Among the different techniques used in FLE classroom, and in order to live a humanly and pedagogically enriching experience, we will study how the use of theatrical practice as part of the teaching of learning French as a foreign language allows learners to learn familiarize with this language and develop their oral expression skills. We chose students preparing a French degree in Algeria as a case study.

The present study aims at fostering learner autonomy and attitudes among EFL students through a creative-writing project. To attain such an objective, a group of third-year students of English at Mentouri Brothers University has been engaged into a multiphase, story-writing project in an out-of-classroom setting, namely a writing centre. The Learner Autonomy Profile Short-Form (LAP-SF) was the instrument used prior and subsequent to the experiment to measure the subjects’ degree of autonomy. The obtained results have shown that the students who have received the experimental treatment could develop a learning autonomy, while those who have not undergone the experiment remained largely non-autonomous. These findings confirm the hypothesis and demonstrate that learner autonomy can be successfully implemented through extracurricular, creative-writing projects.

The teaching of foreign languages and more specifically French in Algeria, has set itself the objective, by advancing the introduction of French into 3 year primary, to develop the language skills of the child and to promote French culture in this complex plurilingual context and this, through the reform of 2003. However, this cultural dimension seems marginalized in the Algerian textbooks despite an official reformist discourse inciting the support of this dimension in the language class. The French language course should highlight cultural competence in order to sensitize the learner to the question of otherness, and the textbook is the didactic tool to achieve this goal. This contribution attempts to answer this question: which culture carries the French textbook ? Is it the culture of the Other or, on the contrary, the local culture to promote national identity?

The teaching / learning of oral in Lebanon is discussed in this article which highlights the analysis of a session observed in a public school in northern Lebanon. This detailed analysis targets not only the obstacles that have arisen, but also the various strategies adopted by the teacher as well as the learners behaviors in order to lead to some didactic advances.

This article focuses on the field of urban sociolinguistics. It attempts to analyze the phenomenon of spatio-linguistic segregation within the city of Bejaia. It presents and analyzes the results of the survey of the inhabitants of some districts of Bejaia. Through this questionnaire, the eighty-four (84) interviewees interviewed express themselves on the different representations of the person with a language, with the consequences of this relationship.

The present paper reports in summary the findings of a study conducted with University students. The research aims at identifying the type of strategies used by university students in their oral production. Furthermore, it investigates learners’ strategies use in terms of gender differences and speaking proficiency. The main research hypothesis posits that gender differences and speaking proficiency as variables influence on the strategy deployment of the learners. For ease of presentation, the following article comprises two distinctive parts. In the first section, the theoretical background of the study will be presented. The learning strategies together with the learning theories which support their use will be given primary interest. The second part of the study is practical in nature. It includes both the results and analysis of the study. To reach our goal, a descriptive quantitative approach was adopted with a sample of 50 participants from two Universities in Algeria. The elicitation tool used was a speaking test, and a strategy checklist adapted from Oxford Rebecca’s (1990) Strategy Inventory for Language Learning and Cohen Andrew’s model of speaking strategies checklist (1996). The final results reveal that though no significant differences were found between male and female students in terms of their overall use of learning strategies, it is at the individual strategy level that gender differences were observed.

The human being is not defined only by a name, an age, a sex, or an affiliation to a spatial territory limited by enterable and observable boundaries; it is complex and ambiguous. Its identity is not only, a datum, posited as a fatality, an obviousness, but rather a construction made in difference, contrast and otherness. Our communication deals with national identity, its construction, its impact on the representation of the self and the other. We chose to work on this notion in press speeches following three crisis situations; situations that exacerbate the feeling of belonging to the ingroup and lead to detachment to the outgroup.

The debate on meaning is often limited to an opposition between two logicians: on the one hand descriptivists (Frege, Russell, Searle) for whom the proper name would be a disguised description, on the other the causalists (Mill, Kripke) according to which the proper name refers without assigning meaning. We have opted in this work for a lexical analysis of brand names / product names which can be seen as a macroanalysis of the corpus. Thus, we will focus our attention on the surface meaning as it emerges from the reading of the confectionery packages marketed locally (in the presence of two or more languages in order to demonstrate that the brand names are indeed linguistic signs. are different because their meaning is regulated by a linguistic and pragmatic context as well as by a conceptual system. Our corpus will be analyzed under the eye of an analytical grid of Jean-Louis Vaxelaire, Mortureux et al. Galisson.