L’enseignement du texte narratif : comparaison entre les deux paliers : CEM frères Selah (Sidi Naamane) et lycée Hamki Idir (Tizi-Ouzou)
| dc.contributor.author | BOUGHEDA, Sarah | |
| dc.contributor.author | BOUCHAREB, Mounia | |
| dc.date.accessioned | 2023-02-09T12:05:11Z | |
| dc.date.available | 2023-02-09T12:05:11Z | |
| dc.date.issued | 2022 | |
| dc.description | 137p.; Table.; 30cm.(+cd) | en |
| dc.description.abstract | Tutlayt n tmaziɣt, d tutlayt tagejdant, iyeḥwağ mkul amdan deg temti taqbaylit d tutlayt ntyemmat urtezmir ad tili tayeḍ deg umkan-is.Tutlayt n tmaziɣt,ɣef wakkenneẓra,zik,ur as-rrin ara azalmeqqrenimiur tt-seqdacen ara aţasdegtudert nyalass,macaturatecbatutlayin n leğnasmerra, tuɣal d tutlayt s wazal-istezdiamkandeguɣerbazazzayri. Tutlayt n tmaziɣt tuɣal teṭţef amkan deg yiɣerbazen tikkelt tamenzut deg useggas n 1995, tuɣald taɣelnawt deg tmurt n lezzayer deg useggas n 2003, d tunsibt seg 7 di meɣres 2016. Tutlayt n tmaziɣt deg wakken tughal tesaa azal deg tmetti taqbaylit, ur temxalaf ara ɣef tutlayttayeḍ imi tuɣal sexdamen-tt neɣ selmaden-tt am tutlayin niḍen, fkan-as amḍiq deg uɣerbaz akken amdan ad yissin tutlayt-is, ad imeslayyis-s. Akken ad tt-yelmed umdan tehwağatas n wallalen ad as-ilin deg lmend ad ad tt-ghiwnen iwakken ad tettwaselmed s tarrayt iwulmen tin ara d-yessiwḍen taktiiwin ara ilemden, daɣen ad as-ternu di ccan-is. Mi ara tmuqqleḍ ɣer tutlayt tamaziɣt, ad tafeḍ belli aḍris yesaa aza lmeqqren deg uselmed,imi yettawi amdan akkenad yissin amek id-tettili tutlayt deg yal aswir, ama deg tudert n yalass,ama deg wayen icudden ɣer tsekla,amadayen niḍen. Aselmed n tutlayt n tmaziɣt yeḥwağ aţas n ttawilat i usebɣer n tmussni n win ara ilemden, am useqdec n yihallen id-yekkan s ɣur umaşwaḍ n tutlayt n tmaziɣt, dwaţas n tarrayin id-yellan iwakken ad tettwaselmed amek iwata, daɣen ad as-tefk udem ara tt-yeğğen ad tennerni ugar ɣer sdat. Asesten i ɣef i d-yewwi ukatay-nneɣ: d acu-t umgired yellan gar uḍris ullis n wahil n tesnawit d win n uɣerbaz alemmas? Ahil n uɣerbaz almmas d win n tesnawit, ma d yiwen? Ahil n tesnawit ma yettekmil i wahil n uɣerbaz alemmas? Akken daɣen tazrawt-agi nneɣ ɣur-s kra n turdiwin iwatan i usesten :deg unadi nneɣ nufa-d d akken aḍeris ullis deg tesnawit, d win n uɣerbaz alemas, seaan assaɣ gar-asen, wa i cud ɣer wayeḍ, nufa-d d akken ulac atas n umgired gar-asen. Amahil-nneɣ yebḍa ɣef kraḍ n yiḥricen - Ixef amezwaru Aḥric anda i deg i d-nuwwi awal ɣef kra n tbadutin n kra n yimeskaren i uḍris d wanawen n uḍris ladɣa aḍris ullis dacu-t? d wamek i d-yettili? Akken daɣeni d- nuwi awal ɣef yiferdisen utlayanen; tulmisin, taɣessa n uḍris ullis, azenziɣ amullis, azenziɣ amigaw. - Ixefwis sin Deg wayen I cudden ɣer uḥric-agi, yezdi awal ɣef tesleḍt n yihallen d tarrayin iseqdacen deg uɣerbaz alemmas d win n tesnawit, iwakken ad slemden tutlayt n tmaziɣt, d wamek iten-seqdacen akken ad siwḍen tamussni iunelmad. Ixef wis kraḍ Deg uheric-agi aneggaru anda nessaweḍ ad d-nessarwes gar sin n iswiren-agi (aɣerbaz alemmas, tasnawit) nufa-d blli tasnawit temgarad nettat d uɣerbaz almmas imi tewwi-d anawen imaynuten ur seqdacen ara deg uɣerbaz alemmas, daɣen nexdem tasleḍt I kra n teriritin i d-newwi s-ɣur iselmaden n tesnawit d uɣerbaz almmas akken anessiweḍ ad nsemgired gar sin n yiswiren-agi. Ha-t-an amek i d-yella uheyyi-nneɣ, d wamek msetbaaent tuttriwin akken ad nessiweḍ ad d-nerr tiririt ɣef yiswi-nneɣ deg unadi-agi, anda id d-nufa deg tesleḍt iaeddan d blli aslmed n uḍris ullis deg tesnawit d amseḍfar i uɣerbaz alemmas. | en |
| dc.identifier.citation | Etudes Linguistiques Amazighes | en |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/19859 | |
| dc.language.iso | fr | en |
| dc.publisher | Université Mouloud Mammeri Tizi-Ouzou | en |
| dc.title | L’enseignement du texte narratif : comparaison entre les deux paliers : CEM frères Selah (Sidi Naamane) et lycée Hamki Idir (Tizi-Ouzou) | en |
| dc.type | Thesis | en |