Browsing by Author "NAOUA, Mohammed"

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The Conception of Language Errors from the Perspective of Structural Linguistics: A Descriptive-analytic Study
(جامعة الوادي - university of Eloued, 2021-11-06) NAOUA, Mohammed
This paper attempts to highlight the concept of errors from the perspective of structural linguistics. The latter assumes that learning takes place as a result of stimuli-and-responses. In the context of language learning the data, which the linguist may observe, concern utterances (responses). Influenced by the findings of Behaviorist psychology, structural linguists consider language as a set of habits which can be acquired through the process of imitation, repetition and practice. In their turn, these habits fall into two types: good habits (correct sentences) and bad habits (erroneous sentences). Good habits should be reinforced and bad habits are to be eradicated. The main aim of this study is to introduce the concept language errors from the standpoint of structural linguistics. This school uses the process of error analysis as a means for predicting, identifying, explaining and finally getting rid of language irregularities.
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.
The role of Metacognitive Strategies in the Creation of Discourse
(University of Eloued جامعة الوادي, 2016-03-07) NAOUA, Mohammed
Bachman and Palmer (1996) define communicative competence as the ability to create and interpret discourse. According to the authors, this ability is organized into two main constituents: language competence and metacognitive strategies. The former refers to the domain of information stored in memory; and encompassing grammatical, textual, functional and sociolinguistic knowledge. The latter refer to the metacognitive, the neurological and physiological processes that provide a cognitive management for language use. On the one hand, these mental processes make it possible for the different sectors of language knowledge to interact internally to create language. On the other hand, they serve as a mediator between these internal traits and the external context. This paper attempts to shed light on therole of metacognitionin the creation and interpretation of discourse
Specialized Discourse in Language Tests Axe: 1
(University of eloued جامعة الوادي, 2016-10-19) NAOUA, Mohammed
Assessing languages for specific purposes refers to the process of making inferences about test takers' language abilities, and about the capacity of using these languages in constrained academic or occupational domains. To make sure that the scores emerging from these tests will reflect the abilities to be measured and nothing else, three types of correspondence need to be provided. First, the characteristics of test takers need to be comparable to those of language users. Second, the constructs intended to be tested should bear some similarities to the competencies of real language users. Finally and most importantly, the test input needs to form a special instance of the specialized discourse related to the examinees' fields of specialty. The main aim of this paper is to highlight the role of specialized discourse in maximizing the interaction between test takers' background knowledge and the test input, which reinforces the concept of construct validity in language tests.
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.