M. AHMED KADI Abla

MCA

Directory of teachers

Department

Department of Letters and English Language

Research Interests

Literary Studies: Literature and Language

Contact Info

University of M'Sila, Algeria

Email : abla.ahmedkadi@univ-msila.dz

On the Web:

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Recent Publications

2024-12-31

Algerian Researchers in the Global Publishing Arena: Challenges and Strategies

This article explores the challenges encountered by Algerian researchers in the international
publishing terrain and presents a set of solutions to overcome them and boost their scholarly
impact on an international scale. Drawing on semi-structured interviews with a sample of 30
researchers, our primary objectives include delving into their experiences, exposing the
roadblocks and offering a behind-the-scenes glimpse into their practical strategies proven
successful to secure far-reaching publications. The findings reveal a range of obstacles that
Algerian researchers confront, including meeting international standards of research quality and
limited proficiency in English. Specialized language training programs and seeking international
partnerships emerge as key tactics for achieving publication success.
Citation

M. AHMED KADI Abla, (2024-12-31), "Algerian Researchers in the Global Publishing Arena: Challenges and Strategies", [national] AABHATH Review , AABHATH Review

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2024-11-19

Otherness Revisited: Linguistic Hybridization as a Counter-Orientalist Strategy in Postcolonial African Writings

This paper examines how postcolonial African writers adopted linguistic hybridization, a technique that involves the blending of linguistic elements often from both colonial and indigenous African languages, as a strategic counter to conventional orientalist narratives about the Orient. Language has long been utilized by the colonizers to reinforce the concept of the “Other”, exoticize and perpetuate stereotypes about colonized people who have been placed in the periphery of the narrative using language that signals difference and marginalize characters. At this juncture, postcolonial African authors such as Achebe, Ngugi and Adichie, employed various language hybridization strategies in their writings to counteract orientalist portrayals of the Orient as unchanging, exotic and inferior to the Occident and to create new meanings that resist colonial stereotypes. Therefore, this study aims to substantiate how hybrid language practices defy and subvert established colonial representations, deconstruct essentialist binaries and disrupts the monolithic delineations of Eastern cultures maintained by orientalist discourses.
Citation

M. AHMED KADI Abla, (2024-11-19), "Otherness Revisited: Linguistic Hybridization as a Counter-Orientalist Strategy in Postcolonial African Writings", [international] Otherness in Focus: The Cinceotualization of the Other in Contemporary Thought (Orient/Occident) , University of Tlemcen

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2024-09-30

The Englishization of the Algerian Tertiary Education: Challenges and Opportunities

This paper presents an examination of the challenges and opportunities associated with the Englishization of the Algerian tertiary education, drawing insights from a comprehensive study conducted among university teachers across various fields of specialization and disciplines. The study aims to identify the challenges encountered in the Englishization process, including linguistic barriers, pedagogical concerns, and cultural implications, to inform policy discourse and educational practices. Additionally, it explores the perceived opportunities and benefits of English-medium instruction from the perspective of university teachers, elucidating advantages such as enhanced internationalization, academic mobility, and access to global knowledge networks. Employing a mixed-methods approach, data was collected through a structured questionnaire administered to educators, encompassing technology, sciences, engineering, and social sciences, and analyzed using both quantitative analysis and thematic coding. Preliminary findings reveal a spectrum of challenges faced by educators, alongside opportunities for increased academic collaboration, expanded research opportunities, and enhanced student employability. The study highlights the critical role of professional development initiatives in supporting educators and fostering inclusive learning environments amidst the complexities of Englishization. Ultimately, the research contributes to an understanding of language policy and educational reform, guiding evidence-based strategies to address challenges and leverage opportunities for a more inclusive, equitable, and globally engaged higher education landscape in Algeria.
Citation

M. AHMED KADI Abla, (2024-09-30), "The Englishization of the Algerian Tertiary Education: Challenges and Opportunities", [national] The Future of Education and English Language Policies in Algeria: Language Policy and Reform in Education , Khenchela, Algeria

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2024-09-25

Diasporic Trauma and Linguistic Hybridity in Jhumpa Lahiri's The Namesake

Linguistic hybridity plays a crucial role in conveying the complexities of diasporic experiences.
By blending linguistic elements from multiple cultural contexts, authors capture the fragmented
nature of diasporic identities, wherein individuals inhabit liminal spaces between different
cultures and linguistic traditions. Through the use of hybrid language, authors provide an
authentic portrayal of diasporic trauma as hybridity becomes a means of reclaiming agency and
asserting cultural identity in the aftermath of displacement and trauma. At this juncture, Jhumpa
Lahiri's novel "The Namesake" sheds light on the profound traumas of alienation and cultural
displacement faced by immigrants. The protagonist, Gogol Ganguli encounters the challenges
of belonging to multiple cultures. Lahiri's masterful use of language and the fusion of Bengali
and English, reflect the linguistic hybridity inherent in diasporic communities. The
incorporation of Bengali phrases and cultural references highlights the complexity of Gogol's
identity formation and the tensions between assimilation and preservation of cultural heritage.
Therefore, this paper aims to elucidate how linguistic dynamics not only mirror but also shape
the complexities of diasporic experiences and contribute to the representation of trauma.
Through close textual analysis, this study endeavors to explore the myriad ways in which
language serves as a powerful tool for negotiating identity, cultural borders, and expressing the
profound emotional turmoil of displacement.
Keywords: Diasporic trauma, linguistic hybridity, alienation, cultural displacement.
Citation

M. AHMED KADI Abla, (2024-09-25), "Diasporic Trauma and Linguistic Hybridity in Jhumpa Lahiri's The Namesake", [international] Trauma and Resilience in Contemporary World Literature , University of Tamanghasset, Algeria

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2024-06-14

Exploring the Impact of Sociolinguistic Instruction on EFL Learners’ Awareness of Language Communication Stereotypes

The objective of this study is to examine the effectiveness of sociolinguistic
instruction in augmenting EFL learners’ awareness of language communication
stereotypes and in challenging and reshaping their perceptions and attitudes
towards them. This research administers a structured questionnaire to a random
sample of 60 master one students at Djelfa University. The questionnaire is
designed to gauge students' awareness of language communication stereotypes
across various dimensions. The research yields compelling insights into the
transformative potential of sociolinguistic instruction. Key findings underscore
that EFL learners exposed to such instruction exhibit heightened awareness of
language communication stereotypes. The study identifies specific areas of impact,
with notable changes observed in students' perceptions of accent, region and
gender-related stereotypes. These results affirm the pedagogical significance of
sociolinguistic instruction in challenging preconceived notions and fostering a
more inclusive approach to communication.
Citation

M. AHMED KADI Abla, (2024-06-14), "Exploring the Impact of Sociolinguistic Instruction on EFL Learners’ Awareness of Language Communication Stereotypes", [national] Afak for Sciences Journal , Afak for Sciences Journal

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2024-04-23

The Politics of Representation in African American Minority Literature: A Special Reference to "The Hate U Give" and "Sing, Unburied, Sing"

African American literature offers counter-narratives and revisionist perspectives that challenge prevailing historical narratives, subvert stereotypes and assert authentic representations of Black experiences. Within this rich literary tradition, works such as "The Hate U Give" by Angie Thomas and "Sing, Unburied, Sing" by Jesmyn Ward stand as poignant exemplars of the politics of representation. "The Hate U Give" follows the journey of Starr Carter, a young black woman who witnesses the fatal shooting of her childhood friend by a police officer. Through Starr's perspective, author Angie Thomas confronts systemic racism, police brutality, and the complexities of identity in contemporary America. The novel serves as a powerful critique of prevailing narratives that marginalize and criminalize African-American communities. Similarly, Jesmyn Ward's "Sing, Unburied, Sing" explores themes of race, family, and legacy in the American South. Set against the backdrop of rural Mississippi, the novel follows a multigenerational African American family confronting trauma, loss, and resilience. Ward's evocative storytelling challenges stereotypes and confronts prevailing narratives of the South. At this juncture, this paper aims to explore how these novels dismantle stereotypes, confront issues of identity, and assert authentic representations of African-American experiences.
Citation

M. AHMED KADI Abla, (2024-04-23), "The Politics of Representation in African American Minority Literature: A Special Reference to "The Hate U Give" and "Sing, Unburied, Sing"", [national] Minorities in the Western World , Laghouat, Algeria

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2024-03-06

The Impact of Remote Testing on Test Validity and Reliability

The shift to remote testing, accelerated by technological advancements and global circumstances, has raised critical questions about test validity and reliability. This study examines how remote testing environments influence the accuracy and consistency of assessments across various educational and professional contexts. Factors such as test-taker authenticity, security concerns, internet stability, and environmental distractions are analyzed in relation to their impact on score validity and measurement reliability. Drawing on empirical research and theoretical frameworks in assessment and psychometrics, this paper explores strategies for mitigating threats to test integrity, including AI-driven proctoring, adaptive testing, and alternative assessment methods. The findings underscore both the challenges and opportunities of remote testing, providing insights into best practices for maintaining fairness and accuracy in digital assessments. Ultimately, this study contributes to the ongoing discourse on optimizing remote testing to ensure its credibility in the evolving landscape of education and evaluation.
Citation

M. AHMED KADI Abla, (2024-03-06), "The Impact of Remote Testing on Test Validity and Reliability", [national] Human Social and Sciences Research in Foreign Language: Methodologies and Approaches , Khenchela, Algeria

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2024-02-19

Gamification in English Language Teaching (ELT) for Elementary School Children

Incorporating gamification into English Language Teaching (ELT) has gained increasing attention as an innovative strategy to enhance young learners’ engagement and motivation. This study explores the effectiveness of gamification in elementary-level ELT, focusing on its impact on vocabulary acquisition, communicative competence, and learner motivation. By integrating game-based elements such as rewards, challenges, and interactive storytelling into language instruction, teachers can create a dynamic and immersive learning environment. Drawing on theoretical perspectives from language acquisition and motivation theories, this paper examines successful gamified techniques, their pedagogical implications, and potential challenges in classroom implementation. The findings highlight how gamification fosters a positive learning experience, increases student participation, and supports long-term language retention. Ultimately, this study advocates for a structured, research-based approach to integrating gamification into ELT curricula to maximize learning outcomes for young learners.
Citation

M. AHMED KADI Abla, (2024-02-19), "Gamification in English Language Teaching (ELT) for Elementary School Children", [national] The Future of Education and English Language Policies in Algeria , Khenchela

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2023-12-30

Decoding Reading Comprehension Challenges: A Study of Biology Students in Algerian Higher Education

This study aims to examine the reading comprehension challenges faced by biology Master's students within the English for Specific Purposes (ESP) context at M'sila University in Algeria. Employing a mixed-methods approach, we administered a reading comprehension test and conducted qualitative interviews with 50 participants to explore their experiences. We then performed statistical analyses to identify significant trends. The research reveals a significant difference in reading comprehension scores among students with diverse academic backgrounds. Those with a strong foundation in biology outperformed peers with moderate or limited exposure. Our findings highlight the importance of tailored pedagogical strategies that address language barriers while fostering motivation and resilience in ESP learners. Educators and institutions should consider implementing customized approaches to enhance the ESP learning experience. In short, this study provides a holistic understanding of reading comprehension difficulties among biology master's students, offering actionable insights to improve ESP teaching practices.
key words:ESP Education, Biology Students, Pedagogical Strategies, Reading Comprehension
Citation

M. AHMED KADI Abla, Asma Djaidja, , (2023-12-30), "Decoding Reading Comprehension Challenges: A Study of Biology Students in Algerian Higher Education", [national] AL-MIEYAR , University of Tissemsilt

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2023-12-20

Cultural Hybridity and Language Adaptation in Randa Jarrar's A Map of Home

Randa Jarrar’s A Map of Home offers a rich and complex vision of what it means to belong in a globalized world. The diasporic experience, as depicted in the novel, presents a poignant exploration of cultural hybridity, where characters are caught between the customs, traditions, and expectations of multiple cultures. The novel’s protagonist, Nidali, navigates a life of perpetual movement and multiple cultural influences, originating from her Palestinian and Egyptian heritage but residing in Kuwait and later the United States. Through Nidali’s journey, the narrative uncovers the dynamic interplay between cultures and languages, shedding light on the challenges and triumphs of negotiating boundaries and embracing hybrid identities. At this juncture, this study aims to investigate the nuances of cultural negotiation and adaptation through an examination of the characters’ encounters with boundaries and their attempts to reconcile divergent cultural influences. Additionally, the novel vividly portrays the role of language in the diasporic context, it explores how the characters’ navigate linguistic barriers, engage in translation, and grapple with the challenges of expressing their thoughts and emotions across different languages.
Citation

M. AHMED KADI Abla, (2023-12-20), "Cultural Hybridity and Language Adaptation in Randa Jarrar's A Map of Home", [international] Arab Anglophone Writings in Diaspora: Past, Present and Future Prospects , University of Skikda

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2023-12-05

ESP Evolution: Pioneering Pedagogical Paradigms for Proficiency in Professional Communication

This paper delves into the evolution of English for Specific Purposes (ESP) pedagogy, aiming to pioneer innovative paradigms that enhance proficiency in professional communication. In response to the dynamic demands of contemporary workplaces, our objectives encompass a critical examination of existing ESP methodologies, identification of gaps in addressing evolving communication needs, and the proposal of pioneering pedagogical approaches. Employing a blend of qualitative and quantitative research tools, including curriculum analysis, learner assessments, and industry feedback, we seek to highlight effective strategies and content delivery models that bridge the divide between traditional language instruction and the specialized communication skills required in professional contexts. Preliminary results showcase the potential for a transformative shift in ESP pedagogy, fostering a more holistic, adaptable, and industry-relevant language education framework. By sharing these findings, we aim to inspire educators, curriculum developers, and language professionals to engage in a collaborative effort to shape the future of ESP instruction for enhanced professional communication proficiency.
Citation

M. AHMED KADI Abla, (2023-12-05), "ESP Evolution: Pioneering Pedagogical Paradigms for Proficiency in Professional Communication", [international] ESP Teaching at the Crossroads of the Marketplace Demands , University of Tebessa

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2023-10-29

Cultural Crossroads: Navigating Identity and Belonging in Intercultural Literature

This conference presentation immerses itself in the exploration of intercultural literature, unraveling the intricate threads of identity and belonging woven into narratives that traverse diverse cultural landscapes. Our study seeks to unravel the complex tapestry of stories that illuminate the crossroads where different cultures meet, focusing on how literature becomes a lens through which individuals negotiate their identities and sense of belonging. Employing a qualitative research approach, encompassing literary analysis and thematic inquiry, we delve into the transformative potential of these narratives. Our preliminary findings underscore the profound impact of intercultural literature in fostering empathy, challenging stereotypes, and cultivating a deeper appreciation for the rich diversity of human experiences. By sharing these insights, we aim to inspire discourse among scholars, educators, and literary enthusiasts, fostering a deeper understanding of the ways in which literature navigates the terrain of cultural identity and belonging.
Citation

M. AHMED KADI Abla, (2023-10-29), "Cultural Crossroads: Navigating Identity and Belonging in Intercultural Literature", [national] International Communication in the Wake of Going Global , University of Tebessa

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2023-06-08

Ethics in the Digital Age: Ethical Considerations for Student Research in Online Environment

This paper delves into the ethical dimensions of student research within the contemporary digital landscape. As students increasingly conduct research online, a critical examination of the unique ethical challenges that arise becomes imperative. This study aims to analyze prevalent ethical concerns, including privacy issues and data integrity, and proposes practical guidelines for educators and institutions. By scrutinizing current digital research practices and relevant case studies, our research seeks to empower students with the knowledge and tools necessary for responsible and ethically informed research in the online environment. Ultimately, this presentation contributes to the ongoing discourse on cultivating ethical research practices, offering insights and recommendations to educators, researchers, and policymakers in the digital age.
Citation

M. AHMED KADI Abla, (2023-06-08), "Ethics in the Digital Age: Ethical Considerations for Student Research in Online Environment", [international] The Line of Inquiry in Research: Challenges and Impediments , Batna 2 University

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2023-05-31

Beyond Standaridized Tests: A Critical Examination of Language Assessment Methods

This research explores language assessment methods beyond the confines of standardized tests, aiming to critically analyze their limitations and propose innovative alternatives that offer a more nuanced understanding of linguistic proficiency. The objectives include scrutinizing the design and cultural biases of current tests and examining alternative tools like project-based assessments and adaptive technology platforms. Preliminary findings highlight the shortcomings of standardized tests in capturing essential language skills, while alternative methods, though promising, pose challenges in standardization. By presenting a hybrid model that combines the strengths of both approaches, this study aims to stimulate dialogue and contribute to the evolution of a more comprehensive and inclusive framework for language assessment.
Citation

M. AHMED KADI Abla, (2023-05-31), "Beyond Standaridized Tests: A Critical Examination of Language Assessment Methods", [international] Assessment, Testing, and Evaluation in Teaching Languages: Approaches, Strategies and Resources , University of Chlef

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2023-05-04

Overcoming Teaching Challenges in EMI/ESP Contexts: Perspectives from Higher Education Teachers in a Non-native English-speaking Country

This paper addresses the complex landscape of teaching challenges within English as a Medium of Instruction (EMI) and English for Specific Purposes (ESP) contexts, focusing on insights gleaned from higher education educators in a non-native English-speaking environment. The primary objectives of this study are to systematically identify and analyze the multifaceted challenges faced by instructors, exploring the unique nuances that emerge in EMI/ESP instruction within diverse cultural and linguistic settings. Employing a qualitative research approach that integrates interviews, surveys, and classroom observations, our research aims to present a comprehensive overview of the obstacles encountered by educators. Preliminary findings underscore issues such as language proficiency discrepancies, pedagogical adaptations, and the need for targeted professional development. By sharing these perspectives, this presentation contributes valuable insights to the broader conversation on effective teaching strategies in EMI/ESP contexts, offering practical recommendations for educators, administrators, and policymakers seeking to enhance the quality of English language instruction in non-native English-speaking higher education environments.
Citation

M. AHMED KADI Abla, (2023-05-04), "Overcoming Teaching Challenges in EMI/ESP Contexts: Perspectives from Higher Education Teachers in a Non-native English-speaking Country", [national] English for Specific Purposes or English Medium of Instruction: The Algerian Tertiary Dilemma , University of Medea

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Identity and Resistance in Katib Yacine’s Nedjma

Katib Yacine’s novel Nedjma is a groundbreaking work of literature that challenges dominant power structures and explores the complexities of Algerian identity and resistance in a colonial context. Set in the 1930s, the novel tells the story of a group of young Algerian men and women who are caught between traditional Algerian society and the cultural and political influence of French colonialism. At the heart of the novel is the character of Nedjma, a young Algerian woman who becomes a symbol of resistance against colonial oppression. The novel highlights the tensions between different groups within Algerian society, including the French colonizers and the Algerian nationalists who sought to resist colonial rule. Therefore, the purpose of this paper is to explore how Nedjma provides a powerful commentary on the enduring legacy of colonialism in Algeria and the struggle for cultural and political autonomy. By highlighting the struggles of the characters to resist oppression and maintain their cultural identity, Yacine’s novel offers a unique perspective on the history and culture of colonial Algeria and contributes to a broader understanding of the role of literature in shaping cultural and political discourse.
Citation

M. AHMED KADI Abla, (2023-05-04), "Identity and Resistance in Katib Yacine’s Nedjma", [international] La littérature Maghrébine Francophone de l’entre-deux-guerres : Une Forme de littérature Subalterne ou un Prélude a une Revendication Identitaire ? , University of Djelfa

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Leveraging Technology to Enhance Active Learning in Higher Education: Approaches and Challenges

This paper explores the dynamic intersection of technology and active learning strategies in higher education, investigating the diverse approaches and challenges associated with their integration. The objectives of this study include a comprehensive examination of technology-driven active learning initiatives, identification of effective methodologies, and an analysis of the challenges faced by educators in implementing such strategies. Employing a mixed-methods research approach involving case studies, surveys, and educational technology evaluations, our research aims to showcase successful instances where technology enhances student engagement and collaborative learning experiences. Preliminary findings underscore the potential of interactive platforms, virtual simulations, and collaborative tools in fostering active learning. By addressing challenges such as technological disparities and pedagogical adaptability, this presentation contributes to the ongoing dialogue on optimizing technology's role in higher education, offering insights for educators, administrators, and policymakers seeking to leverage technology for enriched and inclusive active learning environments.
Citation

M. AHMED KADI Abla, (2023-05-04), "Leveraging Technology to Enhance Active Learning in Higher Education: Approaches and Challenges", [international] Modern Educational Technologies for Quality and Transformative Education: Local Needs and Global Challenges , Batna 2 University

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2023-04-27

Transcultural Tapestry of Arab American Identity in Diana Abu-Jaber's The Language of Baklava

Diana Abu Jaber’s The Language of Baklava offers a rich and complex vision of what it means to belong in a globalized world. It portrays the tensions and contradictions that arise when individuals attempt to reconcile their heritage with the demands of their adopted country. At this juncture, the Jordanian American writer delineates the process of negotiating and constructing a hybrid cultural identity in a liminal and transitional space in the American context. In her memoir, Diana Abu-Jaber attempts to explore the Arab American identity as something new, as an identity that exists related to but ultimately separate from the Arab and American identities from which it is originally created. Accordingly, the purpose of this paper is to highlight how Abu-Jaber communicates the marriage of Eastern and Western Cultures in The Language of Baklava and how she portrays her new hybrid world. The work is about the effect of double cultures, Jordanian which is traditional and American which is modern, Abu-Jaber represents a category of Arab American group in the American society who tries to bridge the gap of cultural dualism in an American setting.
Citation

M. AHMED KADI Abla, (2023-04-27), "Transcultural Tapestry of Arab American Identity in Diana Abu-Jaber's The Language of Baklava", [national] Borders/Crossing Borders in Contemporary Literature and Culture , University of M'sila

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2023-03-09

Promoting EFL Learners Language Skills in the EFL Classroom via ICTs

This conference presentation delves into the dynamic realm of English as a Foreign Language (EFL) education, exploring the effective integration of Information and Communication Technologies (ICTs) to enhance language skills among learners in the EFL classroom. The primary objectives of this study are to evaluate the impact of ICT tools on language acquisition, assess their potential to engage students in meaningful language activities, and provide practical insights for educators on integrating ICTs seamlessly into the EFL curriculum. Employing a mixed-methods research approach involving classroom observations, surveys, and comparative analyses, our research aims to highlight successful strategies and technologies that foster language development. Preliminary findings showcase the transformative potential of interactive digital resources, language apps, and online platforms in cultivating a dynamic and immersive language learning experience. By presenting this research, we aim to contribute to the ongoing dialogue on leveraging technology to enrich EFL education, offering practical recommendations for educators seeking to harness the full potential of ICTs in promoting language skills among EFL learners.
Citation

M. AHMED KADI Abla, (2023-03-09), "Promoting EFL Learners Language Skills in the EFL Classroom via ICTs", [national] New Teaching Trends in Education, ICTs and Economics , Illizi University Center

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2023-02-16

Articulatory and Corrective Phonetics

This course introduces students to the theory and practice of English Phonetics and Phonology. It focuses on the segmental and supra-segmental components of the English sound system and helps them to gain an insight into the English pronunciation system and improve their listening and speaking skills. While the first year phonetics course is devoted to teach students the fundamentals of phonetics including the speech production mechanisms, basic phonetic terms and concepts, the different speech sounds in terms of classification, description, graphic representations and IPA symbols, the present course, intended for second year students, is designed to enhance the students’ understanding of phonetic/phonological notions and rules, to boost their speaking and listening skills and to give them practice in pronunciation and English transcription.
Citation

M. AHMED KADI Abla, (2023-02-16), "Articulatory and Corrective Phonetics", [national] University of Djelfa

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