Browsing by Author "Lebbal, Farida"

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Revisionist Discourse And The Portrayal Of Islamic Mysticism In Turkish Literature, The Case Of Elif Shafak’s Forty Rules Of Love
(مجلة الاحياء، كلية العلوم الاسلامية، جامعة باتنة 1, 2020-06-30) Lebbal, Farida
At time when the image of Islam is maculated by hostility, bigotry and – oftentimes- brutality, Turkish novelist Elif Shafak steps up a with The Forty Rules of Love, a novel which juxtaposes the controversial bond between thirteenth century poet and mystic Djalel Eddine Al-Rumi and the ascetic Shams I-Tabrizi on the one hand, with the present-day romance of Ella and Aziz Zahara on the other, unearthing thus the highly esoteric Islamic tradition of Sufism. However, by seeking to shed light on the centrality of spirituality in the philosophy of Sufism, and its ability to mend most existential crises across times and civilizations, the author created a climate for ambiguity which triggers questions as to whether The Forty Rules of Love is meant to be a mere historical fiction, in which history is accurately presented and the true philosophy of Sufism is unbiasedly depicted, or rather a revisionist narrative, where the primary objective of the author is to vehicle her fictional narrative in a historical setting. Along this line of thought, the present paper aims at addressing the issue of how much “revisionist dramatization” does The Forty Rules of Love entail, to what extent the real lives of the historical characters, namely Rumi and I-Tabrizi, are attended to, and more importantly, how authentic is the philosophy of Islamic mysticism the author presents.
The Cultural Script Approach: A Praxis Of An Intercultural Pragmatic Oriented Pedagogy
(مجلة الاحياء، كلية العلوم الاسلامية، جامعة باتنة 1, 2018-06-10) Lebbal, Farida
Intercultural pragmatics, one of the relatively new ramifications of Pragmatics, focuses mainly on the use of the language system in “social encounters between human beings who have different first languages but communicate in a common language, and, usually, represent different cultures” (Kecskes, 2010). Many foreign language researchers have recently been trying to find out ways to implementing the concept in foreign language pedagogy. Yet, in the lack of longitudinal studies, little is known about how learners can upgrade their intercultural pragmatic competence in instructional settings. Latterly, some researchers (Wierzbicka, Goddard and Ameka, to name only few) theorized that one way to attain such an objective is the instruction using the cultural scripts, an approach for “articulating cultural norms, values, and practices” (Wierzbicka and Goddard, 2007) by dint of the Natural Semantic Metalanguage technique. Through a one group pre-test post-test design, a discourse completion test, targeting specifically the speech act of requesting, is administered (prior then subsequent to introducing the Anglo-script of personal autonomy) to fifteen master’s students, department of English, University of Khenchela. The findings demonstrate that a cultural scripts-based instruction can qualitatively promote the respondents’ Intercultural requesting strategies, and so, provide a practical groundwork for Intercultural pragmatics pedagogy.