as racism, hybridity, belonging, and integration within British society. The second chapter deals with dystopian literature and science fiction, offering a compelling reflection of humanity’s fear of advancing technology. The last chapter investigates ecocriticism and climate change in Ian McEwan’s Solar
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    Classical and Neo-classical Literature : Greek and Medieval
    (Université Mouloud Mammeri Tizi-Ouzou, 2024) KHELIFA Arezki
    The semester syllabus below is displayed in a chronological order, starting with Aeschylus and finishing with Aristophanes. The first lecture consists of explaining Aeschylus’s art by referring to his remaining works. His initiative in performative and aesthetic creativity was to be emulated and enriched by Sophocles. And always from a chronological perspective, readings and discussions of Euripides’s and Aristophanes’s plays will follow during this same semester. The reason for arranging this module’s program in a chronological pattern rather than any other is that it is intended to indicate some very significant aesthetic changes in the historical development of Greek Tragedy as art. As for the way all of these masterpieces will be read and commented, it is relevant to make reference to Aristotle’s aesthetic characteristics about Greek tragedy in order to make students re-explore the Greek myths and assimilate the inextricable links between the selected plays and the aesthetic principles of Greek tragedy as defined by Aristotle. Some of these principles, as explained in the first lecture/lesson, will constitute a core point to this module’s teaching over the whole semester. Other appeals to modern philosophical perspectives might also be made for the purpose of signaling effective influence of Greek tragedy upon modern literature
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    Research Methodology
    (Université Mouloud Mammeri Tizi-Ouzou, 2024) AMMOUR Kamila
    The course “Research Methodology in Social Sciences” is a foundational component of the Master One programme in Foreign Language Didactics at Mouloud Mammeri University. It is designed to develop students’ ability to conceptualise, design, conduct, and report empirical research in applied language studies and the wider social sciences. The course equips future researchers with both theoretical and procedural knowledge required to engage in rigorous and ethically sound academic inquiry. The course begins by introducing students to the nature and purposes of scientific research, with a particular focus on its role in educational and applied linguistics contexts. Students are guided through the philosophical underpinnings of research, notably positivism and interpretivism, enabling them to understand how epistemological assumptions shape research design, data collection, and interpretation. This theoretical grounding prepares learners to differentiate between quantitative, qualitative, and mixed-methods approaches, and to select the most appropriate methodological framework in relation to their research questions. A central emphasis of the course is placed on research design and planning. Students learn how to formulate research problems, define variables, develop research questions and hypotheses, and choose suitable designs such as case studies, surveys, experimental research, and interpretive studies. These skills are essential for conducting systematic investigations in foreign language education and social sciences more broadly (Cohen, Manion & Morrison, 2005;Dörnyei, 2007). The course also develops students’ competence in data collection and analysis. Learners are trained to use key instruments including questionnaires, interviews, classroom observations, and document analysis, and to analyse data through both qualitative techniques (e.g., content analysis, discourse analysis, conversation analysis) and quantitative procedures (e.g., descriptive and inferential statistics, SPSS). This dual focus ensures that students can handle diverse types of data and produce valid and reliable findings (Brown & Rodgers, 2002; Kumar, 2011). Finally, strong attention is given to sampling procedures and ethical issues, highlighting the responsibility of researchers to protect participants, ensure transparency, and maintain academic integrity. The course culminates in the design of a full research proposal, enabling students to integrate all components of the research process into a coherent and credible academic project. By the end of the course, students are not only equipped with methodological tools but are also able to think and act as novice researchers within the field of foreign language didactics and applied linguistics.
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    Writing Academic Research
    (Université Mouloud Mammeri Tizi-Ouzou, 2024) AMMOUR Kamila
    The course Writing Academic Researchis an advancedmethodology module designed for Master’sstudents in ForeignLanguageDidacticswho are preparingtheirMaster’s dissertations. It aims to developbothstudents’ researchcompetence and theiracademicwritingliteracy, enablingthem to produce a coherent, methodologicallysound, and academicallycredible dissertation. The course begins by distinguishingbetweendoingresearch and writingresearch, emphasizingthatcollecting data and reportingit in an academictextrequiredifferent but complementaryskills. The Master’s dissertation istreated as an academic genre, followingSwales’s (1990) theory of genre as a sociallyrecognizedform of communication characterized by a specificcommunicative purpose, schematic structure, content, and style. Studentslearnthattheir dissertation must follow the traditional simple model (Introduction, LiteratureReview, Methodology, Results, Discussion, Conclusion), whichis the standard format required by the Department of English. A core component of the course focuses on research planning, including the selection of a research topic, formulation of a researchproblem, definition of researchaims and objectives, and the choice of an appropriateresearch design (case study, survey, experimental, or interpretive). Following Creswell (2014) and Cohen et al. (2007), students are trained to ensurethattheirresearchissystematic, empiricallygrounded, and theoreticallyinformed. Students are thenguidedthrough the writing of a researchproposal, whichincludes the title, background literature, objectives, methodology, significance of the study, and key references. Special attention isgiven to the rhetorical structure of the dissertation introductionbased on Swales and Feak’s (1994) Create-A-Research-Space (CARS) model, whichteachesstudents how to establish a researchterritory, identify a gap, and position theirownstudy. Finally, the course developsstudents’ ability to write the main chapters of the dissertation, literaturereview, methodology, results, discussion, and conclusion, and to use the APA referencing systemcorrectly, ensuringacademicintegrity, clarity, and scholarlycredibility.