Thèse de Doctorat

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    A Pragmatic Analysis of Autistic Children: Case of Dar El Amal Wa Tadhamon- Batna
    (2023) Amina RABEHI
    Disruption of normal developmental phases may lead to a weakening of cognitive abilities, which can have serious repercussions for socialisation. Autism Spectrum Disorder is characterized by enduring challenges with social interaction and engagement, as well as restricted and repetitive patterns of behavior. These features are widely recognized as hallmarks of the disorder. It often emerges in the first few years of a person's life (American Psychiatric Association, 2013). Autism is displayed by unconventional social communication and interaction. Therefore, it is not astonishing that autistic people have severe pragmatic difficulties. In this respect, the primary goals of this study are to make a generalization about the universality of pragmatic development of autistic children as well as the developmental connection between pragmatic aspects and language in general, focusing on Algerian-speaking autistic children. It also portrays the way age, gender, school attendance, and Mean Length of Utterance influence such pragmatic parameters. It clarifies how schooling contributes to the development of communicative and pragmatic abilities in a 'longitudinal instrumental case study'. The data gathered depended on Pragmatic Protocol designed by Prutting and Kirchner (1987); sampling and observation of spontaneous language that took around eight months and been analysed quantitatively and qualitatively to address the research questions. The findings show that participants performed poorly on tests of communication. Also, the pragmatic difficulties associated with autism stem from cognitive rather than cultural factors. It was shown that schooling and increased Mean Length of Utterance help autistic children become better at using a variety of pragmatic skills. In addition to this, there is a significant correlation between the Mean Length of Utterance of a child and their likelihood of enrolling in formal education. Participants with a consistent school attendance pattern had better Mean Length of Utterance scores.
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    African Americans and Racial Inequality in the United States:The Unfinished Business “A Socio-Historical Perspective”
    (2023) El Ghalia Kaabeche
    Among the domestic issues that shape controversy in American social history is the question of racial inequality. Although the latter has been the concern of many racial/ethnic groups in American society, blacks have been, and still are, the most disadvantaged group. The history of African Americans is a history of social degradation, economic exploitation, and political deprivation. For African Americans, the question of citizenship rights has always been tied to the question of race and racial order. The present thesis deals with the issue of African Americans and persistent racial inequality in the United States. The thesis addresses the issue in question from a socio-historical perspective. What makes of this research work significant is the fact that unlike other studies which focused on the Civil Rights Movement of the 1950s and 1960s as the end point of the road to equality, this thesis, on the contrary, looks at racial inequality facing African Americans in the United States as an unfinished business; as a persistent reality in U.S. society. It focuses on and explores the persistent reality of blackwhite racial inequality. This research work attempts to demonstrate that despite the significant progress made and the fact that the situation of African Americans today is undeniably much improved compared to the past, the journey to true racial equality has not been accomplished yet. Black-white racial inequality remains a persistent feature that still characterizes even twenty-first-century American society.
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    The Impact of Cultural Knowledge on Listening Comprehension: A Case Study of English Undergraduate Second Year LMD Students at Sétif 2 University
    (2023) Keraghel Lyna
    Culture-language relationship has led to numerous debates on its role in English skills learning proficiency, particularly listening comprehension in different non-native speaking countries. The current research aims at examining the impact of cultural background knowledge on listening comprehension. The case study selected using non-probability sampling is second-year English as foreign language (EFL) students at setif-2 University. A sample of 41 is divided into two groups, an experimental group (20) and a control group (21). Adopting a quasi-experimental design, the experimental group is taught using a culturally oriented syllabus for two semesters while the control group received no treatment. To observe the level of culture gained and the impact of the treatment received on listening comprehension, participants from both groups are assigned cultural intelligence scale questionnaire and IELTS listening tests in a form of pre-and post-tests. Data obtained are analyzed via the SPSS. The findings reveal that the effect of the experiment is significantly marked (Eta=0.73). Comparing the results of the cultural level test, the experimental group level is higher after the treatment. Also, participants from the experimental group scored higher in the IELTS post-test. That is, the mean value is statistically significant in EG groups themselves (mean difference = 22) and between the CG (mean= 27.40) and EG (mean= 35.14). By the end, participants were satisfied with the integration of cultural content and its positive impact on their listening comprehension achievement. Based on these results, the integration of a culturally-based syllabus is recommended in the teaching of listening comprehension in English as a foreign language classrooms.
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    The Effectiveness of Task-Based Language Teaching in Developing EFL Students’ Speaking Performance: The Case of Second Year EFL Students at Batna-2 University.
    (2023) Nawel CHAOUCHI
    The purpose of this research is to investigate the effectiveness of implementing the TaskBased Language Teaching approach (TBLT) on developing speaking performance to second-year EFL students of English at Mostefa Benboulaid Batna-2 University. As a result, we hypothesised that students exposed to the TBLT approach in their learning would outperform their speaking performance than their classmates. A Mixed-Method approach, a combination of quantitative and qualitative research methods, was used to achieve the study’s objectives and aims. This study was carried out in three stages: the preexperimental phase, the experimental phase, and the post-experimental phase. During the pre-experimental phase, the researcher gathered preliminary data to lay the groundwork for the experiment by administering two questionnaires to students and teachers of Englis to determine students’ speaking difficulties and problems and investigate how oral expression is taught to second-year students of English. In order to validate or reject the hypothesis above, we used a quasi-experimental method with two intact groups (experimental and control) and a pre/post-test design during the experimental phase. In terms of the students’ speaking performance, the two intact classes were matched in pairs, and we then had the experimental group of thirty-two (32) students and the control group of thirty-two (32) students. As a result, the experiment was conducted on a sample of 64 second-year students from the English language and literature department during the academic year 2017-2018. An observation grid supported the experiment to provide a clear picture of TBLT implementation in oral classes. In the post-experimental phase, we distributed an attitudes questionnaire to know the students’ views on adopting the TBLT approach in the oral expression course. The findings indicated that students faced speaking difficulties when they want to express their ideas and emotions. More significantly, the results showed that the adoption of the TBLT approach resulted in a statistically significant difference in speaking performance between the two groups in favour of the experimental group. The findings are satisfactory in improving speaking performance; also, students showed positive attitudes towards TBLT implementation. Based on these results, a set of recommendations for students and teachers was provided.
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    Investigating the Effect of Asynchronous E-learning on EFL Students’ Grammar Achievement
    (2022) Amina BENHARA
    Mastering the English language grammar is a challenge for many EFL learners. This urges teachers to find out more effective and contemporary methods to help them overcome this problem. Accordingly, this study is designed to investigate the effect of asynchronous elearning on EFL students’ grammar achievement. Therefore, it is hypothesized that if teachers integrate an asynchronous e-learning program along with traditional grammar courses, EFL students will score better on their achievement tests compared to those who follow purely inclass courses. The study used a mixed-method approach to check empirically the extent to which this technology-based tool contributes to upgrading or degrading EFL students’ performance in grammar tests. It was conducted at the English department of Batna 2 University during the academic year 2018/2019 with two 1st year classes assigned to a control group, that received a traditional grammar syllabus, and an experimental group that took equally the same syllabus assisted with extra asynchronous courses posted on a Google Classroom platform, with a sample size of 38 students in each. To attain the research requirements, a readiness questionnaire was emailed to the experimental group to check the students’ preparedness to study through an AEL program. Its findings recall scheduling some computing sessions before starting the grammar classes so that students would be able to cope with the digital learning activities. The course of the study spanned over six months, distributed between three phases: pre-experimental, experimental, and post-experimental. To compare both groups’ grammar achievements, a quasi-experimental design was adopted, made up of an in-class pre-test, progress, and a post-test. Following the post-test outcomes’, a questionnaire has been given to the experimental group students to inspect their standpoints towards their grammar performance after the experience of the asynchronous program. The experiment was also backed by observation sessions through which the researcher collected information about students’ performance in both groups all over the experiment course. The findings were descriptively and statistically analyzed. The final results showed that the experimental group scored better than the control group, and the score difference was statistically significant. Therefore, it could be concluded that asynchronous e-learning is effective for improving learners’ grammar achievement.