Faculté des Lettres et des Langues

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    A Foucauldian Analysis of Power , Punishment and Docile Bodies in Milos Forman’s One Flew over the Cuckoo’s Nest (1975) and Stuart Rosenberg’s Brubaker (1980)
    (Université Mouloud Mammeri Tizi-Ouzou, 2015) LAOUARI Mohamed Larbi
    This thesis studied the themes of power, punishment and docile bodies in Milos Forman’s One Flew over the Cuckoo’s Nest (1975) and Stuart Rosenberg’s Brubaker (1980) from a Foucauldian approach. Looking at these movies as countercultural artistic works that Hollywood released to dramatize a very remarkable period in the American history known basically for its political instability both at the national and the international levels, this thesis analyzed the unjust doctor/ patient power relations inside Oregon Psychiatric Hospital as well as the unfair and corrupt trusties/prisoners relation at Wakefield State Penitentiary. It explained how these oppressive relations are tantamount to the relationship between Americans and their government during a time period marked by the government’s strong and effective grip on people and society. It also demonstrated how other strategies like discipline, surveillance and observation are implemented inside institutions, namely prison and hospital, to create a panoptican climate through which both patients and prisoners are, ultimately, transformed into docile conforming bodies. In short, I have explained the symbolic clash that appears in the two movies between freethinking and its ability to reform and question the established order, and the adjusted and controlled life, which is suggestive of an existing clash between two discourses in America. A rather traditional, conservative and pro-government discourse calling Americans for conformity, and complete allegiance to the government on one hand, and an anti-government discourse, which, on the other hand, denounced blind conformism and asked for radical reforms and improvements in the American society. Leaning on Michel Foucault’s theoretical perspectives about institutions of punishment, confinement and imprisonment, this work, in its four chapters, has critically analyzed One Flew over the Cuckoo’s Nest and Brubaker. It uncovered thereby the two movies’ ideological and artistic bearings to history by drawing attention to the dramatization of some challenging countercultural ideas and radical movements in the history of the United States in particular and human civilization in general
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    A Postcolonial Study of David Lean’s Film Lawrence of Arabia (1962)
    (Université Mouloud Mammeri Tizi-Ouzou, 2016) TAHIR Fahima
    This dissertation analyses David Lean’s 1962 film Lawrence of Arabia in the light of postcolonial theory. Appropriating Edward Said’s theory of Orientalism, our research was conducted on three major axes; the depiction of the Arabian Desert as a space where the events took place, the representation of the Arabs and the possible hidden agenda underlying the film. Having analysed various scenes, characters, dialogues, we came out with the conclusion that the film is filled with all manner of stock Orientalist images, characters and themes. As an Oriental space, the Arabian Desert is represented as a place beyond history and civilisation and is given two images. It is both an “exotic” place where a bored and undisciplined young Englishman gets the opportunity to become a hero and a “hostile” place where the latter is in constant danger. As Orientals, the Arabs are ascribed a set of negative characteristics that fix them in an inferior position vis-a-vis the Westerners. Most of all, we discovered that, in his adaptation of Seven Pillars of Wisdom, director David Lean added several historically inaccurate scenes. From our analysis of the these scenes we noticed that the Arabs are shown either as a divided people always fighting against each other or as subordinates who are in desperate need for Western guidance. Taking into consideration the historical context of the film’s production, it appeared to us that all the added scenes carry overt political connotations. It became clear that Lean purposefully altered history to serve his film’s hidden imperialistic agenda.
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    Alexandre Pumas entre histoire et fiction, du roman au théâtre : Etude de la Reine Margot
    (université mouloud mammeri de Tizi-ouzou, 2009-05-31) KHELIFI, Meriem
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    The Algerian Middle School Writing Syllabus and its Implementation: A Case Study of some Teachers of Tizi-Ouzou.
    (university Mouloud Mammeri of Tizi-Ouzou, 2010) DAOUD, Kahina
    The following magister dissertation seeks to analyse the instructional writing plan as laid down in the Algerian Middle School syllabuses and as implemented inn the textbooks and delivered in the classroom. Accordingly, it has resorted to the evaluation of the writing syllabuses, the four Middle School course books and the teacher practice of the skills. To this end, we have appealed to the process theory of learning writing skills and strategies, textbook evaluation, classroom observation and the questionnaire technique. The aim behind the research is the evaluation of the instructional plan motivated by the rather weak results that brevet students obtained in English in 2007 and 2008. The writing skill being the medium through which students show their real competencies, in these exams, we have tried to examine and evaluate it in order to sort out the weaknesses and strengths in the instructional plan related to this skill. Our dissertation consists of two parts, divided into three parts each. One part is theoretical and the other is practical. In the theoretical part, we made a review of the literature where we have showed that writing theories have gradually moved to the recommendation of teaching writing as a process rather a product. In the second part, we have analysed in this order the syllabuses, the textbooks and the teacher practice. On the whole, we have concluded that the instructional plan related to the writing syllabuses, the textbooks and teacher practice contain positive points, but the idea of process is not sufficiently fleshed out in its three components. The syllabuses and the textbooks are basically task-based, but the tasks are mostly of the pedagogic type; the sequencing of the skills is too systematic and gives primacy to the spoken skills without regard to the students’ needs in terms of taking the Brevet Exam. The teacher profile is not taken into account since no teacher development syllabus is included in the syllabuses proper or in the textbooks. The whole impression is that of putting old wine into new bottles.
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    Amawal et le mouvement de néologie kabyle
    (université mouloud mammeri de Tizi-ouzou, 2009-10-20) BEN IHADDADENE, Saliha
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    Analyse de la co-contruction du discours dans l’émission radiophonique « Franchis de nuit »
    (université mouloud mammeri de Tizi-ouzou, 2012-05-31) SBARGOUD, Razika
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    Analyse intonative des structures syntaxiques en berbère Le cas des syntagmes et des synthèmes
    (université mouloud mammeri Tizi-ouzou, 2008-02-23) AOUDIA, Arezki
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    Analyse multiparamétrique des alternances codiques dans la chanson kabyle
    (université mouloud mammeri de Tizi-ouzou, 2012) DEKKAR, Samia
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    Analyse praxématique de discours épilinguistiques autour d’odonymes parallèles dans la ville de Tizi-Ouzou
    (université mouloud mammeri de Tizi-ouzou, 2015) TIMZOUERT, Djemaa
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    Analyse praxématique de paroles d’enseignants de français à propos de l’approche par compétences
    (université mouloud mammeri de Tizi-ouzou, 2014) RENIFFI, Sabiha
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    Analyse praxématique d’attitudes de lycéens de Larbaa-Nath-Irathen à l’égard du français
    (université mouloud mammeri de Tizi-ouzou, 2014-11-11) BOUZAR, Chérif
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    Analyse rhétorique du discours narratif : le cas de quelques contes Kabyles.
    (Université Mouloud Mammeri de Tizi-Ouzou, 2016) Imeçaoudene, Lydia
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    Analysis of Conjunctive Cohesion Errors in Students’ Compositions: The Case of the Department of English at Tizi-Ouzou University
    (Mouloud MAMMERI University of Tizi-Ouzou, 2010) YACINE Djamal
    Cohesion in writing is widely explored by different researchers. However, to date, cohesive errors in writing, according to our knowledge, have not been investigated thoroughly. Hence, this study is an attempt to analyse conjunctive cohesion errors in students’ compositions. It seeks mainly to analyse one hundred expository essays written by third year students of the Department of English at the University of Tizi-Ouzou during the academic year 2007/2008. In analyzing these essays, we aim mainly to identify conjunctive cohesion errors that these students have made in their compositions and the impact of these errors on the coherence of their essays. To achieve these goals, particular reference is made to Halliday and Hasan’s (1976) classification of conjunctive cohesion and to error analysis procedures. To identify these errors, students’ essays were segmented into orthographic sentences. Then, they were analyzed. The results of the present study showed that these students have made 135 conjunctive cohesion errors in their compositions. These errors are classified into four major categories. The first category comprises errors deriving from the misuse of conjunctive connectors. This one is divided into four minor categories and twelve sub-categories. The second major type includes errors resulting from the superfluous use of connectors; the use of connectors when they are not required. The third category deals with conjunctive cohesion errors deriving from the omission of connectors when they are needed. The last major category deals with the overuse of connectors. In addition, this study revealed that these errors have an impact on the coherence of the analysed essays. Therefore, according to these results, students of the Department of English at the University of Tizi-Ouzou need an explicit teaching and learning of the use of connectors appropriately.
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    Analysis of Interlanguage in Algerian Brevet Papers in English: A Case Study of Learners in Tizi-Ouzou
    (university Mouloud Mammeri of Tizi-Ouzou, 2009) ISSELNANE, KARIMA;
    This research is meant as a step in trying to understand how Algerian EFL learners construct interlanguage, which can be defined as a linguistic bridge between the learners’ first language and the language they are learning. It aims at determining the types of errors that are most recurrent, and their origins. Moreover, the purpose of the study is to classify and then analyse the types of writing errors that Algerian middle school pupils still make after the implementation of the third school reform undertaken in 2003. This work strives to contribute to understanding the sources of errors that are involved in the mental processes of EFL learners with Kabyle or Arabic L1s. 200 middle school pupils have participated in this study. After four years of English learning in the middle school, their level is supposed to be pre-intermediate. To conduct our research, we have sought our data from interviews written by Algerian middle school pupils during the first Brevet Exam held in 2007. The 655 total errors analysed in this study are divided into two main categories: interlingual errors and intralingual errors. Interlingual errors include spelling, auxiliaries, articles, pronouns, lexical and semantic errors, prepositions, and adjectives. Intralingual errors include wrong verb form, nouns, state verb concord, and subject-verb agreement. It is assumed that the causes of these errors are the result of the following: Interference from Kabyle or Arabic, interference from French, overgeneralisation, simplification, wrong hypothesis making, pupils’ inadequate knowledge regarding certain structures, the complexity of the English language, insufficient practice of grammatical rules, and the overwhelming pressure of the exam. The findings of this study indicate that first language interference still plays an important role in the learning process, since a major proportion of the errors are due to mother tongue interference. Furthermore, it reveals that the most important errors still made are those related to spelling, use of different auxiliaries and modal verbs, and wrong verb form. Suggestions are provided as to how to eliminate these errors in the second chapter.
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    Approche anthropologique sur le vécu quotidien et les pratiques sociales chez les jeunes diplômés chômeurs. (Cas de la commune de Timizart, wilaya de Tizi-Ouzou)
    (université mouloud mammeri de Tizi-ouzou, 2012-05-30) SARADOUNI, Karim
    Cette recherche s’inscrit dans l’exploration des thématiques ayant trait à « la problématique de la jeunesse en Kabylie ». A partir d’une approche anthropologique, cette recherche s’interroge sur la question du lien social à l’épreuve des transformations qui affectent la société locale dans ses institutions et instances de socialisation. Se focalisant sur le vécu quotidien et les pratiques sociales des jeunes diplômés chômeurs, en prenant comme terrain d’étude la commune de Timizart, Wilaya de Tizi-Ouzou. Notre objectif est de s’interroger sur le vécu quotidien et les pratiques sociales (les formes du lien social) que déploient les jeunes en question, en investissant leur temps libre (qui découle de leur expérience du chômage). Afin de répondre à la question principale posée dans cette recherche, et pour reconstruire la réalité sociale du vécu quotidien et des pratiques sociales que déploient les acteurs en question, nous avons élaboré un schéma constitué de trois espaces sociaux imbriqués l’un dans l’autre (espace familial, amical et celui de la recherche d’emploi) qui résume approximativement l’espace social dans lequel évoluent ces jeunes diplômés chômeurs. Les résultats auxquels nous avons pu aboutir montrent qu’en dépit de l’expérience du chômage qu’ils traversent, les jeunes diplômés chômeurs de la commune de Timizart réalisent tant bien que mal leur intégration à la société, et ce à travers une pluralité de relations, d’activités et de pratiques sociales. Une attention particulière à été accordée à l’étude des relations, des pratiques sociales mais aussi des représentations qui en découlent dans une logique d’exclusion/intégration sociale. L’institution familiale (l’espace familial) continue à jouer son rôle d’amortisseur à la crise, malgré les transformations qui l’affectent dans sa structure et son fonctionnement. Nous avons pu remarquer que les normes et les contraintes qui pèsent sur cette institution, orientent en quelque sorte les relations intrafamiliales. Ses dernières caractérisées essentiellement par la solidarité que nous avons nommé (solidarité-contrainte), qui consiste au maintien du lien social (lien de filiation) et de la cohésion familiale. De ce fait, l’institution familiale fait office d’intégrateur social pour les jeunes diplômés chômeurs. Le groupe de pairs (espace amical, extrafamilial) constitue une seconde famille (famille de substitution) pour les jeunes en question. Il constitue également l’espace le plus investi en termes de représentations, de relations et de pratiques sociales. En effet, nous avons montré la pluralité des activités, des pratiques sociales et des représentations qui en découlent au sein de cet espace social. S’inscrivant dans une logique d’exclusion/intégration sociale, le vécu quotidien et les pratiques sociales que déploient nos acteurs donnent corps aux pratiques de sociabilité. L’investissement de micros espaces (quartiers, fontaines, cafés, stades, salles de jeux, maisons de jeunes,…) donne naissance à la sociabilité juvénile qui a pour fonction, l’intégration des jeunes en général et les diplômés chômeurs dans les micros espaces en question. En somme, malgré les sentiments de frustration (symbolique et sociale) qui découlent essentiellement de cet espace social amical (il est question ici de la société de consommation), il constitue tout de même un vecteur d’intégration sociale pour les jeunes en question. Dans l’espace de la recherche d’emploi, nous avons remarqué l’existence d’une pluralité de stratégies, de relations et d’activités qui ont pour objectif l’intégration des jeunes en question dans cet espace social, mais aussi dans leur espace social plus large (institution familiale et espace amical). L’espace social en question constitue un lieu et non le moindre où se déploient le plus d’activités et de stratégies qui ont pour objectif l’insertion professionnelle des jeunes en question. Motivés par la quête d’emploi stable et durable (qui reste leur leitmotiv), les jeunes en question font recours souvent au secteur informel (jugé moins contraignant par rapport au secteur public). Et ce, afin non seulement de réaliser partiellement leur insertion professionnelle, mais aussi de réaliser leur intégration dans les deux espaces sociaux précédemment cités. En effet, c’est pour la réalisation de soi (affirmation de soi), afin de réaliser également leur autonomie financière individuelle, pour échapper à la situation de dépendance et d’assistanat qu’ils vivent souvent vis-à-vis de leurs familles.