Ces cours sont conçus pour les étudiants de master II (specialite: science du langage)afin de permettre une maîtrise académique de la langue anglaise en considérant les niveaux d'analyses propres à l'étude d'une langue étrangère. Les niveaux d'analyses incluent principalement les aspects morphologiques, syntactiques, sémantiques et surtout phonétiques et phonologiques. Les objectifs souhaités en fin de ce cycle de formation en spécialité de 'sciences du langage' préconisent une mise à niveau de tous les étudiants en Master II en matière de connaissance de la langue en tant que langue étrangère et une prise de conscience des différentes caractéristiques de cette langue en termes de propriétés phonologiques surtout. Dans ce sense, les étudiants seront en mesure de présenter ses acquis langagiers a leurs futurs élèves/étudiants une initier au monde de l'enseignement.
- Enseignant: BOUMEDIENE BERRABAH
The lectures incorporate a
four-aspect study of language layers, split into two main parts. The first is a
neat survey the main branches dealing with sounds of the language: phonetics
and phonology. The first part; namely the phonological level, has gained the
lion’s share due to the importance of bringing Master II EFL students to
appreciate all the sound manifestations in comparing and contrasting languages.
It helps to clarify the shared phonetic properties that languages have in
common and at the same time gives different aspects of sound combinations
whereby languages may differ. This strong focus on the phonological aspect over
the other levels is meant to compensate the slimming down of the phonetic and
phonology programmes to only two years (first and second undergraduate studies)
with a very short time allotment of only one hour per week. Subsequently, EFL
students will never come across the basic phonological aspects of the target language
they are supposed to master. Arguably, such courses of language and
about language give a holistic view of both the internal structure of language
(its form) and the varied uses of language in human everyday uses (its
function). For this and that, language learners should be encouraged to apply
some of the analytic procedures presented in these lectures or others to consider
some of the similarities and/or discrepancies that may exist in the study of a
native language, a second language or a completely foreign one and mainly
putting focus on different language-related issues. As the outline will show, there is evidence
of considering the different levels: phonology, syntax, morphology and semantics. These are the levels of linguistics whereby the present lectures are set to to bring continuation of the former programme(s)
in which EFL learners were administered a whole chemistry of variables and
concepts via different schools of linguistics.
- Enseignant: BOUMEDIENE BERRABAH
In preparing this paper, there has been a clear intention to provide Master
Two EFL students with a survey of what is known about language not only as a
system of syntax and packages of lexical items but as a set of levels, all of
which, constitute the basic components of human communication. In due course,
Master Two students have supposedly acquired all-related concepts about language in its manifold manifestations during their under-graduate studies Arguably, such courses of language and
about language give a holistic view of both the internal structure of language
(its form) and the varied uses of language in human everyday uses (its
function). For this and that, language learners should be encouraged to apply
some of the analytic procedures presented in this paper or others to consider
some of the similarities or discrepancies that may exist in the study of a
native language, a second language or a completely foreign one and mainly
putting focus on different language-related issues. As the outline shows evidence of different levels (phonology, syntax,
morphology and semantics) of linguistics, the present paper is intended to
bring continuation of the former programme(s) in which EFL learners were
administered a whole chemistry of variables and concepts where different
schools of linguistics have been largely presented through historical
linguistic courses dealing with general linguistics and the main branches
deriving from, such as: sociolinguistics, psycholinguistics, neurolinguistics
and applied linguistics. In addition, to provide greater clarity and relevance,
the present paper tries to incorporate many changes that reflect developments
in linguistic analysis in relation to the nature of ‘human’ language first,
then dealing with analysis of linguistic levels by analysing, comparing and
contrasting the languages which students themselves are supposed to know, such
as: Arabic, French and English in terms of structure, word-building, phoneme
combinations and deeper phonological consideration shared between these
languages.
- Enseignant: BOUMEDIENE BERRABAH
As the outline shows evidence of different levels (phonology, syntax,
morphology and semantics) of linguistics, the present paper is intended to
bring continuation of the former programme(s) in which EFL learners were
administered a whole chemistry of variables and concepts where different
schools of linguistics have been largely presented through historical
linguistic courses dealing with general linguistics and the main branches
deriving from, such as: sociolinguistics, psycholinguistics, neurolinguistics
and applied linguistics. In addition, to provide greater clarity and relevance,
the present paper tries to incorporate many changes that reflect developments
in linguistic analysis in relation to the nature of ‘human’ language first,
then dealing with analysis of linguistic levels by analysing, comparing and
contrasting the languages which students themselves are supposed to know, such
as: Arabic, French and English in terms of structure, word-building, phoneme
combinations and deeper phonological consideration shared between these
languages. In this vein, it will be clearly established that if languages share
the same phonetics properties, they can be different phonologically. Logically,
cases of assimilation, elision, linking and many other aspects related to
phonetics and phonology, like: distinctiveness and redundancy or intonation
will show discrepancies and similarities between the existing languages in the
Algerian community.
- Enseignant: BOUMEDIENE BERRABAH
- Enseignant: SMAIL BENMOUSSAT
- Enseignant: NOUREDDINE MOUHADJER
- Enseignant: RAHMOUNA ZIDANE
The present paper is intended to bring continuation of the former programme(s) in which EFL learners were administered a whole chemistry of variables and concepts where different schools of linguistics have been largely presented through historical linguistic courses dealing with general linguistics and the main branches deriving from, such as: sociolinguistics, psycholinguistics, neurolinguistics and applied linguistics. In addition, to provide greater clarity and relevance, the present paper tries to incorporate many changes that reflect developments in linguistic analysis in relation to the nature of ‘human’ language first, then dealing with analysis of linguistic levels by analysing, comparing and contrasting the languages which students themselves are supposed to know, such as: Arabic, French and English in terms of structure, word-building, phoneme combinations and deeper phonological consideration shared between these languages. In this vein, it will be clearly established that if languages share the same phonetics properties, they can be different phonologically. Logically, cases of assimilation, elision, linking and many other aspects related to phonetics and phonology, like: distinctiveness and redundancy or intonation will show discrepancies and similarities between the existing languages in the Algerian community.
The paper incorporates a four-aspect study of language layers, split into two main parts. The first is a neat survey the main branches dealing with sounds of the language: phonetics and phonology. The first part; namely the phonological level, has gained the lion’s share due to the importance of bringing Master II EFL students to appreciate all the sound manifestations in comparing and contrasting languages. It helps to clarify the shared phonetic properties that languages have in common and at the same time gives different aspects of sound combinations whereby languages may differ. This strong focus on the phonological aspect over the other levels is meant to compensate the slimming down of the phonetic and phonology programmes to only two years (first and second undergraduate studies) with a very short time allotment of only one hour per week. Subsequently, EFL students will never come across the basic phonological aspects of the target language they are supposed to master.- Enseignant: BOUMEDIENE BERRABAH