Dissertations / Theses on the topic 'NARRATIVA ARABA'
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Girelli, Lorenza <1987>. "Le tematiche ricorrenti nella narrativa del siriano Zakariyya Tamer con particolare riferimento alla donna." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2555.
Full textKhojah, Masuon. "Corporate narrative disclosures in Saudi Arabia." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/23628/.
Full textHemmig, Christopher T. "Peripheral Agents: Marginality in Arab Folk Narrative." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245358153.
Full textBen-Ze'ev, Efrat. "Narratives of exile : Palestinian refugee reflections on three villages, Tirat Haifa, 'Ein Hawd and Ijzim." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:66344f8f-5b2f-4824-9719-37b642325bc2.
Full textDetermann, Jorg Matthias. "Globalization, the state, and narrative plurality : historiography in Saudi Arabia." Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/14244/.
Full textMUSSI, ALESSANDRA. "Non solo vulnerabili. Una rilettura pedagogica della genitorialità migrante a partire dalle voci di donne arabo-musulmane a Milano." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/262895.
Full textThe dissertation investigates Arab-Muslim migrant women’s experiences and meanings of parenting in Italy, from a pedagogical perspective. The study originates from observations of a selection of places of encounter and exchange between women, as well as the collection of life stories of mothers of Moroccan or Egyptian origin living in Milan. The aim is to explore their experiences as migrant women-mothers and their representations of parenting and education. The increase in stabilization of migration projects in communities of Arab origin, and the resulting increasing number of women with children in Italian educational contexts (Giacomello et al., 2018a, 2018b; Simina Duma et al., 2018a), together with the spread of prejudices, Islamophobic feelings and discriminatory episodes, especially against Arab-Muslim women (Dessi, 2016; Liepyte & McAloney-Kocaman, 2015; Lunaria, 2019; Perry, 2014), show the urgency to examine parenting in connection with the experience of migration for these groups of women from a pedagogical perspective. From a theoretical point of view, the dissertation is seen in the context of contemporary educational studies on the construction of migrant parenthood (E. Balsamo et al., 2002; Favaro & Colombo, 1993; Iavarone et al., 2015; Portera, 2004; Silva, 2006, 2008; Webb, 2001). It also expands on previous educational research analyzing migration through the gender prism (Cambi et al., 2003a; Campani, 2000; Donato et al., 2006; Favaro & Tognetti Bordogna, 1991; Morokvasic, 1984b; Pessar, 1984; Ulivieri, 2017; Vianello, 2013, 2014). Finally, it develops some indications of method emerging from the tradition of research in family education, specifically concerning parenting support (Catarsi, 2006; Dusi, 2007; Formenti, 2000, 2008; Gopnik, 2017; Milani, 2001, 2009, 2018, Sità, 2005, 2007). In light of these references, field research aimed to: investigate the experiences and meanings of parenting for the women-mothers involved in the research; delve into its formative dimension by determining risk factors and resources in their stories; deduce guiding criteria to re-interpret the construct of parenting and parenting support programs and to develop methodological strategies to approach otherness. Methodologically, the study is based on the tradition of qualitative research in education (Bove, 2009c; Cardano, 2003; Caronia, 1997, 2011; Denzin & Lincoln, 2005; Lumbelli, 1980, 1995; Mantovani, 1998b; Mortari & Ghirotto, 2019). In particular, it positions itself in the wake of recent empirical research in education, adopting ethnographic methodologies (Bove, 2009c, 2019; Caronia, 2018; Caronia & Vassallo, 2015; Gobbo, 2004b, 2011; Leoncini, 2011; Sclavi, 1989; Tobin, 2016; Tobin et al., 2000, 2011), along with others exploring the narrative-biographical dimension (Cambi, 2002; D’Ignazi, 2008, 2016, Demetrio, 1996, 2004; Ferrarotti, 1981; Formenti, 2006; Mantovani, 1998a; Merrill & West, 2012). This research highlights some relevant emerging topics, such as: gender issues between the country of origin and migration; being a mother amongst cultural meanings, migration and cultural transmission; the social support network; the relationship with educational institutions; cultural, religious, and multiple identities. In the area of parenting support, the pedagogical discussion of research findings suggests the adoption of a resources and skills-based approach and the use of methods, and tools derived from ethnography.
AlMaawi, Mohammad. "Counter-terrorism in Saudi Arabia : narratives, practices and challenges." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/54562/.
Full textShaban, Hannah W. "Arab Americanesque." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5899.
Full textMakdani, Ghassane. "Le récit carcéral dans la littérature arabe contemporaine : étude sémiologique narrative." Strasbourg, 2009. http://www.theses.fr/2009STRA1080.
Full textThis study has set the objective analysis of the structure of contemporary Arabic narrative prison and aesthetic and symbolic litters. At the methodological level, the study used the narrative semiotics as an instrument approach procedure to the structure and allow a transition to other levels, including the socio-psychological approach. The prison story, which takes the form of the novel or autobiographical narrative promotes a term that highlights a person undergoing a descent into hell without a real quest item. This story evolves around three stages: before, during and after incarceration. Each period has its characteristics and its themes. The theme of incarceration is also developing around two axes: The Self and the space-time. The semiotic analysis of narrative contemporary Arabic prison, do not stop at the structure, the transition to others approaches is needed for a more comprehensive study
Saadi, Tania al. "Aspects et fonctions des débuts dans des romans arabes du 20ème siècle." Paris 3, 2008. http://www.theses.fr/2008PA030006.
Full textThe present study consists of a detalied analysis of the beginning of novels in a corpus of 20th century Arabic authors. These were selected with regard to their technical and thematic diversity. The study aims to answer to the following questions : What is the beginning of a novel ? What are, in terms of enunciation, the “priorities” in the beginning ? How does the beginnig proceed as a part of the whole narrative structure ? Are the main parts of the story announced in the beginning ? And if so how ? and finally: Are there any specific aspects in the beginnings of Arabic novels that are related to the culture from which they come ? Our approach is both from a discursive and a narrative angle where the follwoing has been taken into consideration : The three elements (Space, Time and Character); The relation between the beginning and the narrative of the rest of the novel; The possible relation between the beginning and the end of the novel; and, The way in which the beginning announces the underlying ideologies of the novel. This approach allowed us to deduce at the same time some common points and some divergences in the studied novels as well as detect a certain chronological evolution
Wilkinson, Benedict James. "The narrative delusion : strategic scripts and violent Islamism in Egypt, Saudi Arabia and Yemen." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/the-narrative-delusion(6d1253a8-87a8-46c0-8a9d-eb847ddf778d).html.
Full textBen-Nasr, Leila. "The Narrative Space of Childhood in 21st Century Anglophone Arab Literature in the Diaspora." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546475958114273.
Full textLarry, Sarit. "Trigger-Narratives: A Perspective on Radical Political Transformations." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:104988.
Full textThis work addresses an important phenomenon in the contemporary philosophy of narrative and coins it as a term. Trigger-narratives denote myth-like stories that ignite certain mass social participation. Juxtapose to five well-established philosophical concepts of narrative this work demonstrates that while trigger-narratives share formal characteristics with all, they fail to be meaningfully and comprehensively subsumed under any. I use three protagonists as comparative case studies to illustrate trigger-narratives: Rosa Parks (US), Mouhammed Bouazizi (Tunisia) and Daphne Leef (Israel). The sociopolitical reaction to trigger-narratives exceeds them in content and in size. Yet, these protagonists continue to serve as catalysts and perennial symbols of the transformative events that follow their protesting acts. Trigger-narratives are not lived-narratives. They do not disclose what Arendt’s refers to as a unique who or MacIntyre’s unity of a human life. They do not answer the ownmost rhythm of Heidegger’s Being-toward-death or operate like Ricoeur’s or Kearney’s concepts of testimony. The protagonist perspective is rarely heard or seriously considered. Unlike historical narratives trigger-narratives are not the product of research. They form quickly and in their aftermath they resist change. Trigger-narrative protagonists draw their power from being portrayed as context-less, weak and uncalculated while historical leaders draw power from descriptions of authority, skill, and deliberation. Trigger-narratives have the effect and/or aspiration of metanarratives. They aim at a new order. However, they spring from articulated singular accounts rather than form an all-encompassing tacit sub-current narrative. Adding a sixth sociological concept of narrative I refer to issue-narratives. Trigger-narratives congeal around an issue. But they instill a far greater expectation for change. I conclude that: 1. trigger narratives are closest to fiction 2. They operate through a condensation of Ricoeur’s mimetic cycle configuring and refiguring reality in a rapid rotation that ossifies them into a mobilizing form, and that 3. Interpreting trigger-narratives through the perspective of world-creating myths illuminates many of their typical characteristics in a unifying, comprehensive manner. The study points to two new research directions: 1. trigger-narratives’ aftermath operations (specifically rituals and newly erected institutions).2. Further interdisciplinary cooperation between contemporary political philosophy of narrative and the sociological methodology of frame-analysis
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Philosophy
Binti, Mohamad Bohari Firuz Akhtar. "Notions of captivity in Arab, Malay and Persian travel narratives." Thesis, SOAS, University of London, 2018. http://eprints.soas.ac.uk/30306/.
Full textSaidi, Darine. "Développement de la compétence narrative en arabe tunisien : rapport entre formes linguistiques et fonctions discursives." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20108/document.
Full textLanguages differ regarding the expression of events and the organisation of information in narrative discourse. Linguistic tools vary and the typological properties of each language influence the way the speaker conceptualizes an event and encodes it verbally. The aim of this study is to examine from a developmental perspective the way Tunisian speakers refer to and organize these events in a narrative discourse according to the morphosyntactic constructions available in their language. Our interest focuses therefore on the development of narrative competence in a native language. Tunisian Arabic is a language which coexists with Standard Arabic in a complex linguistic situation. Thus, the young child has to « juggle » with two different linguistic systems in order to move from « native speaker » to « proficient speaker ». Tunisian Arabic is essentially a spoken language that differs considerably from Standard Arabic. Few studies have described its specificities, which is why part of this work is devoted to the description of some morphosyntactic aspects of this language compared to Standard Arabic. The other goal of our study is to examine the development of narrative competence in Tunisian Arabic children, a long and complex process that develop and improve over several years.To conduct this study, we used narratives elicited from age groups 4-7-9-11year-olds and adults native speakers of Tunisian Arabic, using a picture book entitled ‘Frog where are you ?’ (Mayer, 1969). This experimental material was used in many developmental and crosslinguistic studies to analyse language acquisition and the development of narrative competence in a variety of languages. It also allowed us to account for the development of linguistic forms (word order, transitivity, grammatical voice) and their discourse functions in a narrative production
Maloul, Linda Fawzi. "From immigrant narratives to ethnic literature : the contemporary fiction of Arab British and Arab American women writers." Thesis, University of Manchester, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647377.
Full textGuinle, Francis. "Les stratégies narratives dans la recension damascène de Sīrat al-Malik al-Ẓāhir Baybarṣ." Lyon 2, 2007. http://theses.univ-lyon2.fr/documents/lyon2/2007/guinle_f.
Full textThis thesis is an attempt to analyse the narrative strategies in a storyteller’s manuscript of the Damas recension of Sīrat al-Malik al-Ẓāhir Baybarṣ, and to determine its specificities. Like any form of narration, the sÐra genre depends on a grammar shared by all the siyar. Yet, every single recension can also develop its own narrative strategies. Beyond the invariants, what contributes to the specificity of the Damas recension is a particular use of the variant elements. Some fundamental concepts of the genre, such as the episode structure, repetition, formulaic style, double and substitution are brought into play in specific strategies which are based on essential choices in the narrative, such as, for instance, a continuous disclosure which leaves little scope for suspense
Moats-Gallagher, Charlotte. "Arab/American Relations and Human Security, Post-9/11: A Political Narrative Inquiry." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1281108796.
Full textHonein, Natalie A. "Echoes from the past : a narrative inquiry into 19th century Arab women's movements." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683464.
Full textAlian, Najat Hashem Mohammad. "The representation of the Arab Spring narrative in English and Arabic news media." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17742/.
Full textSamara-Kateeb, Nabeela [Verfasser], Nitza [Akademischer Betreuer] Katz-Bernstein, and Uta M. [Gutachter] Quasthoff. "Arab children's narrative development measuring narrative interaction & narrative intervention in Arab-speaking children by DO-BINE and DO-FINE : Dortmunder Beobachtungsverfahren zur Interaktions-und Narrationsentwicklung und Dortmunder Forderansatz / Nabeela Samara-Kateeb. Betreuer: Nitza Katz-Bernstein. Gutachter: Uta M. Quasthoff." Dortmund : Universitätsbibliothek Dortmund, 2014. http://d-nb.info/1111812098/34.
Full textAmouri, Fatiha. "Développement de la capacité narrative en français langue étrangère et en arabe algérien langue première." Paris 10, 2001. http://www.theses.fr/2001PA100026.
Full textThe principal goal of research is to examinate how the learners use the « learner langue » to structure their discourse all over their acquisition. It is about the languages acquisition process : the description of linguistic ways that the subject used in his language production, allows to characterize the «learner langue» and to infer their growthing characteristics. In the training we exanimate the links estalished between the linguistics forms created and the role they play in the interlingua evolution. The unit kept results from the characteristics of the narrative production : the expression of the time reference. We extend it to three themes that allow to extend the analysis of the narrative capacity to other aspects telling about the way which is used by the speakers to build their global representation of the events and turn into words their texts : the development of the narrative macrostructure, the temporary specification, and the complex terms. We lateral study that compares oral productions in French a foreign language and in Algerian Arabic a first language from four groups of learner speakers in an acquisition levels in institutional background : second and third levels of elementary school, high school and university. This study gived results that allowed to characterize the building and the narrative speech development process in the building of the speakers used some discursive and linguistical capacities in L2, and view of a better understanding the acquisition methods by the learner who acquires a second langue. In an educational perspective, seeing that it is about to make easier the education by using a pedagogical reasoning. The interest of such a reasoning allows to know more about the nature of the linguistic activity of the learners
Ozkan, Hakan. "Narrativität im Kitāb al-Faraǧ baʿda š-šidda des Abū Alī al-Muhassin bʿAlī at-Tanūẖī al-Qāḍī." Aix-Marseille 1, 2005. http://www.theses.fr/2005AIX10118.
Full textNaṣr, Sawsan al-Naǧǧār Guillaume Jean-Patrick. "Edition critique et analyse narratologique du recueil de contes arabes al-Ṭāʼir al-Nāṭiq : d'après les manuscrits de la bibliothèque de Berlin, XVIIème siècle /." Lille : Atelier national de reproduction des thèses, 2007. http://catalogue.bnf.fr/ark:/12148/cb411538431.
Full textSabin-Saquer, Françoise. "Le personnage de l'Arabe palestinien dans la littérature hébraïque du XXème siècle (textes narratifs)." Villeneuve d'Ascq : Presses universitaires du Septentrion, 1999. http://catalog.hathitrust.org/api/volumes/oclc/41998334.html.
Full textSaliba, Therese. ""Saving brown women" : cultural contests and narratives of identity /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/9444.
Full textMéred, Zoulikha. "Contes arabes de Tlemcen : essai d'analyse textuelle /." [S.l.] : Entreprise algérienne de presse, 1991. http://catalogue.bnf.fr/ark:/12148/cb35775826t.
Full textLeopardi, Francesco Saverio <1989>. "After Beirut: history and narrative of the Popular Front for the Liberation of Palestine in the mid-eighties." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3765.
Full textGabr, Hala A. "Women Self Actualization: A narrative of a performative gender constitution." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4903.
Full textCassia, Antonella. "Saudi Arabia in the German-Speaking Imagination: Identity, Space and Representation." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612850.
Full textGhettas, Cherifa. "L'enfant algérien et l'apprentissage de la langue arabe à l'école fondamentale : essai d'analyse des compétences narrative et textuelle chez l'enfant algèrien entre cinq et neuf ans." Grenoble 3, 1995. http://www.theses.fr/1995GRE39053.
Full textThe teaching learning of arabic to the young algerian school-children poses questions which are still dealt with in a hugger-mugger way. This is due to the conceivers evaluations of the infant language before his entrance to school. The latter, view that the infant language at a preschool stage, is poor and not well-structured. Such an intuitive and groundless view-point has lead methodologists to advocate an oral teaching based on a reduced linguistic content, below the child's abilities. Our conviction that the first language is acquired in a condensed system of social relationships which are extremely ritualized, and which provide an appropriate ground for a second language to be grafted on, invalidates this thesis. De parting from our analysis of 297 narrative productions collected withim a population of 75 children divided up into 5 groups of age (5-9 years), and from contrasted social and economic back-grounds, we have tried to discover the real and potentieal competences of the child. Unlike the first part which was devoted to the theoretical context, the second part of our thesis, puts forward the results of the narrative and textual analysis. This has revealed that the child, as early as preschool level, is capable of concatenating a certain number of sentences on a standard model. All these chaonologically concatenated sentences are distributed after a narrative sheme which appears to be at work for 5 year-old children
Osman, Abdallah Sirine. "Les temps verbaux narratifs à l'écrit en français et en arabe : Étude linguistique comparative et propositions didactiques." Montpellier 3, 2007. http://www.theses.fr/2007MON30011.
Full textThis thesis is about the analysis of tenses, and more precisely about narrative tenses that we define and determine in the light of two concepts: temporal junction (sociolinguistic pragmatic) and “ascendance” (praxematics). We study the way in which grammars present these tenses. After having identified the value in language of each one, we analyze the various meaning effects with which they are associated, as well as textual operations which enable them to tell or report an event. The followed methodology takes support on a literary and journalistic written corpus. Complementarily, we realize a contrastive study of narrative tenses, starting from a bilingual corpus French-Arabic and Arabic-French. Moreover, by taking account of the Common European Framework of Reference for Languages: learning, teaching, assessment (the Council of Europe, 2000), and the development of technologies of information and communication (TIC), we propose various activities, facilitating teaching / learning of French narrative tenses for Arabic-speaking learners
AlGhamdi, Abdullah A. "Ideological Shifts in Newspaper Translations in the Arab Gulf Region." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564503071229478.
Full textEl, Sayed Sara. "We can't all be the good Muslim hero: Intersubjective obstructions in writing Arab-Australian Muslim experience." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/210972/1/Sara_El%20Sayed_Thesis.pdf.
Full textDavies, Myfanwy Mair. "Narrating Arab Muslim women's identities in London : storytelling and the cultural dimensions of the maternity information environment." Thesis, Middlesex University, 2005. http://eprints.mdx.ac.uk/10177/.
Full textRamírez, M. Tania. "Análisis de los tres niveles narrativos de "El beso de la mujer araña": hacia la conformación del homosexual heroico." Tesis, Universidad de Chile, 2005. http://repositorio.uchile.cl/handle/2250/110301.
Full textEl presente informe tiene como objeto de estudio “El beso de la mujer araña” de Manuel Puig, novela estructurada de forma dialógica, integrada por tres niveles: un nivel narrativo básico (diálogos entre los personajes y diálogo acotado entre el Director de la cárcel y Molina) uno intratextual (narración de películas de clase B) y uno subtextual (notas al pie de página). Dicha novela relata la vida de Molina y Valentín –el personaje homosexual y el guerrillero- durante el tiempo que permanecen juntos en la misma celda y la muerte de ambos, la de Molina en el exterior y la de Valentín en la enfermería de la cárcel. El análisis se centrará en la figura de Molina, específicamente en su conformación como heroína romántica; el concepto de heroína romántica no es abordado desde la concepción canónica de la literatura, sino desde la cultura de masas, por tanto, se postula una resemantización del concepto de héroe y heroína. Para ello, se realizará el análisis crítico de cada una de las ‘capas’ o niveles de los cuales está compuesto el texto, para, de esta manera, comprobar que entre ellas se establece una retroalimentación que, por una parte, es dialéctica y, por otra, dependiente. Esta retroalimentación permite el afianzamiento y validación de una heroína nacida desde la cultura de masas, una heroína romántica que tuvo su génesis en las películas sentimentales de los años ’50. Como consecuencia inmediata a la conformación de Molina en heroína se establece el que éste se constituye, a la vez, como un homosexual heroico. Ambas ópticas no son excluyentes entre sí, sino que el constituirse como un homosexual heroico es sólo la consecuencia inmediata de su ser-heroína, y, como tal, sólo es posible gracias a la instauración y validación de ella. En conclusión, se configura un homosexual heroico en la novela, que sin la institución de Molina en heroína romántica, no podría haber existido jamás.
Teerling, Janine C. J. "The 'return' of British-born Cypriots to Cyprus : a narrative ethnography." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6343/.
Full textKebsi, Jyhene. ""Unauthorized Global Narratives: The Representation of Gendered Paperless Migration from the Arab World in Transnational World Literature and Cinema"." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17586.
Full textEl, Deek Hosry Manar. "Interrogations into Female Identity in Arab American literature." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040024.
Full textThis dissertation analyses contemporary Arab-American literary productions by female writers, specifically, Shakir’s collection of memoirs Bint Arab and her two short stories “Oh Lebanon” and “Name Calling,” as well as a selection of novels, Abu Jaber’s Arabian Jazz and Crescent, Darraj’s The Inheritance of Exile, Alia Yunis’s The Night Counter, and Laila Halaby’s Once in a Promised Land. It shows how these works construct a space which enables them to investigate questions of identity, culture, ethnicity and gender. Identity conflicts around everyday matters like physical appearance, color, dress codes, veiling, chastity, and marriage are addressed by drawing upon critical works by Arab-American female writers and psycho-social studies on biculturalism. Moreover, this work emphasizes coalition-building with women of color by extending Anzaldua’s concept of the “consciousness of the borderlands” to encompass works by Arab-American female writers. Theories by post-colonial thinkers, particularly Said’s studies on Orientalism, also contribute to the dissertation’s questioning of the Oriental model of womanhood. Finally, this dissertation envisages critical works that study storytelling and its role in creating a surrogate home for “exilic” identities, with special emphasis on the Scheherazadian narrative. This project views literary productions as an appropriate way to investigate social, political, cultural and ethnic issues. It shows how writings by Arab-American women contribute to exploring inner identity conflicts, how they connect with other minority groups, and how they create a new sense of home
Mashlah, Samer. "The impact of fostering personal values on leadership mechanisms in organisations : narratives of CEOs, managers, and staff in Arab countries." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/702187/.
Full textMashlah, Samer. "The impact of fostering personal values on leadership mechanisms in organisations: narratives of CEOs, managers, and staff in Arab countries." Thesis, Anglia Ruskin University, 2017. https://arro.anglia.ac.uk/id/eprint/702187/1/Mashlah_2017.pdf.
Full textBarqani, Mina. "Idéologie et structures narratives dans le roman Al-Su'âl "La Question" de Gâlib Halasâ." Paris 8, 2001. http://www.theses.fr/2001PA081921.
Full textAnani, Nora. "Les élites intellectuelles et religieuses des deux premiers siècles ottomans d'après le dictionnaire biographique arabe de Ṭas̆köprüzade et les sources narratives ottomanes." Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10044.
Full textAldkiel, Abeer Dkiel. "Évaluation des compétences langagières plurilingues d'enfants saoudiens âgés de 6 à 12 ans à partir d'un récit à l'école saoudienne de Paris." Thesis, Normandie, 2020. http://www.theses.fr/2020NORMR100.
Full textOver the past few years, with a view to opening up to the world, Saudi Arabia has been developing the learning of foreign languages in its educational system. This openness is also reflected in the possibility offered to the children of expatriates (diplomats or students) to be educated in Saudi institutions abroad, such as the Saudi school in Paris. The aim of this research is, precisely, to focus on the multilingualism of Saudi children attending this school. The latter, who therefore live in France, are in contact with three languages: i) Arabic (L1), first and family language, taught in school; ii) English (L2), the first foreign language taught in schools and used by some families; iii) French (L2 / L3), a second foreign language, also taught in schools and language of the dominant environment elsewhere (France). To assess the language abilities of these children, we used the textless picture book Frog, where are you? (Mayer, 1969). Two aspects of narratives, the overall plotline (study of thematic continuity) and temporality (use of verbal tenses), were analyzed in spoken productions in Arabic, English, and French of 20 children, aged 6 to 12 years old, having participated in our study. Furthermore, a parental and teacher questionnaire made it possible to specify the language biographies and to identify the sociolinguistic factors which influence the bi-/multilingualism of said children. Our results show a parent-child inter-influence not only on the choice of language in order to tell the story but also on children’s L1 language abilities. Besides, our research shows the importance of factors such as age and length of stay in France for children, especially for French skills. Finally, it was observed that family language practices that promote bi-/multilingualism had positive impact on children’s bi-/multilingualism language competencies
El, Haj Pascale. "Référence aux entités dans un discours narratif chez des Libanais apprenant une L2 et une L3." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080094/document.
Full textThe present study concerns the introduction of entities in a narrative discourse in two different target languages, French and English, by Lebanese learners of 10, 13 and 16 year old. The main purpose is to observe acquisitional sequences in the two mentioned target languages. We analyzed the oral production – a story of a film – of two groups of learners, one group who first received French (L2) instruction at school before English (L3) instruction and inversely, the other group who initially attended school in English (L2) and later in French (L3). Therefore, we are investigating the impact of source languages, Lebanese Arabic (L1), French (L2 or L3) and English (L2 and L3) on the acquisition of the linguistic means essential for the construction of the reference to entities in a narrative discourse, especially as regards introduction of the reference. In order to evaluate the role of the specified source languages better, we collected and analyzed productions from the same verbal task performed by three control groups, French English and Lebanese Arabic of adult native speakers. We adopt a functionalist approach (Klein & Perdue 1997), building on the quaestio model (Klein & von Stutterheim 1991) that allows us to analyze the relationship between informational/discourse structure and the phrasal structure of utterances. Our analysis shows the specificity of studied languages and the variation of their linguistic processes necessary for the introduction of entities. This study contributes to a better comprehension of the acquisition process regarding sources languages impacts, age factors and sequences of acquisition of different foreign languages. Moreover, our results enable us to approach the question of contribution of research in acquisition of the languages’ didactic. Finally, the analysis of the Lebanese corpus of the control group offers new and promising prospects for the description of this language, in an approach only rarely adopted in Arabic linguistic research
Mahmoud, Salim. "La structure narrative dans la trilogie de ʼAḥlām Mustaġānimī, et la présence de l’Algérie dans des histoires d’amour." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE3045.
Full textThis thesis is an analysis of the trilogy of ʼAḥlām Mustaġānimī, one of the first Algerian authors in Arabic with formal analysis and the works of Genette.The introduction discusses the methodology and the issue. How are the novels woven into a trilogy and why have they been so popular with the Arabic-speaking readership? Which leads to another: how Algerian history is included in the trilogy. The first part shows that these novels are a reflection of Mustaġānimī's life and his commitment, through the dedications and the Arabic language of which generations have been deprived. The second part uses the tools of the formal approach to determine the mechanism of suspense by disassembling the narrative text into the constituent elements of the main story, the love story, and its interruptions. It shows ʼAḥlām Mustaġānimī's great sensitivity to the place of women and to Algerian politics before and after independence. The last part, with intertextualities and linguistic styles, analyzes the text, and the poetry of its writing. This mastery of the Arabic language by Mustaġānimī is one of the causes of his success in the Arabic-speaking readership. This thesis shows the interest of these methods of analysis, explaining and objectifying the feelings of the reader. Finally, Mustaġānimī finds himself in the implicit protagonist of the trilogy, which is therefore an “intrusion” into the life of the writer
Omar, Fawziya. "Le style narratif et l'expression du passé en arabe et en français : étude comparative à travers deux traductions arabes de "l'Etranger" de Camus." Paris 3, 1985. http://www.theses.fr/1985PA03A023.
Full textChernobrov, Dmitry. "The portrait of an other : metaphor, stereotype and the drawing self in international perceptions." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/7066.
Full textALHAJJI, ALI A. "“The Reliability of Cross-Cultural Communication in Contemporary Anglophone Arab Writing”." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531502012291.
Full textHassan, Iyas. "Le récit coranique et sa réécriture au IIe/VIIIe siècle. Éléments d'une mutation esthétique et culturelle autour de la formation des genres narratifs arabes." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030106.
Full textOur research examines story’s genesis in the Arabic literature from two points of view: the role played by religious literature in this genesis and the progressive development of the written culture during the first two centuries of Islam. Unlike thesis which consider narrative as an extraneous genre to Arabic literature, our corpus, based on narrative texts well known by Islamic studies yet often neglected by literature’s researchers, led us to affirm that an Arabic narrativity was born in an archaic oral tradition and that earliest centuries’ texts with religious character represent an essential link in the configuration of the Arabic narrative tradition.The analysis is founded on a comparative study of two versions of the same religious text, one from The Qur’an (Mūsā and the Servant of God, XVIII : 60-82), dating back to the first quarter of the 7th century, and the other from the commentary of Muqātil b. Sulaymān in the middle of the 8th century. It is indeed possible to define an Arabic archaic narrativity rooted in the orality that we can in the first version of the story. Meanwhile the second version, giving the fact that it belongs to a written genre, the commentary, highlights a certain detachment from the oral communication’s structures. Therefore, the period between these two chronological references could be seen as a shifting stage, both cultural and aesthetic. This shifting stage opens the way for a study concerning the development of the writing’s practice in an oral context and as well the impact of this cultural evolution on the conception of story