Département d'Anglais

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Analysing Grammar Activities Within EFL Teachers’ Lesson Plan: Case Study Of AichFatma and AdnaneMohand Said Middle Schools of Azazga, TiziOuzou
(Université Mouloud Mammeri Tizi Ouzou, 2024) Ferhati Yasmine; Hadj Ali Yasmine
Grammar is a fundamental aspect of language learning, it enables learners to establish correct, accurate and effective communication. The understanding of rules alone is not sufficient, that is to say, learners need practical application of grammar usage in real-world contexts to master a language and achieve proficiency. The current research investigated the grammar activities within EFL teachers’ lesson plan: a case study of AicheFatma and AdnaneMouhand Said middle school in Azazga. This study focuses on two main objectives relying on two analytical frameworks, first, it explores the grammar activities and their alignment with Blooms’Taxonomy six cognitive levels (1956) (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation). Second, it seeks to reveal whether the EFL teachers integrate deductive and inductive approaches proposed by Scott Thornbury (1999). To achieve these objectives a mixed-method research was adopted including both qualitative and quantitative methods. In order to collect data we selected two research tools which were classroom observations and interview. We conducted eight classroom observations with a checklist of twelve items, in addition to a structured interview with four EFL teachers. The collected data were analyzed using the qualitative content analysis for qualitative data in addition to the rule of three for quantitative data. The results of the classroom observation indicated that the planned activities align with the cognitive levels of knowledge, comprehension, application, analysis as well as the synthesis. Whereas the cognitive level evaluationwas not observed.Furthermore, it revealed that EFL teachers include both deductive and deductive methods when planning their activities. Additionally, the results of the teachers’ interview confirm the implementation of Blooms’Taxonomy Levels and Thornbury’s approaches.
The Search For Identity Under Oppression in Ralph Ellison’s Invisible Man (1952) andBen Okri’s The Famished Road (1991)
(Université Mouloud Mammeri Tizi Ouzou, 2025) Oualli Zineb; Oulagha Radia
This dissertation explores how identity forms and resistance emerges in Ralph Ellison’s Invisible Man (1952) and Ben Okri’s The Famished Road (1991) .Using Frantz Fanon’s postcolonial theory to show how race, power, and selfhood intersect in a postcolonial Nigeria and a racially divided America. The study compares how the main characters face systemic exclusion, using storytelling, myths, and symbols to challenge colonial and racial identities. Drawing on Fanon’s ideas about alienation, reclaiming culture, and liberating consciousness, the dissertation looks at both personal and collective ways people respond to oppression. Through close reading and theoretical insight, it reveals how both novels resist dominant power structures and offer new ways to see agency and identity. This work adds to postcolonial and African American literary studies by affirming the power of narrative in reshaping identity amid histories of oppression.
Investigating the role of gamafication in enhancing motivation for foreign language learning among primary students in Tizi-Ouzou
(Universié Mouloud Mammeri Tizi Ouzou, 2025) Taharount Lydia
Beginner pupils of English often face a low motivation, limited participation and anxiety in the classroom, especially when exposed to traditional teaching methods based on memorization and repletion. To respond to this issue the present study investigates the effectiveness of Gamification in improving both motivation and academic achievement in English among fourth-year primary school learners in Tizi-Ouzou, Algeria. I to determine whether the use of gamification can improve pupil’s English performance and to what extent it increases their motivation and engagement during lessons. A mixed method design was adopted, twenty (20) pupils took part in a quasi-experimental study involving a pre-test, a gamified learning phase for the experimental group and a post-test. A questionnaire was also administered to English teachers to support the quantitative data with qualitative insights. The results showed a noticeable improvement in the experimental group compared to those taught through traditional instruction. Gamification created a more positive learning atmosphere, reduced fear of making mistakes and encouraged collaboration and active participation. I concludes that educational games can be a valuable tool in teaching English to beginners pupils, particularly those who struggle with motivation. It recommends that teachers integrate game-based activities to make learning more meaningful, enjoyable and confidence-building.
Exploring Ethical considerations in Human-Machine interactions in the EFL : The particular challenges faced by M2 students in using chatbots in the department of English at Mouloud Mammeri University
(Université Mouloud Mammeri Tizi Ouzou, 2025) Saidoun Kenza; Sahraoui Fedoua
Algerian EFL learners, like many students around the world, are increasingly interacting with artificial intelligence tools such as chatbots in their academic lives. On this matter, the present study explores the ethical considerations surrounding human–machine interactions in EFL, focusing specifically on the challenges faced by Master 2 students enrolled at the Department of English at Mouloud Mammeri University of Tizi-Ouzou. This research has two main objectives. First, it aims to understand the main ethical concerns students face when using chatbots. Second, it investigates the learners’ moral duty when using chatbots. It explores whether chatbots help students become better learners or if they make them less engaged and less accountable. To reach these aims, the study is founded upon Bloom’s Taxonomy, the ADDIE Model, and Kant’s Ethical Theories, and adopts a mixed-methods approach. An interview and a survey test were used to collect data, which were then analyzed through descriptive statistical analysis and thematic content analysis. The results indicate that whereas several students use chatbots to support their learning such as checking grammar or generating ideas, some express uncertainty about ethical boundaries, including issues of plagiarism and lack of accuracy. Others report a sense of responsibility and actively reflect on how to use these tools in a measured and honest way. Eventually, the study emphasizes the importance of promoting ethical awareness and responsible use of AI tools in EFL learning contexts.
Pepetela’s Mayombe (1980) and Jamal Mahjoub's in the hour of sings (1996) : Intertextual and dialogic connections
(Université Mouloud Mammeri Tizi Ouzou, 2025) Sahraoui Malika
This study has presented a comparative analysis of anti-colonial resistance in Pepetela’s Mayombe (1980) and Jamal Mahjoub’s ln the hour of signs (1996). It has examined how both novels depict colonial oppression, revolution, and the complexities of liberation in Angola and Sudan. To achieve this, we have borrowed our methodology from Julia Kristeva’s theory of intertextuality, especially the notions of “Ambivalence” and “Transposition”, Mikhail Bakhtin’s concepts of “Polyphony” and “Heteroglossia”, and Paulo Freire’s The pedagogy of the oppressed, which focuses on oppression, dehumanization, and the necessity of liberating praxis. In the first chapter, using Kristeva’s notion of “Ambivalence”, we have examined the historical context of the novels, to illustrate how they engage with their different historical backgrounds, indicating the complex connection between fiction and national memory. In the second chapter, we have applied Kristeva’s notion of “Transposition” and Freire’s concept of “Praxis” and “Critical Consciousness” to study thematic parallels between the novels, specifically their portrayal of colonial oppression, and the challenges encountered by revolutionary fighters. In the third chapter, we have analyzed the differences in themes and characterization between the two works, focusing on the ideological foundations that shape each narrative, the nature of leadership, and the constructing motivations for joining the struggle. For this purpose, we applied Bakhtin’s notions of polyphony and heteroglossia alongside Freire’s Theory of Liberation to explore the diversity of voices and conflicting perspectives in the texts. Throughout the course of the analysis, we have concluded that Mayombe and In the hour of signs engage in a sustained intertextual and dialogic relationship with each other and with their historical contexts, providing convergent and divergent critics of colonialism and liberation.
A Study of Psychological Collapse and RecoveryA Study of Psychological Collapse and Recovery in a Tree Grows in Brooklyn by Betty Smith (1943) and The Killing Joke by Alan Moore(1988)
(Université Mouloud Mammeri Tizi Ouzou, 2025) Hamouani Nesrine; Naili Walid
This dissertation intends to be a comparative study of A Tree Grows in Brooklyn (1943) a novel by Betty Smith, to the comic book Batman: The Killing Joke (1988) by Alan Moore and illustrated by Brian Bolland. We intend to examine identity collapse, where characters experience psychological fractures leaving them to struggle between rationality and delusion. The analysis delves into how language and meaning dissolve. Despite the differences between both literary works, yet they share similarities. Our borrowing of the main theoretical frameworks of Julia Kristeva including the concepts of: semiotic and symbolic, abjection, melancholia and revolt, and Carl Jung’s concepts: persona and shadow. Along with our reading and investigation of both works A Tree Grows in Brooklyn and The Killing joke. Leads us to find convergence as concerns the themes: identity collapse, madness, rationality, redemption, in addition to leading processes like: Subjectivity and trauma by analysing these two works that contain different styles and cultures, this dissertation puts in question that both works demonstrate the persisting human struggle to keep order and rationality rather than chaos and madness. Through the analysis of the characters’ behaviours and relationships, we have understood the extent to which mental stability and being on the borderline between the semiotic and the symbolic is a complex process, in which the melancholic person should confront his shadow in order to achieve revolt and finally redemption and happiness. Key words: identity collapse, rationality, redemption, Subjectivity, trauma. III
Azrara Lynda
(Université Mouloud Mammeri Tizi Ouzou, 2025) DJAOUD Nawel
The present study investigates the issue of trauma within two selected literary works: Diana Abu Jaber‘s Crescent, (2003) and Joseph O‘Neill‘s Netherland (2008). The aim of this research paper has been to explore how trauma shapes an individual’s identity in context of displacement. Relying on Jacques Lacan’s psychoanalytic theory, this dissertation analyzed how the novels portray their protagonists’ struggles with their identity formation in two different contexts: post- Gulf War and post-9/11 America. Our research is structured into two main chapters, the Imaginary, the Real, and the Symbolic order in the two selected narratives. The analysis of these two literary works together resulted in two key findings. First, it confirmed how trauma significantly alters self –perception, pushing individuals to navigate their identity through a fragmented self in diasporic dislocation. Second, the research revealed that identity formation is a complex process of reconciliation between internal desires and external expectations through language, trauma, and social structures.
Fractured selves and haunted pasts: Reading Trauma through Caruth and Felman in Susan Sontag’s Debriefing (1978), Sam Shepard’s A Lie of the Mind (1985), and Annie Proulx’s Postcards (1992).
(Université Mouloud Mammeri Tizi Ouzou, 2025-07-07) Meliani Souad; Merdjok Massiva
This dissertationisentitled FracturedSelvesandHauntedPasts:ReadingTraumathrough CaruthandFelmaninDebriefing(1978),ALieoftheMind(1985),andPostcards(1992). It exploreshowtraumaisportrayedinthenarrativesmentionedinthetitle,throughShoshana Felman’sandCathyCaruth’stheoreticalframeworks.Itexamineshowtraumaaffectsboth individuals andthepeoplearoundthem,showinghowthepainofapersoncanspreadthrough his orherfamily,community,andsociety,andhowitdisturbstime,memory,andtheabilityto speak. Allthreeworksshowtraumaassomethingthatisdifficulttodescribe,usuallysilenced. The analysisdemonstratesthatcharactersarefrequentlymutedbytheboundariesoflanguage and socialexpectations,andstaylockedbetweensurvivalanddestruction. A LieoftheMind examinesfamilialbreakdown, Postcards examinesgenerationalguiltandsilence,and Debriefing examinesnarrativedisintegration.Eachchapterfocusesonadistinctwaythattraumamanifests itself. Thisstudyconcludesthatliteratureaimstopresenttraumaratherthantoresolveit,to testifytotheunspeakableandtohighlightthemoralobligationoflistening.
A Feminist Reading of Assia Djebar’s L’Amour, La Fantasia (1985) and Toni Morrison’s Beloved (1987)
(Université Mouloud Mammeri Tizi Ouzou, 2025) Tilmatine Lydia; Amnouche Yasmine
This research is a comparative study that explores the issues of female subjectivity, intersectionality, and female resistance in Assia Djebar’s L’Amour, La Fantasia (1985) and Toni Morrison’s Beloved (1987). Relying on Safia Mirza’s conceptualizations for defining intersectionality and female resistance, and drawing on postcolonial feminist theory, Black feminist thought, and theories of trauma and memory, this work examines how both authors present the complex experiences of women under the intersecting pressures of gender, race, and historical oppression. Through close readings of the two literary works by employing an exacting comparative framework, the basic findings of our work is that both L’Amour, La Fantasia and Beloved critically reframe official historical narratives to powerfully assert women's agency and reclaim their silenced voices in the face of historical trauma and ongoing oppression. Ultimately, this study underscores the enduring power of literature as a site of resistance and remembrance, illuminating how marginalized voices confront erasure by transforming suffering into collective empowerment.
Identity Crisis in Tayeb Salih’s Season of Migration to the North (1966) and Yasmina Khadra’s Ce que le Jour doit à la Nuit (2008)
(Université Mouloud Mammeri Tizi Ouzou, 2025) Ben Chikh Kheloudja; Mami Inas
This dissertation examines the theme of identity crisis in two postcolonial novels: Season of Migration to the North by Tayeb Salih and What the Day Owes the Night by Yasmina Khadra. The study focuses on the main characters, Mustafa Sa’eed and Younes, and their experiences living between different cultures. It uses Homi Bhabha’s theory of hybridity and the Third Space to describe how their identities are shaped by colonial and postcolonial contexts. The research shows that both characters move between their original societies and foreign cultures, resulting in hybrid identities. Mustafa Sa’eed spends time in England while maintaining connections to Sudan, and Younes grows up balancing Algerian and French cultural influences. The dissertation also highlights similarities and differences in how they experience cultural transition and belonging. This study provides a descriptive account of hybrid identity in postcolonial literature and suggests that further research could examine other characters, settings, or cultural contexts to expand understanding of identity in postcolonial societies.
Philip Roth’s Portnoy’s Complaint (1969) and Mustapha Benfodil’s Archéologie du chaos (amoureux) (2007) : A Psychoanalytical Comparative Study
(Université Mouloud Mammeri Tizi Ouzou, 2022) Ait Yahia Lydia; Touil Meriem
The following research paper explores a psychoanalytical comparative study of Phillip Roth’s Portnoy’s Complaint (1969) and Mustapha Benfodil’s Archéologie du chaos (amoureux) (2007). The study relies on Lacanian psychoanalysis, and draws on some of its significant concepts such as the Unconscious and how it is affected by the Other, Jouissance and the Drive. The focus of the current dissertation emphasizes on the psychoanalytical study of some of the main characters’ psychological disorders. To conduct this study, we divided it into two main chapters; in the first chapter, we have analyzed the concept of the Other and the process of identity formation for both, Alexander Portnoy and Yacine Naboulci. We have explained how society and its cultural values had a significant influence on the character’s identity and the behaviors they showed as a response to the oppression they were subjugated to. In the second chapter, we have discussed the notion of sexuality and how Alexander Portnoy and Marwan Kanafani had exploited their sexual desires as a means for rebellion. We analysed the pattern of rebellion both characters have set in order to break free from the constraints that are hindering their quest for freedom. In conclusion, the comparative study of the two novels has provided us with a better understanding of the similarities between the two novels, despite their different cultural backgrounds. Both authors portrayed how the Jewish and Algerian youth experience dual repression from society that will eventually lead them to make an effort to remonstrate. To sum up, one can say that, to some extent, literature is the outcome of the moral, cultural and political upheavals of the moments of its writing.
Antonio Gramsci’s Intellectuals in Wole Soyinka’s The Lion and the Jewel (1962), and Athol Fugard’s My Children! My Africa! (1990)
(Université Mouloud Mammeri Tizi Ouzou, 2023) Atmani Younes; Belmouhoub Abderezak
This dissertation was a thematic study conducted on the representation of intellectuals in the plays The Lion and the Jewel (1962) written by Wole Soyinka, and My Children! My Africa!(1986) by Athol Fugard. The purpose of this dissertation was to study the characters’ social functions as intellectuals, whether organic or traditional, as well as the implementation of the notion of hegemony in the plays. The first chapter dealt with the types of intellectuals found in the play The Lion and the Jewel and showed the clash between modernism and traditional values in Nigeria. Chapter II was dedicated to My Children! My Africa! and looked at the characters from the perspective of Gramsci’ formation of intellectuals, and were found to be opposites from an ideological standpoint. Our findings asserted the divergence in the types of intellectuals the characters of the plays presented, and showed a clash between characters of opposing ideological stances that try to reinforce their social hegemony. Therefore, the conclusion that we have reached was that the playwrights expressed different viewpoints of the same issue in different ways.
An Examination of Synchronous and Asynchronous Online Teaching Methods: The Case of Online EFL Teachers at the Department of English at Mouloud Mammeri University of Tizi-Ouzou
(Université Mouloud Mammeri Tizi Ouzou, 2025) Tessa Leïticia
In an educational setting where virtual classrooms are gradually gaining ground alongside traditional instruction, this study examines how effectively EFL teachers affiliated with the Department of English at Mouloud Mammeri University of Tizi-Ouzou implement synchronous and asynchronous e-learning modalities through their teaching practices. The overall aim of this research is to examine the effectiveness of synchronous and asynchronous e-learning modalities used by EFL teachers. The study seeks to reach two objectives. First. to explore the extent to which teachers‘ use of both synchronous and asynchronous modalities upgrade the teaching and learning experience beyond traditional classroom practices. Second, to evaluate the conformity of the teachers‘ online synchronous practices to pedagogically established strategies endorsed by e-learning experts. In a quest to meet these objectives, this investigation was conducted in light of Puentedura‘s (2006) SAMR Model of Technology Integration into Online Instruction, in addition to Moser & Smith‘s (2015) theory of Best Practices for Online Synchronous Courses. The research paradigm that guides this study is the Qualitative Method. Non-numerical data has been collected by means of a structured interview and classroom observation, and analyzed with Qualitative Content Analysis. The findings showed that EFL teachers‘ use of webconferencing tools moderately aligns with pedagogical practices recommended for online synchronous teaching. Moreover, they integrate synchronous and asynchronous e-learning methods as both enhancement and transformation of the teaching and learning experience beyond the traditional settin
"Tradition and the individual talent" (1919) in Eugene Ionesco’s The chairs (1952), Samuel Beckett’s waiting for godot (1953) and Harold Pinter’s The caretaker (1960)
(Université Mouloud Mammeri Tizi Ouzou, 2024) Rihane Naoual; Messaoudi Siham
This dissertation is a contribution to the debate on influence and originality in literary texts. It examines through a comparative perspective the interplay between tradition and individual talent in the plays The Chairs(1952) by Eugène Ionesco , Waiting for Godot(1953) by Samuel Beckett, and The Caretaker(1960) by Harold Pinter, through the theoretical lens of T.S. Eliot's essay entitled, "Tradition and the Individual Talent."(1919). Eliot's concept emphasizes the balance between the influence of previous authors while considering the contribution of the individual artist. In The Chairs, Ionesco employs absurd elements to challenge traditional narrative structures, creating his own theatrical experience, which reflects both a continuation and a departure from established dramatic conventions. Similarly, Beckett's Waiting for Godot reminds the reader of Eliot's notion of tradition by blending existential themes. Meanwhile, his use of innovative dialogue and structure, contributes to a creation of a distinct voice akin to the modernist tradition while still engaging with its themes. Pinter's, for his part, inserts in his play, The Caretaker realist and absurd features, reflecting the tension between tradition and innovation. His use of language and character provides a fresh perspective on power and identity, aligning with Eliot's idea that new works of art changes the existing order of the artistic tradition. Therefore, these selected plays exemplify how modernist playwrights express through their plays the two-fold demands of tradition and creation, contributing thus to enrich the theatrical landscape with their individual talents while remaining close to the existing literary tradition of the theatre of the absurd.
Violence and resistance in Ait Ouahioune’s The eternal snow (2023)
(Université Mouloud Mammeri Tizi Ouzou, 2025) Larfi Ahmed; Chalal Sadia
This research explores the issue of colonial violence with reference to Ait Ouahioune’s The Eternal Snow (2023). Dealing with colonial violence in the post-colonial period has a crucial importance in digging into the memory of people and building a usable past for the present and the future generations. Unless this dimension of Ait Ouahioune’s novel is investigated, the reader risks losing sight of the purpose behind the speaking of the colonial encounter and the resistance to the encroachment on Kabyle territory. The research has tried to accomplish this task by taking its bearings from an eclectic approach combining the anthropological paradigm borrowed from Tillion and Bourdieu, as well as Fanon’s theory on colonial violence. To deal with the dimension of evil and how it shapes the form of the novel, the approach has also appealed to theories about the detective novel. In applying these eclectic approaches, the research has led to the following findings: One, the novel illustrates perfectly Fanon’s ideas that the violence of the colonized against the colonizer is marked by an internalized syndrome, where the colonized turn the violence against one another. Two, colonial violence was met at the historical period cornered by the novel, by resistance of what is called “Les bandits d’honneur”. Three, resistance in the novel is shown to have taken a literary form in its evocation of the figure of Si Mohand Ou Mhand. Four and last, The eternal snow has engaged in the exploitation of the struggle of evil and good, giving a universal dimension to the work and celebrating the triumph of good over the evil brewed in the cauldron of the colonizer and which has managed to destroy the habitus of the Kabyle people as part and the prevail of the Algerian population as a whole.
Teachers’ Attitudes Towards Online Teaching via Moodle Platform: A Case Study of EFL Teachers at the Department of English, Mouloud Mammeri University of Tizi-Ouzou
(Université Mouloud Mammeri Tizi Ouzou, 2024) Khales Inas; Tahrat Karima
This study explores the adoption of Moodle as the primary online learning platform at Mouloud Mammeri University of Tizi-Ouzou, particularly in the context of English as a Foreign Language (EFL) instruction. It investigates teachers‘ experiences and attitudes towards Moodle through a combination of questionnaire and interviews with teachers from the Department of English. Findings reveal that while a majority of university teachers recognise Moodle‘s effectiveness in managing course materials and facilitating communication, significant challenges such as technical difficulties, notably unreliable internet connections and inadequate training, student engagement_ particularly among those in remote areas_ hinder its full potential. Using the Technology Acceptance Model (TAM), the study shows that teachers‘ initial scepticism towards Moodle has evolved into more positive attitudes with increased familiarity, though dissatisfaction with its assessment tools persists. Recommendations include tailored training, fostering collaborative teaching communities, and strategies to address connectivity issues. The study underscores Moodle‘s transformative potential in EFL education but highlights the need to overcome barriers to fully enhance the online learning experience for teachers and students alike.
The Impact of the COVID-19 Pandemic on Students’ Academic Achievement and Online Courses in the Department of English at MMUTO
(Université Mouloud Mammeri Tizi Ouzou, 2023) Chabane Yasmine; Bourai Hanane
The current study aims to investigate the COVID-19 pandemic period's impact on the EFL students' academic achievement at MMUTO. Firstly, it investigates the impact of COVID-19 on students' achievement. Secondly, it seeks to identify the main causes of the students' low or poor academic achievement. Thirdly, it aims to find out the appropriate strategies that educational institutions should use to improve the students' academic achievement, especially in the post-COVID period. In order to carry out our study, we have relied on Abraham Harold Maslow's Pyramid of Needs (1954) as a theory applied to our research work. We have investigated how far it can be applied to the objectives of our research. The method we used is a mixed one: the quantitative research method combined with the quantitative one. The tools used to gather data are: a questionnaire which was submitted to 34 EFL students and an interview conducted with EFL teachers in the Department of English at MMUTO. The findings of this study have revealed that difficulties to have access to internet is one of the causes of students' low academic achievement. In addition, the COVID-19 pandemic period impacted negatively the students' academic achievement. Suggestions and recommendations like working in groups and studying more outside the university were proposed by the participants in order to reduce the negative effects of the COVID-19.
‘Traditional’ and ‘Organic’ Intellectuals in Wole Soyinka´s The Interpreters (1965) and Ayi Kwei Armah’s Fragments (1970)
(Université Mouloud Mammeri Tizi Ouzou, 2024) Boucetta Bilal; Belmadani Hamid
This research paper is a comparative study of The Traditional and Organic Intellectuals in Wole Soyinka´s The Interpreters (1965), and Ayi Kwei Armah‘s Fragments (1970). Through the theory of Traditional and Organic Intellectuals put by The Marxist Theorist and Philosopher Antonio Gramsci in his Prison Notebooks (1947). It seeks to investigate the extent to which both authors and novels converge in their depiction of their Intellectuals and their independent countries Nigeria and Ghana. In our research, the first chapter examines the portrayal of Traditional Intellectuals in both Wole Soyinka's The Interpreters (1965) and Ayi Kwei Armah's Fragments (1970). The second chapter analyzes the depiction of Organic Intellectuals in both novels. A central finding of this study highlights Soyinka's and Armah's perspectives on the roles and challenges faced by these different types of intellectuals within their respective postcolonial contexts. Additionally, a part in our discussion consists of both Soyinka‘s and Armah‘s position as Organic intellectuals where they address the failures of postcolonial leadership and the gap between the ideal`s of independence movements and the reality of governance in both Nigeria and Ghana. Both Armah and Soyinka have inspired future generations of African writers and intellectuals through their commitment by advocating for justice and integrity in postcolonial Africa. Their works continue to be studied and admired for their profound impact on African literature and society.
Revolution, Exile, and Gender; A New Historicist and Feminist Reading of Rebecca West’s The Birds Fall Down (1966).
(Université Mouloud Mammeri Tizi Ouzou, 2024-10-03) Arroudj Thinhinane; Babbouri Lamia
This research paper deals with Rebecca West’s The Birds Fall Down (1966). For its theoretical association, we have applied Stephen Greenblatt’s theory of New Historicism (1980-1990). The main aim of this dissertation is to analyze West’ s portrayal of the Russian Revolution of 1917 by relying it to the most relevant ideas of New Historicism, like power. To achieve our purpose, we borrowed from New Historicism Stephen Greenblatt’s concepts. Our work is divided into two major chapters , the first one explores the Contextualizing of the Narrative: Historical influences on Rebecca West’s The Birds Fall Down (1966). In this chapter we interested to show how historical events are closely connected to story and how the novel reflects the broader political and social unrest of the time. The second chapter exposes the concept of political activism and Revolutionary Commitment shading light to how it is exercised by Women’s Involvement to the Russian Revolution through Rebecca West’s The Birds Fall Down (1966). Finally, we have come to the conclusion that demonstrate the important influence of historical events on human culture, feminist concern in society, and individual lives.
Woman Between Oppression and Rebellion in Daniel Defoe’s Roxana: The Fortunate Mistress (1724), and Gustave Flaubert’s Madame Bovary (1856).
(Université Mouloud Mammeri Tizi Ouzou, 2022) Ait Ali Brinda; Hamitouch Lilia
This dissertation is a comparison study the of women’s situation under oppression and their rebellion against patriarchal society through the works of Daniel Defoe’s The Fortunate Mistress (1724) and Gustave Flaubert’s Madam Bovary (1856). This comparative study has been achieved by applying Simone de Beauvoir’s feminist theory developed in her book The SecondSex (1949). This theory allows us to study these two literary works in relation to oppression and rebellion. The two authors have portrayed the oppression practiced on women; they have depicted how women are dominated by men. They have described also how these women rebel and seek for independence. This research has been divided into two chapters. The first chapter is entitled women’s oppression, where we provided the reader with useful information about the idea of women's oppression and how it is shown through the different female characters of the two works. Then, in the second chapter we have studied the same female characters and the way they rebel against the oppression of men. Both novels depict women’s struggle to be independent in a society that aspires to leave them stranded. Finally, we come to conclude that women as a subject of oppression are always seeking for rebellion to reach equality with men, but they are always seen as the weak and inferior sex compared to men.

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