مجلات اللغة العربية وآدابها
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Item The Correlation Between Digital Literacy And Critical Thinking Among Efl Master 2 Learners In Didactics: An Investigation Within A Research Skills Module(Revue algérienne des sciences du langage (RADSL), 2026-06-10) Bilouk ImeneIn today's evolving world, possessing digital literacy and critical thinking skills is crucial for effectively navigating and discerning pertinent information. This is especially true in the Research Skills module, where learners are required to access, comprehend, and critically evaluating sources of information related to real-world inquiries. The present investigation thus attempts to understand the connection between digital literacy and critical thinking of Master's learners specializing in Didactics of Foreign Languages at the English Department, Blida 2 University. The investigation employed a correlational, quantitative research design. The sample consisted of 68 learners (n=68) conveniently drawn from the population of EFL Master 2 didactics. Data were gathered through an online survey, a quantitative measure used to identify different facets of digital literacy. Two exploratory tests were administered as part of the Research Skills module to measure their critical thinking performance. The correlations between critical thinking test 1 and the digital literacy scale (r = -.165, p = .178), and between critical thinking test 2 and the digital literacy scale (r = -.155, p = .208), were weak and not statistically significant, indicating that digital literacy is not a predictor of critical thinking in the Research Skills module. Teachers should take the lead in creating learning activities and pedagogical practices that incorporate digital literacy and critical thinking components so that students can learn when, why, and how to use technology efficiently and effectively for research.Item Enseignement-apprentissage De La Lecture En Cycle Primaire En Algérie Cas Des élèves De Troisième Année Quelles Difficultés Et Quelles Remédiations ?(المجلة الجزائرية لعلوم اللسان - مخبر اللسانيات وعلم الإجتماع اللغوي وتعليمية اللغات - كلية اللغة العربية وأدابها- جامعة الجزائر02- أبو القاسم سعد الله, 2021-06-03) Bedjaoui, Wafa; BOUAZRI, FatihaPar cette contribution, nous ambitionnons de présenter les résultats d’une recherche menée dans le cadre de la didactique de la lecture en contexte FLE. L’objectif étant d’observer les pratiques enseignantes quand il s’agit d’enseigner la lecture à des élèves algériens de l’âge de 8 ans. Pour répondre à notre problématique formulée ainsi : Comment des apprenants algériens du cycle primaire apprennent-ils à lire à l’école publique ? L’objectif est de recenser les difficultés liées à l’apprentissage de la lecture en L2/L3 afin de proposer des remédiations didactiques et pédagogiques. Nous prendrons comme appui épistémologique les différentes théories en didactique du FLE relatives à la lecture et à son apprentissage. En ce qui concerne notre démarche méthodologique, nous allons mener une enquête par questionnaire et par observation des cours de français pour dégager quelques éléments de réponses With the aim of conducting a research situated in the Algerian school context, we have opted for a topic that deals with reading in an FLE context. Our article focuses on the learning of reading in a third grade primary school class in order to answer our questions about the learning methods adopted by the teacher, and to study closely the difficulties faced by the pupils in the selected sample. We will take as epistemological support the different theories in the didactics of French as a foreign language relating to reading and its learning. As far as our methodological approach is concerned, we will carry out a survey by questionnaire and by observation of French lessons in order to find some answers. Reading and interpreting the results of this survey shows that teachers do not attach too much importance to reading in class sessions, although it is a skill to be acquired that is essential to any teaching.Item تعليمية التحليل السيميائي للنصوص السردية، تطبيق على قصة ( الجرح و الأمل) في الكتاب المدرسي للسنة الثالثة ثانوي آداب و فلسفة(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2023-12-30) بن عبد الكريم, أحمديستهدف هذا المقال - عبر إجراء النقل الديداكتيكي للمعارف العالمة – إثبات إمكانية تطبيق المقاربة السيميائية للنصوص السردية المدرسية، و إبراز أبعادها و فضائلها التعلمية ،و ذلك عبر تقديم نموذج : دراسة تطبيقية على قصة (الجرح و الأمل لزليخة السعودي ) من كتاب السنة الثالثة ثانوي آداب وفلسفة ، إذ بالرغم مما تضمن هذا الكتاب من أسئلة فرعية للمقاربة السيميائية في النصوص القصصية ،و ما جاء به دليل مخطط التدرج في التعلمات الصادر عن المفتشية العامة للبيداغوجيا من توجيه مباشر لتطبيق هذه الرؤية إلا أن الأمر على صعيد التطبيق ،و التصديق لا يزال محدودا جدا ، أو منعدما بفعل : الغموض ،و غياب الإطار النظري المتدرج ، و النماذج التطبيقية ، و ضعف استشراف فضائل هذه المقاربة. Through conducting the didactic transfer of scholarly knowledge , this article paper tends to prove the possibility of applying the semiotic approach to school narrative texts, and to highlight its dimensions and learning virtues by presenting a model: an applied study on the story [El-Jurh w’ El-Amel] (The Wound and Hope) authored by Zulaikha Al-Saudi , an extract from the third-year Secondary School Book of Literature and Philosophy. Hence, despite the fact that this book includes sub-questions for the semiotic approach in the narrative texts and the direct guidance for the application of this vision, in terms of the implementation and certification of the Graduation Scheme in Instructions, issued by the General Inspectorate of Pedagogy, the point in terms of application and ratification remains very limited, or excluded due to ambiguity and the absence of a gradual theoretical framework, applied models, and the weakness of anticipating the virtues of this approach