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Journal articles on the topic 'Tunisian language'
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1
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, no. 1 (March 30, 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, no. 1 (March 30, 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, no. 278 (November 1, 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 (December 30, 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, and 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 (December 15, 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, no. 4 (December 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, no. 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, no. 1 (April 26, 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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CHAABOUNI, Karim. "Assessing Tunisian Exports towards the European Union: Intensity, Complementarity and Gravity Estimation." Asian Journal of Economic Modelling 10, no. 1 (April 26, 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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Dhieb, Mohsen, and Kamel Nasraoui. "An interactive map of Tunisian toponymy." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-61-2019.
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<p><strong>Abstract.</strong> Toponyms are living bodies that evolve continuously over time. When studying the present toponymic items of one region, many factors intervene to determine their genesis, their origin, their present use and their recent evolution.</p><p> Portraying the Tunisian toponymic landscape with its various characteristics should address such issues for specialists and for common users. It is important first, to bring altogether the various toponyms of one place in one chosen language, and second to give insights on such characteristics of each toponym altogether. This should be done by an Interactive Toponymistic Map of Tunisia (ITM).</p><p> The goals of this research are first, to make an inventory of the Tunisian most used toponyms; second to classify them through the most known historical periods and their various transcriptions; and third to show the evolution of the overall Tunisian toponymic landscape in one sight by using an ITM.</p>
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NEIFAR, Souhir. "Causes of tax evasion in Tunisia: a survey study." International Journal of Accounting and Economics Studies 4, no. 1 (December 17, 2015): 6. http://dx.doi.org/10.14419/ijaes.v4i1.5568.
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<p class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;"><span style="font-size: 9.0pt;">The purpose of this paper is to examine the causes of tax evasion in Tunisia. The paper uses the survey methodology. We use a sample of 101 participants divided into three major groups: business students’ participants, medicine students’ participants and other students’ participants. The results show that medicine students’ participants are more opposed to tax evasion than the other participants (business and others). We find also that women are more opposed to such a behavior. </span></p><p class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;"><span style="font-size: 9.0pt;">While our research unprecedentedly deals with the motivations tax evasion in Tunisia, other researchers have examined this issue analyzing other contexts. The addition of other statements to this survey will enrich the list of causes of tax evasion; other economical and sociological variables will be taken into account. Our findings can be valuable to both researchers and Tunisian regulators. For researchers, this research helps to understand the motivations of tax evasion in the Tunisian context. As far as regulators are concerned, this research highlights the reduction of the tax rates as possible cure.</span></p><span style="font-size: 18.0pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Batang; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Causes of tax evasion in Tunisia: a survey study</span>
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Katz, Kimberly. "URBAN IDENTITY IN COLONIAL TUNISIA: THE MAQĀMĀT OF SALIH SUWAYSI AL-QAYRAWANI." International Journal of Middle East Studies 44, no. 4 (October 12, 2012): 693–712. http://dx.doi.org/10.1017/s0020743812000827.
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AbstractThis article presents a microhistory of an early 20th-century Tunisian intellectual, Salih Suwaysi, within the context of cross-regional (Maghrib–Mashriq) literary and intellectual trends. Analyzing Suwaysi's use of the conventional literary genre of maqāmāt illustrates his deep understanding of the problems caused by France's occupation of Tunisia and highlights the significance of historical and contemporary urban space for the author. Revitalized during the nahḍa period, maqāmāt were employed by writers to address issues and problems facing contemporary society, in contrast to some of the earlier maqāmāt that focused on language and language structure more than on narrative content. Suwaysi followed his eastern Mediterranean, especially Egyptian, contemporaries in turning to this genre to convey his critical commentaries on social, religious, and political life under the French Protectorate in Tunisia.
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Amara, Imen Ben, and Mimoun Melliti. "English in Tunisian Primary Schools: Stakeholders’ Perception and Reform Validity." International Journal of Linguistics 14, no. 2 (April 15, 2022): 111. http://dx.doi.org/10.5296/ijl.v14i2.19814.
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The present study was conducted to test the theory of ‘the younger the better’ (Lenneberg, 1967; Penfield, 1959) by examining Tunisian EFL public primary school teachers’ perceptions of lowering the age of teaching English in elementary schools. In doing so, a quantitative method approach was used to collect data from a sample of 30 teachers working at public primary schools in Tunis and an interview for 5 inspectors of English from different regions of Tunis. They were asked to express their views concerning lowering the age of teaching English and the ability of children to learn more than one foreign language in academic situations. The purpose of this study is to to investigate the influence of age on language learning in Tunisian public educational system focusing on children’s ability to learn English effortlessly at a younger age.The data analysis revealed that a considerable percentage of Tunisian primary school teachers in the schools visited claim to be aware of the importance of lowering the age of teaching English and of the crucial role that English plays in the curriculum as well as the ability of children to learn foreign language with great enthusiasm. However, this awareness is not met by major efforts toward educational reforms by the ministry of education. Another finding of this research was that all the respondent teachers agreed on the best age for children to learn English in academic situations yet they disagreed with the fact that it is impossible to achieve proficiency in second languages in the second decade of life.This study provides evidence that English is important in Tunisian schools and teachers as well as policy makers perceive that lowering the age of teaching English provides longer exposure to the target language and is advantageous for children starting L2s at a younger age. Obviously, the age of teaching English in public schools is gaining importance, which suggests that it is going to be an influencing factor in any future educational reforms in public Tunisian schools.
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Oussii, Ahmed Atef, and Mohamed Faker Klibi. "Accounting students’ perceptions of important business communication skills for career success." Journal of Financial Reporting and Accounting 15, no. 2 (July 3, 2017): 208–25. http://dx.doi.org/10.1108/jfra-10-2015-0092.
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Purpose This paper aims to examine the business communication skills that accounting students see as having the highest importance for career success. It also explores the current levels of development of these skills and analyzes them through a comparative study between three Tunisian business schools. Design/methodology/approach The authors used a questionnaire sent to180 students from three business schools to provide insights into the development of communication skills perceived important for a successful accounting career. Findings The results indicate that all students are conscious of the importance held by communication skills for career success in the accounting profession. However, they feel that their aptitudes are sometimes poorly developed, especially when it comes to proficiency in French (as a language of business in Tunisia) and written skills. Practical implications The paper’s findings offer important guidance concerning the communication skills that accounting students consider most needed by the Tunisian labor market. The findings of this study may be useful for curriculum development in local and international contexts. Originality/value This study is conducted in a developing country where the graduate unemployment rate is about 30 per cent. This high unemployment often affects service professions like accounting. Moreover, in Tunisia, accounting education focuses particularly on technical aspects. So far, no studies have been conducted to show whether students nowadays are aware of the increasing importance of generic skills in accounting practice. As a result, the conclusions of this study could provide Tunisian stakeholders with insights into ways of potentially improving accounting graduates’ employability.
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Carpenter-Latiri, Dora. "The Ghriba pilgrimage in the island of Jerba: the semantics of otherness." Scripta Instituti Donneriani Aboensis 22 (January 1, 2010): 38–55. http://dx.doi.org/10.30674/scripta.67361.
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This article examines the Jewish pilgrimage to the Ghriba Synagogue on the island of Jerba (or Djerba) in Tunisia, with a focus on the semantics of otherness as it is condensed in the devotion to the Ghriba, the eponymous local saint of the synagogue. The author explores the semantics of the pilgrimage to the Ghriba (the ‘stranger saint’) and in particular, the polysemy of the name and the ambivalence of otherness in the Tunisian context, in particular in representations through discourse in the Tunisian Arabic language as shared by Muslims and Jews. She argues that this complex and ambivalent representation is the central meaning of the ritual of the Ghriba pilgrimage, as the negative connotations of otherness are reversed and amplified into the affirmation of a positive, healing ritual, dedicated to the stranger saint as a symbolic allegory of the otherness of the Jewish community as a whole, or as an allegory of the alienated, exiled, marginalized self.
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Anane, Chiraz. "Variation et hétérogénéité de récits en français de jeunes élèves tunisiens." Travaux neuchâtelois de linguistique, no. 34-35 (October 1, 2001): 323–38. http://dx.doi.org/10.26034/tranel.2001.2563.
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Arabic and French are fluently spoken in Tunisia. However, the position of French language is variable. In fact, it isn’t uniformly spoken by all the people. This language is more present in the capital and in the big towns (in urban area) and may be absent in other towns (specially in the rural area). Children learn first Tunisian Arabic. At school, they learn the literal Arabic (since the first year school), then they start learning French from the third year of primary school. The variable position of French language may influence the acquisition process of this language. We propose to analyse some narrative productions of 10 pupils selected in two schools (one in a urban area, another in a rural area) in order to observe the development of French language. We pay a particular attention to the narrative structure and the time expression in these productions.
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Maalej, Zouheir A. "Framing and manipulation of person deixis in Hosni Mubarak’s last three speeches." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 23, no. 4 (December 1, 2013): 633–59. http://dx.doi.org/10.1075/prag.23.4.03maa.
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The “Arab Spring,” as the revolutions in some Arab countries were called by the international media, was triggered by the “Jasmine Revolt” in Tunisia, which provoked a domino effect to some Arab leaders, starting from Tunisia and spreading to Egypt, Libya, Yemen, Syria, etc. Using the insights of cognitive-pragmatics, the current article shows how the last three speeches of Husni Mubarak, the demised president of Egypt (DPE), framed the revolution in Egypt and filled person deixis. In particular, the article argues that, from the antepenultimate to the ultimate speech, the DPE, unlike his Tunisian counterpart, made little change to the initial framing of the revolution in Egypt as a strategy to maintain the sociopolitical situation as it was. As transpires from the lexical items environing person deixis, the DPE filled it with cognitive content which prevented him from coming any closer to a pragmatic rapprochement to the Egyptian people.
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Boumediene, Salem Lotfi, Ridha Zarrouk, and Ines Tanazefti. "Obstacles To The Adoption Of The IAS/IFRS In Tunisia." Journal of Applied Business Research (JABR) 32, no. 3 (May 2, 2016): 621–36. http://dx.doi.org/10.19030/jabr.v32i3.9646.
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To guarantee the production of financial information that is useful for economic decision-making, most countries have a set of accounting standard used in preparing the financial statements. Indeed, the use of a common accounting language by all companies operating in the same economic space allows different users to monitor the activities of these entities in time and space and, therefore, take reasonable decisions. Thereby, the international accounting standards are a necessary to clarify the financial disclosure and make reading financial statements conform to a single repository easier. This strengthens the investor’s confidence, stimulates the financial market and ensures the best qualities that the financial information should be endowed. In deciding to adopt the international accounting standards IAS/IFRS, Tunisian authorities have launched a challenge to prompt a fast and adequate transition to a new accounting, financial, informational, organizational and internal control systems. However, this presents some obstacles related to the nature of the Tunisian economy which is characterized by a strong presence of small and medium companies, to the differences between the tax system and the accounting system, the conservative attitude of leaders and the high concentration of ownership. The results of our research analysis shows that the conservative attitude of managers and the lack of dynamic and efficient markets are the most important obstacles to adoption of IAS/IFRS in Tunisia according to the Tunisians Certified Public Accountants TCPAs). We detailed our analysis for the accounting, tax and economic obstacles. For the accounting, we found that the application of IAS 19, IAS 36 and IFRS 4 are the standards that cause more problems at the moment of their implementation according to the TCPAs. In addition, the deferred tax, the actuarial method and the treatment financial instruments are the most complex treatments in IAS/IFRS. Finally, the differences between the Tunisian accounting system and the international system are undoubtedly an important obstacle. Concerning the tax obstacles, we found that companies prepare their financial statements first in accordance with tax rules. In fact, the differences between the tax rules of the Tunisian accounting system and the IAS/IFRS are undoubtedly an obstacle to a better adoption of them. In addition, another obstacle is the readiness of tax administration for the adoption of the IAS/IFRS. Finally, for the economic obstacles, we found that the IAS/IFRS’ adoption and implementation costs and the costs related to their enforcement are the main economic obstacles.
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Bahatheg, Raja Omar. "Critical Thinking Skills in Elementary School Curricula in some Arab Countries—A Comparative Analysis." International Education Studies 12, no. 4 (March 25, 2019): 217. http://dx.doi.org/10.5539/ies.v12n4p217.
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This study aims to analyze and compare school subjects to determine the extent to which critical thinking skills are being engaged in school subjects’ questions and activities in public education. Five Arab countries are included in this paper; Saudi Arabia, Kuwait, The Hashemite Kingdom of Jordan, Arab Republic of Egypt, and The Tunisian Republic, in elementary school levels (first, second, and third grades.)The study found that all Arab countries focus on operating inductive reasoning skills in their subjects, followed by reasoning and observation, sequentially, while dismissing credibility and assumptions skills. Saudi Arabia focused on developing critical thinking skills in science textbooks for the past three academic years, while Kuwait had the same focus on their Arabic language classes. Both the Hashemite Kingdom of Jordan and Egypt have paid a measurable attention to engaging critical thinking skills in Mathematics and the Arabic language, as well as Tunisia in their science textbooks. The least effective subjects in operating critical thinking skills were the Arabic language in Saudi Arabia, science in Kuwait, Domestic Economics in Egypt, and Islamic education in Jordan and Tunisia.
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Glas, Ludivine, Caroline Rossi, Rim Hamdi-Sultan, Cédric Batailler, and Hacene Bellemmouche. "Activity types and child-directed speech: a comparison between French, Tunisian Arabic and English." Canadian Journal of Linguistics/Revue canadienne de linguistique 63, no. 4 (September 11, 2018): 633–66. http://dx.doi.org/10.1017/cnj.2018.20.
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AbstractQuantity and quality of input affect language development, but input features also depend on the context of language emission. Previous research has described mother-child interactions and their impact on language development according to activity types like mealtimes, book reading, and free play. Nevertheless, few studies have sought to quantify activity types in naturalistic datasets including less-studied languages and cultures. Our research questions are the following: we ask whether regularities emerge in the distribution of activity types across languages and recordings, and whether activities have an impact on mothers' linguistic productions. We analyse input for two children per language, at three developmental levels. We distinguish three activity types: solitary, social and maintenance activities, and measure mothers' linguistic productions within each type. Video-recorded activities differ across families and developmental levels. Linguistic features of child-directed speech (CDS) also vary across activities – notably for measures of diversity and complexity – which points to complex interactions between activity and language.
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Sayahi, Lotfi. "Introduction. Current perspectives on Tunisian sociolinguistics." International Journal of the Sociology of Language 2011, no. 211 (January 2011): 1–8. http://dx.doi.org/10.1515/ijsl.2011.035.
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Vince, Rebekah. "Translating across worlds with Colette Fellous and Sophie Lewis." Francosphères 9, no. 2 (December 1, 2020): 215–26. http://dx.doi.org/10.3828/franc.2020.19.
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This roundtable discussion between Franco-Tunisian author Colette Fellous and her translator Sophie Lewis explores multilingualism and transmedial translation, alongside memories of colonialism and occupation. Fellous recounts her experience of inherited exile as a Tunisian Jew - caught between culpabilité and reconnaissance in relation to French colonialism - while Sophie Lewis shares her thoughts on translating inflected language and diasporic identities.
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Boussofara, Naima. "Bleaching a dialectal voice in political discourse." Journal of Language and Politics 10, no. 2 (July 19, 2011): 204–26. http://dx.doi.org/10.1075/jlp.10.2.04bou.
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In 1973, former President of Tunisia, Habib Bourguiba delivered nine speeches in which he recounted episodes of the national movement. Even though delivered in an official setting and to a highly educated audience, the semi-planned speeches were delivered in the dialectal variety of Arabic, i.e. Tunisian Arabic. The speeches were brought together in a book form titled ḥayātī, ’ārā’ī, jihadi (My Life, My Opinions, My Jihād). Their publication in a book form meant that the original performed texts were modified from a spoken mode to a written mode and ‘translated’ from Tunisian Arabic, a dialectal form of Arabic, to fuṣḥā, the High variety of Arabic (Ferguson 1959). The rewriting of the speeches led to strategic sociolinguistic choices. In the translation process, the linguistic product was regulated by a web of competing institutions of power, sites of linguistic ideologies, and linguistic practices; each of which represents an institution of power whose interests shift strategically between moments of ideological convergence and/or divergence, if not rivalry and connivance, among and between them. The present essay is an attempt to explore those sociolinguistic choices translated into erasures, shifts, modifications, and polishing of the original text. The carefully orchestrated changes in the original text, I believe, aim at re-establishing the authoritative presidential voice, restoring the institutional linguistic status quo, and rendering Bourguiba’s personal ‘ḥkāyāt’, stories, to ‘tārīkh aš-šaʿb t-tūnsi’, ‘the history of the Tunisian people’.
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Younes, Jihene, Hadhemi Achour, Emna Souissi, and Ahmed Ferchichi. "Building Bi-script Language Resources for the Tunisian Dialect’s NLP." Procedia Computer Science 189 (2021): 320–27. http://dx.doi.org/10.1016/j.procs.2021.05.101.
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Cherni, Thameur, and Badreddine Cherni. "EFL FUTURE ENGINEERS’ LANGUAGE ANXIETY: FINAL PROJECT PRESENTATIONS AND ORAL EXAMINATIONS." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (April 12, 2022): 232–52. http://dx.doi.org/10.20319/pijtel.2022.61.232252.
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For many years, undergraduate students’ foreign language anxiety (FLA) has been investigated. These students have experienced different levels of FLA due to several variables leading them to feel anxious during final summative examinations. In this context, several EFL future engineers show anxiety when performing classroom final project presentations and oral examinations at ESPRIT, School of Engineering, Tunisia. Despite the significance of FLA for research and researching, few studies missed the correlation between anxiety and final oral assessments in Tunisian academic settings. Thus, the researchers in this study were interested in reviewing the factors and causes of anxiety as experienced by EFL students so that the right strategies can be implemented. This study collected data from 129 participants of both electromechanical and civil engineering second-year students through an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, et al. (1986). The results show eight factors and six causes impeding undergraduate students from speaking their minds orally. It follows some implications for language teaching are offered to reduce EFL Future Engineers’ English Language Anxiety while performing Final Project Presentations and Oral Examinations.
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Najeh Bel’Kiry, Leila. "The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety." Psycholinguistics in a Modern World 16 (December 17, 2021): 23–31. http://dx.doi.org/10.31470/10.31470/2706-7904-2021-16-23-31.
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The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety.
This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment.
Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.
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Najeh Bel’Kiry, Leila. "The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety." Psycholinguistics in a Modern World 16 (December 17, 2021): 23–31. http://dx.doi.org/10.31470/2706-7904-2021-16-23-31.
Full textAbstract:
The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety.
This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment.
Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.
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Fliegelman, Oren. "The Question of Education in the 2014 Tunisian Constitution: Article 39 and its Ambiguous Values." Middle East Law and Governance 8, no. 1 (July 19, 2016): 1–31. http://dx.doi.org/10.1163/18763375-00801002.
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Despite Tunisia’s remarkable transition from dictatorship to democracy following the Tunisian Revolution, only a few of the hotly debated articles in the country’s new constitution have been analyzed by scholars. This article examines one of those under-analyzed constitutional provisions: Article 39, on education, whose language on religious and national values was repeatedly contested throughout the two-year drafting process. Using internal National Constituent Assembly documents and delegate voting records, the article explains how the education article transformed dramatically throughout drafting, ending in a controversial last-minute compromise accepted on the final day of voting. It provides insight on the broader constitution, which has been criticized for inconsistency, by showing how opposing interests largely amended the article's language into ambiguity. It also shows that the nca can be used as a model for exploring the convoluting impact quick votes in a constitution-making body’s plenary assembly can have on work produced by the body’s specialized committees.
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Najeh Bel'Kiry, Leila. "Foreign Language Learning Anxiety in Virtual Classroom During the Covid-19 Pandemic: Tunisian Students of English as a Case Study." Psycholinguistics in a Modern World 17 (December 14, 2022): 15–25. http://dx.doi.org/10.31470/2706-7904-2022-17-15-25.
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Foreign language learning anxiety (FLLA) is one of the most vastly studied variables in the field of foreign language learning (Horwitz, 2001). It is widely conceived as an obvious factor, in foreign language learning, which explained why some learners are more successful at learning and acquiring a foreign language than others though the settings and circumstances of learning are alike.
The aim of this paper is to address the issue of foreign language learning anxiety that Tunisian students of English suffered from when they learn ‘behind the screen’ during the Covid-19 pandemic, by surveying 50 students enrolled in the Tunisian public universities and institutes.
The foreign language classroom anxiety scale (FLCAS), developed by Horwitz, Horwitz, and Cope (1986), the most widely used scale for assessing general foreign language anxiety, is used in this research to inspect the anxiety level the learners face.
Results of the survey reveal a significant relationship between foreign language anxiety and the academic level, whereas no significant relationship between gender and foreign language learning anxiety is marked.
Investigating online learning in relation with foreign language learning anxiety can provide guidance and recommendations for teachers, course designers, pedagogues how to deal with learners behind the screen.
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Ben-Said, Selim. "Inconsistencies and Adjustments in Language Policy: Evidence from the Linguistic Landscape." TRANS-KATA: Journal of Language, Literature, Culture and Education 2, no. 1 (November 29, 2021): 1–14. http://dx.doi.org/10.54923/transkata.v2i1.16.
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Taking effect immediately following Tunisia’s independence, Arabization has achieved mixed results with Arabic institutionally empowered but still competing with French. In fact, when examining the linguistic landscape, this monolingual policy is flouted both in terms of the bilingual Arabic-French Street signage but also challenged by people’s preferences. This paper examines inconsistencies between Arabic as the ‘language of the state’ (government-decreed), and the omnipresence of other ‘languages in the state’ (observed in representation and practice) in Tunisia. Street signage artefacts and attitudinal data also illustrate how language policies are responded to and experienced by Tunisians. Data consists of different types of private inscriptions and public signs, governmental decrees, as well as attitudinal surveys and interviews. The juxtaposition of urban signs with the official policy on multilingualism provides an illustrative account of the complexities of the linguistic situation in Tunisia, which blends top-down advocacies of Arabization, ambivalent attitudes to Arabic-French Bilingualism, as well as a growing interest in English as the emergent language of globalization.
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Hmissi, Wafa. "De l’impact des représentations sociales sur l’apprentissage du français dans le contexte tunisien." European Scientific Journal, ESJ 18, no. 6 (February 28, 2022): 116. http://dx.doi.org/10.19044/esj.2022.v18n6p116.
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Dans le contexte tunisien, l’apprentissage du français langue étrangère rencontre plusieurs difficultés. Pour pouvoir déterminer ces obstacles, nous avons mené une enquête qualitative (l’entretien semi-directif) pour délimiter, catégoriser et examiner les représentations sociales qui constituent non seulement un frein à l’apprentissage du français mais aussi un obstacle à l’ouverture sur autrui. Les entretiens semi-directifs sont au nombre de 9, dirigé l’un séparément de l’autre sur des élèves dont l’âge moyen va de 16 à 18 ans. La durée de chaque entretien varie entre 25 et 35 minutes. Cette enquête exploratoire permet de mettre le point sur le dysfonctionnement linguistique permettant, par la suite, d’ajuster le dispositif didactique selon les besoins et les attentes des apprenants. Nos résultats révèlent que parmi les freins à l’apprentissage du français : le rapport conflictuel historique entre le Français, ancien colonisateur et le Tunisien et le facteur identitaire. En contestant la langue de l’autre, l’élève présume, par là-même, mettre en valeur sa langue maternelle, sa culture et soi-même.
In the Tunisian context, learning French as a foreign language encounters several difficulties. To be able to determine these obstacles, we carried out a qualitative survey (the semi-directive interview) to delimit, categorize and examine the social representations which not only constitute an obstacle to learning French but also an obstacle to opening up to others. The semi-structured interviews are 9 in number, directed one separately from the other on pupils whose average age ranges from 16 to 18 years. The duration of each interview varies between 25 and 35 minutes. This exploratory survey makes it possible to focus on the linguistic dysfunction allowing, subsequently, to adjust the didactic device according to the needs and expectations of the learners. Our results reveal that among the obstacles to learning French: the historical conflicting relationship between the French, former colonizer and the Tunisian and the identity factor. By contesting the language of the other, the student, presumes, thereby, to highlight his mother tongue, his culture and himself.
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Benkato, Adam, and Christophe Pereira. "An Innovative Copula in Maghrebi Arabic and Its Dialectological Repercussions: The Case of Copular yabda." Languages 6, no. 4 (October 26, 2021): 178. http://dx.doi.org/10.3390/languages6040178.
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Research on copulas in Arabic dialects has hitherto largely focused on the pronominal copula, and has also mostly ignored Maghrebi dialects. Drawing on published literature as well as fieldwork-based corpora, this article identifies and analyzes a hitherto undescribed verbal copula in dialects of Tunisian and northwestern Libya deriving from the verb yabda (“to begin”). We show that copular yabda occurs mostly in predicational copular sentences, with time reference including the habitual present and generic future. It takes nominal, adjectival, and locational predicate types. We also argue for broader inclusion of syntactic isoglosses in Arabic dialectology, and show how copular yabda crosses the traditional isogloss lines established on the basis of phonology, morphology, or lexicon, and therefore contradicts established dialect classifications such as Bedouin/sedentary or Tunisian/Libyan.
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Younes, Jihene, Hadhemi Achour, Emna Souissi, and Ahmed Ferchichi. "A Deep Learning Approach for the Romanized Tunisian Dialect Identification." International Arab Journal of Information Technology 17, no. 6 (November 1, 2020): 935–46. http://dx.doi.org/10.34028/iajit/17/6/12.
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Language identification is an important task in natural language processing that consists in determining the language of a given text. It has increasingly picked the interest of researchers for the past few years, especially for code-switching informal textual content. In this paper, we focus on the identification of the Romanized user-generated Tunisian dialect on the social web. We segment and annotate a corpus extracted from social media and propose a deep learning approach for the identification task. We use a Bidirectional Long Short-Term Memory neural network with Conditional Random Fields decoding (BLSTM-CRF). For word embeddings, we combine word-character BLSTM vector representation and Fast Text embeddings that takes into consideration character n-gram features. The overall accuracy obtained is 98.65%.
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von Stutterheim, Christiane, Johannes Gerwien, Abassia Bouhaous, Mary Carroll, and Monique Lambert. "What makes up a reportable event in a language? Motion events as an important test domain in linguistic typology." Linguistics 58, no. 6 (November 25, 2020): 1659–700. http://dx.doi.org/10.1515/ling-2020-0212.
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AbstractNumerous crosslinguistic studies on motion events have been carried out in investigating the scope of the two-fold typology “path versus manner” (Talmy 1985, 2000) and its possible implications. This typological contrast is too narrow as it stands, however, to account for the diversity found both within and across types. The present study is based on what can be termed a process-oriented perspective. It includes the analyses of all relevant conceptual domains notably the domain of temporality, in addition to space, and thus goes beyond previous studies. The languages studied differ typologically as follows: path is typically expressed in the verb in French and Tunisian Arabic in contrast to manner of motion in English and German, while in the temporal domain aspect is expressed grammatically in English and Tunisian Arabic but not in German and French. The study compares the representations which speakers construct when forming a reportable event as a response to video clips showing a series of naturalistic scenes in which an entity moves through space. The analysis includes the following conceptual categories: (1) the privileged event layer (manner vs. path) which drives the selection of breakpoints in the formation of event units when processing the visual input; (2) the privileged category in spatial framing (figure-based/ground-based) and (3) viewpoint aspect (phasal decomposition or not). We assume that each of these three cognitive categories is shaped specifically by language structure (both system and repertoire) and language use (frequency of constructions). The findings reveal systematic differences both across, as well as within, typologically related languages with respect to (1) the basic event type encoded, (2) the changes in quality expressed, (3) the total number of path segments encoded per situation, and (4) the number of path segments packaged into one utterance. The findings reveal what can be termed language-specific default settings along each of the conceptual dimensions and their interrelations which function as language specific attentional templates.
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Salamh, Sami Ben, Zouheir Maalej, and Mohammed Alghbban. "To be or not to be your son’s father/mother." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 28, no. 1 (February 13, 2018): 29–60. http://dx.doi.org/10.1075/prag.00001.ben.
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Abstract The current article offers a comparative account of the address system of two dialects of Arabic, Najdi and Tunisian Arabic. Capitalizing on the theory of Idealized Cognitive Model, the article defends the view that the two systems display Idealized models, which are central to the system, and non-Idealized models, which are peripheral to it. Najdi Arabic includes Idealized terms such as first names, teknonyms, and kinship terms while non-Idealized models include a battery of terms of address. Tunisian Arabic Idealized models hinge on Si/Lalla + first names, first names, and kinship terms while non-Idealized models make use of endeared first names, kinship terms, and diminished kinship terms. The two systems are shown to differ at the level of types of encounter (including formality, closeness, and deference), availability of address options, social horizontality-verticality, and use of metaphor and metonymy.
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Gayraud, Frédérique, Melissa Barkat-Defradas, Mohamed Lahrouchi, and Mahé Ben Hamed. "Development of phonetic complexity in Arabic, Berber, English and French." Canadian Journal of Linguistics/Revue canadienne de linguistique 63, no. 4 (April 22, 2018): 527–55. http://dx.doi.org/10.1017/cnj.2018.9.
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AbstractThe goal of this study is to provide crosslinguistic data on the acquisition of phonetic complexity among children acquiring four different languages: Tunisian Arabic, Tashlhiyt Berber, English, and French. Using an adaptation of Jakielski's (2000) Index of Phonetic Complexity (IPC), we carried out an analysis to assess phonetic complexity of children's early vocabulary in the four languages. Four different samples from each language were analyzed: 50 words selected from an adult dictionary of each language, 50 words from child-directed speech, 50 words targeted by the child, and the child's actual pronunciations of those 50 words. Globally, we hypothesized that children's early productions would be shaped by universal articulatory constraints, but also by the language they are exposed to, depending on its phonological complexity. Our findings show that Arabic displays higher degrees of complexity compared to Berber, English and French, and that children acquiring Arabic target and produce more complex words than children learning Berber, English and French.
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Dallagi, Maha. "Writing Strategies across four disciplines in a Tunisian Context." International Journal of Language and Literary Studies 2, no. 3 (September 18, 2020): 119–40. http://dx.doi.org/10.36892/ijlls.v2i3.284.
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English is now widely established as the world language for information exchange, communication, and conducting research (Cenoz & Jessner, 2000; Wood, 2001); and developing satisfactory writing strategies is crucial. Writing is a challenging skill, the complexity of which is mainly felt at University Level. This paper investigated writing strategies among 147 Tunisian university students, majoring in Hard Science and Soft Science courses (English, French, Medicine and Engineering). Its objective was to verify to what extent factors such as academic field, gender, and proficiency interact with each other and with writing strategies. A Survey of Writing strategies was adopted as the main investigating instrument. Findings reveal that Language majors are higher users of strategies than other majors, yet this does not seem to impact their proficiency level. The results suggest raising students’ awareness of Writing strategies by teaching them explicitly and drawing their attention to them.
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Suparno, Darsita, Santje Inneke Iroth, Syifa Fauzia Chairul, and Muhammad Azwar. "Comparative Basic-Words of Standard Arabic Palestinian and Tunisian." Insaniyat: Journal of Islam and Humanities 4, no. 2 (May 24, 2020): 103–22. http://dx.doi.org/10.15408/insaniyat.v4i2.14509.
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This paper studies comparative linguistics on the process of word-formation that occurs in Modern Standard Arabic (MSA), Palestinian Arabic (PLS), and Tunisian Arabic (TNS). It is addressed to portray the process of the verb, adjective, and noun formation in three Arabic languages by using Plag’s theory and to identify sameness and contrariness of basic words by using Hock’s theory. This study used 220 of Morris Swadesh's basic vocabulary as the main guidelines for obtaining data. The criteria were adopted to analyze the data were orthographic, sound-change, phonological and morpheme contrast. This research used descriptive qualitative. The source of the data was basic-word vocabulary. The data were gathered by conducting an in-depth interview with five post-graduate students of the Arabic Department at Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta as informants to get information. The data were analyzed by using structural linguistics, especially phonology, morphology, and semantics. This investigation informed several aspects of findings such as processes of cognates, back-formation, phonological variations, prefixes, clipping, derivation, acronym, loanword, blending, and metathesis of MSA, PLS and TNS. Using the Swadesh vocabulary list, the results of this study found 207 vocabularies for each language, such as MSA, Tunisian, and Palestinian. Using word categorization, it has found that these vocabularies have categorized into five words classes, namely, nouns, adjectives, verbs, adverbs, determiner.
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La Rosa, Cristina. "Mahdia Dialect: An Urban Vernacular in the Tunisian Sahel Context." Languages 6, no. 3 (August 27, 2021): 145. http://dx.doi.org/10.3390/languages6030145.
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This paper aims to present some preliminary results of the linguistic analysis of the dialect of the Wilāya of Mahdia on which few studies exist, focused mainly on phonology. My analysis, here extended to the morpho-syntactic level, is based on a corpus of interviews taken from some social media pages. The sample will be composed of respondents of different geographical origin (from Mahdia and some nearby towns), gender, age and social background. A deeper knowledge of the Arabic of Mahdia region, which is a bundle of urban, Bedouin and “villageois” varieties, would contribute to throw new light on the features of the Saḥlī dialects and would add a small piece to the complex mosaic of Tunisian and Maghrebi dialects, whose traditional categories of classification should be reconsidered.
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Ouaja, Mariem, Utami Widiati, Yazid Basthomi, and Khalil Jahbel. "THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND RECEPTIVE ENGLISH SKILLS OF TUNISIAN IT STUDENTS: A PRELIMINARY STUDY." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 2 (September 28, 2020): 230. http://dx.doi.org/10.15639/teflinjournal.v31i2/230-258.
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This study aims at discovering the emotional intelligence and receptive English skills of Tunisian IT students, studying the relationship between the two variables, and determining the best predictors of receptive English skills among the emotional intelligence categories. It involved 31 students of the Higher Institute of Technology and Communications Science of Tunis. Data were collected by administering an English proficiency test (TOEIC) and distributing an emotional intelligence inventory (Bar-On EI Inventory) to the students. The results of statistical analyses revealed that (1) the emotional intelligence and receptive English skills of the students were of average levels; (2) there was a significant positive correlation between the students’ emotional intelligence and their receptive English skills; and (3) interpersonal and stress management categories of emotional intelligence were the variables that had the highest correlation with receptive English skills. It was also found that, in learning English language, the Tunisian IT students were driven and motivated by their goals and ambitions. In addition, their optimism, linguistic setting, and Tunisian culture strongly influence their receptive English skill.
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Dali, Myriam, and Eric Mathieu. "Broken plurals and (mis)matching of ɸ-features in Tunisian Arabic." Brill’s Journal of Afroasiatic Languages and Linguistics 12, no. 2 (November 4, 2020): 164–203. http://dx.doi.org/10.1163/18776930-01202005.
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Abstract The aim of this paper is to explain an unusual agreement pattern that arises between Tunisian Arabic broken plurals and their targets. For example, a verb may agree with a plural subject in all ɸ-features or, rather oddly, in singular/feminine, even when the subject (the controller) is masculine plural. Developing an idea first briefly sketched—but ultimately not adopted—by Zabbal (2002), we argue that broken plurals are hybrid nouns. Hybrid nouns have been the topic of much recent research (Corbett, 2000, 2015; den Dikken, 2001; Wechsler and Zlatić, 2003; Danon, 2011, 2013; Matushansky, 2013; Landau, 2015; Smith, 2015): either their syntactic or semantic features can be the target of agreement, creating the possibility of an agreement mismatch. Using Harbour’s (2011, 2014) theory of number, coupled with some innovations, we provide the featural make-up of Tunisian Arabic broken plurals and contrast it with that of collectives, on the one hand, and sound plurals, on the other. We propose that the feminine agreement seen with broken plurals is associated with a [+ group] feature, one that is exponed as -a. In the course of the discussion, we will argue that all gender features are visible at LF (Hammerly, 2018) and that semantic agreement is routinely possible with nouns that are low on the Animacy Hierarchy.
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Bouchhioua, Nadia. "Cross-Linguistic Influence On The Acquisition Of English Pronunciation By Tunisian EFL Learners." European Scientific Journal, ESJ 12, no. 5 (February 28, 2016): 260. http://dx.doi.org/10.19044/esj.2016.v12n5p260.
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While acquiring English as a second language (L2) has received substantial research, learning English as a third language (L3) especially in complex sociolinguistic contexts has not received as much attention. Various factors including typological similarity between L2 and L3 are believed to affect the process and the product of learning a third language. Typological similarity is said to facilitate learning at the lexcio-semantic level. However, its effects on the learning of L3 phonology is not always as such. In this study, cross-linguistic influence on the acquisition of English (as L3) pronunciation in the Tunisian context which is characterized by multilingualism involving Tunisian Arabic (TA) as mother tongue, Modern Standard Arabic (MSA) as the first language learnt at school, and French as L2 is investigated. The production of two pronunciation features is tested. These features are the sounds existing in English-French cognates such as information, syntax, important, and stress placement in polysyllabic words. The methodology consisted in having English major university students and their teachers produce these features in read and spontaneous speech. Phonetic analysis and statistical tests revealed significant linguistic transfer from French in the pronunciation of the target features. The participants produced the French nasalized vowel [ɛ̃] in the syllables in English-French cognate vocabulary instead of the correct English pronunciation and placed stress on final syllables according to French stress patterns in their production of English polysyllabic words that should be stressed elsewhere.
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Maalej, Zouhair. "Figurative Language in Anger Expressions in Tunisian Arabic: An Extended View of Embodiment." Metaphor and Symbol 19, no. 1 (January 2004): 51–75. http://dx.doi.org/10.1207/s15327868ms1901_3.
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Kaya, Musa. "Miswriting in the Teaching of Turkish as a Foreign Language: The Tunisian Case." Educational Policy Analysis and Strategic Research 17, no. 4 (December 5, 2022): 45–63. http://dx.doi.org/10.29329/epasr.2022.478.2.
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Mhalla, Ahmed, Asma Guedria, Takoua Brahem, Badii Amamou, Wiem Sboui, Naoufel Gaddour, and Lotfi Gaha. "ADHD in Tunisian Adolescents: Prevalence and Associated Factors." Journal of Attention Disorders 22, no. 2 (April 5, 2017): 154–62. http://dx.doi.org/10.1177/1087054717702217.
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Objective: The aims of the study were to determine the prevalence of ADHD in a population of high school students and to explore the factors associated with this disorder. Method: This was a cross-sectional study that had included 447 high school students. The diagnosis of ADHD was made by the Adult ADHD Self-Report Scale translated in Arabic language. The sociodemographic and clinical characteristics were evaluated by a preestablished questionnaire. The self-esteem was assessed by the Rosenberg Self-Esteem Scale. Results: The prevalence of ADHD was 18.1%. The logistic regression analysis showed an association between the diagnosis of ADHD and the bad relationships with parents (odds ratio [OR] = 16.43; p < 10-3), the presence of personal psychiatric antecedents (OR = 12.16; p < 10-3), internet misuse (OR = 2.39; p = .014), and maltreatment antecedents (OR = 3.16; p = .009). Conclusion: The prevalence of ADHD in this study was one of the highest prevalence reported. The factors associated with ADHD may have diagnostic and therapeutic implications.
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Boustani, Kamel. "The Correlation between Translation Equivalence, as a Vocabulary Learning Strategy, and Tunisian EFL Learners’ Speaking Anxiety." Languages 4, no. 1 (March 22, 2019): 19. http://dx.doi.org/10.3390/languages4010019.
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The use of the native language in the foreign language learning process has evoked controversy since the last century. The present research will argue for the use of translation by foreign language learners by investigating the correlation between translation equivalence as a vocabulary learning strategy, and the learners’ level of foreign language speaking anxiety. A sample of 258 Tunisian students, chosen randomly from different preparatory schools, participated in this project. Four research instruments were used to investigate this correlation: the inventory for translation as a learning strategy (ITLS), the classroom-related foreign language speaking anxiety scale (CRFLSAS), a receptive Translation Equivalence (TE) vocabulary test, and a productive TE vocabulary test. The findings revealed that the majority of the participants reported relying on their mother language to learn English vocabulary. Furthermore, a strong linear negative correlation was found between the use of this strategy, at both the receptive and productive levels, and the learners’ foreign language speaking anxiety.
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Arévalo, Tania María García. "The General Linguistic Features of Modern Judeo-Arabic Dialects in the Maghreb." Zutot 11, no. 1 (November 19, 2014): 49–56. http://dx.doi.org/10.1163/18750214-12341266.
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The last few decades have witnessed extensive studies of and debates about modern Judeo-Arabic dialectics, especially in the larger cities in the Maghreb, where the spoken language has received particular interest. This article provides an overview of the linguistic features shared by several dialects—Moroccan, Tripolitanian, Algerian, Judeo-Berber and Tunisian—as well the issues they raise and their individual characteristics.
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BERRACHED, MOHAMED. "BOOK REVIEW: THE TRAPPED TUNISIAN SOCIETY'S IN CULTURAL ALIENATION: LANGUAGE HANDICAP AND TROUBLED IDENTITY." Society Register 2, no. 2 (December 30, 2018): 167–70. http://dx.doi.org/10.14746/sr.2018.2.2.10.
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The author’s longitudinal study of the issue of languages has led him to find out that normal relationships, which people usually have with their own languages require four necessary conditions: 1- They must speak to each other only in their own languages 2- They must use them in writing 3- They must have good knowledge of the meanings of the words of their languages as well as of their grammatical and spelling rules. 4- The full practice of 1,2 and 3 by the citizens and the institutions in societies leads to intimate relationships with the languages: love the languages, defend them and be proud of them.
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Baoueb, Lamia Bach. "Social factors for code-switching in Tunisian business companies: A case study." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 28, no. 4 (January 2009): 425–58. http://dx.doi.org/10.1515/mult.2009.019.
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