Département de langue anglaise

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An Analogy between Collaborative and Traditional Learning Approaches with Reference to the Relationship between Learning Types and Achievement : The Case of First Year Students of English at Batna University. Doctorat thesis,(2007) Université de Batna 2.
(2017-03-16) BAHLOUL AMEL
The present study was conducted with First year (EFL) learners at Batna University during the academic year (2003-2004) . Action research was used to study the benefits of Group investigation (GI) as a collaborative learning technique, by comparing students' linguistic achievement, taking into account their learning types . In this study , we looked at : · students linguistic achievement, taking into account their personal learning types as well as the teaching approach used in their class, · the teacher's and the students' opinions as far as the students' achievement, their learning type and the teaching approach are concerned , and · the benefits of using a collaborative learning approach at the university level. We based our research questions on the findings that collaborative learning enhances students' motivation to learn (Slavin, 2000; Sharan & Sharan, 1992), and that students' participation in pair and small-group work following collaborative learning principles facilitates Foreign language acquisition along with subject-matter mastery(McGroarty,1991; Swain, 1988). We conducted our research in both groups and taught them concurrently using both approaches : the (GI) approach with one group and the traditional teaching approach (TT) with the other. (GI) involved self directed student groups researching and presenting topics. The underlying teaching strategy of the courses was communicative and used a content-based instructional approach in the sense that it used content (the country of England) to develop English language proficiency. To achieve our goal qualitative and quantitative data collection were undertaken . We used several instruments measuring students' linguistic achievement, their learning types, and their responses to teaching approaches used. The Learning Preference Scale developed by Owens and Straton (1980) was used. The students' linguistic achievement was analyzed by oral and written testing of their use of English interrogatives both at the beginning and at the end of the course. The students' and the teacher's reflections and opinions were analyzed through journals, interviews and course evaluations. Based on comparing the scores obtained at the beginning of the course with those of the end of the course, both groups showed a significant gain in their use of oral yes-no questions, and yes-no and wh-questions combined. The TT group showed also a significant gain in their use of written yes-no questions. Overall, neither group improved more than the other, linguistically. According to the teacher's observations, the collaborative learning approach was effective in EFL classes at the university level, although collaborative learning necessitated to orient students to this new manner of learning . Meanwhile, the GI group gained skills that the TT group did not, specifically with respect to working together. Even though many students were ill-prepared to learn under the collaborative model, their views revealed their strong motivation relative to the content of the course, yet, they generally did not recognize their linguistic improvement. Based on the findings, it was difficult to say whether any new approach used in the teaching / learning process is any more successful than another. It was hence recommended that university EFL courses should integrate both the collaborative learning and the Traditional Teaching approaches to benefit all learners.
AN ATTEMPT TO EXPLORE STUDENTS’ ABILITIES IN IMPROVING ORAL EXPRESSION WITH INFORMATION AND COMMUNICATION TECHNOLOGY A case study of the first year LMD students at the department of English, University of Batna, Algeria. Doctorat thesis,(2014) Université de Batna 2.
(2017-03-16) BENBOULAID Charif
Many faculties in Algerian Universities agree on the fact that the implementation of the new LMD curricula is still in progress and in continuous mutations due to the additional challenges in terms of university infrastructure, pedagogical needs and most relevant resources for students to better achieve the LMD outcomes. In this research we summarized data gathered on implementation of a new teaching model that goes in the direction of the LMD curriculum, regarding the teaching of the Module of Oral Expression through a tested-model that integrates the cultural aspects of the English Language, including Cross-Cultural Communication with a specific ICT (Information and Communication Technology) tool named DVC (Digital Video Conference) to effectively enhance students‟ English fluency. This study also reveals the positive impact of the Cross Cultural interaction on students‟ fluency at the department of English at Batna University, in Algeria. Globally the findings confirmed the hypothesis that states that effective improvement of oral expression may be better achieved if cross-cultural communication with native speakers of English via Digital Video Conferencing series is adopted as a supporting means
Introducing Authentic Materials to Develop Students’ Academic Writing Style. The case of second year Students of English at Batna University.Doctorat thesis,(2014) Université de Batna 2.
(2017-03-17) Hellalet Souhila
Modern theories in Education advocate the combination of the teacher’s power of transmitting knowledge with some other facilitating tools and equipments .In the case of foreign language teaching, the inclusion of authentic materials proved its efficiency and gained large support among its users. The primary aim of this research is to investigate one of the most controversial and problematic subjects in the domain of English language teaching. It aims at developing the academic writing style using authentic written texts as teaching inputs in grammar with second year students of English at the University of Batna .Following a combination of an experimental and descriptive approach, we could confirm the hypothesis that in a course consisting of grammar as theoretical framework, academic style can be developed through exposure to authentic language. The main significant results obtained in the field of our investigation converge to recommend that teaching writing can also be the fruit of combined courses . In a context where native language is the primary input, complementarity of objectives fosters learning. To the students, continuous exposure to authentic materials will likely help them discover other aspects of the foreign language which are not always part of the academic programs
COLLABORATIVE TEACHING AS A TREATMENT FOR THE LOW PROFICIENCY OF STUDENTS IN WRITING.THE CASE OF SECOND YEAR STUDENTS AT BATNA UNIVERSITY. Doctorat thesis,(2017) Université de Batna 2.
(2017-09-18) KHANCHALI Mohammed
The core of the present study is to investigate whether an additional collaborative teaching of writing components would have any effects on second year English students’ writing proficiency. The essence of the study is to involve two teachers of other modules, literature and civilization, in the teaching of writing to work closely with the researcher, being the teacher of written expression along with grammar. The content of the different courses turn around the teaching of the writing components like content, organization, vocabulary, structure and mechanics. Weekly meetings are arranged with the two teachers for collaboration that include discussions, conversations and comments on the planning of the lessons and guidelines provided by the researcher. The teachers would delineate the benefits, problems, challenges and key successful factors of collaboration. At the beginning of the course a pre-test is administered in both groups, which consists of a writing assignment. At the end of the course, both groups are given a test under the same circumstances as the previous one. In addition, theprogressive tests are also given all along the different courses of the experiment, with the frequency of one test at the end of each teaching part. The test types are given on the basis of validity and reliability. The results of the tests of the experimental and control groups are compared task by task for the sake of observing the student’s progress.
Developing Critical Attitudes through Learning and Motivation Strategies Training in American Civilsation : The Case of Students at the Department of English at M’sila University. Doctorat thesis,(2017) Université de Batna 2.
(2017-10-31) Touati, M
Teaching English at an advanced level is not solely limited to the development of communicative competences, but extends to fostering learning awareness and to the development of attitudes that are essential to effecient life long learning and effective citizenship. Through this research we attempted to combine a set of elements whether related to the course content, the pedagogy , and the goals in order to check if it is possible to amend our appraisal of teaching the module of American civilization differently whether pedagogically, epistemologically and methodologically. Part A was devoted an overview of the literature to provide important information of the elements that would be discussed in (Part C). Moreover, and in order to shape our investigation methodologically and scientifically, we devoted (Part B) to the methodology design to meet the requirements of the specificities of the subject under investigation. The amount of the data gathered along the longitudinal study and the thorough analysis and interpretation of the data required us to focus on all the details. Logically any research study would provide a number of recommendations tied to the subject of the research, following the data analysis in (Part C), that might help us amend not only the content of American Civilisation as a content module, but also redesign other aims along the implementation of different teaching and learning modes.
DEVELOPING POETRY WRITING THROUGH SELECTIVE TEACHING: A LONGITUDINAL STUDY OF THE CASE OF LMD STUDENTS AT MSILA UNIVERSITY. Doctorat thesis,(2017)Université de Batna 2.
(2017-10-31) BOUAZID Tayeb
This longitudinal study investigates the perceptions and experiences of Msila first year LMD students of English in poetry writing. The work also reflects the results of students’ experiences in a variety of classroom poetry writing activities. Our approach is based on observations of students’ poetry writing to reveal their difficulties in this activity so as to select and suggest ways of enhancing poetry writing. Hence, our work consists of Part A which highlights the fundamental principles in poetry writing and points to those selective teaching methods and material in use to enhance students’ creative writing. Part B presents and explains the notion that underlies the researcher’s various choices of all the research methodology and tools used to collect the needed information for this investigation. It also attempts to show our awareness to the limitations of the different methodological tools used to conduct this study. Part C gives an overview about how data were collected, interpreted, discussed and represented quantitatively and qualitatively. Students were subjected to different tests and observations. Hence, the analysis of the field work study data revealed positive attitudes about students attempting to produce good poetry writing through ABC, acrostic, free verse, quatrain, cinquain, concrete and colour poetry. Samples of good poetry were selected as evidence for progressive ongoing assessment. Part D pinpoints recommendations for improving comprehension and enjoyment in literature studies- this includes selective teaching and modelling of appropriate reading and writing strategies that improve critical and analytical thinking skills. It is also recommended that teaching and learning within a collaborative learning environment, fostering the development and exploration of peer ideas, and improving students’ background knowledge relevant to the understanding of poetry types with the intention to creatively enhance learners to produce fine poetry. The findings of this study reveal that lecturers have a significant role to play in helping students overcome barriers to understanding, interpreting and creatively writing poetry.
Englishness and Universality in Jane Austen’s Pride and Prejudice: Cultural and Psychological Perspectives. An Analytical Study. Doctorat thesis,(2018) Université de Batna 2
(2018-03-05) NEZZAR Kenza
This study is concerned with the cultural and psychological analysis of Austen’s “Pride and Prejudice”highlightingboth the Englishness of the novel and its universality and proving that these twodo not function as a dichotomy in the novel. The work tries to shedsome light onthe eighteenth and early nineteenth century English society’s lifeandidiosyncrasies,to see how Austen succeeded despite her few travels and narrow scopeto portray the English upper and middle classes of the time making the novel an expression of Englishness. Using newHistoricism as a critical approach, we try tocontextualizethe novel and study it from acultural perspective, for, as it is assumed, novels are an expression of social life and cultural identity. This approach enabledfor an examination of both how the writer's times affected the work and how the work reflects the writer's times. In the second place, we will try to demonstrate the novel’s universality through the use of psychology and psycho criticismto try to see how Austen’s characters represent human types and make readers from different cultures and backgrounds identify with them.Suchattempt,to study the novel allows to advance the thought that Austen was an astute observer of the human character even before the advent of psychology as a human science.This was done by an exploration of the various subconscious processes underlying the novel. We have similarly tried to see the impact this novel has had in inspiring twentieth century novelists and film makers.Ultimately, we tried tentatively to demonstrate that beyond being an expression of Englishness, “Pride and Prejudice” is also evenly a classical universal novel that can appeal to any reader from any culture, and the fact that it stands for a particular cultural identity didn’t undermine its human dimension.
The Relationship Between Teaching Materials and Learners’ Motivation and Participation in The Oral Expression Courses. A Case Study Of Second Year Students of English at Batna University. Doctorat thesis,(2018) Université de Batna 2.
(2018-06-03) LALAOUNA AMEL GAMRA
This study explores the relationship between the use of songs and videos as instructional resources in order to enhance the level of motivation and the rate of participation of second year students learning English as a foreign language at Batna University. Besides, it focuses on the crucial role of the teacher in providing a favorable classroom atmosphere to facilitate the learning process. It aims to determine whether the use of songs and videos, as instructional materials, helps to enhance learners’ motivation and rate of participation during oral expression classes. It is, hence hypothesized that there is a close relationship between teaching materials, students’ motivation, and students’ rate of participation. This main hypothesis is explicitly restated in three detailed hypotheses: when learners listen to music and songs, they are more motivated and the rate of classroom participation is higher; when they watch videos, they are more motivated and the rate of their participation is higher; and, whenever they are highly motivated, they participate intensively in the classroom. Three questionnaires were administered to a sample of five oral expression teachers, 120-second year students before the experiment, and to the fifteen students who participated in the experiment sessions, as a postexperiment questionnaire. Structured classroom observation grids were used for measuring participants’ motivation and participation. During the experiment sessions, the participants were exposed to different instructional resources including classical materials as opposed to an alternative treatment including songs and videos. The comparison of the obtained motivation and participation scores, using ANOVA, statistic correlation analysis and the postexperiment questionnaire, confirmed the formulated hypotheses of the study. Moreover, after combining the obtained quantitative and qualitative findings, it is determined and also recommended that the use of songs and videos as teaching materials, within a favorable classroom environment provided through the teacher’s attitudes, can considerably motivate students and enhance their participation during oral expression courses
An Exploratory Study of Teachers’ Professional Knowledge in Practice: Case of EFL Experienced Teachers in the Department of English at Batna University. Doctorat thesis,(2018) Université de Batna 2.
(2018-06-28) HADJIRA Cherif
The present study deals with EFL experienced teachers’ knowledge, it’s sources and the effects of context on the realisation of teacher knowledge in classroom practice. As such, the study becomes a response to the call made for the reconceptualization of the teaching basics to emphasize teaching as a knowledge act based on reason, consciousness and common sense and stressing the pedagogical framework and context in which teaching is held. Data gathering tools are the teacher knowkedge questionnaire, interviewing and classroom observation and on the basis of both quantitative and qualitative data analysis six areas of teacher knowledge were revealed and confirmed through the teachers’ views and accounts. The areas are: subject matter, pedagogy, students, learning environment, curriculum and the self. Many sources were also found to outline teacher professional knowledge when it is put into practice. These sources include experience, teacher education and training, past studies at the university, teacher and learner feedback, expert advice, learners’ knowledge and advanced scientific research.The relation between teacher knowledge and practice was demonstrated in two ways. The first way relates to the fact that teacher knowledge represents a working model which underpins practice. The second way relates to the fact that classroom decisions are made on the basis of teacher reasoning. Many challenging factors are found to hinder the realization of teacher knowledge in practice such as time limitation, EFL examination policy, lack of resources and sustenance, the gap between the teaching objectives and the learning needs as well as the excessive classroom size. Finally, the findings gave us the opportunity to draw upon significant implications, research recommendations and suggestions to conduct further research on teacher professional knowledge.
Translation of Arabic Idiomatic and Proverbial Expressions into French in Tahar Wattar’s Novels: The Fisherman and the Palace, The Ace and The Earthquake. Doctorat thesis,(2018) Université de Batna 2
(2018-07-18) AGTI Abdelaziz
The present study focuses mainly on the investigation of the translation of Arabic idioms and proverbs into French to provide insight into the cross-cultural and cognitive linguistic processes of translation and the strategies used in the translation of idioms and proverbs extracted from the novels of Tahar Wattar: The Fisherman and the Palace, The Ace, The Earthquake and A Mule’s Wedding. The study aims at shedding light on some aspects of idioms and proverbs that may pose problems while translating from one language culture into another. Idioms and proverbs are identified in the original Arabic text, and put into the cultural categories suggested by Eugene Nida (1964: 91). Next, they are compared with their French counterparts and analysed from sociolinguistic, cognitive and rhetorical points of view. An attempt is made to identify the translation strategies most probably selected by the translators. Their effectiveness is then dealt with in terms of producing equivalent idioms and proverbs, carrying the same cultural values, message and preserving stylistic features as the source language idioms and proverbs. The findings reveal that most of the translators encounter difficulties when translating idioms and proverbs with reference to their cultural values, metaphorical aspects and stylistic features. The most frequent strategy used to deal with idioms and proverbs is literal translation. Translation by equivalence occupies the second position. The third strategy is translation by paraphrasing. The last position is occupied by combination strategy ( literal translation and paraphrasing ). On the basis of the findings of this study, related to the fact that it is this culture specific, metaphorical and stylistic nature of idioms and proverbs that makes them unmanageable for translators, it is recommended that, in addition to having enough knowledge related to translation theory and translation strategies, a translator needs to have intercultural competence to manage to handle the challenging task of transferring idioms and proverbs from one culture into another.
Effects of Disciplinary Problems and Antisocial Behaviours in Batna Secondary Schools on the Teaching/Learning Process. Doctorat thesis,(2018) Université de Batna 2.
(2018-11-25) GOLEA Taher
Un apprentissage efficace ne peut avoir lieu que si les conditions et l’atmosphère sont favorables. Une fois les enseignants et les apprenants se sentent menacés ou risquent d’être agressés à cause de l’indiscipline et les comportements antisociaux émanant de quelques élèves, ni les enseignants, ni les élèves eux-mêmes ne peuvent profiter des opportunités offertes par l’école car ils seront préoccupés par leur propre sécurité que par les efforts qui’ il faut fournir afin de garantir un environnement sain dans lequel l’apprentissage peut se produire. Cette étude a comme but de connaitre les effets négatifs qui résultent de l’indiscipline et le comportement antisocial des élèves. Apres avoir analysé et interprété les résultats obtenus par le biais des questionnaires et les grilles d’observation, on a constaté que les problèmes disciplinaires et le comportement antisocial ont des conséquences néfastes sur les enseignants et les apprenants. Les enseignants sont sévèrement touchés et ne peuvent pas être au top de leur performance due à l’indiscipline et les comportements inacceptables qui sont devenues très répandus dans nos lycées. Quant aux élèves, ils ne parviennent plus à étudier sérieusement dans une atmosphère ou le bruit et le dérangement quotidiens, sont à leur tour, de caractéristiques permanentes dans la vie scolaire des élèves. La concentration, qui est un élément essentiel dans n’importe quel processus d’apprentissage, est profondément touchée ce qui prive les enseignants et leur élèves de montrer leur potentiel réel et de contribuer d’une manière efficace dans la réussite du partenariat qui existe entre les deux.
Designing Teaching Materials to Meet the Students’ Needs in Learning English for Specific Purposes in Batna University. Doctorat thesis,(2018) Université de Batna 2.
(2018-11-25) OUNIS Salim
This study is conducted to investigate the needs of science and technology students in the use of English for Specific Purposes at Batna University through three different stages. Stage one: a needs analysis is carried out by two groups: 1st year master Science and Technology students and their teachers of English using a questionnaire for the students and a structured interview for their teachers of English. Stage two: students’ needs are matched with the course objectives, and lessons are proposed and implemented in a period of ten weeks. In the third stage an experiment is carried out on 2ndyear master Environment Protection and Ecology students. The findings reveal the necessity and urgent need of ESP course based on learners’ needs.
Submitted in Partial Requirement for the Degree of Doctorate Es-Science in Language and Civilization. Doctorat thesis,(2018) Université de Batna 2.
(2018-12-16) BOUHIDEL Houda
The present work attempts at shedding light on the current situation of culture teaching at the Department of English, Batna2 University. It tries to demonstrate that culture teaching has gained a special attention and focus from educators and researchers in our country, especially in the last few decades. However, it seems that the efforts made towards realizing some of the objectives sought from culture teaching are not yielding the desired outcomes. Courses in culture are most of the time considered courses in literature or history and; therefore, are treated negatively by our students, who are still convinced that learning English can be achieved successfully without these courses. Not knowing that, if one hopes to learn the foreign language successfully, he has to give culture learning the same weight he gives to language learning, complicates the task for teachers and educators. Thus, and in an attempt to clarify better the situation and try to suggest some possible remedies to it, we hypothesized that integrating literary texts in the course/s of culture is expected to bring changes in the students’ negative attitudes and behavior by developing their intercultural communicative competence. In pursuing this objective, we made use of two methods, the experimental and the descriptive. Both require the gathering of the necessary data using specific tools. Thus, two questionnaires, administered to two samples from two different populations, second year students and teachers of culture at the Department of English, Batna 2 University, in addition to an experiment, carried out with a sample from second year students, were utilized to obtain the necessary quantitative and qualitative data. Results demonstrated that, although little importance has been accorded to the courses of culture by students learning English as foreign language, the introduction of literary texts, as an alternative teaching strategy to culture, proved very effective in enhancing students’ intercultural communicative competence, and in improving their learning of the target language as a whole.
The Role of Explicit Classroom Instruction in Promoting Advanced EFL Learens Progmatic Competence and Reducing Pragmatic Language Deficit.with Sprcific Reference to Cultlral Scripts and Intercultual Pragmatics. Doctorat thesis,(2019)Université de Batna 2.
(2019-01-09) LEBBAL Farida
Submitted in Requirement for the Degree of “Doct3orat En-Science” in Applied Linguistics. Doctorat thesis, (2019) Université de Batna 2.
(2019-01-21) DAIRA Salah
The purpose of this thesis is to present a stylistic analysis and description of the symbolic use of nature in the representation of characters in Emily Brontë's "Wuthering Heights" and Charlotte Brontë's "Jane Eyre." Jane Eyre (1848) and Wuthering Heights (1847) are some of the well-known classic novels from the Victorian Age in the 19th century. Another purpose of the study is to compare the two novels basing on the symbolic use of nature in character representation as well as a comparison of the style and stylistic elements. Also, a comparison of the literary structure of the two novels and the plot is presented. The study takes a literary stylistic approach; hence, a theoretical framework for this study is based on the Systematic Linguistic Function theory (SFL). Besides, the thesis is descriptive and explorative in nature; therefore a qualitative research design is adopted for the study. The primary method of the analysis is through stylistic approach where the different elements of style and stylistics in the novels are analyzed and compared. One of the key findings of the study shows that Charlotte and Emily Brontë used the elements of nature such as storms, wind, moorlands, and fire to represent the attitudes, feelings as well as the events that transpire throughout the novels.
The Search for Selfhood in Selected Fiction Written by African- American Women Writers. Doctorat thesis,(2019) Université de Batna 2.
(2019-03-14) BENLAHCENE Mallek
This study targets specific works written by Afro-American women writers. It analyses Alice Walker’s The Color Purple (1982), Zora Neal Hurston’s Their Eyes Were Watching God (1937), Nella Larsen’s Quicksand (1928), Toni Morrison’s Sula (1973), and Gloria Naylor’s The Women of Brewster Place (1982) from a Black feminist perspective. The research work adopts the reader-response theory approach focusing on the necessity of black women’s struggle to challenge and overthrow racial and patriarchal injustices and limitations in order to generate an independent selfhood. The purpose of this thesis is to explore black women’s quest for selfhood and desire to contrive stout identities despite the intersectional obstructions. This work explains the way these women writers highlight the female protagonists’ persistent efforts to overthrow the limited constructions about black womanhood, defy the domineering patriarchal and racial forces, conceive various innovative means to pursue selffulfillment, and change their state from being objectified and dominated individuals to individuals with a self-determining selfhood. Each woman character approaches her selfhood differently depending on her surrounding and the conditions she is living in. Because these writers focus on underscoring black women’s unique experience, their works not only disrupt the myopic representations of black women, but mostly become the emblem of a rooted tradition that approaches black female women’s selfhood as a rhizomatic rather than an arborescent entity. Though not all the novels are a confirmation of the women’s ultimate victory, they all highlight their maturity, psychological and moral development. After all, the route towards emancipation and self-fulfillment is more important than women’s eventual victory. These are all novels that explore and focus on the growth and maturity of women characters. They are novels of apprenticeship in the way they highlight the changing consciousness, personal growth, and profound comprehension of the female characters’ inner selves and social surrounding.
Innovations in Practical Pronunciation Teaching: A Case Study of the Department of English at Batna University. Doctorat thesis, (2019)Université de Batna 2.
(2019-04-14) Badache Linda
This work aims at investigating a recent technology and exploring the ways by which it can be used to enhance pronunciation teaching and learning. This technology consists of speech analysis software which provides students with both visual and audio data and gives them an immediate and authentic feedback on their production using Pratt computer software of phonetic analysis. The hypothesis is that if students were introduced and trained using this technology, the training provided by these instruments would considerably improve their sound production. The research is based on a pilot study conducted at the Sorbonne University which was undertaken to implement this pronunciation teaching method by testing the effectiveness of using this computer based visual feedback systems to help students better and improve their pronunciation. To test the hypothesis, we opt for the use of different data gathering tools namely the questionnaire, the recording of students’ production and the teachers ‘interview. The first results show that Pratt can enable students to refine their pronunciation and remedy their errors. By having instant, visual and automatic feedback displayed in spectrograms, students are able to actually observe the errors that they might not otherwise notice through listening alone. The work also demonstrates that the training from Pratt is transferred to sound production as the students are able to produce the utterances more clearly and naturally in a subsequent reading task. The final results of this study show how teachers and students can benefit greatly from this free and readily available open source, educational software, which helps students, at least, gain confidence when they speak.
The Use of Critical Discourse Analysis to Inquire into Cross-Cultural Perceptions and Attitudes of LMD Students of English as a Foreign Language at Batna 2 University, Algeria. Doctorat thesis,(2019) Université de Batna 2
(2019-05-14) DJELLOUL Nedjai
The issue of cross-cultural perceptions and attitudes towards the foreign language and its culture has been momentous all along the last few decades. The main focus of this study is to account for the perceptions and attitudes of the students of English as a Foreign Language (EFL) at Batna 2 University through the application of Critical Discourse Analysis (CDA).This latter has been deployed within an interdisciplinary paradigm whereby the relationship between language, ideology, power, and social practices has been accounted for. The main purpose of this study is, firstly, to shed light on cross-cultural perceptions and attitudes. Secondly, it is aimed to bring the learner develop awareness of the self in order to understand and tolerate, in the other, those differences relevant to language, and also related to culture aspects like social values, norms, religion, and social practices. Thence, the current study endeavors to investigate the following research query: “What is the relationship between our EFL students’ perceptions of, and attitudes towards, the culture of the English language?” In reverence with this, it has been hypothesized that our LMD EFL students, like other learners of foreign languages elsewhere, may form their attitudes to the British culture on the basis of misunderstanding and misinterpretation of their perceptions rather than on well-founded evidence, facts, and knowledge. To address the focal research issue, a descriptive mixed method research design has been deployed, wherein both quantitative and qualitative data have been collected through a questionnaire administered to a sample of 600 students at the department of English at Batna 2 University randomly chosen from a total population of 3000 students from different undergraduate and post-graduate LMD levels. Data have been analyzed quantitatively using Statistical Package for Social Sciences (SPSS), and qualitatively using Fairclough’s (1989) CDA model as an analytical framework accounted by NVIVO. Results obtained confirm that EFL students have no real experience and no authentic exposure to the British culture. This would hinder their language learning and culture development. More importantly, this has resulted in some misconceptions and misunderstandings towards the target culture. It has been, as well, confirmed that the many relationships between language, ideology, and power are intertwined all throughout the learners’ discursive patters whereby the application of Fairclough’s CDA framework proved valuable to account for EFL learners’ perceptions and attitudes towards the target culture. Indeed, the current study is deemed beneficial in that it demonstrated learners’ cultural awareness, readiness, and open-mindedness that permit them to tolerate and accept the other and otherness. It has been contended, though, that respondents, in their great majority, accept positive change and show an outraged disclaimer against all aspects of injustice, mediocrity, racism, and discrimination. These powerful perceptions and attitudes were depicted both implicitly and explicitly when inquiring into leaners’ discursive patterns. Henceforth, this study is considered to be a praiseworthy contribution to call on intercultural perceptions in foreign-language education. Policy-makers, teachers, researchers, and practitioners will find, in this study, implications and recommendations for enhancing awareness and culture development within institutional and educational settings. More importantly, these recommendations are likely to foster the awareness of the self, of the other, and of the betterment of foreign-language and intercultural education in general
Understanding Intercultural Differences Through Sociolinguistic Knowledge The Case of Third Year LMD Students of English at Batna 2 University. Doctorat thesis, (2019) Université de Batna 2.
(2019-05-23) Bouderbala Asma
Introducing the intercultural approach into foreign languages education has become one of the fertile areas of inquiry of the 21st century that seeks to establish theoretical and practical frameworks to develop learners' intercultural communicative competence. Nevertheless, in the department of English at Batna 2 University, such objective of promoting the intercultural abilities is not targeted in EFL classroom practices and instructions because the traditional approach of culture teaching that implies the transmission of factual information about the foreign culture is still prevailing. As sociolinguistics' courses offer useful insights about the bond between language and culture, the present study is concerned with the investigation of the role of sociolinguistics in developing third-year learners' intercultural competence. This research aims at transcending the traditional culture-teaching approach and bringing innovation to the teaching of sociolinguistics by introducing the intercultural dimension to help EFL learners understand and appreciate the intercultural differences and to develop their skills to manage potential misunderstandings. To examine how and to what extent sociolinguistics' courses can be exploited to achieve this objective, an experiment is conducted on a sample of 64 students from the third-year level. In addition, a questionnaire is administered to teachers of sociolinguistics in the department of English at Batna 2 University to collect information about their perceptions of the integration of the intercultural dimension in sociolinguistics' courses. The analysis and the interpretation of the collected data confirm that the teaching of sociolinguistics is an important opportunity that should be exploited to improve learners' intercultural abilities, including knowledge, skills and attitudes as they stress the necessity to develop not only learners' but also teachers' intercultural competence
The Effects of Culture-based Teaching of the US History on the Algerian Students’ Understanding of the American Culture. Doctorat thesis,(2019) Université de Batna 2.
(2019-07-01) Bentayeb Noreddine
This study- conducted as a case study of first year LMD students at the department of English language and literature, Batna 2 University- examines the effects that the cultural thematic approach teaching of the US history, portrayed as an alternative teaching strategy in replacement of the traditional historical one, would have on the students understanding of the American culture. The research design adopted in this investigation is the experimental one. It is believed to suit our research since it permits a close examination of the effects that teaching culture through history might have on the students' achievement in developing their knowledge about the American culture. We applied a written American culture test to the entire first year population then we chose our 20% sample from the students who obtained a score inferior to 10/20 as a common characteristic. The teachers' interview, the students' questionnaire, the observation grids as well as a pre-test and a post-test of the participants' US cultural competence as a measure of progress before and after treatment were the data gathering tools we employed. The findings revealed the existence of a number of challenges, including the history-dominated course content, the teaching materials, the teaching activities and the time allotted to the course, that hinder the understanding of the American culture as a division of the program of CCL. The findings also provide irrefutable evidence that the thematic cultural approach to teaching US history develops students' superior understanding of the American culture. This study recommends the diminution of the historical part in the CCL course to a minimum to allow the addition of many cultural elements meant to promote the learners' understanding of the American culture. The study also recommends the reconsideration of the teaching method, the content of the course, the teaching materials, the teaching activities and the time allotted to the course.

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