DSpace Communauté:http://dspace.univ-mascara.dz:8080/jspui/handle/123456789/272026-08-24T03:12:18Z2026-08-24T03:12:18ZRetracing Violence and Trauma in the 20th Century American Novels: William Faulkner’s The Sound and the Fury (1929), and Ernest Hemingway’s A Farewell to Arms (1929)Chehri, Youcefhttp://dspace.univ-mascara.dz:8080/jspui/handle/123456789/14772026-07-07T09:29:16Z2026-07-07T00:00:00ZTitre: Retracing Violence and Trauma in the 20th Century American Novels: William Faulkner’s The Sound and the Fury (1929), and Ernest Hemingway’s A Farewell to Arms (1929)
Auteur(s): Chehri, Youcef
Résumé: The human psyche wades in the sea of trauma with a drowning body by dint of cultural, historical, political and economic grounds. The former enlarges the psychological wound making it fester into violent and/or disturbed identities. It is well-established that the notion of trauma has confronted us not only as a mere pathology, but also as a mystery with regards to the psyche’s relation to reality. This study aims at finding a link between violence and trauma, for that it chronologically investigates its effects on identity in reference to modernist postbellum American works via; William Faulkner’s The Sound and the Fury (1929), and Ernest Hemingway’s A Farewell to Arms (1929). Each in their own right helped weave a comprehensible and overarching representation of sundry types of violence and trauma.
Therefore, through these designated works, and the review of the literature on the notions of violence, trauma, and identity, this research attempts to explore the history of trauma, modern interpretation of the different types of violence, and elucidates the radical change in modern life with its long-term impact on the identity of modern society. Grounded in analyses of power and culture, this study employs Slavoj Žižek’s tripartite model of violence to scrutinise the chasm between subjective outbursts and the systemic, “objective” forces that sustain social oppression and war. The findings reveal that while violence and trauma fracture the self, they also operate as generative forces. Rather than restoring identity to pre-traumatic state, trauma reshapes it through an ethical labour of memory, resulting in a model of post-traumatic persistence grounded in endurance, responsibility, and bearing witness to historical rupture.2026-07-07T00:00:00Zالمنهج السيميائي في الخطاب النقدي الجزائري المعاصرلبزة, إسماعيلhttp://dspace.univ-mascara.dz:8080/jspui/handle/123456789/14742026-07-01T13:35:46Z2026-07-01T00:00:00ZTitre: المنهج السيميائي في الخطاب النقدي الجزائري المعاصر
Auteur(s): لبزة, إسماعيل
Résumé: يحاول بحثنا الموسوم بالمنهج السيميائي في الخطاب النقدي الجزائري المعاصر أن يتتبع الاتجاهات السيميائية للنقد الواعي عند النقاد الجزائريين المعاصرين الذين اتخذوا النظرية السيميائية منهجا لتحليل النصوص الإبداعية ، واستخراج الدلالة ما فيها من رؤى اجتماعية وثقافية وابستمولوجية.
هذا وينطلق البحث من المستوى النظري يحيط بـالنظرية السيميائية في الأعمال النقدية الغربية ، ومحاولة البحث عن آثارها في الخطاب النقدي الجزائري الواعي المعاصر، ومن ثم البحث عن طرائق التحليل السيميائية التي كانت تشكل ملمحا نقديا عند عديد السيميائيين الجزائريين، ومدى توظيفهم للمقولات النظرية وأدوات التحليل النقدي وهم يحللون النصوص الإبداعية بالمشرط السيميائي، وليس غريبا أن تجد في الخطاب النقدي الجزائري أسماء لامعة حاولت أن تنافس أعلاما سيميائية عربية وغربية، وشقت طريقا خاصا بها تذكر منها: عبد المالك مرتاض في سيميائياته التفكيكية ، وعبد الحميد بورايو ورشيد بن مالك في سيميائياتهما السردية، وغيرهم كثير ممن كانت لهم صولات وجولات نقدية سيميائية، مما يسمح لنا بأن نصف هذه الممارسة النقدية بالاتجاهات السيميائية في المنظور النقدي الجزائري.2026-07-01T00:00:00ZCooperative Learning as an Innovative Method to Boost the EFL Learners’ Writing Skills The Case of First Year LMD Students at the University of MascaraANTEUR, Houarihttp://dspace.univ-mascara.dz:8080/jspui/handle/123456789/14732026-06-30T09:15:57Z2026-06-30T00:00:00ZTitre: Cooperative Learning as an Innovative Method to Boost the EFL Learners’ Writing Skills The Case of First Year LMD Students at the University of Mascara
Auteur(s): ANTEUR, Houari
Résumé: Cooperative learning involves learners working together in small groups in which each member’s success is interdependent with the success of the group. This instructional approach aims to achieve shared goals and complete learning tasks both inside and outside the classroom. Cooperative learning is widely recognized as an effective teaching strategy that enhances social interaction, increases students’ motivation, and fosters a harmonious learning environment. However, its application in Algerian universities remains limited and is often restricted to ineffective projects or presentations. Therefore, the present thesis investigates the implementation of cooperative learning as an innovative method for enhancing first-year EFL learners’ writing skills at Mustapha Stambouli University of Mascara. In addition, it proposes a practical teaching and learning strategy to improve paragraph writing through the integration of cooperative writing tasks. The study is conducted as an action research project using a mixed-methods approach. Data are collected through pre- and post-tests, learners’ questionnaires, and semi-structured interviews with EFL teachers. The findings reveal that the implementation of cooperative learning has a positive impact on learners’ writing skills. Specifically, students tend to overcome psychological barriers such as fear, shyness, and anxiety. Moreover, cooperative learning promotes more effective learning and
enhances students’ critical-thinking skills compared to traditional lecture-based instruction. The results also indicate that students enjoy cooperative activities, which increases their classroom participation and interaction. Finally, cooperative learning helps develop essential teamwork skills, which are considered important prerequisites for future professional contexts.2026-06-30T00:00:00ZLittérature francophoneDIAF, Fredjhttp://dspace.univ-mascara.dz:8080/jspui/handle/123456789/14552026-06-01T13:07:47Z2026-06-01T00:00:00ZTitre: Littérature francophone
Auteur(s): DIAF, Fredj2026-06-01T00:00:00Z