Thèses sur le sujet « Tunisian (French) »

Our PhD study focuses on the role of aspectual marking in expressing simultaneity of events in Tunisian Arabic as a first language, French as a first language, as well as in French as a second language by Tunisian learners at different acquisitional stages. We examine how the explicit markers of on-goingness qa:’id and «en train de» in Tunisian Arabic and in French respectively are used to express this temporal relation, in competition with the simple forms, the prefixed verb form in Tunisian Arabic and the présent de l’indicatif in French. We use a complex verbal task of retelling simultaneous events sharing an interval on the time axis based on eight videos presenting two situations happening in parallel. Two types of simultaneity are exploited: perfect simultaneity (when the two situations are parallel to each other) and inclusion (one situation is framed by the second one). Our informants in French and in Tunisian Arabic have two profiles, highly educated and low educated speakers. We show that the participants’ response to the retelling task varies according to their profiles, and so does their use of the on-goingness devices in the expression of simultaneity. The differences observed between the two profile groups are explained by the degree to which the speakers have developed a habit of responding to tasks. This is a skill typically acquired during schooling. We notice overall that the use of qa:’id as well as of «en train de» is less frequent in the data than the use of the simple forms. However, qa:’id as well as «en train de» are employed to play discursive roles that go beyond the proposition level. We postulate that despite the shared features between Tunisian Arabic and French regarding marking the concept of on-goingness, namely the presence of explicit lexical, not fully grammaticalised markers competing with other non-marked forms, the way they are used in the discourse of simultaneous events shows clear differences. We explain that «en train de» plays a more contrastive role than qa:’id and its use in discourse obeys a stricter rule. In cases of the inclusion type of simultaneity, it is used to construe the ‘framing’ event that encloses the second event. In construing perfectly simultaneneous events, and when both «en train de» and présent de l’indicatif are used, the proposition with «en train de» generally precedes the proposition with présent de l’indicatif, and not the other way around. qa:id obeys, but to a less strict rule as it can be used interchangeably with the simple form regardless of the order of propositions. The contrastive analysis of French L1 and L2 reveals learners’ deviations from natives’ use of on-goingness devices. They generalise the use of «en train de» and apply different rules to the interaction of the different marked and unmarked forms in discourse. Learners do not master its role in discourse even at advanced stages of acquisition despite its possible emergence around the basic and intermediate varieties. We conclude that the native speakers’ use of «en train de» involves mastering its role at the macro-structure level. This feature, not explicitly available to learners in the input, might persistently present a challenge to L2 acquisition of the periphrasis.

Mosaique et memoire studies paradigms that contribute to the construction of identity in the writings of thirteen Tunisian women novelists writing in French: Emna Bel Haj Yahia, Aicha Chaibi, Annie Fitoussi, Behija Gaaloul, Annie Goldmann, Souad Guellouz, Jelila Hafsia, Souad Hedri, Turkia Labidi Ben Yahia, Alia Mabrouk, Nine Moati, Katia Rubenstein, and Fawzia Zouari. Drawing upon post-colonial and feminist perspectives, this thesis analyzes texts through their poetics and in linguistic, cultural and literary contexts. Novels by women offer an inside view of women's evolution through a variety of characters representing three generations, just as they explore alternate ways of entering modernity based upon harmonizing traditional values (cultural roots, family, faith, community solidarity, a Mediterranean warmth of spirit, thinking "in Arabesques") with 'modern' values such as sexual equality and individual freedom.
Multiple women's voices protest patriarchal and colonial or racist discourse, but also reveal spaces of happiness in women's lives. Jewish voices at times reinforce views by Muslim authors but at others present opposing viewpoints, deconstructing concepts such as 'Arab identity' and questioning nationalist claims to Islamic tolerance and multiculturalism.
In these French-language novels, images and metaphors, as well as expressions in dialectical Arabic, recall the rich cultural heritage underlying national consciousness, the memory and the mosaic which form both individual and national identities. The juxtaposition of Arabic and French suggests both the cross-fertilization of cultures and the impossibility of naming the inexpressible, just as it contributes to deconstructing identity through the medium of the novel.

Process-based studies investigating composing behavior in Ll and L2/L3 writing have generally focused on the way writers plan, formulate,' revise and edit their written compositions. They, however, paid little attention to the lexical problems those writers were aware of and how they endeavored to solve them using communication strategies. This study examines a) the lexical problems (types and rates per 100 words) that Tunisian students noticed when writing argumentative essays in French (L2) and English (L3) in an exam- simulated situation as well as b) the various lexical strategies (types and percentages) they used to solve their lexical problems. Their c) notice ability is also examined and a new measure of the notice phenomenon is suggested. The variation of a, band c was looked at in relation to the three factors under-investigation namely language (L2 vs. L3), lexical proficiency and course level (Baccalaureat students vs. EFL majors). Background questionnaire together with vocabulary tests, think-aloud protocols, retrospective interviews and subjects' L2 and L3 essays constitute the main research instruments. Quantitative and qualitative results show that different types of competence-based problems (lexical gaps and problems originating from incomplete mastery of known words) and performance-based problems (retrieval problems and perceived problems of words inappropriateness and repetition) were identified in the process of both L2 and L3 writing. The frequency of some lexical problems varied across languages (e.g. lexical .gaps), lexical proficiency (e.g. lexical gaps and mastery of aspects of known words) and course level (e.g. retrieval of word aspect problems in L2 writing). With regards to lexical strategies, subjects had recourse to a) target language-based strategies b) mediator language-based strategies i.e. using lexical knowledge of other languages they learnt/are still learning c) reading information already available in the compositions and d) non- linguistic strategies such as message abandonment, ignoring, and postponing. Lexical proficiency played a crucial role in determining the percentages of. target language-based and mediator language-based strategies. The notice ability turned out to be weak and its variation was dependent only on subjects' lexical proficiency in English.

L’imaginaire des français ayant émigré en Tunisie au cours de la période coloniale dite du Protectorat fut particulièrement riche ; en attestent les témoignages des nombreux auteurs qui se sont essayés à le traduire sur le papier. La présente thèse se propose de mettre à l’étude l’ère coloniale de la Tunisie d’un point de vue littéraire, via une approche systémique des textes et du regard posé par les auteurs sur un exil consenti dans la Tunisie française. Un exil, mais aussi un retour en Métropole, pour nombre d’entre eux, qui vécurent la fin du Protectorat et la difficulté d’un nouvel exil dans un pays qui était leur sans l’être tout à fait. Le choix analytique s’est porté sur une étude imagologique de la question, qui envisagera la notion complexe d’imaginaire du point de vue de la mythanalyse, avant d’en vérifier les composantes, appliquées à la thématique de la Tunisie coloniale. A ce sujet, la littérature apparaît comme l’objet d’étude idéal pour mettre en exergue la richesse de l’imaginaire des français de Tunisie, à travers la grande diversité des types de supports : mémoires, témoignages,romans, documents personnels, documents photographiques, etc. Enfin, l’expérience personnelle de l’auteur de cette thèse dans le contexte du Protectorat français en Tunisie permettra d’envisager la question entre objectivité analytique et analyse subjectivée
The imaginary of the French people who emigrated in Tunisia during the colonial period called the French protectorate was particularly rich as indicated by the myriad of testimonies from many authors who dabbled in writing it down on paper. This thesis seeks to study the Tunisian colonial era from a literary perspective through a systematic approach of the texts and the vision of the authors on the assented exile of French Tunisia. An exile, but also a return to the main land. For many of them who lived the end of the French protectorate, the difficulty was to move to a country which was their own, but not entirely. The choice of the analytical method relies on an imagology study of this matter which will assess the complex notion of imaginary from the myth-analysis point of view. Then the different components will be verified and applied to the context of colonial Tunisia. Regarding the latter topic, literature seems to be the ideal approach to study and highlight the richness of the imaginary of the French Tunisians through the great diversity of texts available : memoirs, testimonies, novels, personal documents, photographes, etc. Finally, the personal experience of the author in the context of the French protectorate in Tunisia will allow to consider the topic via analytical objectivity and a subjective analysis

Dans ce travail de recherche nous avons abordé la question de la perception et de la production des voyelles orales du français par seize enfants tunisiens (8-9 ans) néo-apprenants du français à trois moments différents de leur apprentissage : au début de leur première année de français, après 9 mois d’apprentissage et suite à une période d’entraînements phonétiques. Les résultats obtenus montrent que (1) la perception et la production des voyelles sont fortement influencées par la L1 des apprenants aussi bien au début qu’après 9 mois d’apprentissage ; (2) les performances en perception et en production des néo-apprenants dépendent plus des voyelles elles-mêmes que de leur statut en L2 par rapport à la L1 (voyelles nouvelles, similaires, ou identiques) ; (3) les entraînements phonétiques que nous avons administrés n’apportent pas de bénéfice sur la perception et la production des voyelles orales françaises par les néo-apprenants tunisien
In this thesis, we studied the perception and production of the French oral vowels by sixteen Tunisian children (8-9 years old) learning French. Data are collected at three different periods: at the beginning of their first year of learning, after nine months of learning, and after a period of phonetic training. Main results are: (1) the perception and production of the vowels are greatly influenced by the L1 of the learners, both at the beginning and after nine months of learning; (2) the perception and production performances of the learners are better predicted by the identity of the vowel rather than its status in L2 compared to L1 (new, similar or identical vowels); (3) the phonetic training we gave showed no benefit on the perceptual or production performances of the children

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Bachelors
Sciences
Political Science

La présente thèse interroge l'influence de la colonisation française dans la culture alimentaire en Tunisie sous le Protectorat (1881-1956). Nous avons choisi de nous concentrer sur l'alcool, et nous tentons plus précisément, de savoir s'il y a une alcoolisation de la Tunisie sous le Protectorat français (1881-1956), c'est-à dire une augmentation du volume d'alcool consommé et un nouvel intérêt pour ce produit dans la société tunisienne. Pour cela, nous interrogeons les sources journalistiques, littéraires, judiciaires, policières, hospitalières, ainsi que la correspondance de la haute administration. Ces différents documents nous permettent de mieux définir la mise en place d'une industrie agro-alimentaire viticole en Tunisie avec la colonisation française, les différents réseaux commerciaux d'écoulement des alcools, ainsi que les différentes habitudes de consommation. Dans ce dernier domaine, les métissages alimentaires, les tentatives de prohibition, les résistances ainsi que les acculturations en matière de consommation d'alcool sont interrogés. La mise en lumière de ces sociétés liées à l'alcool, des producteurs aux consommateurs, permet d'interroger des rapports sociaux à l'œuvre dans la société tunisienne de l'époque, qui sont autant de rapport de domination ou d'échange entre différents individus, non nécessairement liés à l'entreprise coloniale
This PHD deals with the influence of the French colonizers on food culture in Tunisia during the French Protectorate (1881-1956). I chose to focus on alcohol and to try to know if an improvement of alcohol consumption and of the public interest from the elites can be noted, for example for public drunkenness. For it, I use different archives from newspapers, novels, judicial, police and hospitals administrations and I read different letters exchanged by the high administration. Thanks to these documents, I try to define the implementation of a wine industry in Tunisia in the beginning of colonization. Secondly, I try to understand more the different alcohol trade networks and consumption habits at that time. For habits consumption I question the different cultural mixing, attempts to prohibit alcohol, acculturations and resistances. These different questions are some ways to look at social groups, from producers to alcohol consumers, and to examine social exchanged or dominances reports, not always linked with the phenomenon of colonization

This thesis deals with French decolonisation policy towards Tunisia and Morocco and international impacts on the decolonisation process. It is very important to deal with the two countries at the same time, because nationalist movements in each country and French policy responses were closely related. So far, research on French decolonisation has examined the reason why France was forced to retreat from their overseas territories and indicated that nationalist and international pressures largely contributed to this process. This thesis rather aims to clarify how the French tried to maintain their influence in Tunisia and Morocco. In terms of international impact, the existing research has stressed the role of American pressure towards decolonisation but has not referred to British policy. The thesis also focuses on Britain's role in determining French attitudes especially in the UN. Furthermore, this work aims to locate the decolonisation process of both countries in a broader context of post-war French policy towards their overseas territories. The thesis argues that the French accepted Tunisia's internal autonomy because they realised that the Tunisian people's consent was essential to retain influence. Hitherto, the French had been controlling Tunisia through puppet governments, which had been legitimised by the Tunisian sovereign's traditional authority. Now the French understood that they had to secure collaborators who could rally popular support. The thesis also argues that the French decision on Morocco's independence was aimed at preserving the unity of Morocco, whose opinion had been seriously divided. Indeed, France was aiming to produce pro-French moderate nationalism, thereby maintaining France's interest and influence. However, Morocco, and then Tunisia achieved independence without the framework of the French Union, the organisation grouping French overseas territories. Soon after Morocco's independence, France decided to give internal autonomy to the African territories, a move which paved the way to those territories' independence.

This thesis focuses on the region's tribes and the changes in their political economy brought about by the Imposition of the colonial state and the penetration of capitalism, the tribesmen are not seen as pawns in a structural transformation but as active participants in the development of their own society. During the Protectorate period a dual economy emerged, differentials of wealth Increased, and many tribesmen were reduced to the position of insecure wage labourers. These processes had their roots in the pre-Protectorate economy but were precipitated by droughts, a growing population, the region's deteriorating terms and balance of trade, colonisation, the state's dismemberment of collective land and its exploitation of the tribal economy through taxation. Despite the state's increasing Intervention and control of tribal affairs the tribesmen continued to regard the state as an alien institution and were slow to participate in the new politics of Nationalism. Similarly, although growing differentials of wealth within the tribes strengthened the tribal political elite it did not allow them to escape from the factional politics of the Pre-Protectorate period. The state prevented its administrators emerging as a class Independent from the tribe by electing them from within their community and by refusing to give them unequivocal support. The colonial state and capitalism did not reconstruct the tribes' political economy according to a European model but interacted reflexively with existing and local structures to create a unique political economy that can only be understood through a detailed regional study.

Tableau d'honneur de la Faculté des études supérieures et postdorales, 2014-2015
L’objectif principal de ce mémoire est d’étudier la nature du processus de sélection lexicale chez des bilingues tardifs modérément compétents et locuteurs de deux langues lexicalement distantes : l’Arabe tunisien (AT) et le Français. Dans un premier temps, une base de données psycholinguistique en AT a été créée aux fins du contrôle convenable de variables psycholinguistiques dans la sélection des stimuli en AT. Cette première étude avait aussi pour but de mettre à disposition des chercheurs intéressés par le traitement du langage en Arabe une ressource psycholinguistique nécessaire. Dans la deuxième et principale étude, des bilingues AT-Français ont effectué une tâche d’interférence image-mot dans deux contextes expérimentaux différentes : unilingue (Expérience 1) ou bilingue (Expérience 2). Nos résultats suggèrent que le traitement lexical chez les bilingues est dynamique et modulé par un nombre de facteurs incluant, mais non limités à, la compétence langagière et le contexte langagier de l’expérimentation.
The main aim of this master’s thesis was to investigate the nature of the lexical selection process among late moderately proficient bilinguals whose two languages are lexically distant: Tunisian Arabic (TA) and French. As a first step, a psycholinguistic normative database in TA was created to enable proper control of several psycholinguistic variables in the selection of TA stimuli. This first study also aimed to provide researchers interested in Arabic language processing with a much-needed psycholinguistic resource for a spoken variety of Arabic. In the second and main study, TA-French moderately proficient bilinguals performed a picture-word interference task in two different language settings: monolingual (Experiment 1) and bilingual (Experiment 2). Our findings suggest that bilingual lexical processing is dynamic and modulated by a variety of factors including, but not limited to, language proficiency and experimental language setting.

Cette étude linguistique porte sur les emprunts lexicaux au français en arabe dialectal tunisien.Notre problématique principale s'articule autour de la question de l'intégration des emprunts lexicaux au français en arabe dialectal tunisien.L'objectif de la présente étude est non seulement d'identifier, de classer et d'analyser les occurrences d'emprunts lexicaux au français attestées en arabe dialectal tunisien, mais aussi de décrire les différentes phases d'adaptation phonologique, morphologique, syntaxique, sémantique et graphique par lesquelles passe l'emprunt lexical en intégrant la langue d'accueil
This linguistic study deals with lexical words borrowed from the French language into the Tunisan arabic dialect.Our main point concerns the integration of lexical words from the French language into the Tunisian arabic dialect.The objective of our research is not only to identify, classify and analyse the occurences of the lexical words borrowed from the French language recognized by the Tunisian arabic dialect but also to describe the phonological, morphological, syntaxic, semantic and graphic adaption of the various phases necessary to the integration of the lexical words borrowed from the Ffench language by integrating the host language

L'étude de l'apport en société des créations intellectuelles permet de dynamiser le schéma contractuel classique de la propriété intellectuelle reposant sur le couple cession-licence et contribue à l'analyse du mécanisme de l'apport en société. Malgré une similitude certaine avec les contrats usuels d'exploitation des biens intellectuels, l'apport des créations intellectuelles en société est une convention originale. Cette originalité se traduit par une nature et un régime hybrides. Du point de vue du droit de la propriété intellectuelle, il s'agit d'un contrat particulier d'exploitation des biens intellectuels. Du point de vue du droit de sociétés, il s'agit du contrat qui permet de mettre les biens intellectuels à la disposition de la société et de l'un des éléments constitutifs de celle-ci. Cette dualité a une incidence directe tant sur les conditions de réalisation de l'apport en société des créations intellectuelles que sur les effets de l'apport. Si le régime applicable s'appuie sur celui des contrats classiques d'exploitation des biens intellectuels, à savoir sur les règles prévues par le droit civil pour le contrat de vente et de louage des choses, il n'y a pourtant pas assimilation. D'une part, la réalisation de la convention d'apport obéit à de nombreuses contraintes dont celles résultant du droit des sociétés et du droit de la concurrence. D'autre part, l'appréhension des droits et des obligations des parties est différente. La relation entre la société et l'apporteur est imprégnée de l'intuitu personae inhérente aux biens intellectuels et de l'affectio societatis dû à la nature du contrat de société. En l'absence d'une règlementation adaptée à la spécificité du contrat, la liberté contractuelle s'exerce dans le respect des principes d'ordre public
The study of the contribution agreement dynamizes the classic contractual scheme of intellectual property exploitation based on the pair licence- assignment and provides a detailed analysis of the mechanism of the contribution to a company. Despite a certain similarity to conventional intellectual property exploitation contracts, the contribution agreement is an original contract. This originality is reflected legally by a hybrid nature as well as a heterogeneous applicable system. Regarding intellectual property, the contribution agreement is a specific act of exploitation of intellectual goods. Regarding company law, it is the agreement which enables delivery of the intellectual goods to the company and constitutes an essential element of the company¿s constitution. This duality directly affects the conditions of contract formation as well as its effects. Although the applicable system is based on the traditional contracts of exploitation of intellectual goods, in particular the articles of civil law relating the sale and lease of tangible assets, there is no further similarity. On the one hand, the formation of the contribution agreement follows numerous constraints posed by company law and competition law. On the other hand, the understanding of the parties¿ rights and obligations differs. The relationship between the company and the contributor is imbued with the intuitu personae attached to intellectual goods as well as the affectio societatis resulting from the nature of the partnership agreement. Given the lack of regulation adapted to the specificity of intellectual property contribution agreements, the emphasis has been put on contract drafting. Such a legal deficiency must be supplemented by contractual freedom without breaking the principles of public policy

Cette thèse s’intéresse à la relation complexe entre processus ascendants (bottom-up) et processus descendants (top-down) dans la compréhension de l’oral L2 ; c’est-à-dire entre l’utilisation du signal sonore et de l’input linguistique d’une part, et l’intégration de connaissances diverses (linguistiques, discursives, pragmatiques, générales) d’autre part. Malgré de nombreux travaux en psycholinguistique, en acquisition des langues étrangères (L2) et en didactique (par exemple, Cutler & Clifton, 1999 ; Field, 2008; Rost, 2002 ; Brown, 1990), notre connaissance des processus cognitifs complexes de l’écoute ainsi que l’effet de certains facteurs sur la compréhension de l’oral restent à approfondir. Une appréciation plus fine de ces processus est indispensable aux questions relatives à l’enseignement et à l’apprentissage de la compréhension de l’oral en L2.Partant du principe que l’écoute a la même architecture cognitive en L1 et L2, nous commençons par un résumé – et une synthèse – des modèles psycholinguistiques récents de la compréhension de l’oral en L1. Nous examinons également les principaux facteurs rendant la compréhension difficile. Notre résumé des études en L2 consacrées au rôle de l'information descendante et au comportement stratégique des auditeurs L2 souligne la contribution importante de la métacognition. Nous tenterons donc ici de clarifier un certain flou terminologique qui caractérise ces travaux, et nous proposerons un modèle qui fait part de la métacognition dans la compréhension unidirectionnelle de l’oral en L2. Nous présentons ensuite les résultats d'une étude que nous avons menée pour analyser la contribution exacte de certains facteurs à l'écoute en L2.Les participants à cette étude sont des enseignants (n=23) et surtout des apprenants (n=226) français et tunisiens de l’anglais. En s’appuyant sur des méthodes multiples, à la fois quantitatives (différent tests et questionnaires) et qualitatives (questionnaires, tâches de réflexion à haute voix - Ericsson & Simon, 1993 - et de dévoilement graduel - gating, Grosjean, 1980), nous nous interrogeons: 1) sur les facteurs perçus par les apprenants et les enseignants comme étant déterminants dans la compréhension de l’anglais oral ; 2) sur la contribution relative de la compétence linguistique en L2, la discrimination auditive, la reconnaissance lexicale, et les compétences en méta-compréhension à une compréhension auditive réussie; 3) sur les problèmes que rencontrent nos auditeurs L2 lors de l’écoute, et sur les comportements stratégiques adoptés pour y faire face. Nous regardons plus particulièrement (pour ces différents paramètres) les différents niveaux de compétence en compréhension des sujets (avec une analyse poussée des auditeurs compétents et des auditeurs moins-compétents), ainsi qu’à de possibles influences de deux langues maternelles distinctes (français vs arabe tunisien). Nos analyses montrent : 1) ce que les apprenants et les enseignant perçoivent comme facteurs influant la compréhension de l’oral diffère relativement de ce qui la rend réellement problématique; 2) que la reconnaissance des mots et la connaissance lexicale contribuent significativement à la variation dans la compréhension, avec la reconnaissance des mots étant le prédicteur le plus fort ; 3) que les problèmes rencontrés en temps réel sont principalement de bas-niveau (segmentation de la parole), et que si les stratégies généralement contribuent à la compréhension, elles ne sont pas discriminatoires. Ce qui distingue donc l’auditeur expert du novice est son traitement formel (plus efficace et automatique) et non pas stratégique de l’information orale. Ces résultats sont discutés en rapport avec notre cadre théorique et selon une perspective pédagogique
This thesis focuses on the complex relationship between bottom-up and top-down processes in L2 speech comprehension; i.e. between the use of the signal and the linguistic input on one hand, and the integration of various types of knowledge (linguistic, discourse, pragmatic, general) on the other hand. Despite a large body of research on the cognitive processes underlying listening in psycholinguistics, foreign language (L2) acquisition and teaching (e.g., Cutler & Clifton, 1999; Field, 2008a; Rost, 2002; Brown, 1990), there are still gaps in our understanding of these processes and the impact certain factors have on listening comprehension. Assuming that L1 and L2 listening follow the same cognitive architecture, we first review recent psycholinguistic models of L1 listening. We also examine the main factors constraining L2 listening comprehension. As our summary of the few SLA studies that have investigated the role of bottom-up information and the strategic behavior of L2 listeners points to the important contribution of metacognition, we clarify the terminological fuzziness characterizing this concept, and propose a model of metacognition in real-world unidirectional L2 listening. We then present the results of a study that we conducted to investigate the exact contribution of these different factors to L2 listening. The participants in this study were EFL French and Tunisian teachers (n=23) and learners (n=226). Using mixed quantitative (different tests and questionnaires) and qualitative (protocol analysis and gating experiments - Ericsson & Simon, 1993; Grosjean, 1980) methods, our aim was to investigate: 1) the factors perceived by learners and teachers as influencing L2 listening; 2) the relative contribution of linguistic knowledge, auditory discrimination, spoken word recognition (SWR), and meta-comprehension knowledge to successful L2 listening; 3) on-line listening problems and strategy use. For all of these parameters, we looked more closely at different levels of listening proficiency (various analyses of the performance of skilled and unskilled L2 listeners), as well as the possible influence of the two L1s (French and Tunisian Arabic) involved in the study.Our analyses show that: 1) there is a general discrepancy between what is perceived as making L2 listening difficult and what really renders it problematic; 2) SWR and vocabulary knowledge contribute significantly to the variance in L2 listening, with SWR being a stronger predictor; 3) listening problems encountered on-line are mainly lower-level (segmentation) and, although strategies contribute to speech comprehension, they are not discriminatory. What characterizes a proficient L2 listener seems to be accurate formal processing, not strategic processing of oral input. The findings are discussed from a theoretical and pedagogical perspective. Keywords: listening comprehension, French and Tunisian learners of L2 English, bottom-up and top-down processes, formal processing, integration and situation model, attentional resources, gating, protocol analysis, comparative analysis

Au confluent de nombreux domaines, notre recherche a des préoccupations à la fois linguistiques, didactiques et professionnelles. Le postulat de base est que l’acte d’argumenter est omniprésent dans la communication professionnelle de type formel. Pourtant, peu de travaux se sont préoccupés de cette dimension technique de l’argumentation. Le premier objectif de la recherche est de contribuer à une meilleure connaissance de la place donnée et du rôle effectif de l’argumentation dans la communication professionnelle. Les données pratiques sont recueillies à travers une enquête, constituée d’entretiens et d’un questionnaire, auprès des intervenants aussi bien dans le monde professionnel que dans le champ du Français sur Objectifs Spécifiques (FOS). Cela amène à une réflexion didactique sur l’acquisition de cette compétence spécifique en FOS dans le contexte éducatif et sociolinguistique tunisien conférant au français un statut de langue seconde, en prenant comme exemple illustratif l’enseignement supérieur. Les implications didactiques de ce contexte justifient le second objectif de la recherche consistant en une réflexion prospective et innovante, espérons-le, sur les pratiques de formation à la communication professionnelle, spécifiquement argumentative. Cette réflexion cherche à opérer une conciliation entre les objectifs classiques des curricula du FOS et les objectifs pratiques de la communication professionnelle, au moyen de la confection d’un référentiel de compétences argumentatives en communication professionnelle à faire acquérir aux apprenants et d’un traitement didactique spécifique pour l’une des compétences sous forme de contenus de formation adéquats
At the confluence of many fields, our research has at the same time linguistic, didactic and professional preoccupations. Its basic premise is that the argumentation act is omnipresent in formal professional communication. Yet, few works were interested in this technical dimension of argumentation. The first objective of the research is to contribute to a better knowledge of the place given to argumentation and its efficient role in professional communication. The practical data are collected through an investigation, consisting of interviews and a questionnaire, with the concerned parties in the professional world as well as in the field of French for Specific Purposes (FSP). This leads to a didactic study of the acquisition of this specific competence in FSP in the Tunisian educational and sociolinguistic context that confers to French a status of Second Language, taking higher education as an illustrative example. The didactic implications of this context justify the second objective of our research consisting of a prospective and innovative thinking about the training practices for the professional communication, specifically the argumentative one. This study tries to strike conciliation between the classic objectives of the FSP curriculum and the practical objectives of professional communication. This conciliation is achieved through the production of an argumentative competences framework in professional communication to be acquired by learners and through a specific didactic treatment for one of the competences, which consists in adequate training contents

Les unités phraséologiques représentent actuellement un objet d’étude commun à de nombreuses disciplines en science du langage. C’est dans ce cadre que s’inscrivent les travaux exposés dans la présente thèse. Adoptant une optique pluridisciplinaire alliant linguistique et psycholinguistique et impliquant l’approche comparative interlangue, nous étudions un phénomène linguistique complexe, le figement, en français et arabe dialectal tunisien. Nous proposons, en premier lieu, une description des expressions figées dans les deux langues mises en contraste, en repérant la typologie et le fonctionnement morphosyntaxique, lexical et sémantique de ces séquences. Notre attention se porte essentiellement sur les deux notions importantes dans l’étude du figement: la scalarité et l’iconicité. La méthodologie et les résultats d’une étude psycholinguistique et expérimentale réalisée auprès d’adultes francophones natifs et non natifs (des arabophones tunisiens apprenant le français L2) sont, en second lieu, exposés. L’intérêt est de déterminer si les facteurs linguistiques, degré de figement et iconicité, facilitent le traitement du langage figé au cours d’une tâche de mémorisation impliquant l’encodage et la reconnaissance des séquences figées du français. Une troisième expérience consiste en un test de familiarité qui examine l’effet des facteurs linguistiques, la scalarité et l’iconicité, ainsi que personnels, l’âge et le sexe, sur la connaissance des expressions figées du dialectal tunisien par des locuteurs arabophones natifs. Ces recherches psycholinguistiques, portant sur une population d’adultes, sont suivies d’une étude exploratoire sur l’émergence des expressions figées ou semi-figées chez les enfants. Ce travail suit la double problématique de l’émergence et de la comparaison interlangue. Nous comparons les productions de deux enfants: un enfant arabe tunisien et un enfant français
The phraseological units currently represent a common object of study in many disciplines in language science. It is in this context that we present our work in this thesis. Adopting a multidisciplinary approach combining linguistic and psycholinguistic involving comparative cross-language approach, our goal is to study a complex linguistic phenomenon, the fixation, in French and Tunisian Arabic dialect. We propose, first, to contrast the fixed expressions in both languages by identifying the type and the morphosyntactic, lexical and semantic operation of these sequences. Our interest will focus on two important concepts in the study of the fixed sequences: scalarity and iconicity. The methodology and results of a psycholinguistic and experimental study among native and non-native francophone adults (Tunisian Arabic speakers learning French as second language) will be then exposed. Our aim is to determine whether language factors, scalarity and iconicity, facilitate the processing of fixed expressions during a memorization task involving the encoding and recognition of French frozen sequences. A third experiment is a test of familiarity that examines the effect of linguistic factors, scalarity and iconicity as well as personal factors such as; age and sex, on the knowledge of Tunisian dialect frozen sequences by Arabic native speakers. This psycholinguistic work carried on an adult population is followed by an exploratory study on the emergence of fixed and semi-fixed expressions in children communication. This work follows the dual problem of emergence and cross-language comparison. We compare the productions of two children: a Tunisian Arab child and a French child

Ce travail s’inscrit dans le champ de la didactique de l’oral et a pour objet l’étude des interactions verbales dans les classes de collèges tunisiens, pour les apprenants en difficulté, issus des milieux défavorisés.Malgré les efforts investis par les enseignants, et parce qu’ils sont individuels et conçus anarchiquement, ils sont vains et la démotivation est d’une telle ampleur qu’elle inhibe tout acte d’apprentissage aussi réduit qu’il soit. Les enseignants sont conscients de la nécessité de faire acquérir la compétence orale à ces apprenants, la considérant comme accessible mais ils oublient parfois que contrairement aux milieux favorisés, la majorité des apprenants issus des milieux défavorisés exercent un oral d’une langue étrangère qu’ils ne pratiquent jamais en dehors de l’école. Comment former les élèves aux compétences de compréhension et de production de l’oral, compte tenu du contexte particulier des classes de FLE dans les milieux défavorisés ?Quel projet de prise en charge propose-t-on pour éviter l’échec et amener les apprenants en difficulté à avoir des représentations objectives et positives, vis-à-vis d’eux-mêmes, d’une part, de l’école voire de l’apprentissage en général, et du français en particulier d’autre part.Nous cherchons ainsi à déterminer quel contexte peut favoriser l’émancipation des apprenants en difficulté par leurs prises de parole, afin de contribuer à la didactique de l’oral et proposer quelques pistes didactiques qui rendraient ces apprenants actifs en classe, leur donnant l’occasion de prouver leur existence par la participation d’une part, et l’engagement dans la construction du savoir qui leur est enseigné d’autre part
This research fits in the field of oral didactics and it aims to study the verbal interactions in the classes of Tunisian middle schools, for learners in difficulty, coming from underprivileged backgrounds.Despite of the efforts, invested by the teachers, and because they are individual and conceived anarchically, they are vain and the demotivation is of such a magnitude that it inhibits any act of learning however small it can be.Teachers are now aware of the need to develop the oral skill for these learners in difficulty, considering it as accessible but they sometimes forget that unlike the privileged areas, the majority of learners from underprivileged areas practice speaking a foreign language which they never use outside of school.What do the FFL methodologies tangibly offer, for teaching oral skills, taking into account students in difficulty?How to train students in oral comprehension and production skills, given the particular context of FFL classes in underprivileged areas?What support plan is proposed to prevent failure and to bring learners in difficulty to have objective and positive representations, vis-à-vis themselves, on one hand, the school alike learning in general, and French in particular on the other hand?In that way, we seek to determine which context can favor the emancipation of learners in difficulty by their speaking up in order to contribute to the oral didactics field and to propose some didactic paths that would make these learners active in the classroom, thus giving them the opportunity to prove their existence through participation, on one hand, and commitment to building the knowledge that is taught to them on the other hand

Cette recherche porte sur les influences du « printemps arabe » sur le discours touristique que nous abordons sous deux modalités argumentatives : la publicité touristique et la promotion touristique. Pour traiter cette problématique, nous avons collecté un corpus iconotextuel (texte + image) parmi des ressources médiatiques très variées diffusées entre 2011 et 2015 par deux pays représentatifs pour l’ampleur de leur activité touristique (Égypte et Tunisie). L’analyse de ce corpus part de l’hypothèse que les genres variés de notre corpus reposent sur une conception linguistique et visuelle relativement différente de l’information en fonction du genre et de la cible d’une part, et en fonction du soubassement culturel et psychosocial d’une image idéologique virtuelle complexe en adéquation avec la post-crise d’autre part. Le cadre théorique met en avant cette image virtuelle complexe sous la forme de « l’imagerie », concept psychosocial central dans la publicité et la promotion touristique grâce à sa capacité d’associer l’héritage culturel de représentations du passé avec les attentes, les rêves et les souhaits suscités par la future aventure touristique mise en promotion, esquissés dans cette imagerie. Le cadre théorique ancre l’imagerie dans différents genres de discours à partir de leurs dimensions constitutives comme les dimensions textuelle, sociopragmatique et matérielle, afin de dégager le processus linguistique mis en œuvre par le genre de discours responsable du contrat de lecture avec le destinataire et de la mobilisation du contenu culturel.La Tunisie et l’Égypte n’ont pas réagi de la même manière à l’impact du nouveau contexte post-crise problématique au niveau politique et sécuritaire. En effet, alors que l’Égypte s’est contentée de la reproduction classique de l’imagerie touristique fondée sur la variété de son héritage pharaonique, en écartant l’enjeu de l’évolution géopolitique du printemps en post-crise dans ses imageries, la Tunisie, pour sa part, a recouru à l’alliance de l’argumentation discursive et visuelle fondant une imagerie qui conjugue non seulement tradition et architecture mais aussi sécurité et modernité d’expériences touristiques intenses.De plus, le corpus tunisien s’est montré davantage ouvert à la créativité, par rapport au corpus égyptien, grâce à l’intégration de nouveaux genres très variés comme les articles d’actualités économique ou politique, la chronique littéraire, etc. dans sa promotion touristique non publicitaire. L’adaptation du contenu à la post-crise dans un éventail élargi de genres de discours, dont nous avons pu dégager les caractéristiques sémiolinguistiques grâce à une analyse menée à partir d’une grille conçue spécifiquement, a ensuite trouvé sa traduction didactique dans la proposition d’un module de Français sur Objectif spécifique (FOS) qui vise l’acquisition des compétences professionnelles particulières pour les futurs professionnels du tourisme de certains pays du Moyen-Orient dont le contexte sociolinguistique du français est similaire au contexte égyptien
This research focuses on the influences of the "Arab Spring" on the tourist discourse that we approach under two argumentative modalities: tourism advertising and tourism promotion. To deal with this issue, we have collected an iconotexual corpus (text + image) among media resources very varied, distributed between 2011 and 2015 by two representative countries for the scale of their tourism activity (Egypt and Tunisia).The analysis of this corpus is based on the assumption that the various speech genres of our corpus are based on a linguistic and visual conception that is relatively different from the information according to the speech genre and the target on the one hand, and according to the cultural underpinning and psychosocial of a complex virtual ideological image in adequacy with the post-crisis on the other hand. The theoretical framework puts forward this complex virtual image in the form of "imagery", a central psychosocial concept in advertising and tourism promotion thanks to its ability to associate the cultural heritage of representations of the past with expectations, dreams and the wishes aroused by the future tourist adventure put on display in this imagery. The theoretical framework anchors the imagery in different speech genres from their constituent dimensions as the textual, socio-physical and material dimensions in order to identify the linguistic process implemented by the speech genre responsible for the reading contract with the recipient and the mobilization of cultural content.Tunisia and Egypt have not responded in the same way to the impact of the new post-crisis political and security context. Indeed, while Egypt has been content with the classic reproduction of tourist imagery based on the variety of its pharaonic heritage by removing the issue of the geopolitical evolution of spring in post-crisis in its imagery, Tunisia, for its part, has resorted to the combination of discursive and visual argumentation founding an imagery that combines not only tradition and architecture but also the security and modernity of intense tourist experiences.In addition, the Tunisian corpus has been more open to creativity, compared to the Egyptian corpus, through the integration of new very varied genres such as economic or political news articles, literary chronicles, etc. The post-crisis adaptation of the content in a wider range of speech genres from which we have been able to identify the semiolinguistic characteristics through an analysis conducted from a specifically designed grid which has subsequently been translated into didactic translation in the proposal for a French module for Specific Objective (FSO) aimed at acquiring specific professional skills for future tourism professionals in certain Middle Eastern countries whose socio-linguistic context of French is similar to the Egyptian context

This thesis explains recent accounts of discrimination and cutbacks in reproductive health spaces in Tunisia. Complicating dominant analyses, which attribute these events to the post-revolution political atmosphere which has allowed the proliferation of islamic extremism, I interpret these instances as a manifestation of a deeply rooted stigma against sexually active single women. I trace this stigma’s inception to the contradictory way that Habib Bourguiba conceptualized modernity after independence, and the responsibility he assigned to Tunisian women to embody that modernity. This responsibility remains salient today, and is putting Tunisian women in an increasingly untenable and vulnerable position. After independence, Bourguiba instated a series of policies and programs aimed at demonstrating the modernity of Tunisia. The success of Tunisia’s modernization was determined, and continues to be determined by the woman’s social transformation and embodiment of modernist values. Bourguiba’s modernist platform was constituted not only by typically ‘Western’ values, such as economic prosperity, family planning, education, and gender equality, but was also deeply informed by the islamic and cultural values that hold the woman’s primordial role to be mother and wife, and expect her to abstain from sex until marriage. The modern Tunisia woman thus became expected to both obtain higher levels of education and actively participate in the public sphere, and also uphold virtues around premarital virginity, marriage, and motherhood. Her fulfillment of these tasks marked the independent nation’s progress and modernity. Today, as more and more Tunisian women are increasingly empowered to fulfill one facet of their obligation and attend university, participate in the labor market, and make use of the growing contraceptive technologies available to them, they become more likely to postpone marriage and engage in premarital sexual relations. These latter behaviors transgress the second facet of the woman’s obligation, and threaten the very integrity of the modern nation. Women are thus becoming more and more subjected to societal punishment — stigma — which manifests in many forms, including discrimination in reproductive health care spaces.

Code-switching (CS) between French and Arabic is common across North Africa and in parts of the Middle East. Many researchers have examined this phenomenon in Tunisia (Belazi 1991, Lawson & Sachdev 2000, Belazi et. al 1994) and Morocco (Abbassi 1977, Bentahila 1983, Bentahila & Davies 1983, Lahlou 1991, Redouane 2005.) Corpus and elicited data from these two countries has helped form the basis of proposed universal constraints on code-switching, specifically the Functional Head Constraint (FHC) (Belazi et al 1994) and the Complement Adjunct Distinction (CAD) (Mahootian and Santorini 1996). However, CS between French and Moroccan and Tunsian dialects has not been directly investigated within a single study. This study is a step in filling that gap. Using a web-based survey, the present study examines native dialect speakers’ ratings of authenticity of sentences that contain both French and Arabic with a switch occurring in the Determiner Phrase (DP). The syntactic structure of the DP in the dialects examined is the same, (DP = D (D) N (A)). This is similar to the DP in French (DP = D (A) N (A)) with a few key differences that make it possible to test the FHC and CAD within the DP alone. An example of one of the eight possible switch types, between an Arabic Demonstrative Determiner and a French Definite Determiner, is seen here between Moroccan Arabic and French: Men dima had l’homme n’aime pas les chiens. (Since always this the man doesn’t like dogs.) A mixed-model ANOVA performed on the participants’ ratings reveals main effects for dialect, sex and switch type. Significant interactions also exist, including an interaction between switch type, sex and dialect. While further research is needed, the results indicate that syntactic constraints may not be the only way to understand the practice of CS. Instead, a typological approach, as suggested by Muysken (2000), may lead to a more complete understanding of why and how communities use multiple languages.
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D.Litt. et Phil.
The broad aim of the present study was an exploration of the representation of women in the novels of the Maghreb written in French. Two questions provided obvious and logical starting points: Is the fairly aggressive feminism that is so integral to current Western writing equally evident in the fiction of countries where the position of women is governed by religious conviction? Does the fiction emanating from the pens of male authors differ, in the way it reflects this problem, from the fiction written by women?