مجلات اللغة العربية وآدابها
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Item Bridging The Linguistic Gap: Addressing Reading Comprehension Challenges For The Algerian Dentists(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Moussedek SaraThis study examines the reading comprehension challenges of French-educated Algerian dentists when reading English-language medical texts. With a quantitative survey sent to twenty-five (n=25) practicing dentists, the study identifies marked linguistic challenges, including challenges with medical terminology (particularly abbreviations), intricate sentence structures, and unfamiliar rhetorical conventions in English texts. It is revealed that although the participants employ coping mechanisms such as computer translation programs and peer suggestions, these strategies often lead to partial understanding or misinterpretation due to the complexity of medical texts. Systematic reading approaches, bilingual glossary development, and group learning techniques are suggested as targeted interventions to enhance professionals' ability to access and comprehend English medical literature. The results point to the need for programmatic English for Medical Purposes (EMP) education in francophone medical faculties, dental sciences in particular, to bridge this language divide and enhance evidence-based practice. The present study contributes to ongoing debates regarding multilingual medical literacy and offers practical recommendations for greater professional access to cross-cultural research. Long-term effectiveness of such measures in clinical contexts should be examined through future studies.Item Investigating The Impact Of Interactive Reading Aloud On Efl Learners’ Language Processing And Interpretive Skills(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Zeghoudi ImaneIn English as a Foreign Language (EFL) learning contexts, vocabulary development and reading comprehension are fundamental skills that contribute significantly to students' linguistic competence and critical thinking. This quasi-experimental study explores the effect of interactive reading-aloud strategies on enhancing these skills among first-year students at the Teachers’ Higher College of Laghouat (ENSL), “Taleb Abderrahmane.” A total of 30 students from the PEP, PEM, and PES programs were randomly assigned to two groups: a control group that engaged in silent reading and an experimental group that participated in interactive reading-aloud sessions. Data were collected through pre- and post-tests as well as four instructional treatments designed to measure comprehension and vocabulary retention. Statistical results revealed a notable improvement in the vocabulary capacity of the experimental group (p = 0.001), whereas reading comprehension scores showed no statistically significant difference between groups (p = 0.188). Nonetheless, students in the experimental group displayed a more positive attitude toward reading-aloud activities during the treatments. These outcomes underline the pedagogical value of interactive reading aloud as a means to strengthen vocabulary acquisition in EFL learners. The study encourages its integration into EFL classrooms and recommends further research to evaluate its long-term effects in varying educational contexts.Item L'usage De L'écran Numérique Comme Support De Lecture, Quel Impact Sur Le Processus De Cette Dernière ?(المجلة الجزائرية لعلوم اللسان- مخبر اللسانيات وعلم الاجتماع وتعليمية اللغات- كلية اللغة العربية وأدابها - جامعة الجزائر 02 أبو القاسم سعد الله, 2024-12-22) Djili, Meriama; Amorouayach, Essafia; LegrosLa présente contribution se fixe pour objectif d’étudier l’effet de l’écran numérique sur deux facteurs fondamentaux dans le processus de lecture à savoir, la vitesse de lecture et la pertinence de la compréhension. L’interrogation centrale de notre étude est la suivante : Quel est l’impact de la lecture sur écran sur la compréhension et la vitesse de lecture ? Afin d’y répondre nous avons réalisé une enquête de terrain par questionnaire, entretien et expérimentation, auprès d’étudiant e première année, du département de classes préparatoire de l’Ecole Nationale Supérieure Agronomique d’Alger. L’analyse des résultats révèle l’intérêt particulier que manifestent les étudiants pour la lecture sur écran. This contribution aims to study the effect of the digital screen on two fundamental factors in the reading process, namely reading speed and relevance of understanding. The central question of our study is the following: what is the impact of reading on screen on comprehension and reading speed? In order to answer this question, we carried out a field survey by questionnaire, interview and experimentation, with fist year students, from the preparatory classes department of the National Higher Agronomic School of Algiers. Analysis of the results reveals the particular interest shown by students in reading on screen.Item The Use Of Metacognitive Strategies In Reading Comprehension A Case Of First Year Efl Students At Tizi- Ouzou University(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2023-06-09) ALIOUCHOUCHE, Fadhila; CHERIK, LouizaMetacognitive strategies that allow students to plan, control and evaluate what they read, have an essential role in the improvement of reading comprehension. The aim of this study is to investigate EFL students’ use and awareness of metacognitive reading strategies for comprehending academic texts. A questionnaire was used for data gathering and the sample of the study consisted of 49 first year EFL students at the university of Tizi- ouzou. The findings reveal a low level use and awareness of the planning, monitoring and evaluating strategies. The study recommends that students should develop positive attitudes towards reading academic texts and teachers are requested to integrate a metacognitive reading strategy instruction to foster their students’ metacognitive awareness and their comprehension abilities.