JALSL_Vol 12 N 02

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Browsing JALSL_Vol 12 N 02 by Author "Hocine, Nacira"

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    Evaluating The Cultural Content Of Algerian Efl Textbooks: The Case Of Efl Textbooks For Middle School Pupils
    (جامعة الوادي - University of Eloued, 2020-09-15) Dehda, Nacer; Hocine, Nacira
    Abstract This study investigates the content of four Algerian EFL textbooks in terms of their cultural content and intercultural tasks. The analysis is carried out through using Sercu’s framework (2000) which is mainly based on quantitative methods, namely content analysis for the cultural content and Sercu’s (2000) typology and De Corte’s taxonomy of intellectual involvement for the tasks. The main criterion for the analysis is realism that is operationalised in the balanced and comprehensive representation of culture. This includes the depiction of culture at three different levels of culture, from positive and negative sides, from mono or multiple perspectives. It also includes the representation of different cultures as well as different contact situations. Results have revealed that the textbooks analyzed have mainly focused on the target culture and underestimated the presence of the learner’s own culture and other cultures. The textbooks have given an imbalanced representation of the target language culture, which can hinder their acquisition of ICC and their readiness for future intercultural encounters. Textbooks require some improvements to increase their potential for teaching ICC.
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    Investigating Types And Sources Of Subject/ Verb Disagreement Errors In Writing: The Case Of First Year Students Of English, Badji Mokhtar University-annaba
    (جامعة الوادي - University of Eloued, 2020-09-15) Menaoui, Samira; Hocine, Nacira
    Abstract Accuracy in writing is paramount as it leads to better achievement. Among the features that play a role in its attainment is subject/ verb agreement. Our study aims at identifying the prevalent types of disagreement between the subject and verb; and the linguistic sources behind its occurrence. In doing so, data was gathered from an activity given to 163 first year students of English from Annaba University, and corpora of 65 quiz/exam sheets taken from the previous sample. As for data analysis, we used the quantitative method with the help of the statistical tool “Excel”. Findings of the activity revealed that the highest error type is notional disagreement; while corpora analysis reported omission error. Besides, the source of the investigated problem was mostly intralingual. Therefore, teachers are recommended to implement error analysis to find out the exact types and sources of subject/ verb disagreement error; then, they can devise extensive remedial activities.