Browsing by Author "Souhali, Hichem"

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    Dialogue Of Civilizations: Fighting Islamophobia
    (مجلة الاحياء، كلية العلوم الاسلامية، جامعة باتنة 1, 2010-12-01) Souhali, Hichem
    هذه المقالة عبارة عن دراسة لظاهرة الخوف من الإسلام (الاسلاموفوبيا) بعد أحداث 11 سبتمبر، في سياقها العالمي، وقد سلكنا في دراستنا هذه منهجية تغطي هذه الظاهرة منذ ميلادها ثم توسعها في الولايات المتحدة أولا ثم في العالم بالتبع، وكذا تحدثنا عن وسائل مواجهة هذه الظاهرة، حيث تظهر السلبية التي يعاني منها المسلمون في هذه المواجهة الذين هم ضحاياها في نفس الوقت، وإن واحدة من الطرائق المقترحة هو الدخول الفعلي في حوار الثقافات والحضارات. Islam is facing enormous challenges in the twenty first century. In these times of cultural and religious dialogue, Islam faces multiple challenges. The most important one deals with islamophobia. This work is an attempt to understand this phenomenon: its origins, its ramifications, and above all paths to combat the negative representations non-Muslims have about the Muslims.
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    Orientations In Literature Teaching: Content Digitalization, Homophily, And Statements’ Analysis
    (مجلة الاحياء، كلية العلوم الاسلامية، جامعة باتنة 1, 2020-09-22) Souhali, Hichem
    Abstract: Teaching Literature to EFL students is a complex problematic. Beyond instruction difficulties, teachers need to account for the global decay of reading. The situation is prevailing worldwide, and Algeria is not exempt from this phenomena. A review of literature teaching approaches, in Algeria, revealed a focus on formal methods that are devoid of in-depth treatment of the problem – despite their originality. For the sake of enhancing the teaching of literature and the reading skill, we elaborated a set of theoretical propositions based on reader response theory, homophily and digital tutorials. We assumed that rare and non-readers’ would change their condition when they are peered with more regular ones. On the ground of the theoretical set, a one shot case study was designed. An experimental course made of lectures and tutorials accounted for learners’ needs and points of interests. The course was followed by a statement analysis test which aims at verifying whether non readers enhanced their reading activities. On homophily, the results were not conclusive: regular readers did not affect significantly the behaviors of non-readers. Nevertheless, an encouraging involvement in online assignments was observed.