- [FLLA-ANG] Théses de Master II
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- ItemDreams and the unconsconscious in wide sargasso sea: a psychoanalytic - feminist study(2026) SHOUROUK HENNOUSThe present thesis examines the role of dreams and fragmented narration in Wide Sargasso Sea from a psychoanalytic-feminist perspective. It investigates how Jean Rhys employs the unconscious as a narrative space through which female subjectivity resists patriarchal and colonial forms of oppression. While previous scholarship has predominantly focused on postcolonial and feminist interpretations of the novel, this study redirects attention towards the psychological significance of dreams as modes of unconscious expression rather than mere manifestations of madness or emotional instability. The methodology combines psychoanalytic theory, feminist narrative criticism, and close textual analysis. The study primarily draws upon Sigmund Freud’s theories of dreams, repression, and the unconscious, alongside Jacques Lacan’s concepts of the Symbolic Order, the Imaginary, and fragmented identity. This interdisciplinary framework facilitates a deeper exploration of trauma, repression, silence, and psychological resistance within the novel. Through an analysis of recurring dream sequences, fragmented narration, and symbolic imagery, including fire, mirrors, and forests, the thesis demonstrates that dreams function as alternative spaces in which suppressed fears, desires, and conflicts of identity emerge despite social and symbolic constraints. Furthermore, the study reveals that Rochester’s narrative authority and his renaming of Antoinette constitute forms of symbolic violence aimed at erasing female subjectivity. Ultimately, the thesis argues that Wide Sargasso Sea transforms the unconscious into both a psychological and political site of resistance through which a silenced female identity seeks to reclaim voice, agency, and selfhood
- ItemTITLE OF THE DISSERATION: INTELLECTUALCONTROL AND IDENTITY TRANSFORMATION IN RAY BRADBURY’S FAHRENHEIT 451(2026) BENAMR MohammedIn the classic dystopian novel Fahrenheit 451 (1953), American author Ray Bradbury describes a society where reading and intellectual pursuits are suppressed by burning books and where individuals are manipulated to accept distraction and happiness rather than knowledge and critical thinking. This research is based on a qualitative approach that combines description, analysis and comparison, as it examines the theme of intellectual control as a major threat to individual freedom and the transformation of identity. The story follows Guy Montag, a fireman tasked with setting fires instead of stopping them, and he experiences different stages that developed his identity from blind obedience into finding his true inner self. First, the objective was to examine how intellectual control works in Fahrenheit 451 through Foucault's mechanisms of power, discipline, surveillance, and normalization as tools of social domination. Then, this work had an objective to trace Montag's psychological transformation using Freud's structural model of the psyche and defense mechanisms to understand how identity is destroyed and rebuilt. Finally, the researcher tried to compare Bradbury's vision of voluntary intellectual suppression with the forced control depicted in 1984 by George Orwell and Brave New World by Aldous Huley, to show what makes Fahrenheit 451 uniquely relevant to modern society. The present literary analysis shows that intellectual control limits intellectual freedom and changes Montag's controlled identity from ignorance and conformity to awareness and resistance
- ItemExploring Inspirational Teaching and its Contribution to Enhancing EFL Students’ Lifelong Learning Competencies: A Case Study of EFL Students and Teachers in the Department of English(Djillali Liabes University of Sidi Bel-Abbes)(2026) Mohammed FODILThe enhancement of students’ motivation and engagement has become an important concern in contemporary language education. Accordingly, this research aims to investigate EFL students’ perceptions of inspirational teaching and its role in shaping their academic engagement, attitudes towards learning, and lifelong learning tendencies. Indeed, the study explores how inspirational teaching can be enhanced among teachers and how it contributes to the development of EFL students’ lifelong learning competencies in an ever-changing world. This study employed a mixed-methods approach, triangulating both quantitative and qualitative methods to collect comprehensive data through students’ structured questionnairesand teachers’ semi-structured interviews enriched with a storytelling perspective. The population of the study consisted of 41EFL students and 15 EFL teachers from the Department of English. The findings revealed that inspirational teaching plays a significant role in fostering lifelong learning among EFL students by enhancing their motivation, engagement, confidence, and willingness to learn beyond classroom boundaries. The results further demonstrated that exposure to learner-centred practices, supportive classroom environments, and inspiring teacher models may contribute to the promotion of inspirational teaching qualities among both EFL teachers and pre-service teachers. Overall, the study highlights the importance of inspirational teaching as an approach capable of influencing students academically, personally, and professionally, while offering valuable implications for teacher education and EFL pedagogy.
- ItemChallenges of Developing the Reading Skill in English as a Foreign Language among Algerian Primary School Learners– Case of study Merradi Mohamed School(2026) Meriem KERROUM; Henia BENCHIKHThis dissertation investigates the challenges faced by primary school teachers in teaching reading in English and explores the strategies and pedagogical approaches used to overcome these challenges. The study aims to provide insights into the specific difficulties encountered in English language instruction at this stage of primary education and to offer practical recommendations for enhancing the teaching and learning experience. This study examines also methodological approaches to developing reading skills in primary school learners. The components of reading proficiency—reading fluency, conscious reading, expressive reading, text comprehension, and retelling—are analyzed from a scientific perspective. The effectiveness of phonetic exercises, text-based instruction, differentiated tasks, and interactive learning strategies in improving reading literacy is demonstrated. Considering the developmental and psychological characteristics of young learners,A mixed-methods approach was employed in the research methodology, combining surveys and classroom observations. Data was collected from a diverse group of teachers working in various primary schools in the province of Sidi Bel Abess, during the academic year 2025-2026. The analysis of the data involved both qualitative and quantitative techniques to provide a comprehensive understanding of the challenges and effective practices. The findings reveal several significant challenges faced by teachers in teaching English to primary school pupils. These challenges include limited vocabulary acquisition, difficulties in sentence formation and grammatical structures, low motivation and engagement, and varying levels of language proficiency among students.The study highlights the importance of teacher professional development and collaboration in effectively implementing these strategies. The implications of the findings suggest the need for curriculum enhancements, resource allocation, and support for teachers in effectively teaching English to primary schools pupils. This study contributes to the existing literature on English language education in primary schools and provides practical insights for policymakers, curriculum developers, and educators to improve the quality of English instruction in primary school level.
- ItemTeaching English Culture Through Literature in Islamic Countries Arabian Sands as case study(2026) Nadjet BesbasEnglish has become a global language and learning it is very important. However, an important question is whether learning English also means learning the culture of English-speaking people, either consciously or unconsciously and how this may affect learners’ cultural identity.In the Arab world, this issue is very important because of its long relationship with English-speaking countries, its strong local culture and language, its large expatriate population and the rapid changes in society. Teaching a language is usually connected to teaching its culture, but in many cases English is taught without focusing on its cultural aspects. Many students can speak English and pass exams, but they may not know much about the culture behind the language.This study investigates the role of literature in teaching English culture in Islamic countries. It is based on the assumption that learning a foreign language is closely related to understanding its culture. Therefore, this research aims to explore how literary texts can be used as an effective tool to introduce English culture while respecting the values and traditions of Islamic societies.The theoretical part of this study focuses on the relationship between language and culture as well as the importance of literature in English language teaching. It also discusses the challenges of teaching a foreign culture in Islamic contexts and highlights the role of literary texts in developing learners’ cultural awareness.The practical part adopts a quantitative and qualitative research approaches. A questionnaire was administered to a sample of primary school teachers in order to investigate their attitude towards the use of literary texts in teaching English culture.The findings reveal that although teachers recognize the importance of integrating culture in language teaching the use of literary texts remains limited in the classroom. That’s why the study recommends promoting the use of literature as a means of teaching English culture in a way that respects learners’ cultural and religious background as well as providing teachers with appropriate training and guidance.
