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 Designing An Esp Syllabus Based On Needs Analysis: The Case Of Postgraduate Biology Students At Souk-ahras University(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Achouri KarimaTeaching English for Specific Purposes (ESP) requires selecting the required teaching and learning materials that need to be tailored to match the students’ specific needs, making needs analysis a critical step to determine what to teach and how to teach. Despite increasing interest in ESP globally, little research has been directed towards its implementation in the Algerian scientific departments—particularly biology—where both the field-specific content and the relevant materials are crucial. Addressing this gap, the study offers insights into practical ESP syllabus and materials tailored to meet the students’ academic needs. Therefore, the aim of this explanatory sequential mixed-methods research was twofold: It sought to identify the gaps between the existing ESP syllabus and the students’ actual needs while also exploring how appropriate ESP materials could be selected and adapted to meet their academic demands. Thus, conducting a needs analysis enables teachers to uncover students’ core academic needs, which in turn guides the design of effective and relevant course content and materials. Accordingly, this study grapples with two core questions: what basic academic needs do postgraduate biology students have, and which types of ESP materials are best suited to address those needs? To this end, a structured questionnaire was administered at the very beginning of the academic year 2020/2021 to 167 Master I students from the Department of Biology, University of Souk-Ahras. Additionally, an interview was conducted with two ESP teachers to gain in-depth insights into the existing syllabus. The data showed that teachers were not following any syllabus for teaching ESP, and no coordination sessions had been held, neither among language specialists nor with subject specialists. The data also indicated that a proper syllabus should be developed, taking the students’ expectations into account to better align classroom learning with the demands of their field. Based on these findings, an ESP syllabus was designed, along with relevant ESP materials, to address the identified needs and provide a more suitable and effective learning experience.Item Exploring The Effect Of Authentic Foreign-language Material On Learners’ Emotional Motivation(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Ait Mechedal Oussama Lounis; Hemaidia Ghlamallah; Hemaidia MohammedLearning is a process that involves negotiation of content between learners and their teachers. Since both participants are human beings, it is crucial to acknowledge their affective responses to content. One of the most studied notions in educational psychology is motivation. Therefore, the impetus behind the current study is to explore the effect of authentic teaching material on learners’ emotional motivation. To achieve this, the study employed a triangulation method that a teacher interview, classroom observations and a questionnaire. The teacher-addressed interview was conducted with 10 secondary-school English teachers in the province of Aflou, a city situated in central Algeria, about 400 Km to the south of Algiers the capital. Conversely, the remaining instruments were administered in the regions of Djelfa and Laghouat. Classroom observations were conducted in secondary schools of both regions, amounting to six sessions in total. The questionnaire was distributed to classes in the same schools and responses were obtained from 120 learners. The instruments collectively focused on collecting data about the learners physical and mental reactions to authentic teaching material on the basis that motivation can be observed in both the behavioural and the emotional changes that learners manifest. Another important aspect was the criteria considered by teachers while selecting authentic materials. The results reveal that the teachers adopt a broader view of authenticity that involves aspects such as real context, cultural relevance, intelligibility and relatability. As a result of incorporating authentic material, the learners’ motivation increases significantly as was visible in both their emotional reactions and high engagement levels.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 The Global Graduate In Algerian Higher Education: The Role Of English As A Foreign Language Teaching In Promoting Intercultural Global Citizenship(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Lahmar AbdelmalekIntercultural citizenship (ICE) and global citizenship education (GCED) stand today as defining pillars of contemporary educational agendas; through them, learners develop the capacity to navigate cultural diversity while exercising civic responsibility and ethical judgment. To articulate their intersection within the field of language education, and to distinguish this orientation from either framework in isolation, this study advances the construct of Intercultural Global Citizenship Education (IGCED), which integrates the civic orientation of GCED with the intercultural communicative and critically reflective dimensions central to language learning. Yet, within the Algerian higher education landscape, the operationalization of IGCED through English as a Foreign Language (EFL) instruction remains underexplored. Adopting an exploratory, mixed-methods design, the study interrogates the perceptions, attitudes, and pedagogical practices of university EFL instructors regarding IGCED integration. Findings substantiate that while instructors broadly endorse the transformative potential of IGCED, its enactment is constrained by systemic challenges, including rigid curricula, limited institutional resources, and insufficient professional development. Additional barriers emerge in assessment innovation and the pedagogical use of digital technologies, both of which hinder the fuller realization of IGCED objectives. The study argues that meaningful integration of IGCED requires reforms that transcend the individual teacher level, encompassing policy support, curricular renewal, and sustained professional development initiatives. By foregrounding these imperatives, the research contributes to the growing body of scholarship on global citizenship in tertiary education and underscores the need to reposition Algerian universities as incubators of globally competent graduates.Item La Dimension Interculturelle Dans Le Manuel De Fle Cosmopolite : Enjeux Didactiques Et Réception En Contexte Algérien(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Hamdad Amèle; Hamdad ChanezCette étude s’inscrit dans une réflexion sur l’enseignement du français langue étrangère en Algérie, en particulier à travers l’examen du manuel Cosmopolite 1. Elle met en lumière l’intérêt manifeste des adolescents algériens pour la langue française, ainsi que leur aspiration à des approches pédagogiques à la fois modernes et culturellement riches. L’analyse repose sur une observation menée au sein de l’établissement Education Embassy, où l’ouverture à l’interculturel se révèle être une préoccupation partagée tant par les enseignants que par les apprenants. L’objectif principal de cette recherche est d’évaluer la présence et la portée de la dimension interculturelle dans le manuel Cosmopolite, et d’en analyser l’impact sur la construction de la compétence interculturelle des apprenants. La problématique soulevée interroge la contribution effective de cette dimension à la formation linguistique et culturelle des élèves. Deux hypothèses fondent cette démarche : la richesse des activités proposées favorise l’appropriation de la langue, et l’approche interculturelle contribue de manière significative à l’enrichissement des compétences communicatives en FLE. This study falls within the field of French as a Foreign Language (FLE) didactics in Algeria and examines the role of the intercultural dimension in the Cosmopolite 1 textbook, widely used with adolescent FLE learners. The objective is to assess the extent to which this textbook contributes to the development of intercultural competence in the classroom, and to understand how teachers perceive and implement this dimension in their pedagogical practices.The methodology adopted follows a mixed approach: a questionnaire was administered to teachers at the Education Embassy institution, and a classroom observation was conducted to analyze the effective integration of intercultural content into teaching practices.The results show that teachers unanimously acknowledge the presence and relevance of the textbook’s intercultural components, which are considered both motivating and educational for learners. Classroom observation confirms that these activities foster student engagement, stimulate cultural curiosity, and enhance communicative competence. However, the impact of the textbook largely depends on the teacher’s didactic choices and on how classroom heterogeneity is managed.The study concludes that Cosmopolite 1 is a valuable tool for linking linguistic learning with intercultural training in the Algerian context, although its effectiveness relies on a thoughtful and context-sensitive use of the resources it offersItem Les Besoins Spécifiques Des Auxiliaires De Vie Scolaire Dans Le Système éducatif Algérien : Une étude Empirique(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Bouzidi Souraya; Necer Rawnek; Rahim Nour ElhoudaL'introduction récente des Auxiliaires de Vie Scolaire en Algérie (AVS) marque une évolution significative vers l'éducation inclusive. Cette recherche examine les besoins spécifiques de ces professionnels, en termes de formation et de soutien, pour optimiser l'accompagnement des élèves en situation de difficulté au primaire. Une enquête quantitative par questionnaire a été menée auprès de 30 AVS répartis dans 18 wilayas algériennes. Les données ont été analysées selon une approche mixte combinant statistiques descriptives et analyse thématique. Cette étude révèle des lacunes importantes dans la formation et l'accompagnement des AVS, nécessitant une réforme structurelle du système de formation et une amélioration de la coordination interprofessionnelle. Abstract The recent introduction of School Life Assistants (SLA) in Algeria marks a significant shift toward inclusive education. This research examines the specific training and support needs of these professionals to optimize support for students with disabilities. A quantitative questionnaire survey was conducted among 30 SLAs across 18 Algerian provinces. The data were analyzed using a mixed-methods approach combining descriptive statistics and thematic analysis. This study reveals significant gaps in the training and support of SLAs, requiring structural reform of the training system and improved interprofessional coordination. The recent introduction of School Life Assistants (SLA) in Algeria marks a significant shift toward inclusive education. This research examines the specific training and support needs of these professionals to optimize support for students with disabilities. A quantitative questionnaire survey was conducted among 30 SLAs across 18 Algerian provinces. The data were analyzed using a mixed-methods approach combining descriptive statistics and thematic analysis. Les besoins spécifiques des auxiliaires de vie scolaire dans le système éducatif algérien : Une étude empirique 488 This study reveals significant gaps in the training and support of SLAs, requiring structural reform of the training system and improved interprofessional coordinationItem The Influence Of French On English Reading Learning In Algerian Primary Schools: A Theoretical And Empirical Study(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Benghezala FathiThis paper investigates the influence of French on English reading learning among Algerian primary school students, focusing on the phenomenon of linguistic transfer. Algeria’s multilingual context, where French is widely used alongside Arabic, provides a unique setting to explore how prior knowledge of French impacts the acquisition of English reading skills. The study combines theoretical analysis with empirical research to identify patterns of positive and negative transfer between French and English and proposes pedagogical strategies to optimize English reading instruction. Data were collected through reading comprehension tests and classroom observations, and analyzed using a mixed-methods approach. The findings reveal significant areas of linguistic transfer, particularly in vocabulary, syntax, and orthography, and suggest that leveraging students’ French proficiency can enhance English reading learning. This research contributes to the fields of applied linguistics and language education by providing insights into multilingual language acquisition.Item Analyse Sociolinguistique D’une Nouvelle écriture En Arabe Algérien : Cas Du Roman « Fahla » De Rabeh Sebaa.(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Nafissa ZeroualiNotre article qui s’inscrit dans le champ de la sociolinguistique, s’intitule « Analyse sociolinguistique d’une nouvelle écriture en arabe algérien, cas du roman Fahla de Rabeh SEBAA ». Cette recherche s’articule autour des questions suivantes : quels sont les procédés sociolinguistiques mis en œuvre par Rabeh SEBAA dans sa nouvelle écriture romanesque ? / Quel est l’objectif de l’auteur d’avoir choisi l’arabe algérien comme la langue de son roman ? Pour ce faire, nous avons dégagé d’une part les différents procédés sociolinguistiques adoptés par l’écrivain au sein des divers passages du roman et d’autre part, il s’agit de révéler l’intention de l’écrivain d’avoir pris l’initiative d’écrire dans un code linguistique particulier tout en s’appuyant sur l’interprétation des réponses de l’entretien que nous avons mené avec l’écrivain. Our dissertation falls within the field of sociolinguistic, it’s entitled «sociolinguistic analysis of a new writing in algerian arabic, case of Fahla novel by Rabeh SEBAA ». this research revolves around the following questions : what are the sociolinguistic processes implemented by Rabeh * Auteur correspondant : Nafissa.zerouali@univ-relizane.dz ZEROUALI Nafissa et SABIA Houaria Hadda 449 SEBAA in his new novel writing ? What is the author’s objective in choosing Algerian Arabic as the language of his novel to answer these questions, we have identified on the one hand the different sociolinguistic processes adopted by the writer within the various passages of the novel and on the other hand, it’s question of revealing the intention of the writer to have taken the initiative to write in a particular linguistic code while relying on the interpretation of the answers of the interview that we conducted with the writerItem Analyse Sémiotique Du Tapis De Babar : Formes, Couleurs Et Structures Symboliques Dans L'artisanat Amazigh De Khenchela(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Beroual Kamel; Aichaoui MayadaCette recherche propose une analyse sémiotique du tapis traditionnel de Babar (Khenchela), objet patrimonial amazigh porteur d'un système symbolique complexe. Mobilisant les approches de Peirce, Saussure, Barthes et Floch, l'étude révèle comment motifs géométriques, couleurs et compositions visuelles construisent un discours identitaire. L'analyse comparative avec d'autres tapis nord-africains confirme l'inscription du tapis de Babar dans une tradition visuelle amazighe. This research proposes a semiotic analysis of the traditional Babar carpet (Khenchela), an Amazigh heritage object bearing a complex symbolic system. Using approaches from Peirce, Saussure, Barthes and Floch, the study reveals how geometric patterns, colors and visual compositions construct identity discourse. Comparative analysis with other North African carpets confirms the inscription of Babar carpet in Amazigh visual tradition