Département d'Anglais

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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.
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.
Shakespeare and Defoe in Modern and Post-modern African/Caribbean Literature
(Mouloud Mammeri University , Tizi-Ouzou, 2023) Cherifi, Ahcene
The present research has sought to study William Shakespeare's TheTempest (1611) in relation to Ngûgî WaThion'o's A Grain of Wheat (1967), Aimé Césaire's A Tempest (1969) and Jamaica Kincaid's Annie John (1985); it has also targeted to explore the connection which binds Daniel Defoe's Robinson Crusoe (1719) to Nadine Gordimer's "Friday's Footprint" (1960), Derek Walcott's Pantomime(1978) and J. M. Coetzee's Foe (1986). This research, in terms of the oretical bearings, has been pillared on a paradigm constituted around Mikhail Bakhtin's historicist intertextual dialogism, Gérard Genette's notions and Raymond Williams' ideological and cultural materialist continuum. While conducting this study, I have reached a wide range of findings. First, each one of the six African/Caribbean adaptations, under scrutiny, has leaned on its source text, Shakespeare's or Defoe's, reproducing and stylizing, there fore, seen as stylization of, several elements from their 'originals'; however, it has to be highlighted, following this thread of arguments,that they have been far from being carbon copies. This would pertain to my second major finding, which is the fact that every single author has made use of his/her source of inspiration to suit his/her own purposes; the final outcome has been six texts which have, at times,parodied or engaged in a polemic, hidden or overt, with the English bard's last play or Defoe's novel; in accordance with my third finding, some adaptations have, at other times, treated the source work meta textually by either commenting on and criticising it, or deleting, reducing, amplifying and revising a variety of its aspects. The fourth finding might be associated with Williams' ideological and cultural spectrum which has uncovered, to me, the crucial importance of the background of every African/Caribbean literary attempt this study has dealt with. This has resulted in six texts which have had to explore and voice a great deal about the concerns, issues, certainties, uncertainties, perceptions and realities of their precise historical moment of production than Shakespeare's or Defoe's era and lifetime. This research has been divided into seven chapters; the first one has been devoted to the alleged source texts which have been contextualised and examined in their exact environment. The six following chapters have been organised into two parts, three chapters each, with every one of them being concerned with studying one African/Caribbean adaptation with its source at a time.
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.
The Encounter with the other on the barbary shore: Its shaping influence on self-image in selected American writings
(Mouloud MAMMERI University ,Tizi-Ouzou, 2022-09) Zouane, Mounya; BEY
Cette recherche explore la rencontre de l'Autre sur la côte de Barbarie et l'influence déterminante sur la construction de l'identité américaine dans des textes américains sélectionnés, notamment Humiliations follow'ed by Deliverances de Cotton Mather, The Algerine Captive (1797) de Royall Tyler, A History of the Captivity and Sufferings of Mrs Maria Martin de Maria Martin (1807) et Sketches of Algiers de William Shaler (1825). L'étude de ces textes est précédée de deux chapitres consacrés respectivement aux considérations théoriques et au contexte historique des textes analysés. Les grands concepts théoriques sont expliqués, et les circonstances socio-historiques précoloniales et postcoloniales sont passées en revue, puisque la recherche est basée sur l'hypothèse que les sens du texte, quel que soit le genre auquel ils appartiennent, ne peuvent être saisis par le lecteur. dans le vide, et à moins que la perspective théorique à partir de laquelle les considérer ne soit clairement définie. Les deux premiers chapitres, constituant la partie préliminaire, sont suivis d'autres parties divisées en deux chapitres chacune. Conformément à l'approche socio-historique adoptée, chacun des chapitres des deux parties analyse la perspective biface de chaque récit dans sa représentation de l'Algérie ottomane ou de la régence d'Alger et de l'Amérique des premières indépendances. Les analyses des récits dans des chapitres séparés suivent le même schéma. Ils commencent par la vie et l'époque des auteurs et le résumé des textes, débouchant très doucement sur l'investigation de la façon dont les auteurs développent la dialectique du Soi et de l'Autre sur la Côte de Barbarie. Ce schéma repose sur l'idée que la vie et le temps des auteurs sont des clés pour comprendre la construction identitaire par l'affirmation de l'idéologie de la différence avec l'Autre oriental sur les rives " plus sauvages " de la Barbarie.
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
Meaning géneration through teacher/student interaction.
(University MouloudMammeri , TiziOuzou, 2023) Mouaici, Narimane Fatima
The foreign language class is a complex learning environment, where language is used as the means and purpose of instruction.This complexity can be confusing both for teachers and EFL students, and calls for further research on effective teaching strategies likely to cater for the eventual learning difficulties that arise in class. As a result, the responsibility is put on teachers to design interaction strategies flexible enough to be incorporated in the middle of a conversation, and reliable enough to be adapted as learning frameworks. Exploring therole of classroom interaction in meaningful EFL learning relies on identification and analysis of the role of Teacher-Student Interaction' (T/S interaction) in the process of meaning-making in the EFL class. A mixed case study research is undertaken in three different secondary schools. Classroom observations and unstructured interviews are used in five EFL teachers' classes. Ten one hour long lessons were recorded, transcribed and analysed quantitatively and qualitatively for the sake of this study. The aim of this research is threefold. A- To explore the patterns and roles of T/S interaction in inductive teaching. B- To determine how T/S interaction strategies impact the students' meaning-making processes within inductive teaching. C- To analyse the semiosis of vocabulary learning in EFL classes. The results show a higher rate of T/S interactions within three plenary lesson phases which prioritise inquiry. That indicates that T/S interactions are conducted strategically to guide learners' inquiry processes toward solving their learning difficulties. The lesson scripts were analysed pragmatically using an interaction analysis model that takes into account the problem-solving aspect of T/S interaction. Particular attention is given to the thinking processes and the lesson procedures involved in meanings generation, as a semiotic model is applied to the vocabulary lessons to analyse the learning progression of learners. The resulting model helps schematise how learners' inference is guided toward a systematic interpretation of classroom verbal and visual signs.
Setting up a pedagogical model to deal with cultural issues in english selected novels
(Université Mouloud Mammeri de Tizi-Ouzou, 2023) Oueld Ahmed, Fatima
This research examined foreign language students’ reactions, responses and attitudes towards the unfamiliar cultural behaviours and thoughts exhibited via literary texts. Applying the mixed method paradigm, the research investigated student-text interaction , students’ cross cultural experience and factors influencing students’ responding process with reference to the main notions of the reader response theory and the culture shock experience. As a case study , we chose to study students’reactions towards cultural stereotypes in Conrad’s Heart of Darkness , the flapper’s changing behaviours in Fitzgerald’s This Side of Paradise, trauma in Hemingway’s novel A Farewell to Arms as well as the theme o mother fixation in Sons and Lovers by Lawrence. Relying on both quantitative data (Questionnaire instrument) and qualitative data ( Teachers’ interview, response prompt, focus group discussion), we have come to some interesting findings. First, integrating culture in teaching literary courses became a necessity and bringing the differences and similarities between C1 and C 2 is a must to develop critical minds on the part of students. Second, shedding the light on the cultural issues in multicultural literature and examining their cultural value while teaching literary texts are the firstl steps to develop cultural understanding, cultural awareness and critical thinking. Third, the unfamiliar cultural topics in English literature represent a challenge for both teachers and students. Students , to a large extent , experience culture shock while going through the cross cultural issues ( sexual issues , gender problems, racial stereotypes, war trauma, etc. They live through a multiphase emotional experience through which they witness the feelings of confusion, anxiety, frustration and emotional disturbance. Despite the severe nature of the cross cultural conflict students undergo, they show tolerance , awareness, empathy and adaptation. They do not accept passively whatever is written about the foreign cultural world. However, they deal with the unfamiliar cultural world employing critical lens of understanding and reflective thinking. Fourth, many factors shape students’ responding process including gender, personal experience or personal memories and religion.
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.
On Reconciliation and its representations in select plays by reza wet, girish karnad and griselda gambaro
(UNIVERSITYMOULOUDMAMMERI OFTIZI-OUZOU, 2022) CHERGUI, Khedidja
This dissertation entitled, On Reconciliation and its Representations in Select Plays by Reza de Wet, Girish Karnad and Griselda Gambaro explores the representations of reconciliation in modern drama through a reading of select plays by playwrights Reza De Wet, Girish Karnad, and Griselda Gambaro. ‘On Reconciliation and its Representations’ can be broadly conceived as a contribution to literary scholarship on how reconciliation is imagined and represented in literary works notably in societies with a traumatic heritage. Constructing my main argument through thinking of reconciliation as any attempt to subvert hegemonies/hierarchies and imagine alternative realities in works of literature, the study questions the relevance of literary works in disseminating patterns of inclusion, compromise, acceptance of the other, embrace, and/or exclusion. Even though the study adds to previous research on reconciliation, it breaks from earlier approaches to it which fall under the category of a ‘literature on forgiveness’ for the domestic and intimate forms of reconciliation they unveil in works of literature. It argues instead for a kind of reconciliation as a ‘collective experience’ and one which molds itself in social contexts where trauma and violence as instigated by stigmas defined by religion, ethnicity, race, caste, and social class or power are predominant. Framed within a constellative account of critical approaches to text in context, and through viewing literature as a locus of imagining different realities and a space to deconstruct ‘imagined communities’, I investigate reconciliation and its representations by analyzing six plays which are written at the backdrop of violent and traumatic social realities namely Reza De Wet’s African Gothic and Good Heavens, Girish Karnad’sTaléDanda, and Bali: the Sacrifice, and Griselda Gambaro’s Del sol naciente and La malasangre. Religious and inter-caste violence in India, the apartheid trauma and the difficulty of transition into a democratic multicultural society in South Africa, the aftermath of a decade long dictatorial whirlpool in Argentina, and the repression or marginalization ushering from it are the kinds of traumatic experiences and social distortions the playwrights studied in this research are responding to. I argue that in each of these plays, there is an imagining of a different reality, a dismantling of hierarchies and hegemonies, a crossing of boundaries between different ‘others’ (social, racial, religious, and caste), empowerment of margins, and a ‘settlement of accounts’ between victim and perpetrator. After the introduction which situates the research within a growing tradition of interest in reconciliation and literary representation, chapter one entitled On Reconciliation Between Context and Literary Representation sets the research argument in negotiation with a number of critical insights to text in context, and to the role of literature as a source of empowerment and ‘symbolic resistance’. In each of the chapters which follow, there is a venture into understanding the imaginings or representations of reconciliation through an excavation in history and culture, and through providing an interpretation to the texts in ways that reveal how the three playwrights view literature as an abode to imagine alternative realities/worlds and interrogate culture itself.
The Representation of death in selected contemporary american novels by don delillo and philip Roth
(UNIVERSITYMOULOUDMAMMERI OFTIZI-OUZOU, 2023) Enteghar, Kahina
This thesis deals with the representation of death in four selected contemporary American novels : White Noise(1986)and ZeroK (2016) by Don DeLillo, and Everyman (2003) and Nemesis (2010) by Philip Roth. Using the existential theories of Martin Heidegger, the psychoanalytical ideas of Sigmund Freud and the literary theory of dialogism by Mikhail Bakhtin, it looked into the cultural and private dynamics which altered the death epistemology in the selected novels.The existential, psychological and spiritual impacts of the dissimilar attitudes toward death range from denial to affirmation of its inevitability without admitting its existential/ ontological merit. Existential inauthenticity, meaninglessness, and loss of dwelling, in addition to psychological introversion and uncanniness, are consequences of the different representations of death. These consequences articulate the postmodern estrangement from the naturalness and necessity of finitude. However, while DeLillo struggles against the postmodem cultural pathology of meaninglessness by advocating reconciliation with the inevitability of death, Roth struggles with the idea of mortality and offers a cynical image of death synonymous with deprivation and humiliation.In addition,the thesis argued that DeLillo and Roth's conceptualisation of death absorbs philosophical, literary, psychoanalytical, religious and historical discourses and dialogises them in formulating a discourse of death which challenges all the claims of authority orcentrality.It showed that a priord iscourse on death is but a point of reference in the formulation of awider postmodern discourse.In contrast to DeLillo's fiction which enters in a dialogue with context and historical events andupdates,Roth's texts interrogate other literary texts in order to investigate contemporary attitudes to death; comparing and contrasting the epoch'simage of death to previous ones, and answering DeLillo's discourse.
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).
An Investigation in Teaching Strategies : a Process- Genre Model to Promote Students ' Writing skills : Case of third year EFL students at the university of Bejaia
(Universite Mouloud MAMMERI Tizi-Ouzou, 2022) Imerzoukene, Sonia
Writing, as both a means and a skill, helps students face education and future professional life challenges. Hence, mastering writing is crucial; despite the fact most of EFL students encounter difficulties to achieve such objective. The present research investigates a process-genre model as an alternative to remedy to such intricacies and promote students' writing skill. The sample of the study includes 34 third year students of english at the university of Bejaia. The model is inspired from badger and White's (2000) process-genre approach. The model is based on the principles of the product, process and genre approches to teaching writing.The researcher introduced four modes of writing texts (sxpository, narrative, descriptive and argumentative), accomplished in 180 minutes each.The model proposed is based on seven steps : preparation; modelling; planning; collaborative writing; independent writing; Revision and Assessment. The study relies on student's essays evaluated on the basis of an essay assessment rubric (Read Write Think).The latter encompasses the main elements of writing investigated in this study ( Focus and Details; Organization; Voice; Word Choice; and sentence structure, Grammar, Machanics and Spelling).The results revealed the effectiveness of the process- genre model as students developped in a significant way writing skills.The improvement is significant in all the elements includes in the investigation. The results also show that the student-participants still face challenges in the last element ( Sentence Structure, Grammar, Mechanics and Spelling) as they highlight a slight improvement in the students' essays.The research work lists a set of recommendations for teaching writing in general and adopting the process-genre model in particular with reference to its main constituents.
Of Cultural Literacy in First- and Second-Generation Algerian Middle School Textbooks
(Universite Mouloud MAMMERI Tizi-Ouzou, 2022) Morsli, Lynda
This thesis probes into a comparative study of the cultural literacies in the First and Second-generation Algerian EFL textbooks for middle schools. The First-generation textbooks consist of a series of four books entitled Spotlight on English 1 (2003), Spotlight on English 2 (2004), Spotlight on English 3 (2005) and On the Move (2006). The Second-generation textbook series consists of four textbooks entitled My Book of English (2016, 2017, 2018, 2019). Inspired by culture and post-colonial theories, we undertake a macro and micro-levels textbook evaluation of the two textbook series focusing on issues related to cultural literacy, national ideologies and identity. We are particularly interested in knowing the extent to which the textbooks conform to new theoretical findings in teaching that “silent” language called culture. A substantial cultural literacy is crucial as it fosters both national identity, understanding of the other and international citizenship. The textbook evaluation draws on the Social Semiotic Multimodal approach, analyzing both texts and images within the teaching materials. The findings reveal that the two textbook series have different views and choices of culture, and proceed from quite different ideological standpoints. Purposes of teaching culture vary within the textbooks reflecting different cultural literacies associated with different attitudes towards nationalism, culture “imperialism” and national identity. The cultural literacy provided in the first-generation textbooks targets the British and American societies representing the target culture. The Second-generation, on the other hand, favors national culture and strives to promote national pride in the Algerian and Muslim heritage. The findings reveal that both textbook series adopt a national approach to culture that is characterized by native-speakerism and banal nationalism for the First-generation textbook series, while the second-generation carries elements of banal nationalism and reflects what Hallidays calls “exotica of difference”. Besides, the complex nature of culture is totally overlooked, as both Algerian and British/American societies are depicted as homogeneous societies with a predominantly middle-class student population.
Language learning strategies in the Algerian middle school : case of fourth year puplis
(Universite Mouloud MAMMERI Tizi-Ouzou, 2022) Benkheddoudja, Abdelaziz
The present study investigated the impact of Explicit Strategy Training on the achievement, strategy use, learning awareness and autonomyof the Algerian fourth Year Middle School pupils as well as on the professional growth and development of the Algerian Middle School Teachers of English. The researcher adopted an experimental designthat provided (06) six months’ strategy training for one hundred (100) pupils and (02) two months training in strategy instruction for teachers. The study used both qualitative and quantitative methods in which two questionnaires were designed for teachers in addition to a questionnaire (The SILL), two exams and an interview for pupils. The Middle School pedagogical documents mainly the curriculum, the textbooks, and the teacher’s guides were also used as instruments for data collection.The study findings revealed that there is a statistically significant, and strong positive relationship between strategy training and pupils’ academic improvement, strategy awareness raising and strategy use; additionally, the results demonstrated that due to strategy training the teachers developed a range of teaching strategies, skills, expertise, and more self-confidence in how to deliver appropriate strategy training to their pupils.
Imperial Nationalist Gospels in the Oeuvre of the Algerianist Louis Bertrand and the Anglo-Indian Rudyard Kipling
(Universite Mouloud MAMMERI Tizi-Ouzou, 2022-03-17) Djadi, Sara
The present thesis reconsidered the ideology of imperialism as espoused by the Algerianist Louis Bertrand and the Anglo-Indian Rudyard Kipling putting it in a new frame. It sought to highlight the nationalist and defensive tenets overlooked in the writers’ texts arguing that in their case imperialism is an extreme form of nationalism. Therefore, the study explored the underpinnings of “Imperial Nationalism” in the authors’ writings to show that the latter were deeply influenced by the French and the British national and international anxieties which aroused their nationalist sentiments and gave shape to their imperial literary creation used to enhance their nations’ imperial agendas.The analysis was performed on two main axes. First, it examined the implied fears and the anxieties the authors had about their imperial and national integrity.Then, it tried to demonstrate the solutions they proffered to cope with the uncertainty of their empires.Second, it displayed their views about the consolidation of the imperial nationalist situation through the use literature as a mythmaking and myth-disseminating device. To do so, the analysis drew on the premises of the New historicist and Postcolonial Literary theories believing that the works of the twowriters could not be read away from their contexts. A comprehensive view of their ideologies required the examination of the writings of each of them as interrelated and complementary circles in a long chain and as the culmination of various socio-political conditions and imperial situation.
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
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
William shakespeare's representation of empire : revision of some classic postcolonial theories
(Universite Mouloud MAMMERI Tizi-Ouzou, 2020) HALIL, Houria
This research seeks to explore William Shakespeare’s representation of the so-called British Empire and its relations with the other European powers and the World of Islam, with a special emphasis on the Ottoman Empire and the Kingdom of Morocco.Five of Shakespeare’s Mediterranean plays are used for illustration, most notably The Merchant of Venice (1596), Othello (1603),Antony and Cleopatra(1607), Cymbeline (1609-10)and The Tempest (1611). Taking its theoretical bearings from the new historicist and postcolonial approaches developed by literary scholars such as Stephen Greenblatt and Edward Said, the research argued that the issues of imperial relationships in Shakespeare are not solely centred on the transatlantic colony of Virginia, but also extended to the Mediterranean basin wherein Britain had much more trade and diplomatic activity, during Shakespeare’s time. This activity also created a cosmopolitan zone of contact, wherein peple of the orient elbowed people from the West, which inevitably gave rise to a pre-modern form of orientalism reflected in Shakespeare’s Mediterranean plays. Postcolonial reactions and responses to the colonial advocates promoted the idea of dominance and subordination of the post-colonial world and put the latter at the mercy of the colonial power. Hence, Orientalist or Postcolonial theories are discarded rather than appealed to in this study. The reason is that my research reversed these traditional beliefs as well as the roles of both the West and the East by questioning the Western supremacy mainly the English by focusing on the fact that it was the East, not the West, that had the power in both the sixteenth and the early seventeenth centuries when it comes to the political and military matters. Here, I am fully aware that the main players on the political and military scene at that time were the Ottomans, the French, the Portuguese and the Spaniards. I am also conscious about how the West used to think, and still does, of the Orient as the inferior “Other”. In this research, I have argued that at a time when the English were not well known enough to the Turks and the Arabs, the former had to identify themselves as French instead. According to some historical records, I can say that it is less logical to speak of the English as a colonizing imperial as the other Western European powers like the Spaniards, the Portuguese and the French who dominated trans-Atlantic trade and the New World riches as the Bard of Avon implied it in his plays. Therefore, I can confirm that in my research, I tried to give evidence that Shakespeare is no longer an advertiser of the colonial enterprise (spirit of the empire) but he is one of its victims.
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.

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