Thematische Bibliographien / Tunisian language

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Auswahl der wissenschaftlichen Literatur zum Thema „Tunisian language“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Tunisian language"

Bel’Kiry, Leila Najeh. „A Historical Account of Linguistic Imperialism and Educational Policy in Tunisia: From the independence to the ‘Jasmine Revolution’“. Indonesian TESOL Journal 3, Nr. 1 (30.03.2021): 32–45. http://dx.doi.org/10.24256/itj.v3i1.1742.

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This article is about foreign languages hegemony in Tunisia. It describes the linguistic situation at the macro and micro levels, the Tunisian and the international linguistic communities, the status of English and French languages throughout the world, and their effects on the Tunisian educational policy. The prevalence of French in Tunisia as the language of science and technology between 1956 and 1987, the way the value of English is promoted in the Tunisian educational system between 1987 and 2011 though Tunisia is a French colonized country, and the tendency to linguistic isolationism since 2011, prove the intrinsic link between language and politics. Political changes at international and local levels shape the local linguistic communities.

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El Houssi, Leila. „The History and Evolution of Independence Movements in Tunisia“. Oriente Moderno 97, Nr. 1 (30.03.2017): 67–88. http://dx.doi.org/10.1163/22138617-12340139.

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After the establishment of French protectorate in 1881, the role played by the domestic nationalist movements that emerged in Tunisia during the early twentieth century is fundamentally important for any analysis of the long chain of events that ultimately led to the decolonization of the country. The first Tunisian nationalist movement was that of the Jeunes Tunisiens (Young Tunisians) in 1907, which was fronted by two charismatic leaders: al-Bašīr Ṣafar and ʿAlī Bāš Ḥānbah. Al-Bašīr Ṣafar, the undisputed heart and soul of the movement, was among the founders of the Ḫaldūniyyah, a journalist for Le Tunisien, and, after 1908, the governor of Sousse. ʿAlī Bāš Ḥānbah as an administrator at the Collège Sadiki and co-founder of Le Tunisien. After the Great War, another movement emerged demanding the creation of a parliamentary assembly made up of both French and native citizens: the Parti Libéral Constitutionnel, or Dustūr, led by ʿAbd al-ʿAzīz al-Taʿālbī, which founded the Arabic-language newspaper “Sabīl al-Rašād”. Initially underestimated by the French authorities, Dustūr would go on become a legitimate nationalist movement. In 1934, at the Congress of Ksar Hellal, the party line imposed by Dustūr frustrated and disappointed many young nationalist militants, who split away from the group and founded a movement of their own that would go on to become the primary champion of the independence struggle: Néo-Dustūr. Among these young militants were Ḥabīb Būrqībah, the leader of the new party, which radically transformed itself with a cross-class platform capable of winning the allegiance of the Tunisian masses in the fight for greater independence. As we shall see, the origins of decolonization in Tunisia indisputably lay in the creation and evolution of these nationalist groups, which built upon and succeeded one another during the first four decades of the twentieth century.

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McNeil, Karen. „‘We don’t speak the same language:’ language choice and identity on a Tunisian internet forum“. International Journal of the Sociology of Language 2022, Nr. 278 (01.11.2022): 51–80. http://dx.doi.org/10.1515/ijsl-2021-0126.

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Abstract The linguistic situation in the Arab world is in an important state of transition, with the “spoken” vernaculars increasingly functioning as written languages as well. While this fact is widely acknowledged and the subject of a growing body of qualitative literature, there is little quantitative research detailing the process in action. The current project examines this development as it is occurring in Tunisia: I present the findings from a corpus study comparing the frequency of Tunisian Arabic–Standard Arabic equivalent pairs in online forum posts from 2010 with those from 2021. The findings show that the proportion of Tunisian lexical items, compared to their Standard Arabic equivalents, increased from a minority (19.7%) to a majority (69.9%) over this period. At the same time, metalinguistic comments on the forum reveal that, although its status is still contentious, Tunisian has become unmarked as a written language. These changes can be attributed to major developments in Tunisian society over the period of study – including internet access and the 2011 revolution. These findings suggest destabilization of the diglossic language situation in Tunisia and a privileging of national identity vis-à-vis the rest of the Arab world.

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Oueslati, Jamila. „Kalendarz rolniczy Ḡaylāna w tunezyjskiej kulturze ludowej – między mitem a rzeczywistością: próba analizy socjolingwistycznej“. Scripta Neophilologica Posnaniensia 22 (30.12.2022): 115–51. http://dx.doi.org/10.14746/snp2022.22.07.

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The aim of this article is to shed light on selected sociolinguistic aspects of one of Tunisian most important agricultural heritage, the agricultural calendar. In Tunisia’s cultural heritage, there is a legend about Ḡaylana, its calendar and the way the agricultural year is divided. Tunisians for generations have believed that the shepherd Ḡaylān created the first agricultural calendar known throughout North Africa as ‘ḥsāb Ḡaylān’ ( (حساب غيلان [Ḡaylān’s calendar], ‘il-yawmiyya il-filāḥiyya’ ( اليومية الفلاحية ) [agricaltural calendar] also called ‘il-yawmiyya il-ʽarbī’ ( اليومية العربي ) [Arabic calendar]. The language spoken by Tunisian farmers on a daily basis is full of words and expressions that are hard to find in the language of city dwellers who perceive time according to the solar (Gregorian) calendar. This makes it possible to speak of a Tunisian agricultural dictionary. Everyday language, customs and work of farmers are closely related to the passing of the year. This cycle gives rhythm to the lives of the older generation of Tunisians. The research material that has been collected confirms the richness of the agricultural dictionary, and the analytical and comparative research shows the specificity of agricultural vocabulary, as it is difficult to analyze their language and cultural and social levels separately.

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SMARI, Ibtissem, und Ildikó HORTOBÁGYI. „Language policies and multilingualism in modern Tunisia“. Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), Special Issue (15.12.2020): 207–32. http://dx.doi.org/10.31926/but.pcs.2020.62.13.3.12.

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"In a multicultural and multilingual world, people negotiate their identities along contextual lines. Online mediated information about countries and cultures build bridges at the individual level and create a sense of “global citizenship” (Hortobagyi 2015; 2017). Languages policies and linguistic landscapes facilitate the exploration of the multilingual texture of a country, thus research in imminently multicultural environments fosters a better understanding of multiple linguistic identities. Situated at the intersection of social and language sciences, drawing on relevant literature and using a comparative approach, the presentation highlights Tunisia’s long history of linguistic and political confrontation since its independence from France (Riguet 1984) and focuses on the educational reforms that have been undertaken, particularly on the various policies and guidelines pertaining to modifying the language policy of the country. Since the 1970s, a significant process of Arabization has been underway, alongside the strengthening of bilingual education, which was launched as early as 1956. Considering that English started to be taught in Tunisian schools shortly after the independence (Battenburg 1997), Tunisian education has always been trilingual with English as the most common foreign language added to Arabic and French. The first years of the 21st century were marked by the introduction of additional foreign languages in secondary education, such as Russian, Spanish, Italian, Chinese, German, and Turkish among others. All these policies have allowed Tunisia to access modernity (Messadi 1967 cited in Belazi 1991, 53). Currently, Tunisian Arabic and Berber are languages that have not yet been added to the political agenda. Nevertheless, the return to the standardization of Arabic through teaching, the noticeable decline of the use of French, and the emergence of English as a new alternative, indicate linguistic policies in which multilingualism is becoming the new norm, with manifest representations both at the societal level and in the new media communication."

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Walters, Keith. „Gender, identity, and the political economy of language: Anglophone wives in Tunisia“. Language in Society 25, Nr. 4 (Dezember 1996): 515–55. http://dx.doi.org/10.1017/s0047404500020807.

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ABSTRACTUsing the frameworks of the political economy of language, and of language use as acts of identity, this study attempts to describe and analyze the situation of natively anglophone wives living with their Tunisian husbands in Tunisia – a speech community characterized by Arabic diglossia and Arabic/French bilingualism. Particular attention is devoted to these women's beliefs about using Tunisian Arabic (TA), the native language of their husbands, and the ways in which access to TA or the use of it becomes a site of conflict between husbands and wives, or mothers and children, in these mixed marriages. (Gender, identity, political economy of language, ideology, Tunisia, Arabic, francophonie, diglossia, code-switching, bilingualism, multilingualism, family relations)

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Jerad†, Nabiha. „The Tunisian Revolution: From Universal Slogans for Democracy to the Power of Language“. Middle East Journal of Culture and Communication 6, Nr. 2 (2013): 232–55. http://dx.doi.org/10.1163/18739865-00602006.

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This article, published posthumously, focuses on the use of language in the Tunisian revolution. It argues that language during the revolution and in the context of the Arab spring more widely was a performative political act by people from diverse backgrounds who united around the common cause of democracy and dignity. It examines the diversity of enunciations during the revolution, verbal as well as written (in the form of graffiti and protest banners), and relates them to the social history of Tunisia. The article then turns to the linguistic faultlines in the wake of the Tunisian revolution between secular and ‘Islamist’ camps in Tunisia, and the linguistic dimension of political debate in the country and its relationship to social history.

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CHAABOUNI, Karim. „Assessing Tunisian Exports towards the European Union: Intensity, Complementarity and Gravity Estimation“. Asian Journal of Economic Modelling 10, Nr. 1 (26.04.2022): 61–70. http://dx.doi.org/10.55493/5009.v10i1.4476.

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The Tunisian economy faces various challenges. Within a local and international environment full of constraints, several defies call to missing requirements like economic growth, employment, balance of payments’ equilibrium, etc… Despite these concerns, Tunisian economy remains open to the Rest of the World. Openness is consolidated since decades by Tunisian membership in the World Trade Organization (WTO), as well as by the country’s regional integration with various partners. In this field, the major involvement in world markets is confirmed by the Association Agreement (AA) concluded between Tunisia and the European Union (EU) in 1995, which launched and established a Free Trade Area (FTA) covering industrial products. Indeed the Tunisian trade remains strongly linked to EU and such links are expected to be reinforced since Tunisia and the EU have currently negotiated over the expansion of the FTA to agriculture and services within a project of Deep and Comprehensive Free Trade Agreement (DCFTA). The purpose of this paper is to focus on Tunisian exports towards the EU by assessing both the intensity and the complementarity of the trade side “from Tunisia to the EU”. Besides, by considering the Gravitational model, the aim of this paper is to identify the determinants of orienting Tunisian exports towards the EU. The findings highlight the concentration of Tunisian exports towards few EU countries despite a middle trade compatibility with all EU countries. Gravity estimation results, in line with previous works, point out the key roles of language and geographical proximity.

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Ben Maad, Mohamed Ridha. „Rethinking Foreign Language Education in Tunisian Preschools“. Education Research International 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/538437.

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Since its institutionalization three decades ago, early childhood educator training in Tunisia has been a considerable tributary of mainstream education. Despite such bearing, this field does not yet seem to reach the expected evolution as evidenced by the lack of a guiding vision. A case in point that attests to this state of clarity is foreign language education which has not expediently addressed the needs of both educators and preschoolers. This paper underscores this overlooked strand of early childhood education. Building on an appraisal of the problems and challenges burdening this area of education, it suggests the awakening-to-languages approach as an alternative project that maps the future course of foreign language education. Possible related benefits will consist in (i) investing in identity building, (ii) fostering critical thinking, and (iii) developing metalinguistic awareness where young learners act according to a pedagogy of discovery and reflection rather than skill-based attainment.

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Dissertationen zum Thema "Tunisian language"

Hamrouni, Nadia. „Structure and Processing in Tunisian Arabic: Speech Error Data“. Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195969.

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This dissertation presents experimental research on speech errors in Tunisian Arabic (TA). The central empirical questions revolve around properties of `exchange errors'. These errors can mis-order lexical, morphological, or sound elements in a variety of patterns. TA's nonconcatenative morphology shows interesting interactions of phrasal and lexical constraints with morphological structure during language production and affords different and revealing error potentials linking the production system with linguistic knowledge.The dissertation studies expand and test generalizations based on Abd-El-Jawad and Abu-Salim's (1987) study of spontaneous speech errors in Jordanian Arabic by experimentally examining apparent regularities in data from real-time language processing perspective. The studies address alternative accounts of error phenomena that have figured prominently in accounts of production processing. Three experiments were designed and conducted based on an error elicitation paradigm used by Ferreira and Humphreys (2001). Experiment 1 tested within-phrase exchange errors focused on root versus non-root exchanges and lexical versus non-lexical outcomes for root and non-root errors. Experiments 2 and 3 addressed between-phrase exchange errors focused on violations of the Grammatical Category Constraint (GCC).The study of exchange potentials for the within-phrase items (experiment 1) contrasted lexical and non-lexical outcomes. The expectation was that these would include a significant number of root exchanges and that the lexical status of the resulting forms would not preclude error. Results show that root and vocalic pattern exchanges were very rare and that word forms rather than root forms were the dominant influence in the experimental performance. On the other hand, the study of exchange errors across phrasal boundaries of items that do or do not correspond in grammatical category (experiments 2 and 3) pursued two principal questions, one concerning the error rate and the second concerning the error elements. The expectation was that the errors predominantly come from grammatical category matches. That outcome would reinforce the interpretation that processing operations reflect the assignment of syntactically labeled elements to their location in phrasal structures. Results corroborated with the expectation. However, exchange errors involving words of different grammatical categories were also frequent. This has implications for speech monitoring models and the automaticity of the GCC.

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Gabsi, Zouhir, University of Western Sydney, of Arts Education and Social Sciences College und School of Languages and Linguistics. „An outline of the Shilha (Berber) vernacular of Douiret (Southern Tunisia)“. THESIS_CAESS_LLI_Gabsi_Z.xml, 2003. http://handle.uws.edu.au:8081/1959.7/573.

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The Tunisian Berber (or Shilha) vernaculars are among the least described Afroasiatic (Hamito-Semitic) languages to this day. Although they have been provisionally assigned to the North-Berber group within the Berber branch of Afroasiatic, their immediate affiliation remains an open question. The principal task of this present work is to describe the phonology, morphology and syntax of Douiret. Less central to the aims of the study is the analysis of the basic wordstores of the three surviving Shilha varieties which include Douiret, Chninni (or Chenini) and Ouirsighen (Jerba). The Shilha variety of Douiret is chosen for this study because it still retains some fundamental elements of Berber structure which are not very dissimilar to other Berber languages such as Kabyle and Tamazight. The research shows that Tunisian Berber still survives today, but its future remains uncertain in the face of the forces of urbanisation, economic migration and lack of government support all of which may contribute hypothetically to its likely death. This study will be pursued with reference to the social and cultural context of the Tunisian Berber vernaculars. Research on the nature of language contact bewtween Tunisian Arabic and Shilha is practically non-existent and in this study, is a secondary concern. The strong influence of the local Arabic superstratum on Shilha in phonology, morphology, syntax and lexis is also investigated, as well as the presence of Berber elements in the distinctive Arabic dialect of Tunisia. As the thesis title suggests, this study should not be taken as the last word on Berber in Tunisia. The little available data on Berber in Tunisia makes the task harder in establishing a clear picture of its structure and relationship with other Berber languages such as Kabyle and Tamazight.
Doctor of Philosophy (PhD) (Education)

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Louhichi, Imed. „The 'motionisation' of verbs : a contrastive study of thinking-for-speaking in English and Tunisian Arabic“. Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/55282/.

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This thesis investigates the idea that the grammatical system of a language influences aspects of thought patterns and communicative behaviour. It examines the linguistic conceptualisation of motion events in English and Tunisian Arabic (TA) in order to contribute to current debates in Second Language Acquisition (SLA) research and its associated field of Teaching English to Speakers of Other Languages (TESOL). The main research questions are whether in learning a typologically different language, the conceptualisation acquired through first languages (L1) interferes with the learning of the conceptualisation inherent in a second language (L2). In order to address these questions, I adopt three analytical frameworks: a grammatical framework based on Talmy's (1985, 2000) binary distinction between verb-framed and satellite-framed languages, a discourse framework based on Berman and Slobin's (1994) application of Talmy's typology to verbal behaviour; and a ‘Whorfian' framework based on Slobin's (1987, 1996b) Thinking-for-Speaking' (TfS) hypothesis. A fundamental claim of the TfS hypothesis is that the grammar of a language and the discourse preferences of its speakers play a fundamental role in shaping linguistic thinking. From this follows the prediction that L1-based conceptualisation resists change when a typologically different L2 is learnt in adulthood. A comparison of the TfS behaviours of speakers of L1-English (L1-Eng), L1-TA, and ‘advanced' L2-English (L2-Eng) whose L1 is TA support this prediction. Based on the notion of ‘motionisation' – a term I coin in order to describe a conceptual strategy L1 speakers of English use when TfS about events – I show that linguistic habits are not only decisive in how the same TfS content is expressed (e.g. run from the jar versus run out of the jar), but more importantly, it is decisive in situations where speakers are ‘forced' to pick out different aspects of the same reality for TfS purposes. The findings reported here have implications for L2 English learners, in general, and, in particular, for learners of English whose L1 may be characterised as a verb-framed language.

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Boujelbane, Jarraya Rahma. „Traitements linguistiques pour la reconnaissance automatique de la parole appliquée à la langue arabe : de l'arabe standard vers l'arabe dialectal“. Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM4121.

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Les différents dialectes de la langue arabe (DA) présentent de grandes variations phonologiques, morphologiques, lexicales et syntaxiques par rapport à la langue Arabe Standard Moderne (MSA). Jusqu’à récemment, ces dialectes n’étaient présents que sous leurs formes orales et la plupart des ressources existantes pour la langue arabe se limite à l’Arabe Standard (MSA), conduisant à une abondance d’outils pour le traitement automatique de cette variété. Étant donné les différences significatives entre le MSA et les DA, les performances de ces outils s’écroulent lors du traitement des DA. Cette situation conduit à une augmentation notable de l’ambiguïté dans les approches computationnelles des DA. Les travaux décrits dans cette thèse s’inscrivent dans ce cadre à travers la modélisation de l’oral parlé dans les médias tunisiens. Cette source de données contient une quantité importante d’Alternance Codique (AC) entre la langue normative MSA et le dialecte parlé en Tunisie (DT). La présence de ce dernier d’une manière désordonnée dans le discours pose une sérieuse problématique pour le Traitement Automatique de Langue et fait de cet oral une langue peu dotée. Toutefois, les ressources nécessaires pour modéliser cet oral sont quasiment inexistantes. Ainsi, l’objectif de cette thèse consiste à pallier ce manque afin de construire un modèle de langage dédié à un système de reconnaissance automatique pour l’oral parlé dans les médias tunisiens. Pour ce fait, nous décrivons dans cette thèse une méthodologie de création de ressources et nous l’évaluons par rapport à une tâche de modélisation de langage. Les résultats obtenu sont encourageants
The different dialects of the arabic language have a large phonological, morphological, lexical and syntactic variations when compared to the standard written arabic language called MSA (Modern Standard Arabic). Until recently, these dialects were presented only in their oral form and most of the existing resources for the Arabic language is limited to the Standard Arabic (MSA), leading to an abundance of tools for the automatic processing of this variety. Given the significant differences between the MSA and DA, the performance of these tools fall down when processing AD. This situation leads to a significant increase of the ambiguity in computational approaches of AD.This thesis is part of this framework by modeling the oral spoken in the Tunisian media. This data source contains a significant amount of Code Switching (CS) between the normative language MSA and the Dialect spoken in Tunisia (DT). The presence of the latter in a disorderly manner in the discourse poses a serious problem for NLP (Natural Language Processing) and makes this oral a less resourced language. However, the resources required to model this oral are almost nonexistent. Thus, the objective of this thesis is to fill this gap in order to build a language model dedicated to an automatic recognition system for the oral spoken in the Tunisian media. For this reason, we describe in this thesis a resource generation methodologyand we evaluate it relative to a language modeling task. The results obtained are encouraging

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Gabsi, Zouhir. „An outline of the Shilha (Berber) vernacular of Douiret (Southern Tunisia)“. Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/573.

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Boughim, Amel. „L'acquisition d'une langue étrangère par la télévision : apprendre l'italien par la Rai Uno à Tunis“. Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030028.

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Cette thèse a pour objectif de faire la lumière sur l'acquisition d'une langue étrangère en autonomie par la télévision. Elle s'inscrit dans deux champs de recherche, celui de la didactique des langues et celui de la psychologie cognitive. Elle s'appuie sur l ' étude de spectateurs tunisiens qui ont acquis l'italien par la simple exposition à la chaîne italienne Rai Uno et sur une expérimentation menée auprès de jeunes enfants. Des tests [CELI1] ont montré que ces spectateurs ont pu acquérir un niveau intermédiaire en italien malgré l'absence d'enseignement et d'interaction. L'analyse qualitative des entretiens a montré que l'exposition à une langue étrangère par la télévision s'accompagne d'un apprentissage implicite de cette langue, que l'acquisition de celle-ci est le résultat d'une exposition prolongée et qu'elle fait développer davantage des compétences de compréhension que des compétences de production. L'expérimentation menée auprès des enfants a confirmé ces résultats. L'ensemble de ces données a également montré la validité des hypothèses de Krashen concernant la primauté de l'acquisition sur l'apprentissage, l'importance des inputs compréhensibles et l'effet du filtre affectif
This thesis aims to shed light on the fact to acquire a foreign language autonomously by watching television. It comes according to two fields of research that are “the didactic of languages” and the “cognitive psychology”. This thesis is based on a survey of Tunisian spectators who have acquired the Italian language by watching the Italian channel Rai Uno and also experimentation conducted with young children. Indeed, the acquisitions of language by the spectators are real despite the absence of education and interaction. They were evaluated by tests [CELI1] which have shown that these viewers have an intermediate level in Italian language. Qualitative analysis of interviews showed that exposure to a foreign language television is accompanied by an implicit learning of the language. The acquisition of the latter is the result of a long exposure and it is further developing the understanding skills than the production skills. Together, these data also showed the validity of Krashen hypothesis regarding the primacy of the acquisition to the learning, the importance of understandable inputs and the impact of the emotional filter

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Abdesslem, Habib. „An analysis of foreign language lesson discourse : with special reference to the teaching of English in Tunisian secondary schools“. Thesis, University of Sheffield, 1987. http://etheses.whiterose.ac.uk/1813/.

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In this thesis a new model for the analysis of foreign language lesson discourse has been developed. It draws on existing models but provides flexibility by focusing on three levels: Frame, Move, Act. An attempt has been made in this thesis to clarify further the domain of pragmatics by looking at the various fields that have contributed to it. This has led the author to (i) differentiate between foreign language lesson discourse and other discourses and (ii) locate the new model in relation to other approaches to discourse analysis. The foregoing discussion has revealed to the author that many researchers and theoreticians have misunderstood many key terms in pragmatics which have contributed to unwarranted positions concerning the role of the teacher and the importance of textbooks in the classroom. A detailed analysis of discourse in eight English lessons in Tunisian secondary schools (two in each of the four years) has been undertaken. The results of the analysis reflect the influence of the textbooks and suggest different degrees of benefit for the learner. There are seven chapters in the thesis. Chapter One reviews the theoretical foundations of the audiolingual method. Chapter Two discusses Chomskyan theory and its influence on approaches to L2 learning and teaching. Chapter Three deals with pragmatics, particularly its relevance to second language learning studies and its importance for the analysis of second language classroom discourse. Chapter Four looks at the communicative approach to second language teaching and related developments in second language acquisition studies. It also discusses Tunisian learners' communication strategies. Chapter Five gives the reader a general background about the Tunisian linguistic community and the educational system there. It also discusses the textbooks used for the teaching of English in Tunisian secondary schools. Chapter Six gives an account of the procedure adopted for data collection and presents in detail the model for the analysis of Tunisian foreign language lesson discourse. Chapter Seven discusses the results of the quantitative analysis of the Tunisian foreign language lesson discourses, and proposes some reforms. The thesis contains a short introduction and conclusion, as well as eight appendices where the orthographic transcription and analysis of each lesson discourse is given. Habib Abdesslem.

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Mokhtari, Abdelmadjid. „Perceptions of Tunisian Educators of the effects of the Arab Spring on Tunisia's Educational Policies and Reforms Related to Corruption, Job Preparation, and English Language| A Mixed Methods Study“. Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743312.

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The Arab Spring marked a milestone in the political, social, and economic struggle of the Arab populations. Tunisian youth, like the rest of the Middle Eastern and North African (MENA) youth, dream of a corruption-free Tunisia, better and stronger educational system, and a fair access to suitable employment opportunities in a rapidly evolving and competitive world where students who are well-prepared academically and master the English language have a clear advantage to land good jobs and enjoy a brighter professional and social future compared to those who lack adequate professional skills and mastery of English language. This study specifically focused on examining the perceptions of Tunisian K–12 and university educators (i.e., teachers and educational leaders) of the effects of the Arab Spring on Tunisia’s educational policies and reforms related to corruption, job preparation, and English language. Historically, Tunisia’s 1956–2010 official educational policy has addressed important issues but not the corruption or job preparation issue. Only the mid-1990’s reform addressed the English language teaching in Tunisian schools. Furthermore, the researcher used the convergent parallel design strategy to answer this study’s empirical research questions (i.e., 2nd and 3rd). Results indicated that 51.9% of Tunisian educators (n = 52) believe that the Arab Spring has set the environment to develop educational policies and reforms related to corruption, 50 % believe that the Arab Spring has set the environment to develop educational policies and reforms related to job preparation, but less than a third (28.8%) believe that the Arab Spring has set the environment to develop educational policies and reforms related to English language. Furthermore, the majority of participants do not believe that Tunisia’s post-Arab Spring educational policies and reforms related to corruption (80.7%), job preparation (76.9%), and English language (65.4%) were effective. Additionally, 96.2% of the participants are convinced that post-Arab Spring Tunisia urgently needs new and effective educational policies and reforms to mitigate corruption, close the education-job market gap, and improve and increase English language teaching in Tunisian schools. There was no discrepancy between statistical and qualitative results in the study.

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Abid, Nadia. „Intercultural language learning in tunisian textbooks for efl learners : 6th, 7th, 8th, 9th form basic education pupils as a case study“. Thesis, Université de Lorraine, 2012. http://www.theses.fr/2012LORR0383/document.

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L'objet de cette recherche consiste à étudier le rôle que des manuels d'anglais tunisiens jouent dans l'acquisition d'une Compétence Communicative Interculturelle ('ICC) par les apprenants. On se basant sur des méthodes quantitatives et qualitatives ainsi que les modèles de Risager (1991) et de Sercu (2000), l'étude essaie d'évaluer aussi bien quatre manuels d'anglais tunisiens que la connaissance des apprenants et leurs attitudes envers les Britanniques et leur culture. Laquelle étude a tenu compte de deux variables : leurs niveaux d'éducation (6ème et 9ème années de l'enseignement de base) et leur appartenance régionale (zone rurale et zone urbaine ; il s'agit respectivement des deux régions de Bouzguem et de Sfax). L'application du test de corrélation de Pearson sur les données obtenues des élèves et les manuels n'a montré aucun rôle significatif des manuels d'anglais tunisiens évalués dans la formation des attitudes et des connaissances des apprenants dans les deux zones et concernant les deux niveaux d'éducation en question. En effet, l'étude a montré que les élèves ont tendance à être ethnocentriques et n'ont que peu ou une fausse connaissance des Britanniques et de leur culture. Il faut souligner, par ailleurs, que les manuels, ont aussi contribué à présenter une image irréelle et déséquilibrée de la culture britannique. D'autres sources d'informations sur la culture cible semblent être plus influentes dans la formation des attitudes des élèves et leur acquisition des connaissances sur la culture de la langue étrangère qu'ils apprennent. Quelques recommandations sont suggérées pour modifier les manuels évalués afin qu'ils puissent être plus commodes et plus efficaces dans l'enseignement de l'anglais ayant pour objectif la communication interculturelle
The aim of this PhD dissertation is to study the role that Tunisian EFL textbooks play in learners' acquisition of an Intercultural Communicative Competence (ICC). By means of quantitative and qualitative methods and following Risager's (1991) and Sercu's (2000) models, the study attempts to evaluate four Tunisian EFL textbooks as well as learners' knowledge and attitudes towards the British people and culture in terms of two variables: their level of education (6th and 9th form Basic Education) and their regional belonging (rural and urban areas, respectively Bouzguem and Sfax). The application of Pearson' Correlation Test on pupils' and textbooks' data has shown no significant role of the Tunisian EFL textbooks evaluated in shaping learners' attitudes and knowledge in both areas and levels of education. Pupils tend to be ethnocentric and have little and erroneous knowledge of the British people and culture. Textbooks, fail to present an unreal image of the British culture. Other sources of information about the target culture seem to be more influential in forming pupils' attitudes and informing them about the culture of the foreign language they are learning. Some recommendations are suggested to modify the textbooks evaluated to be more convenient and efficient to teach English for intercultural communication

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Zlitni, Mériem. „Contacts de langues (italien, sicilien, arabe) : le cas du journal italien Simpaticuni (Tunis, 1911-1933)“. Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100120/document.

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Dans cette thèse, nous proposons une mise en lumière des aspects linguistiques relatifs aux phénomènes de contacts entre locuteurs arabophones et locuteurs appartenant à la communauté sicilienne de Tunisie à travers l’étude d’une chronique particulière, éditée dans le journal italien Simpaticuni (1911-1933). L’un des objectifs de cette recherche est l’analyse du tissu linguistique du corpus dans le but de déterminer la nature véritable de cette langue. Cela se traduit par l’identification des particularités phono-graphiques, morphologiques, syntaxiques et lexicologiques de la langue employée, et par la recherche de la sicilianité des textes en déterminant le degré de dialectalité. Puis, nous examinons les mots empruntés à l’arabe tunisien afin d’en analyser le fonctionnement et la modalité d’insertion dans le tissu syntaxique des chroniques et d’en définir la typologie. S’agit-il de référents à des objets quotidiens ? D’insertions pragmatiques? Quelle est la signification de ces choix ? Enfin, étant donné la nature dialogale de nos textes, nous étudions les variétés en interaction, travail qui permettra d’interpréter la présence des emprunts à l’arabe dans le discours. La numérisation exhaustive d’une rubrique particulière du Simpaticuni a pour objectif d’élargir la quête lexicologique des auteurs qui ont travaillé sur ce journal
In this thesis, we propose to highlight the linguistic aspects relating to languages in contact, more particularly between Arabic and Sicilian speakers of Tunisia, through the study of a particular column, published in the Italian newspaper Simpaticuni (1911-1933). One of the issues of this research is to analyses the linguistic base of the corpus, aiming at determining the real nature of this language. In this respect we describe the phonographic, morphological, syntactical and vocabulary features of this language, and measure in what extent the given texts are of a Sicilian nature according to their dialectal degree. We then gather the words borrowed from Tunisian Arabic in order to study their function and the way they occur inside the syntactic structure of the columns, and therefore define their typology. Would they refer to daily objects? Or to pragmatic inclusions? What do these choices mean? Finally, given the speech nature of our texts, we study the varieties in interaction, which will enable us to understand why some words have been borrowed from Arabic. Digitising the whole particular column of the Simpaticuni will enhance the glossary collection undertaken by other scholars who previously worked on this newspaper

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Bücher zum Thema "Tunisian language"

Abdesslem, Habib. Foreign language lesson discourse analysis: The teaching and learning of English in Tunisian schools. Lewiston: E. Mellen Press, 1992.

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Espaces francophones tunisiens, ou, Main de Fatma. Paris: L'Harmattan, 2011.

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Henshke, Yehudit. ha-Markiv ha-ʻIvri ba-lashon ha-ʻArvit ha-meduberet shel Yehude Tunisyah. [Israel: ḥ. mo. l., 2000.

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Henshke, Yehudit. Lashon ʻIvri be-dibur ʻArvi: Otsar ha-milim ha-ʻIvri ba-ʻArvit ha-meduberet shel Yehude Tunisyah : milon ṿe-diḳduḳ. Yerushalayim: Mosad Byaliḳ, 2007.

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Yetiv, Isaac. 1,001 proverbs from Tunisia. Washington, D.C: Three Continents Press, 1987.

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Les noms des tunisiens. [Tunis]: MC-Editions, 2008.

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L'image de l'occident: Chez les intellectuels tunisiens au XIXe siècle. Tunis: Arabesques édition, 2010.

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al- Lughah al-ʻArabīyah fī muwākabat al-tafkīr al-ʻilmī, aw, Min waḥy majallat "al-Mabāḥith" al-Tūnisīyah, 1944-1948. Bayrūt: Dār al-Gharb al-Islāmī, 2001.

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La culture orale commune à Malte et à la Tunisie: Contribution anthropo-linguistique au long débat sur la nature de la langue maltaise. Paris: L'Harmattan, 2014.

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Björn, Lundell, Mikkonen Tommi, Scacchi Walt und SpringerLink (Online service), Hrsg. Open Source Systems: Long-Term Sustainability: 8th IFIP WG 2.13 International Conference, OSS 2012, Hammamet, Tunisia, September 10-13, 2012. Proceedings. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.

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Buchteile zum Thema "Tunisian language"

Torjmen, Roua, Nadia Ghezaiel Hammouda und Kais Haddar. „A NooJ Tunisian Dialect Translator“. In Formalizing Natural Languages with NooJ 2019 and Its Natural Language Processing Applications, 123–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38833-1_11.

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Graja, Marwa, Maher Jaoua und Lamia Hadrich Belguith. „Discriminative Framework for Spoken Tunisian Dialect Understanding“. In Statistical Language and Speech Processing, 102–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39593-2_9.

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Aridhi, Chaima, Hadhemi Achour, Emna Souissi und Jihene Younes. „Word-Level Identification of Romanized Tunisian Dialect“. In Natural Language Processing and Information Systems, 170–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59569-6_19.

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Boujelbane, Rahma, Mariem Mallek, Mariem Ellouze und Lamia Hadrich Belguith. „Fine-Grained POS Tagging of Spoken Tunisian Dialect Corpora“. In Natural Language Processing and Information Systems, 59–62. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07983-7_9.

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Abid, Nadia. „Teaching Global Issues for Intercultural Citizenship in a Tunisian EFL Textbook: “Skills for Life”“. In Interculturality and the English Language Classroom, 119–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76757-0_5.

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Mekni Toujani, Marwa, und Tarek Hermessi. „Self-Esteem, Self-Expectancy and Oral Achievement in the Tunisian EFL Context“. In English Language Teaching Research in the Middle East and North Africa, 153–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_8.

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Boukadi, Samira, und Salah Troudi. „English Education Policy in Tunisia, Issues of Language Policy in Post-revolution Tunisia“. In Language Policy, 257–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_15.

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Daoud, Mohamed. „The Language Situation in Tunisia“. In Language Planning and Policy in Africa, Vol. 2, herausgegeben von Robert B. Kaplan und Richard B. Baldauf Jr, 256–307. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781847690128-007.

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Jamly, Rym. „Evaluation in Tunisia: The Case of Engineering Students“. In Second Language Learning and Teaching, 293–302. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43234-2_17.

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Hermessi, Tarek. „An Evaluation of the Place of Culture in English Education in Tunisia“. In Second Language Learning and Teaching, 203–20. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43234-2_12.

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Konferenzberichte zum Thema "Tunisian language"

Masmoudi, Abir, Rim Laatar, Mariem Ellouze und Lamia Belguith. „Semantic Language Model for Tunisian Dialect“. In Recent Advances in Natural Language Processing. Incoma Ltd., Shoumen, Bulgaria, 2019. http://dx.doi.org/10.26615/978-954-452-056-4_084.

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Masmoudi, Abir, Mariem Ellouze Khmekhem und Lamia Hadrich Belguith Hadrich Belguith. „Automatic diacritization of Tunisian dialect text using Recurrent Neural“. In Recent Advances in Natural Language Processing. Incoma Ltd., Shoumen, Bulgaria, 2019. http://dx.doi.org/10.26615/978-954-452-056-4_085.

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Medhaffar, Salima, Fethi Bougares, Yannick Estève und Lamia Hadrich-Belguith. „Sentiment Analysis of Tunisian Dialects: Linguistic Ressources and Experiments“. In Proceedings of the Third Arabic Natural Language Processing Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-1307.

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Annabi-Elkadri, Nefissa. „Spectral analysis of vowels /a/ and / ε / in tunisian context“. In 2010 International Conference on Audio, Language and Image Processing (ICALIP). IEEE, 2010. http://dx.doi.org/10.1109/icalip.2010.5685182.

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Hamdi, Ahmed, Alexis Nasr, Nizar Habash und Nuria Gala. „POS-tagging of Tunisian Dialect Using Standard Arabic Resources and Tools“. In Proceedings of the Second Workshop on Arabic Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-3207.

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Bouchlaghem, Rihab, Aymen Elkhlifi und Rim Faiz. „Tunisian dialect Wordnet creation and enrichment using web resources and other Wordnets“. In Proceedings of the EMNLP 2014 Workshop on Arabic Natural Language Processing (ANLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-3613.

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Maaoui, Asma, und Amel Jarraya. „Assessment for Learning in Tunisian Higher Education: English Language Teachers’ Self-Efficacy and Knowledge Base“. In The Barcelona Conference on Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2435-9467.2022.22.

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Sadat, Fatiha, Fatma Mallek, Mohamed Boudabous, Rahma Sellami und Atefeh Farzindar. „Collaboratively Constructed Linguistic Resources for Language Variants and their Exploitation in NLP Application – the case of Tunisian Arabic and the Social Media“. In Proceedings of Workshop on Lexical and Grammatical Resources for Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics and Dublin City University, 2014. http://dx.doi.org/10.3115/v1/w14-5813.

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Akaichi, Jalel. „Sentiment Classification at the Time of the Tunisian Uprising: Machine Learning Techniques Applied to a New Corpus for Arabic Language“. In 2014 European Network Intelligence Conference (ENIC). IEEE, 2014. http://dx.doi.org/10.1109/enic.2014.35.

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Abidi, Abdelhamid. „Language and Society Arbi/Souri in Tunisia“. In 2006 First International Symposium on Environment Identities and Mediterranean Area. IEEE, 2006. http://dx.doi.org/10.1109/iseima.2006.344989.

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