http://depot.umc.edu.dz/handle/123456789/2501 2026-05-01T12:32:42Z 2026-05-01T12:32:42Z Zaimeche, Khadidja Djeghar, Achraf http://depot.umc.edu.dz/handle/123456789/14749 2025-12-17T14:44:54Z 2024-07-01T00:00:00Z

Analyse du discours Zaimeche, Khadidja; Djeghar, Achraf La présente étude s’inscrit dans le champ de l’analyse du discours. Son objet d’étude est le discours de Tariq Ramadan proféré dans deux contextes interactifs différents à savoir : les débats et les conférences. Notre corpus est composé d’enregistrements vidéo, convertis puis transcrits. L’objectif de ce travail est de dégager, dans un cadre prgmatique, les stratégies interactives, énonciatives et discursives mises en place par l’orateur. Notre intérêt est porté sur le lien qui peut exister entre ces différentes stratégies selon le contexte interactif et sociopragmatique de production du discours étudié. Notre fondement théorique est ancré dans les domaines ayant pour objet d’étude le discours tels que : l’analyse des interactions, les études communicatives, l’énonciation, la prgmatique et les études discusives. Ainsi, l’interdisciplinarité théorique a conduit vers une interdisciplinarité méthodologique en adoptant un modèle analytique éclectique. The present study is part of the field of discourse analysis, its object of study is the speech of Tariq Ramadan uttered in two different interactive contexts, namely debates and conferences. Our corpus is made up of video recordings, converted and then transcribed. The objective of this work is to identify, in a pragmatic framework, the interactive, enunciative and discursive strategies put in place by the speaker. Our interest has focused on the link that may exist between these different strategies depending on the interactive and socio-pragmatic framework of the implementation of the discourse studied. Our theoretical foundation is rooted in areas of discourse study such as: interaction analysis, communicative studies, enunciation, pragmatics and discussive studies. Thus, theoretical interdisciplinarity has led to methodological interdisciplinarity by adopting an eclectic analytical model.

2024-07-01T00:00:00Z Arab, Ouided Belouahem, Riad http://depot.umc.edu.dz/handle/123456789/14722 2025-12-14T14:40:14Z 2024-06-06T00:00:00Z

A comparative study of the effects of the integrated-skill and segregated-skill approaches on EFL learners’ speaking proficiency. Arab, Ouided; Belouahem, Riad The present study investigates the effects of the integrated-skill approach (ISA) and the segregated-skill approach (SSA) on the Algerian learners' speaking proficiency (fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation) through a quasiexperimental design. To achieve this aim, 46 first-year students participated in the experiment, which took place during the academic year 2020-2021 at the Department of Letters and the English Language, Frères Mentouri Constantine 1 University. Prior to the treatment, a preliminary study was conducted to track the integration of the four language skills and micro skills in Oral Expression lessons. A questionnaire was completed by 21 Oral Expression teachers and another by 120 first-year students. An interview was also conducted with 22 students to seek more information about skills' integration and the activities used in Oral Expression. As for the experiment, the sample was divided into two equal groups. Over eight weeks, the control group went through the traditional SSA, and the experimental one received instruction via the innovative ISA. The experimental group was assigned a post-intervention questionnaire to elicit information about their attitudes towards the ISA implementation. The preliminary results revealed that speaking was not totally segregated from the other skills, but it was related mainly to listening. Reading was used to a limited extent, and writing was marginalized. The micro skills were arbitrarily incorporated, and the integrated approach was not properly adopted. The t-tests’ results were in favour of the ISA group, which witnessed improvement in speaking proficiency and its component parts. The results of the post-intervention questionnaire displayed participants’ positive attitudes towards ISA. The main implication dictated by this comparative study is that the ISA proved to be more effective than the SSA in fostering students’ speaking proficiency, and thus it is pedagogically recommended.

2024-06-06T00:00:00Z Zerrouki, Souaad Merrouche, Sarah http://depot.umc.edu.dz/handle/123456789/14682 2025-10-08T10:37:29Z 2025-07-20T00:00:00Z

The effect of extensive reading on EFL students’ writing performance and reading attitudes Zerrouki, Souaad; Merrouche, Sarah The ER approach is widely acclaimed owing to its acknowledged linguistic and affective benefits. However, its implementation in EFL classrooms remains surprisingly limited. This study investigates whether ER enhances students’ writing performance, considering five aspects: content, organisation, grammatical accuracy, vocabulary, and mechanics. It also attempts to establish if ER has a positive effect on students’ attitudes towards reading in English. To achieve these aims, a mixed-methods design was adopted. Fifty-seven PhD students studying various academic disciplines at Larbi Ben M’Hidi University— Oum El Bouaghi, Algeria, were recruited through convenience sampling and were divided into an experimental group (n=28) and a control group (n=29). Both groups sat a paragraph writing test at the outset of the quasi-experiment. Then, the experimental subjects responded to a pre-treatment attitudinal questionnaire and engaged in ER using simplified materials both in and outside the classroom for five months. At the end of the treatment, they submitted reflective texts describing their reading experiences before and after ER and completed the post-treatment questionnaire. Subsequently, all the participants took the writing test again. The quantitative data were analysed using SPSS v.28, while Nvivo v.12 was employed to conduct a thematic analysis for the qualitative data. The Mann-Whitney U test proved that the experimental group outperformed the control group not only in the overall writing performance, but also in each of the five aspects. The thematic analysis indicated that students had initial negative feelings about EFL reading, but these feelings became positive after doing ER. Additionally, the Wilcoxon Signed-Rank Test run on the findings of the questionnaire confirmed that ER caused a positive change in students’ attitudes towards EFL reading. These results suggest that ER positively influences the PhD students’ writing performance and reading attitudes.

2025-07-20T00:00:00Z Benhammoud, Mohamed Khainnar, Yasmina http://depot.umc.edu.dz/handle/123456789/14654 2025-06-11T13:50:58Z 2025-06-01T00:00:00Z

L’impact des jeux communicatifs sur l’acquisition de l’oral en classe de FLE Benhammoud, Mohamed; Khainnar, Yasmina This thesis involves research and investigation into the impact of communicative games on the teaching and learning of speaking in FLE classes. To do this, we questioned the different actors in primary education, namely: teachers, learners, manuals, classroom practices... Our problem firstly addresses communicative games in FLE classes, culminating at the end of takes into account the multiple advantages of communicative games which help develop motivation and interaction between learners, thus promoting language acquisition in a fun and effective way. New avenues of reflection focused on the teaching/learning of oral competence through new technological tools are in perspective.

2025-06-01T00:00:00Z