- [FLLA-ANG] Théses de Master II

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    Approaching the Reader-response Criticism through the Teaching of Fictional Prose
    (2021) Nour El Djihene KERMAD; Chaimaa SELLAKH
    Literature plays a great role in the EFL curriculum, for it is a proper material subject for language learning process. The teaching of literature demands the proficiency and control of language skills in addition to the reading of literary texts that is a fundamental in its process. Nonetheless, students may encounter difficulties in this process, mostly due to lack of using methods and strategies in teaching literature in order to develop students’ thinking capacities, as to selecting inadequate literary materials. Therefore, they accomplish negative outcomes in their learning. On account of, this research aims to introduce the reader-response theory as an effective critical method in teaching literature for Algerian EFL context and to show how this theory influence students’ ability to experience relevance in their learning process, and to acknowledge them as critical readers. The current research employed a questionnaire addressed to both master one and two literature and civilisation students at the English department at Djillali Liabes University of Sidi Bel Abbes, a classroom observation and an interview for teachers from the same department, for gathering both quantitative and qualitative data. The results obtained from all the data methods analysis accorded on the basis that using the target theory in teaching literature, more particularly fictional prose is essential and valuable for the future of the Algerian EFL literature classroom, as it serves positively both the teaching and learning process. Adopting the reader-reaction activates EFL students to be conscious in their communication as readers with texts; they would be utterly culturally competent. for this reason, it is suggested to proceed the target theory with other different literary genres or EFL Algerian pedagogical settings in order to create positive outcomes of literary awareness.
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    Enhancing Learners’ Receptive and Productive Skills through Incorporating Cinematic Literature in EFL Classroom: the Case of Master Literature at Djillali Liabès University
    (2021) Azzeddine Sekrane; Zakaria Islem Khori
    This thesis deals with the topic entitled “Enhancing Learners’ Receptive and Productive Skills through incorporating Cinematic Literature in EFL Classroom: the Case of Master Literature at DJILLALI LIABES University. The desire to carry out this research stems out from reflections on the way English literature is being taught in the Algerian EFL classroom, which is the traditional teacher-centred approach. The researchers aims at investigating the incorporation of cinematic literature in EFL classroom and its effectiveness at enhancing EFL learners’ listening, speaking, reading, and writing abilities (Receptive & Productive skills). The present enquiry follows a mixed method approach. Mainly focusing on the impact of implementing adapted films as a tool for teaching literature, and its benefits on foreign learners, supported by a semi structured online questionnaires for both master one/ two students and the second research instrument is a semi structured recorded interview for the EFL teachers at the level of DJILALI LIABES Faculty of Letters, Languages and Arts, Department of English. The research tools aims to explore the learners’ different point of views, likewise the teachers’ interview to check their responses and build out of it results. This study is established on the year of (2020-2021). And it indicates that the majority of responses are aware of the benefits of cinematic literature on improving learners’ skills, Based on the findings, the researcher recommends using cinematic literature as a technique to enhance an amount of skills for the students as well utilizing adapted films in the English literature teaching process. This study includes suggestions of a lesson plans using film adaptations of novels, short stories or plays — with discussion questions and Assignments for further researches.