Faculty of Literature and Languages_PPN

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Browsing Faculty of Literature and Languages_PPN by Author "NAOUA, Mohammed"

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    The Conceptualization of Language Analysis from the Perspective of Sociolinguistics: The Shift from Langue to Parole
    (University of eloued جامعة الوادي, 2016-11-14) NAOUA, Mohammed
    Since the second half of the twentieth century, the conceptualization of language analysis has been revisited several times. Modern Structuralism, for instance, focused on the study of langue rather than parole. Their justification is that the former is a self-contained system or social product of the faculty of speech deposited in the brains of individuals as a result of numerous experiences of listening to other persons. However, parole is the manifestation of that faculty in speech. On its part, Mentalistic linguistics though viewing that individuals are predisposed with language, almost maintained the same dichotomy leading to competence and performance. Since all language irregularities occur in performance, this trend emphasizes that language study should focus on competence. However, since the early seventies the pendulum of language analysis has fallen in favor of parole. Criticizing the failure of structural and mentalistic linguistics to account for the social, physical and temporal situations that language activity is taking place in, the father of sociolinguistics, Dell Hymes (1972b) proposed a model of communicative competence comprising four sectors: possibility (langue/competence), feasibility (psycholinguistic aspect), appropriateness (context) and the frequency of occurrences of speech acts. This paper attempts to trace the conceptualization of language analysis from the perspective of sociolinguistics.
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    Teaching LSP for the Baccalaureate Examination: What Syllabuses are we designing?
    (University of eloued جامعة الوادي, 2017-04-23) NAOUA, Mohammed
    Teaching languages for specific purposes (LSP) can be defined as the process of providing homogeneous groups of learners or trainees with specific types of instruction based on extensive analyses of their specific academic or professional communicative needs. The latter refer to the real-world situations, which learners or trainees may respectively encounter during their further studies, or in the work place. Designing syllabuses for such contexts should respond to the following criteria: homogeneity of participants, specificity of content, authenticity of task, and interaction between learners' background knowledge and syllabi content. However, this rule seems to be reversed in Algeria, where heterogeneous LSP classes of learners continue to be provided with the same program of study, which can hardly meet the requirements of one out of the seven specialties studying at the secondary cycle. This paper attempts to conduct an empirical analysis to examine the suitability of the third year syllabus in secondary education to the pupils' communicative needs.