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Auteur Serir, ilham |
Documents disponibles écrits par cet auteur (4)
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Enhancing Students’ Figurative Competence Through an Integrated-Approach to Teaching Poetry / BOUALI, Amina
Titre : Enhancing Students’ Figurative Competence Through an Integrated-Approach to Teaching Poetry Type de document : texte imprimé Auteurs : BOUALI, Amina, Auteur ; Serir, ilham, Auteur Editeur : Université tlemcen Année de publication : 2014 Importance : 243 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : In recent years, the development of the Figurative Language Competence (FLC)
as an enthralling conception has a vogue in the EFL classes. When running on the
term, poetry comes passively to the fore, and this is warranted by its power to clutch
umpteen figurative devices that are omnipresent and omnipotent in its verses. Though
the ebb and flow that poetry endures in non native milieu, there is something almost
worthy there, something that cleaves the belief in its merits to portray unfamiliar uses
of the language. To this end, this research paper is designed purposely to examine the
way learners’ FLC is enhanced through the use of poetry, and the way teachers may
budge learners to cross the boundaries from literal to non-literal language. In this
regards, diagnosing the different intricacies in understanding the figures of speech in
poetry may incarnate another issue that this research tends to answer. To approach the
aim of this work, 1st year students of English at the University of Tlemcen are
embarked on as a case study. The research invests triangular quantitative and
qualitative methods in data collection; it comprises some tests (pre and post-tests) that
aim at scrutinizing learners’ skills in the figurative processing. Besides, a
questionnaire has been designed to both teachers of literature and 1st year students. In
addition, an interview is addressed to three teachers in charge of teaching poetry at the
department. The results that are obtained from this research are used to propose some
teaching techniques and strategies that could be adopted in the teaching programs at
the University of Tlemcen to enhance students’ FLC.Enhancing Students’ Figurative Competence Through an Integrated-Approach to Teaching Poetry [texte imprimé] / BOUALI, Amina, Auteur ; Serir, ilham, Auteur . - Université tlemcen, 2014 . - 243 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : In recent years, the development of the Figurative Language Competence (FLC)
as an enthralling conception has a vogue in the EFL classes. When running on the
term, poetry comes passively to the fore, and this is warranted by its power to clutch
umpteen figurative devices that are omnipresent and omnipotent in its verses. Though
the ebb and flow that poetry endures in non native milieu, there is something almost
worthy there, something that cleaves the belief in its merits to portray unfamiliar uses
of the language. To this end, this research paper is designed purposely to examine the
way learners’ FLC is enhanced through the use of poetry, and the way teachers may
budge learners to cross the boundaries from literal to non-literal language. In this
regards, diagnosing the different intricacies in understanding the figures of speech in
poetry may incarnate another issue that this research tends to answer. To approach the
aim of this work, 1st year students of English at the University of Tlemcen are
embarked on as a case study. The research invests triangular quantitative and
qualitative methods in data collection; it comprises some tests (pre and post-tests) that
aim at scrutinizing learners’ skills in the figurative processing. Besides, a
questionnaire has been designed to both teachers of literature and 1st year students. In
addition, an interview is addressed to three teachers in charge of teaching poetry at the
department. The results that are obtained from this research are used to propose some
teaching techniques and strategies that could be adopted in the teaching programs at
the University of Tlemcen to enhance students’ FLC.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T04989 EDOC420-102/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Language as a Tool for Shaping Identity and Promoting Social Progress in Shaw’s Pygmalion and Walker’s The Color Purple / Abla AHMED, KADI
Titre : Language as a Tool for Shaping Identity and Promoting Social Progress in Shaw’s Pygmalion and Walker’s The Color Purple Type de document : texte imprimé Auteurs : Abla AHMED, KADI, Auteur ; Serir, ilham, Auteur Editeur : Université tlemcen Année de publication : 2019 Importance : 245 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : This research work is based on the implementation of an interdisciplinary approach which combines methods
of analysis from linguistic and literary stylistics, corpus stylistics, sociolinguistics, dialectology and discourse
analysis so that to conduct a twofold analytical study of the language used in Pygmalion by Bernard Shaw
and The Color Purple by Alice Walker. Hence, this dissertation intends to incorporate into the traditional
descriptive approach a quantitative linguistic inquiry in order to investigate through statistical findings,
corpora analyses as well as manual and electronic techniques the different dialectal variables of cockney
dialect in Pygmalion and vernacular AAE in The Color Purple that deviate from the standard forms at the
phonological, grammatical and lexical levels and then explore the miscellaneous extra-linguistic parameters
that impact language use by characters in both literary masterpieces. Moreover, the ultimate goal of the
current research is to use sociolinguistic and discourse analysis of the characters’ language so that to
determine the extent to which language can be an effective tool for shaping identity and promoting social
progress in Pygmalion and The Color Purple. The findings show that sociolinguistic competence enables the
main characters to develop new identities and improve their opportunities for social mobility i.e., they
undergo social metamorphosis by means of learning the verbal skills paving the way for them to join the high
society and gain access to their codes of behavior.Language as a Tool for Shaping Identity and Promoting Social Progress in Shaw’s Pygmalion and Walker’s The Color Purple [texte imprimé] / Abla AHMED, KADI, Auteur ; Serir, ilham, Auteur . - Université tlemcen, 2019 . - 245 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : This research work is based on the implementation of an interdisciplinary approach which combines methods
of analysis from linguistic and literary stylistics, corpus stylistics, sociolinguistics, dialectology and discourse
analysis so that to conduct a twofold analytical study of the language used in Pygmalion by Bernard Shaw
and The Color Purple by Alice Walker. Hence, this dissertation intends to incorporate into the traditional
descriptive approach a quantitative linguistic inquiry in order to investigate through statistical findings,
corpora analyses as well as manual and electronic techniques the different dialectal variables of cockney
dialect in Pygmalion and vernacular AAE in The Color Purple that deviate from the standard forms at the
phonological, grammatical and lexical levels and then explore the miscellaneous extra-linguistic parameters
that impact language use by characters in both literary masterpieces. Moreover, the ultimate goal of the
current research is to use sociolinguistic and discourse analysis of the characters’ language so that to
determine the extent to which language can be an effective tool for shaping identity and promoting social
progress in Pygmalion and The Color Purple. The findings show that sociolinguistic competence enables the
main characters to develop new identities and improve their opportunities for social mobility i.e., they
undergo social metamorphosis by means of learning the verbal skills paving the way for them to join the high
society and gain access to their codes of behavior.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08835 EDOC420-67/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt The Diglossic Situation in an Algerian Language Teaching Context: Case of Tlemcen Primary Schools / FATMI, Faïçal
Titre : The Diglossic Situation in an Algerian Language Teaching Context: Case of Tlemcen Primary Schools Type de document : texte imprimé Auteurs : FATMI, Faïçal, Auteur ; Serir, ilham, Auteur Editeur : Université tlemcen Année de publication : 2018 Importance : 194 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : This work is part of a socio-didactic investigation, it focuses on various sociolinguistic concepts, examining the phenomenon of diglossia observed in primary schools for the sake of bridging the gap between the use of the standard Arabic and dialect that characterizes the educational process at the level of our primary schools. The inquiry shows that the teaching of the Arabic language is not immune of the effects of diglossia on the learner. This study is based on the fact that within the different uses of language in the same society, there are some dialects which distinguish categories and social classes from others, for instance jargons of professions, and the local regional dialects like those observed in Algerian dialects. Consequently, a research has been conducted, targeting some primary institutions. It should be noted that this work is concerned with the natural development of Arabic within the educational process at distinct levels. The Diglossic Situation in an Algerian Language Teaching Context: Case of Tlemcen Primary Schools [texte imprimé] / FATMI, Faïçal, Auteur ; Serir, ilham, Auteur . - Université tlemcen, 2018 . - 194 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : This work is part of a socio-didactic investigation, it focuses on various sociolinguistic concepts, examining the phenomenon of diglossia observed in primary schools for the sake of bridging the gap between the use of the standard Arabic and dialect that characterizes the educational process at the level of our primary schools. The inquiry shows that the teaching of the Arabic language is not immune of the effects of diglossia on the learner. This study is based on the fact that within the different uses of language in the same society, there are some dialects which distinguish categories and social classes from others, for instance jargons of professions, and the local regional dialects like those observed in Algerian dialects. Consequently, a research has been conducted, targeting some primary institutions. It should be noted that this work is concerned with the natural development of Arabic within the educational process at distinct levels. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08875 EDOC420-75/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt The Intertextual Reading of the Utopian Discourse in English Travel Literature / KECHIDA, Nawal
Titre : The Intertextual Reading of the Utopian Discourse in English Travel Literature Type de document : texte imprimé Auteurs : KECHIDA, Nawal, Auteur ; Serir, ilham, Auteur Editeur : Université tlemcen Année de publication : 2019 Importance : 189 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : More and more criticism is interested in the utopian travel mode of writing because of the popularity it is gaining. This art is rediscovered in new modern forms such as: science fiction dystopias, anti utopian space odysseys and apocalyptic dystopias, these neological genres of utopia are flourishing in arts. Thomas More’s Utopia (1535) is considered as the founding text of the utopian travel literature and it is often read as a pretext deeply inspiring dystopian texts written after. Jonathan Swift’s Gulliver’s Travels, Lewis Caroll’sAlice in Wonderland, Daniel Defoe’s Robinson Crusoe and Rudyard Kipling’s Kim are regarded as travel narrative directly or indirectly inspired by the concept of utopia. This inspiration and influence was controversially investigated by critics. This research workk analyses the intertextual relationship between Thomas More’s Utopia a set of popular utopian travel texts throughout the history of English travel literature. The many studies done on this issue have generally examined this relationship through thematic comparative studies conducted in terms of similarities and differences between the two texts. However, the study below has attempted to go beyond mere thematic comparison and traces the genetic link between the selected narratives. In other terms, the extent to which these texts owe to Utopia has been examined in relation to the generic link between the utopian mode of writing and some of its literary derivations. This has been done through an intertextual reading of the works, where similarities and differences are reconsidered from the assumption that Utopia and its descendent narratives belong genetically to the same literary genre. Tracing the intertextual link between the utopian travel texts from this perspective, reveals that Jonathan Swift’s Gulliver’s Travels, Lewis Carol’s Alice in Wonderland,
Daniel Defoe’s Robinson Crusoe and Rudyard Kipling’s Kim rely on the dynamics of
V
the utopian literary genre as established by More in Utopia, and make it undergo reformulations, readaptations and reshapings contributing by that in the cloning of new utopian literary genres genetically deriving from utopia.The Intertextual Reading of the Utopian Discourse in English Travel Literature [texte imprimé] / KECHIDA, Nawal, Auteur ; Serir, ilham, Auteur . - Université tlemcen, 2019 . - 189 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : More and more criticism is interested in the utopian travel mode of writing because of the popularity it is gaining. This art is rediscovered in new modern forms such as: science fiction dystopias, anti utopian space odysseys and apocalyptic dystopias, these neological genres of utopia are flourishing in arts. Thomas More’s Utopia (1535) is considered as the founding text of the utopian travel literature and it is often read as a pretext deeply inspiring dystopian texts written after. Jonathan Swift’s Gulliver’s Travels, Lewis Caroll’sAlice in Wonderland, Daniel Defoe’s Robinson Crusoe and Rudyard Kipling’s Kim are regarded as travel narrative directly or indirectly inspired by the concept of utopia. This inspiration and influence was controversially investigated by critics. This research workk analyses the intertextual relationship between Thomas More’s Utopia a set of popular utopian travel texts throughout the history of English travel literature. The many studies done on this issue have generally examined this relationship through thematic comparative studies conducted in terms of similarities and differences between the two texts. However, the study below has attempted to go beyond mere thematic comparison and traces the genetic link between the selected narratives. In other terms, the extent to which these texts owe to Utopia has been examined in relation to the generic link between the utopian mode of writing and some of its literary derivations. This has been done through an intertextual reading of the works, where similarities and differences are reconsidered from the assumption that Utopia and its descendent narratives belong genetically to the same literary genre. Tracing the intertextual link between the utopian travel texts from this perspective, reveals that Jonathan Swift’s Gulliver’s Travels, Lewis Carol’s Alice in Wonderland,
Daniel Defoe’s Robinson Crusoe and Rudyard Kipling’s Kim rely on the dynamics of
V
the utopian literary genre as established by More in Utopia, and make it undergo reformulations, readaptations and reshapings contributing by that in the cloning of new utopian literary genres genetically deriving from utopia.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08730 EDOC420-63/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt