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Titre : Reading and writing integration to enhance students’ performance in writing : Case study of second year students of english at the teachers’ training school and Mentouri Brothers University, Constantine 1 Type de document : texte imprimé Auteurs : Esma Fetsi, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 359 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Lecture Ecriture Intégration Techniques de la lecture Expression écrite Performance en Ecriture Reading Writing Integration Reading Techniques Written Expression Writing Performance القراءة الكتابة الدمج بين المهارات تقنيات القراءة التعبير الكتابي الناتج الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Reading and writing are often thought of as integrated skills. Some thinkers consider that they ought to be taught as a single subject, while others see the opposite. In our immediate environment, we notice that in the Teachers Training School they are taught as separate modules; while in Mentouri University there is no room for reading. This situation leads us to think that if reading is really indispensable for the mastery of writing, then we are tempted to believe our students are handicapped; in that, they learn writing without reading. This study aims first at shedding light on the different approaches and methods of teaching and integrating reading and writing, as well as assessing the development of the writing skill in the second year students of both departments. Second, it also aims at investigating the potential positive impacts that reading might have on improving the writing skill. We
hypothesize that if Reading and Writing were taught as integrated skills, the students' performance in Writing would be enhanced significantly. To test our hypothesis, we have chosen the descriptive method. Teachers and students questionnaires with students‟ scores in Written Expression and Reading Techniques were analyzed and manipulated with adequate statistical procedures to study the perceptions of the informants and compare the performances of the students in the exams. This revealed that the Teachers Training School students were better writers and readers than Mentouri Brothers University students. Through this study, we assume that reading plays an important role in developing students‟ writing performance. Hence, we want to prove that reading needs to be taught as a module on its own right in the English Department of Mentouri University to help our students improve their writing skills.
Diplôme : Doctorat En ligne : ../theses/anglais/FET1463.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10608 Reading and writing integration to enhance students’ performance in writing : Case study of second year students of english at the teachers’ training school and Mentouri Brothers University, Constantine 1 [texte imprimé] / Esma Fetsi, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 359 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Lecture Ecriture Intégration Techniques de la lecture Expression écrite Performance en Ecriture Reading Writing Integration Reading Techniques Written Expression Writing Performance القراءة الكتابة الدمج بين المهارات تقنيات القراءة التعبير الكتابي الناتج الكتابي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Reading and writing are often thought of as integrated skills. Some thinkers consider that they ought to be taught as a single subject, while others see the opposite. In our immediate environment, we notice that in the Teachers Training School they are taught as separate modules; while in Mentouri University there is no room for reading. This situation leads us to think that if reading is really indispensable for the mastery of writing, then we are tempted to believe our students are handicapped; in that, they learn writing without reading. This study aims first at shedding light on the different approaches and methods of teaching and integrating reading and writing, as well as assessing the development of the writing skill in the second year students of both departments. Second, it also aims at investigating the potential positive impacts that reading might have on improving the writing skill. We
hypothesize that if Reading and Writing were taught as integrated skills, the students' performance in Writing would be enhanced significantly. To test our hypothesis, we have chosen the descriptive method. Teachers and students questionnaires with students‟ scores in Written Expression and Reading Techniques were analyzed and manipulated with adequate statistical procedures to study the perceptions of the informants and compare the performances of the students in the exams. This revealed that the Teachers Training School students were better writers and readers than Mentouri Brothers University students. Through this study, we assume that reading plays an important role in developing students‟ writing performance. Hence, we want to prove that reading needs to be taught as a module on its own right in the English Department of Mentouri University to help our students improve their writing skills.
Diplôme : Doctorat En ligne : ../theses/anglais/FET1463.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10608 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité FET/1463 FET/1463 Thèse Bibliothèque principale Thèses Disponible Promoting writing proficiency through a reading-based method to improve EFL students’ academic achievement / Nassira Boudrsa
Titre : Promoting writing proficiency through a reading-based method to improve EFL students’ academic achievement : The case of third-year LMD students Type de document : texte imprimé Auteurs : Nassira Boudrsa, Auteur ; Hacene Hamada, Directeur de thèse Editeur : constantine [Algérie] : Université Constantine 1 Année de publication : 2014 Importance : 450 f. Format : 30 cm. Note générale : 1 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : lecture écriture argumentative genre connecteurs l'évaluation la qualité Reading argumentative writing connectives quality alignment assessment القرأءة الكتابة الجدلية النمط النصي أدوات الوصل التقييم الجودة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research aims at testing the hypothesis that increasing reading-based teaching in the subject of Written Expression with the adoption of the genre approach will boost the writing proficiency of EFL students with regard to the use of connectives, improve the quality of their writing, and hence, improve their academic
achievement(scores). Special focus is placed on the use of connective expressions as markers of discourse organization, and as a source of coherence and successful communication. A questionnaire has been administered to Written Expression teachers at the beginning of the academic year 2010-2011 and a quasi-experiment has been
carried out at the English department (university of Constantine 01) during a period of nine weeks. One hundred and twelve essays were collected from two groups of undergraduate students (third year) and the essays were assessed by two raters and Halliday and Hasan’s (1976) taxonomy of grammatical cohesion was used as the main framework for the analysis of connectives in the essays. The results of the correlation coefficient test show that there is a positive correlation between the use of connectives and the students’ scores (achievement), but connectives are not significantly correlated with the quality of the students’ essays. The results of r using Pearson
correlation are 0.09 and 0.15 in the two groups’ pre-test respectively, and 0.31 and 0.39 in the post-test of group one and group two, respectively. The results of the second hypothesis, namely whether there is an alignment between what is taught and what is assessed or how it is assessed, the results of Cohen’s kappa correlation
coefficient show poor results with regard to inter-raters’ agreement; the reliability of scoring is poor to average. The results of agreement ranged between 0.52 and 0.24 in the two groups’ pre-test and between 0.59 and 0.16 in the two groups’ post-test.
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1371.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=9971 Promoting writing proficiency through a reading-based method to improve EFL students’ academic achievement : The case of third-year LMD students [texte imprimé] / Nassira Boudrsa, Auteur ; Hacene Hamada, Directeur de thèse . - constantine [Algérie] : Université Constantine 1, 2014 . - 450 f. ; 30 cm.
1 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : lecture écriture argumentative genre connecteurs l'évaluation la qualité Reading argumentative writing connectives quality alignment assessment القرأءة الكتابة الجدلية النمط النصي أدوات الوصل التقييم الجودة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research aims at testing the hypothesis that increasing reading-based teaching in the subject of Written Expression with the adoption of the genre approach will boost the writing proficiency of EFL students with regard to the use of connectives, improve the quality of their writing, and hence, improve their academic
achievement(scores). Special focus is placed on the use of connective expressions as markers of discourse organization, and as a source of coherence and successful communication. A questionnaire has been administered to Written Expression teachers at the beginning of the academic year 2010-2011 and a quasi-experiment has been
carried out at the English department (university of Constantine 01) during a period of nine weeks. One hundred and twelve essays were collected from two groups of undergraduate students (third year) and the essays were assessed by two raters and Halliday and Hasan’s (1976) taxonomy of grammatical cohesion was used as the main framework for the analysis of connectives in the essays. The results of the correlation coefficient test show that there is a positive correlation between the use of connectives and the students’ scores (achievement), but connectives are not significantly correlated with the quality of the students’ essays. The results of r using Pearson
correlation are 0.09 and 0.15 in the two groups’ pre-test respectively, and 0.31 and 0.39 in the post-test of group one and group two, respectively. The results of the second hypothesis, namely whether there is an alignment between what is taught and what is assessed or how it is assessed, the results of Cohen’s kappa correlation
coefficient show poor results with regard to inter-raters’ agreement; the reliability of scoring is poor to average. The results of agreement ranged between 0.52 and 0.24 in the two groups’ pre-test and between 0.59 and 0.16 in the two groups’ post-test.
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1371.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=9971 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1371 BOU/1371 Thèse Bibliothèque principale Thèses Disponible
Titre : La lecture en 3ème année primaire en Algérie : Analyse du manuel 2008 Type de document : texte imprimé Auteurs : Khalida Djeghri, Auteur ; Daouia Hanachi, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2010 Importance : 68 f. Format : 31 cm Note générale : 2 copies imprimées disponibles Langues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : lecture méthodes méthodologie initiation enseignement. Langue Française reading method initiate teaching : القراءة طریقة منھجیة تعلیم مبدئي تعلیم Index. décimale : 440 Langues romanes. Français Résumé : Teaching and learning reading in French is an important field in education.Acquiring this competence is essential even fundamental, it’s more important when it concerns young pupils in their first school contact with the language. Our research is about discovering the methods and means in purpose to install this competence to pupils in the first year of studying French. The analysis of the syllabus guide book of French and the pupil book for the 3rd primary year highlights the method and steps of teaching learning. It allows exposing the different means and activities put to apply and realize the trusteeship targets. In a general way, this study gives an overall view of all what concern reading in the first year, a year to initiate learning in French as a foreign language. Diplôme : Master 2 En ligne : ../theses/francais/DJE1274.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=5783 La lecture en 3ème année primaire en Algérie : Analyse du manuel 2008 [texte imprimé] / Khalida Djeghri, Auteur ; Daouia Hanachi, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2010 . - 68 f. ; 31 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : lecture méthodes méthodologie initiation enseignement. Langue Française reading method initiate teaching : القراءة طریقة منھجیة تعلیم مبدئي تعلیم Index. décimale : 440 Langues romanes. Français Résumé : Teaching and learning reading in French is an important field in education.Acquiring this competence is essential even fundamental, it’s more important when it concerns young pupils in their first school contact with the language. Our research is about discovering the methods and means in purpose to install this competence to pupils in the first year of studying French. The analysis of the syllabus guide book of French and the pupil book for the 3rd primary year highlights the method and steps of teaching learning. It allows exposing the different means and activities put to apply and realize the trusteeship targets. In a general way, this study gives an overall view of all what concern reading in the first year, a year to initiate learning in French as a foreign language. Diplôme : Master 2 En ligne : ../theses/francais/DJE1274.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=5783 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DJE/1274 DJE/1274 Thèse Bibliothèque principale Thèses Disponible
Titre : إشكالية تدريس الشعرية في المرحلة الثانوية : دراسة تقويمية. Type de document : texte imprimé Auteurs : صلاح الدين مبارك حدّاد, Auteur ; محمد الأخضر صبيحي, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 454 ورقة. Format : 30 سم. Note générale : 2نسخ موجودة مكتبة المركزية
Langues : Arabe (ara) Catégories : Arabe
الأدب العربيTags : اللغويات النص الشعري التدريس الشعرية التدريسية التلقي القراءة الإقراء المنهجي Poétic text Teaching Poétics Didactics Réception Reading to Make Read Texte poétique L’enseignement Poétique Didactique Lécture Faire lire Index. décimale : 810 أدب عربي Résumé : ما هي العوامل التي فاقمت من معضلة الإخفاق الملموس في تدريس النص الشعري، بسبب عجز المتعلم عن فهمه وتذوقه؟؟.. وما هي الآفاق المنظورة لاحتواء هذه المعضلة، وتحقيق أهداف تدريسية هذا النص الذي يتميز بخصوصيتة البنيوية والدلالية اللافتة ؟؟. تنهض الدراسة فعلا على محورية هذين السؤالين الإشكاليين، في محاولة جادة لوضع معالم الطريق نحو تقريب المسافة بين (الشعرية والتدريسية)، بين (قراءة النص الشعري وإقراء النص الشعري)، بين (جمالية تلقي النص الشعري وبيداغوجيا تلقي النص الشعري)، وذلك من أجل التأسيس لتدريسية الشعر في ظل منهجية تعليمية لا يتجرد معها النص الشعري من لبوس شعريته، ولايتخلى عن شروط ولوازم تدريسيته. وهكذا تحاول هذه الدراسة في ظل رؤية تقويمية واعية أن تصوغ تصورا منهاجيا متكاملا للتعامل مع إشكالية تلقي النص الشعري في الإطار التدريسي العام، وأن تُرسي على المستوى الإجرائي قواعد البناء المنهجي لقراءة وتحليل النص الشعري تحت محور استراتيجي هو الإقراء المنهجي الذي نراه أوفى دلالة على الاعتبار التدريسي من مصطلح القراءة المنهجية الذي يشيع تداوله في أدبيات الخطاب البيداغوجي والمدرسي، بينما يوشك مصطلح الإقراء المنهجي أن يكون مجهولا في الوسط التعليمي. وذلك انطلاقا من الإطار النظري لتدريسية النص الشعري وما يتيحه من إمكانات تأسيسية لتجديد وتطوير درس الشعر في مرحلة التعليم الثانوي، إضافة إلى النظر مليّا في مدى تمثّل كل من الخطاب المدرسي الواصف عبر مختلف أدواته التربوية, وواقع الممارسة التدريسية لهذا الإطار النظري العام الذي يجمع بين معطيات النقد الأدبي والبيداغوجيا.
What are the factors that have exacerbated the problem of the concrete failure of the teaching of the poétic text because of the learner's inability to understand and enjoy it? What are the perspectives in order to encounter this problem and to realize the objectives of the didactic of this text? The study focuses on the centrality of these two problematic questions for the approximation of the distance between (didactic poetics) - (reading text poétic- to learn how to read this text)- (The aesthetics of the reception of poetic text-Pedagogic of the reception of this text) in order to establish a didactic of poetry based on the charcteristics of péotics and the conditions and requirements of didactics. Thus, this study attempts, in the light of a vision of conscious evaluation, to formulate an integral methodological concept to deal with the problem of the reception of the poetic text in the general framework of education, and to establish at procedural level the rules of construction. methodical to read and analyze the poetic text under a strategic axis is to make-read that we consider the most representative of the pedagogical consideration of the term methodical culture, which is commonly disseminated in the pedagogic and academic discourse, while the term of doing- reading is about to be misunderstood in the educational environment.
This is based on the theoretical framework of didactics of the poetic text and the basic potential that it offers to renew and develop poetry courses in secondary education. In addition to carefully examining the extent to which academic discourse with all its pedagogical tools and the reality of didactic practice represent this pedagogical framework, which combines the data of literary criticism and pedagogy
Diplôme : Doctorat en sciences En ligne : ../theses/arabe/AMEB4396.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11055 إشكالية تدريس الشعرية في المرحلة الثانوية : دراسة تقويمية. [texte imprimé] / صلاح الدين مبارك حدّاد, Auteur ; محمد الأخضر صبيحي, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 454 ورقة. ; 30 سم.
2نسخ موجودة مكتبة المركزية
Langues : Arabe (ara)
Catégories : Arabe
الأدب العربيTags : اللغويات النص الشعري التدريس الشعرية التدريسية التلقي القراءة الإقراء المنهجي Poétic text Teaching Poétics Didactics Réception Reading to Make Read Texte poétique L’enseignement Poétique Didactique Lécture Faire lire Index. décimale : 810 أدب عربي Résumé : ما هي العوامل التي فاقمت من معضلة الإخفاق الملموس في تدريس النص الشعري، بسبب عجز المتعلم عن فهمه وتذوقه؟؟.. وما هي الآفاق المنظورة لاحتواء هذه المعضلة، وتحقيق أهداف تدريسية هذا النص الذي يتميز بخصوصيتة البنيوية والدلالية اللافتة ؟؟. تنهض الدراسة فعلا على محورية هذين السؤالين الإشكاليين، في محاولة جادة لوضع معالم الطريق نحو تقريب المسافة بين (الشعرية والتدريسية)، بين (قراءة النص الشعري وإقراء النص الشعري)، بين (جمالية تلقي النص الشعري وبيداغوجيا تلقي النص الشعري)، وذلك من أجل التأسيس لتدريسية الشعر في ظل منهجية تعليمية لا يتجرد معها النص الشعري من لبوس شعريته، ولايتخلى عن شروط ولوازم تدريسيته. وهكذا تحاول هذه الدراسة في ظل رؤية تقويمية واعية أن تصوغ تصورا منهاجيا متكاملا للتعامل مع إشكالية تلقي النص الشعري في الإطار التدريسي العام، وأن تُرسي على المستوى الإجرائي قواعد البناء المنهجي لقراءة وتحليل النص الشعري تحت محور استراتيجي هو الإقراء المنهجي الذي نراه أوفى دلالة على الاعتبار التدريسي من مصطلح القراءة المنهجية الذي يشيع تداوله في أدبيات الخطاب البيداغوجي والمدرسي، بينما يوشك مصطلح الإقراء المنهجي أن يكون مجهولا في الوسط التعليمي. وذلك انطلاقا من الإطار النظري لتدريسية النص الشعري وما يتيحه من إمكانات تأسيسية لتجديد وتطوير درس الشعر في مرحلة التعليم الثانوي، إضافة إلى النظر مليّا في مدى تمثّل كل من الخطاب المدرسي الواصف عبر مختلف أدواته التربوية, وواقع الممارسة التدريسية لهذا الإطار النظري العام الذي يجمع بين معطيات النقد الأدبي والبيداغوجيا.
What are the factors that have exacerbated the problem of the concrete failure of the teaching of the poétic text because of the learner's inability to understand and enjoy it? What are the perspectives in order to encounter this problem and to realize the objectives of the didactic of this text? The study focuses on the centrality of these two problematic questions for the approximation of the distance between (didactic poetics) - (reading text poétic- to learn how to read this text)- (The aesthetics of the reception of poetic text-Pedagogic of the reception of this text) in order to establish a didactic of poetry based on the charcteristics of péotics and the conditions and requirements of didactics. Thus, this study attempts, in the light of a vision of conscious evaluation, to formulate an integral methodological concept to deal with the problem of the reception of the poetic text in the general framework of education, and to establish at procedural level the rules of construction. methodical to read and analyze the poetic text under a strategic axis is to make-read that we consider the most representative of the pedagogical consideration of the term methodical culture, which is commonly disseminated in the pedagogic and academic discourse, while the term of doing- reading is about to be misunderstood in the educational environment.
This is based on the theoretical framework of didactics of the poetic text and the basic potential that it offers to renew and develop poetry courses in secondary education. In addition to carefully examining the extent to which academic discourse with all its pedagogical tools and the reality of didactic practice represent this pedagogical framework, which combines the data of literary criticism and pedagogy
Diplôme : Doctorat en sciences En ligne : ../theses/arabe/AMEB4396.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11055 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité مبا/4396 مبا/4396 Thèse Bibliothèque principale Thèses Disponible
Titre : تلقي النص الشعري في النقد المغربي القديم في القرن الهجري الخامس Type de document : texte imprimé Auteurs : مرزاقة عمراني, Auteur ; الربعي بن سلامة, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 918 ورقة. Format : 30 سم. Note générale : 2نسخ موجودة مكتبة المركزية
Langues : Arabe (ara) Catégories : Arabe
الأدب العربيTags : تلقي قراءة شعر النص إبداع قصيدة نقد
Réception Lecture Poésie Texte Création Poème Critique Reception Reading Poetry Text Creation Poem CretisismIndex. décimale : 810 أدب عربي Résumé : This search included the reception of the poetic text by samples in Elmaghreb in the old geographical sense. The study showed that the interpretative collection is produced on a unified scale, yet many differences can be spotted among the elements of this collection. These differences are of a great importance especially when considering the texts which deviate from the general reception pattern which is directed by politics and the outer existing general circumstances, for instance the texts that represent imaginative entities which call for involving the reader in discovering the indication and which do not supply a ready meaning, yet reading is similarly considered to be as an imaginative task as the poetic text. However, we observed that aesthetic notion which is closer to subjectivity that defines a set of conditions to complete the quality of the poetic text and achieve its beauty on the reading level, these conditions are summed in moderation, and we can see that such a
condition would bring us to note a set of similar classifiable texts.
The analysis of many texts which documented the reception process shed the light on the bias of the expert receiver to his own subjectivity sometimes and to the social and historical pressures sometimes another, on the basis that the creative text remains as a historical power which imposes itself on the successively upcoming receptions.
The receivers from Elmaghrib believed that the most important characteristic of the poetic text is its ability to break the audience expectations, when the texts achieves this purpose it is then worthy to be reproduced through time as a continuous celebration of creativity and the marvelous poetic image for which the terms and the plagiarism researches, and the opposition were an embodiment and an organization for this historical celebration in an innovating sense.
The reception of the literary texts cannot find a far escape away from its circumstances, for the political conflicts and the social conditions played a significant role in directing the reception, and in defining its basis, because of which we considered that historical significant at the end of the fifth Hijri century in the book of Elbadi Ibn Elmotaz which has been categorized in similar circumstances and also on the basis that no pleading is built on arevolutionary ideology only if had an old rooted attitude towards the innovated poetry which Elbadi represented a foundation of attracting and turning it back to the center even if the text in question represents an example of penetrating and bypassing the center such as texts of Abu Tammam.
The readers insist on the presence of the cultural factor in the poetic work for the reason that every text is related to its society, environment and its era. Therefore, the cultural factor played a significant role in framing the act of reading and reception such as for instance the reception in Elmaghrib of the poetic text at the fifth Hijri century as a part of a whole considered with the culture and the civilization and the old criticism of the Arabs. Morover, if each era and each country has its own readers who have different psychological beliefs, yet the solely belief can juxtapose these receptions under major features. This research purpose is to highlight and spot these latter.Diplôme : Doctorat en sciences En ligne : ../theses/arabe/AAME4111.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10187 تلقي النص الشعري في النقد المغربي القديم في القرن الهجري الخامس [texte imprimé] / مرزاقة عمراني, Auteur ; الربعي بن سلامة, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 918 ورقة. ; 30 سم.
2نسخ موجودة مكتبة المركزية
Langues : Arabe (ara)
Catégories : Arabe
الأدب العربيTags : تلقي قراءة شعر النص إبداع قصيدة نقد
Réception Lecture Poésie Texte Création Poème Critique Reception Reading Poetry Text Creation Poem CretisismIndex. décimale : 810 أدب عربي Résumé : This search included the reception of the poetic text by samples in Elmaghreb in the old geographical sense. The study showed that the interpretative collection is produced on a unified scale, yet many differences can be spotted among the elements of this collection. These differences are of a great importance especially when considering the texts which deviate from the general reception pattern which is directed by politics and the outer existing general circumstances, for instance the texts that represent imaginative entities which call for involving the reader in discovering the indication and which do not supply a ready meaning, yet reading is similarly considered to be as an imaginative task as the poetic text. However, we observed that aesthetic notion which is closer to subjectivity that defines a set of conditions to complete the quality of the poetic text and achieve its beauty on the reading level, these conditions are summed in moderation, and we can see that such a
condition would bring us to note a set of similar classifiable texts.
The analysis of many texts which documented the reception process shed the light on the bias of the expert receiver to his own subjectivity sometimes and to the social and historical pressures sometimes another, on the basis that the creative text remains as a historical power which imposes itself on the successively upcoming receptions.
The receivers from Elmaghrib believed that the most important characteristic of the poetic text is its ability to break the audience expectations, when the texts achieves this purpose it is then worthy to be reproduced through time as a continuous celebration of creativity and the marvelous poetic image for which the terms and the plagiarism researches, and the opposition were an embodiment and an organization for this historical celebration in an innovating sense.
The reception of the literary texts cannot find a far escape away from its circumstances, for the political conflicts and the social conditions played a significant role in directing the reception, and in defining its basis, because of which we considered that historical significant at the end of the fifth Hijri century in the book of Elbadi Ibn Elmotaz which has been categorized in similar circumstances and also on the basis that no pleading is built on arevolutionary ideology only if had an old rooted attitude towards the innovated poetry which Elbadi represented a foundation of attracting and turning it back to the center even if the text in question represents an example of penetrating and bypassing the center such as texts of Abu Tammam.
The readers insist on the presence of the cultural factor in the poetic work for the reason that every text is related to its society, environment and its era. Therefore, the cultural factor played a significant role in framing the act of reading and reception such as for instance the reception in Elmaghrib of the poetic text at the fifth Hijri century as a part of a whole considered with the culture and the civilization and the old criticism of the Arabs. Morover, if each era and each country has its own readers who have different psychological beliefs, yet the solely belief can juxtapose these receptions under major features. This research purpose is to highlight and spot these latter.Diplôme : Doctorat en sciences En ligne : ../theses/arabe/AAME4111.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10187 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité عمر/4111 4111/عمر Thèse Bibliothèque principale Thèses Disponible Permalink
