The University of Chlef Journals
Not a member yet
925 research outputs found
Sort by
Phonological Processes in Oran Dialect: An Autosegmental Analysis
No full textThis research provides a detailed analysis of some of the phonological processes found in Oran-spoken Arabic, a dialect of Algerian Arabic, adopting the autosegmental framework and feature geometry. This framework was selected because of its effectiveness in identifying and analyzing multiple phonological processes in context. Oran- spoken Arabic is one of the varieties spoken in the north-west of Algeria, serves as the focus of this study. Since the researcher is from Oran, she served as the primary informant. The researcher audio-recorded herself narrating stories and subsequently transcribed the recordings verbatim. Using autosegmental and diagrammatic representations, the analysis uncovered the presence of the following phonological processes, assimilatory processes like regressive assimilation: obstruent devoicing and voicing, and place assimilation. The analysis also uncovered the existence of non-assimilatory processes, namely, syncope (vowel deletion), epenthesis (insertion), and major class change. Notably, the findings of the study contribute to the understanding of Arabic dialectal variation and provide a basis for further phonological investigation since this study uncovers only some of the phonological processes manifested in Oran-spoken Arabic. In addition, it helps to understand the sound system of this dialect in detail, and it provides evidence for or against the existing theories. Moreover, the study has laid the foundation for future researchers to examine this dialect in depth and uncover more processes. Furthermore, the findings of this study are important to the field of Speech-Language Pathology (SLP), contributing to identifying typical and atypical sound patterns. Overall, the research offers valuable insights for both theoretical research and practical applications
The Phonological Development in the Speech of Children of Collo at SkikdaSpeechCommunity
No full textThis study investigates phonological acquisition patterns among preschool children (ages 3–5 years, n=20) from the Collo dialect region in Skikda, Algeria, applying Optimality Theory (OT) as the primary analytical framework. Speech data were gathered through standardized picture-naming tasks using 26 black-and-white line drawings depicting culturally familiar concrete objects—such as animals (dog, cat), food items (orange, carrot), and household goods (chair, cup, shoes)—alongside repetition of 10 carefully selected target words that varied systematically in syllable structure (CV, CVC, CCVC, CVCC) and included challenging phoneme sequences and consonant clusters typical of Collo Arabic. All samples received narrow phonetic transcription, enabling detailed descriptive analysis that identified seven distinct phonological processes: assimilatory types (consonant harmony, initial consonant voicing, manner assimilation) and non-assimilatory types (consonant cluster reduction, weak syllable deletion, vowel epenthesis, fronting, backing).Findings revealed pronounced age-based differences: younger children (3–4 years) displayed elevated frequencies of assimilatory processes—for instance, consonant harmony occurring at 100%—driven by markedness constraints that prioritize phonological simplification in immature grammars. In contrast, older children (4–5 years) demonstrated substantially reduced rates across nearly all processes, consistent with OT\u27s core mechanism of constraint reranking, whereby faithfulness constraints progressively outrank markedness ones to produce increasingly faithful adult-like outputs. Non-assimilatory phenomena, including cluster reduction guided by the Sonority Sequencing Principle, persisted across groups but similarly declined with maturation, highlighting unique Collo dialectal characteristics.Although constrained by a modest sample size and single-session protocol, these results provide essential baseline descriptive data on Collo phonological development. They illuminate systematic progress toward target phonology and affirm OT\u27s robustness in modeling dialect-specific acquisition trajectories
Le français au croisement des identités discours et perception chez les universitaires algériens
No full textCharacterized by the coexistence of several languages in contact—Arabic, Amazigh, French, and various dialectal varieties—the Algerian sociolinguistic context reserves a unique and often controversial position for the French language. Indeed, a legacy of the colonial period, French remains an instrument of social mobility and a major source of symbolic capital, generating various tensions: resistance and ambivalent discourse regarding its legitimacy. Through this study, we propose to examine the linguistic representations and attitudes of first-year undergraduate students enrolled in a French degree program at the University of Chlef. Primarily situated within a sociolinguistic and psychological (social psychology) framework, the exploration of these representations relies exclusively on a meticulously designed questionnaire, the purpose of which is to examine the affective, identity-related, and academic dimensions of the relationship with the French language. The analysis of students\u27 declarative discourse highlights the coexistence of contrasting stances: on the one hand, a valorization of the French language as a recognized vehicle of knowledge, a window onto other cultures, and a guarantee of social success; on the other hand, a feeling marked by the weight of the colonial past and a certain linguistic insecurity linked to perceived competence and societal expectations. In conclusion, this research underscores the need to rethink the teaching of French in Algeria in light of learners\u27 linguistic representations, in order to reduce forms of linguistic insecurity and foster a more relaxed, critical, and reflective relationship with the French language.Caractérisé par la concomitance de plusieurs langues en contact – arabe, amazigh, français et diverses variétésdialectales –, le contexte sociolinguistique algérien réserve une position singulière et souvent controverséeàlalangue française. En effet, héritage de la période coloniale, la langue française demeure un instrument demobilitésociale et capital symbolique majeur suscitant des crispations diverses : résistances et discours ambivalentsquant à sa légitimité. A travers cette étude, nous nous proposons d’examiner les représentations et attitudeslinguistiques d’étudiants en première année inscrits en licence de français à l’université deChlef. Essentiellement inscrite dans une optique sociolinguistique et psychologique (psychologie sociale), l’explorationdes représentations s’appuie exclusivement sur un questionnaire, minutieusement conçu, et dont lafinalitéconsiste à examiner les dimensions affective, identitaire et académique du rapport à la langue française. L’analysedes discours déclaratifs des étudiants met en exergue la cohabitation de postures contrastées : d’uncôté, unevalorisation de la langue française en tant que vecteur reconnu du savoir, une fenêtre donnant accès àd’autrescultures et un gage de réussite sociale ; de l’autre, un sentiment marqué par le poids du passé colonial et unecertaine insécurité linguistique en lien avec la compétence perçue et le regard social. En conclusion, cetterecherche met en lumière la nécessité de repenser l’enseignement du français en Algérie à la lumièredesreprésentations linguistiques des apprenants, afin de réduire les formes d’insécurité linguistique et de favoriserunrapport apaisé, critique et réflexif à la langue français
La retraduction comme quête d’acceptabilité: le cas de deux traductions anglaises de L’Enfant noir de Camara Laye
No full textEvery literary translation is part of a transfer dynamic aiming at transmitting the linguistic and sociocultural realities of the source language into the target language to ensure effective intercultural communication. In this regard, the emergence of a retranslation often suggests that the previous translation did not fully achieve its communicative objective, thus requiring a new mediation to address the shortcomings of the previous version. This article presents an in-depth comparative analysis of two English versions of Camara Laye’s iconic novel, L’Enfant noir - The Dark Child and The African Child. The objective is to examine how the rendering of Guinean cultural aspects and African realities motivate the need for retranslation. Drawing on Gideon Toury’s ideas on translation norms, the study evaluates the two works through the lenses of adequacy (conscientious adherence to the norms of the source text) and acceptability (alignment with the aesthetic and linguistic norms of the target culture). Through a rigorous textual analysis of culture-specific elements, such as food, clothing, and terms of politeness, the findings reveal that the retranslation frequently modifies the choices of the first translation in favor of semantic and stylistic refinement. This approach reveals that the retranslator, viewing the text as a product intended to be integrated into the receiving culture, prioritises the sociocultural norms of the Anglophone readership to enhance the work’s readability. Ultimately, the study illustrates that retranslation acts as a constant process of reconfiguring the textual image, aiming for a naturalisation of the text to guarantee its optimal integration within the target cultural system.Toute traduction littéraire s’inscrit dans une dynamique de transfert visant à transposer les réalitéslinguistiques et socioculturelles de la langue source vers la langue cible afin d’assurer unecommunication interculturelle efficace. Dans cette perspective, l’émergence d’une retraductionsuggèresouvent que la version initiale n’a pas pleinement atteint ses objectifs communicationnels, nécessitantainsi une nouvelle médiation pour combler les lacunes de la première version. Cet article proposeuneanalyse comparative approfondie de deux versions anglaises du roman emblématique, L’Enfant noir, deCamara Laye - The Dark Child et The African Child. L’objectif est d’examiner comment le traitement desaspects culturels guinéennes et le rendu des réalités africaines motivent le processus de retraduction.S’appuyant sur la théorie des normes de Gideon Toury, l’étude évalue ces deux œuvres à l’aunedel’adéquation (la fidélité aux structures du texte source) et de l’acceptabilité (la conformité auxnormesesthétiques et linguistiques du système cible). À travers une analyse textuelle rigoureuse de segmentsmarqués par les éléments culturels (aliments, vêtements, termes de politesse, etc.), les résultatsdémontrent que la retraduction modifie substantiellement les choix de la première version auprofit d’unperfectionnement sémantique et stylistique. Cette approche révèle que le retraducteur, appréhendant letexte comme un produit destiné à s’intégrer durablement dans la culture réceptrice, privilégielesnormes socioculturelles du lectorat anglophone pour améliorer la lisibilité de l’œuvre. Endéfinitive,cette étude illustre que la retraduction agit comme un processus constant de reconfigurationdel’imagetextuelle, visant une naturalisation du texte pour garantir son intégration optimale au seindusystèmeculturel cible
From Inadequacy to Becoming in Leila Aboulela’s the Kindness of Enemies
No full textThis article conducts an in-depth examination of the concept of “becoming” in Leila Aboulela’s The kindness of the Enemies, focusing on the evolution of the main character, Natasha, from a state of insecurity to an enlightened understanding of her authentic self. Through a juxtaposition of modern Scotland after 9/11 and the Caucasus region during the 19th century, Aboulela accentuates the profound impact of historical and societal phenomena on personal identity. She critically addresses and subverts media stereotypical representation of Muslims, while intricately exploring the nuances of cultural and religious identity. The novel’s protagonist, along other characters, exemplifies how contemporary diasporic Muslim identities are bound to their historical and cultural heritage and how
they negotiate their identities in the modern world. Relying on Deleuze and Guattari’s notion of “becoming”, this article, through textual analysis, provides a nuanced understanding of Natasha’s development of subjectivity and identity formation. The analysis reveals that her fluid passages between various spaciotemporalities as well as her nascent sympathies and alliances compel her to quest her selfhood beyond the binary logic of inclusion and exclusion.
 
Dynamic Forces and Contained Energies: An Image Schematic Analysis of Kenyan Gen Zs
No full textThere is a growing need to describe Kenyan Generation Zs (Gen Zs). As a result, various terms have been devised to describe them. Some of these descriptions are metaphorical. Since metaphors pervade human language, these metaphorical descriptions offer unique insights but may also present challenges in interpretation due to the multiple meanings they can convey. It is against this backdrop that this study seeks to analyze the metaphors used to describe Kenyan Gen Zs. Image Schema Theory was employed to interpret data within Cognitive Linguistics paradigm. Data was collected through an interview schedule administered to 24 respondents purposively sampled on the basis of gender. The respondents provided terms that are commonly used to describe Kenyan Gen Zs. Conceptual Metaphor Theory was employed to identify the Kenyan Gen Z metaphors from the collected terms by mapping abstract concepts to concrete experiences. Eight metaphors were identified. The identified metaphors were subjected to the CONTAINER and the FORCE image schemas for analysis. The study reveals that image schemas are powerful tools for highlighting Gen Zs\u27 activism as a dynamic energy seeking expression and change. The research concludes that metaphors are integral in understanding the dynamics of Kenyan Gen Zs
Self-Regulated Learning According to Pintrich\u27s Social-Cognitive Model
No full textSelf-regulated learning (SRL) is a process through which learners actively take charge of their own learning by setting goals, monitoring their progress, and applying appropriate strategies. It involves a dynamic interaction of cognitive, motivational, and behavioral components that work together to enhance learning outcomes. One of the most influential frameworks for understanding SRL is Pintrich’s model, which identifies four key phases: planning, performance monitoring, self-motivation, and reflective thinking. These components aim to foster learner autonomy and improve academic performance. The aim of this study is to explore how effectively Pintrich’s model of self-regulated learning can be applied in diverse educational contexts, with particular attention to the role of environmental and cultural factors. While the model offers a comprehensive approach to developing independent learning skills, its practical implementation raises important questions, especially in multicultural or resource-constrained settings. This study investigates the extent to which cultural norms, classroom environments, and institutional practices influence the success of SRL strategies. Understanding these contextual variables is essential for adapting SRL models to meet the specific needs of varied learner populations. Ultimately, the research seeks to contribute to a deeper understanding of how self-regulated learning can be effectively supported and fostered in real-world educational settings, thereby helping educators create more inclusive and effective learning environments
The Algerian feminist novel: origins, development, and distinctiveness
No full textThe present study investigates the literary distinctiveness developed by Algerian women writers within the framework of the feminist novel, setting it apart from male-authored narratives in both form and content. It aims to examine how these women writers have unified their creative visions to articulate a uniquely feminine perspective on Algerian society, identity, and history. The feminist novel is approached here not only as a literary form but also as a socio-political instrument that critiques dominant narratives and reclaims the representation of women’s experiences. Unlike their male counterparts, Algerian women novelists draw upon a different set of historical, cultural, and emotional references to shape their narratives. These references reflect specific female experiences shaped by colonization, war, patriarchy, and cultural marginalization. The study also considers the feminist novel as a relatively recent narrative achievement within Algerian literature, tracing its development through the interplay of literary innovation and sociocultural transformation. The writers under study employ the novel to contest established norms and disrupt traditional gender roles, thereby giving voice to silenced experiences and marginalized identities. Importantly, the Algerian feminist novel employs a dual linguistic strategy, using both Arabic and French as vehicles of expression. This bilingual approach enriches the narrative while challenging linguistic hierarchies and colonial legacies. Through their works, these women novelists advocate for justice, equality, and liberation from patriarchal oppression. Ultimately, the Algerian feminist novel emerges as both a literary and political act, aimed at reshaping reality and redefining the role of women in literature and society
The Use of the Flipped Classroom for Teaching French as a Foreign Language: Reality and Perspectives
No full textThis article aims to explore feedback on the use of the flipped classroom approach in French as a Foreign Language (FFL) classes, with the dual objective of analyzing its current reality and envisioning its future prospects. By providing an overview of its pedagogical impact, the study also seeks to offer practical recommendations for teachers interested in implementing this method. The research is based on semi-structured individual interviews conducted with three university instructors who have integrated flipped classroom strategies into their teaching. Specifically, the feedback derives from the implementation of three distinct courses, each structured around the use of the Moodle platform and pre-recorded instructional videos, designed to engage university-level learners in an active and autonomous learning process. The qualitative analysis of the collected data reveals an important number of pedagogical benefits, including increased learner engagement, improved oral interaction in class, and greater flexibility in pacing. However, several limitations and challenges were also identified, such as technological constraints, resistance from both students and teachers, and the additional workload required for lesson preparation and content creation. The article discusses possible solutions to address these challenges, such as better institutional support, teacher training, and the gradual integration of digital tools. In addition to examining present-day practices, the article also opens a reflection on the future of the flipped classroom in FFL, taking into account evolving technologies and innovative teaching methods. By sharing these diverse experiences, the study contributes to a wider pedagogical discourse on how to improve language acquisition through reimagined classroom dynamics
Shaping the Mindset of Humanities Students: The Role of New Startup Projects in Fostering Innovation and Adaptability Case of Humanities startuppers at Chlef University
No full textThe present paper investigates the impact of student-led startup projects on the development of critical skills such as creativity, innovation, and problem-solving among humanities students. These skills are increasingly Recognizer as essential for addressing complex and rapidly evolving societal challenges. The research focuses on how students from the Faculty of Humanities at the University of Chlef, involved in local student-driven startup projects, reflect on how these experiences shape their cognitive processes, perspectives, and personal growth. The study is based on qualitative data collected through eight in-depth interviews with 21 students participating in various startup initiatives. The findings suggest that such projects foster the generation of creative ideas and the innovation required to transform these ideas into tangible actions. Furthermore, these experiences enable students to develop a mindset that goes beyond current knowledge and conventional problem-solving approaches, encouraging the rethinking of established practices and the cultivation of novel solutions. The study also highlights the importance of interdisciplinary thinking, the ability to connect diverse ideas, and strong social skills to successfully present and implement new concepts. In light of these findings, it is recommended that educational frameworks incorporate more opportunities for student-driven innovation to better prepare students for future challenges. The study emphasizes the value of integrating creativity and innovation into academic curricula to enhance students\u27 adaptability and capacity for tackling complex global issues