Papers by Mohamed Akram ARABET
Academic Review of social and human studies, 2022
Humour is usually investigated in similarity to racism or sexism, but not quite as much about sup... more Humour is usually investigated in similarity to racism or sexism, but not quite as much about superiority. The present work intends to investigate prejudice as enacted in humor. More specifically, it aims to unravel the way one facet of prejudice, namely superiority, plays itself out in the jokes aimed at a given social group in Algeria, in this case, the people of Mascara (a northwestern Algerian city). To this end, twenty jokes were collected from an Algerian blog to carry out the analysis. A meta-discourse analysis and concepts from the superiority theory were adopted. It is argued that the underlying motive behind making those jokes is to establish superiority at the expense of the target community by poking fun at their assumed unintelligence, poor decision-making, and backwardness. The findings confirm that superiority is behind those jokes under the guise of a "just joking" mindset. The jokes, hence, aimed at the people of Mascara, can be categorized as prejudiced and disparaged toward them, aiming to establish superiority over them.
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Revue des sciences humaines de l’université Oum El Bouaghi, 2021
Revue des sciences humaines de l'université Oum El Bouaghi
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مجلة كلية الآداب و اللغات, 2019
‘Pseudo-native speaker’ is the term given to
a foreign language learner who has reached a
high le... more ‘Pseudo-native speaker’ is the term given to
a foreign language learner who has reached a
high level of proficiency. Such level of
proficiency is characterised by the mastery of
grammar, vocabulary, and pronunciation.
Consequently, a distinction must be drawn
between grammatical proficiency and the
idiomatic one. The present research work
investigates the mastery of Verb+Noun lexical
collocations by Algerian EFL learners at
Université des Frères Mentouri, Constantine.
It is hypothesized that Algerian EFL
learners have a low level of mastery in the usage
and comprehension of Verb+Noun collocations.
It is also hypothesized that Algerian EFL
learners have more difficulty with verbs than
nouns in using Verb+Noun lexical collocations.
An online corpus (BNC) and two other online
websites (Collocation Checker & O.O.C.D) were
used as tools to measure learners’ collocational
competence. Examined collocations were
extracted from the learners’ examination essays.
The analysis was done manually through
identification and corpus usage. The findings of
the study indicate that Algerian EFL learners
have more difficulty with verbs than nouns when
it comes to using Verb+Noun lexical
collocations-confirming the aforementioned
hypotheses.
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Revue des Sciences Humaines, 2017
'Pseudo-native speaker' is the term given to a foreign language learner who has reached a high le... more 'Pseudo-native speaker' is the term given to a foreign language learner who has reached a high level of proficiency. Such level of proficiency is characterised by the mastery of grammar, vocabulary, and pronunciation. Consequently, a distinction must be drawn between grammatical proficiency and the idiomatic one. Idiomaticity has three basic levels of compositionality: free combinations, collocations, and idioms. The present research work investigates the mastery of Verb+Noun lexical collocations by Algerian EFL learners in Frères Mentouri university. It is hypothesised that Algerian EFL learnershave a low level of mastery in the usage and comprehension of Verb+Noun collocations.It is also hypothesised that the essays of Algerian EFL learners lack the use of appropriate Verb+Noun collocations. An online corpus (BNC) and two other online websites (Collocation Checker & O.O.C.D) were used as tools to measure learners' collocational competence. Examined collocations were extracted from the learners' examination essays. The analysis was done manually through identification and corpus usage. The findings of the study indicate that Algerian EFL learners have a low competence in dealing with Verb+Noun collocations. Thus, focus on collocational knowledge is required. Teachers must raise their students' awareness on the importance of collocations in improving the oral and written quality of production. Learners have to, deliberately, be able to identify collocations, and memorise them within their contexts.
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Language Proficiency, Grading, and the Use of Lexical Collocations in Essay Writings by Algerian EFL Learners, 2019
‘Pseudo-native speaker’ is the term given to a foreign language learner who has reached a high le... more ‘Pseudo-native speaker’ is the term given to a foreign language learner who has reached a high level of proficiency. Such level of proficiency is characterised by the mastery of grammar, vocabulary, and pronunciation. Consequently, a distinction must be drawn between grammatical proficiency and the idiomatic one. Idiomaticity has three basic levels of compositionality: free combinations, collocations, and idioms. The present research work investigates the mastery of Verb+Noun lexical collocations by Algerian EFL learners at Université des Frères Mentouri, Constantine. It is hypothesised that Algerian EFL learners have a low level of mastery in the usage and comprehension of Verb+Noun collocations. It is also hypothesised that the essays of Algerian EFL learners lack the use of appropriate Verb+Noun collocations, a factor that influences the grades they receive. An online corpus (BNC) and two other online websites (Collocation Checker & O.O.C.D) were used as tools to measure learners’ collocational competence. Examined collocations were extracted from the learners’ examination essays. The analysis was done manually through identification and corpus usage. The findings of the study indicate that Algerian EFL learners have a low competence in dealing with Verb+Noun collocations. They also suggest that Verb+Noun collocational errors that were spotted did not solely determine the awarded grades. Thus, focus on collocational knowledge is required; teachers must raise their students’ awareness on the importance of collocations in improving the oral and written quality of production. Learners have to, deliberately, be able to identify collocations and memorise them within their contexts.
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The Effect of Collocational Success on Essay Grading: A Case of Algerian EFL Learners, 2019
Collocations are an inherent and indispensable part of the language continuum. This work investig... more Collocations are an inherent and indispensable part of the language continuum. This work investigates the mastery of Verb+Noun lexical collocations by Algerian EFL learners at the University of Mentouri Brothers, Constantine 1. It is hypothesised that Algerian EFL learners have a low level of mastery in the usage and comprehension of Verb+Noun collocations. It is also hypothesised that the essays of Algerian EFL learners lack the use of appropriate Verb+Noun collocations, a factor that influences the grades they receive. An online corpus (BNC) and two other online websites (Collocation Checker & O.O.C.D) were used as tools to measure learners’ collocational competence. Examined collocations were extracted from the learners’ examination essays. The analysis was done manually through identification and corpus usage. The findings reveal that the Verb+Noun collocational errors that were spotted were not taken in consideration during the correction, even though they are an indispensable part that guarantees the use of correct language. The findings also confirm the aforementioned hypotheses, in addition to the fact that teachers are either unaware of the impact of collocations on the writing quality, or did not take them into account, because they did not teach them. This could be noted by the fact that even the essays that received the highest grades contain many collocational errors.
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Papers by Mohamed Akram ARABET
a foreign language learner who has reached a
high level of proficiency. Such level of
proficiency is characterised by the mastery of
grammar, vocabulary, and pronunciation.
Consequently, a distinction must be drawn
between grammatical proficiency and the
idiomatic one. The present research work
investigates the mastery of Verb+Noun lexical
collocations by Algerian EFL learners at
Université des Frères Mentouri, Constantine.
It is hypothesized that Algerian EFL
learners have a low level of mastery in the usage
and comprehension of Verb+Noun collocations.
It is also hypothesized that Algerian EFL
learners have more difficulty with verbs than
nouns in using Verb+Noun lexical collocations.
An online corpus (BNC) and two other online
websites (Collocation Checker & O.O.C.D) were
used as tools to measure learners’ collocational
competence. Examined collocations were
extracted from the learners’ examination essays.
The analysis was done manually through
identification and corpus usage. The findings of
the study indicate that Algerian EFL learners
have more difficulty with verbs than nouns when
it comes to using Verb+Noun lexical
collocations-confirming the aforementioned
hypotheses.
a foreign language learner who has reached a
high level of proficiency. Such level of
proficiency is characterised by the mastery of
grammar, vocabulary, and pronunciation.
Consequently, a distinction must be drawn
between grammatical proficiency and the
idiomatic one. The present research work
investigates the mastery of Verb+Noun lexical
collocations by Algerian EFL learners at
Université des Frères Mentouri, Constantine.
It is hypothesized that Algerian EFL
learners have a low level of mastery in the usage
and comprehension of Verb+Noun collocations.
It is also hypothesized that Algerian EFL
learners have more difficulty with verbs than
nouns in using Verb+Noun lexical collocations.
An online corpus (BNC) and two other online
websites (Collocation Checker & O.O.C.D) were
used as tools to measure learners’ collocational
competence. Examined collocations were
extracted from the learners’ examination essays.
The analysis was done manually through
identification and corpus usage. The findings of
the study indicate that Algerian EFL learners
have more difficulty with verbs than nouns when
it comes to using Verb+Noun lexical
collocations-confirming the aforementioned
hypotheses.