Pub Date : 2018-11-26DOI: 10.31561/2014tq2018tqv52018tqi3
Rafika Zahrouni
Based on rhetorics of violence and discourses of gender supported by the theoretical works of Pierre Bourdieu, A. Ballinger, and Bertolt Brecht, this article first investigates the concept of violence through the performance of Jalila Baccar and Fadhel Jaïbi’sViolence(s) (2015).In this play an examination of the new forms of violence helps us pay particular attention to violence enacted by men and women against their minoritized groups, and how, when harmed, these groups go against the grain. My purpose in this article is to demonstrate how such forms of violence appeal to the audiences’ emotions and intellect. A Brechtian reading of Violence(s)with reference to Tsunami (2013) and Fear(s) (2017), also by Baccar and Jaïbi will assist comprehension of the development of violence and the resulting frustration provoked by the Arab Spring’s ongoing political, ethnic, economic, and religious conflicts and its subsequent impact on the Arab citizen’s daily behaviours and attitudes.
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Pub Date : 2018-11-26DOI: 10.31561/2017TQ2018TQV52018TQI3AYADI
M. Ayadi
This study seeks to investigate the effectiveness of integrating Tunisian deaf students into mainstream schools. It evaluates the suitability of these practices and their effectiveness in improving their syntactic maturity. The data collected during the study are based on triangulation of methods. A questionnaire was addressed to ten deaf students integrated in mainstream schools in Sfax, Tunisia, an interview to their teachers, and twenty writing samples collected from the observed population. The results found indicate that, overall, syntactic maturity of Tunisian deaf students did not improve when they were integrated in public schools. The T-unit mean scores of deaf students’ written output revealed that integration did not help this minority achieve a better syntactic maturity in the second semester. Teachers’ interviews also provided negative feedback about integration policies in the Tunisian classroom context. This article is a contribution to the research literature about deaf education which is scarce in the Tunisian EFL context.
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Pub Date : 2018-11-26DOI: 10.31561/2014tq2018tqv52018tqi3zahrouni
Rafika Zahrouni
Based on rhetorics of violence and discourses of gender supported by the theoretical works of Pierre Bourdieu, A. Ballinger, and Bertolt Brecht, this article first investigates the concept of violence through the performance of Jalila Baccar and Fadhel Jaïbi’sViolence(s) (2015).In this play an examination of the new forms of violence helps us pay particular attention to violence enacted by men and women against their minoritized groups, and how, when harmed, these groups go against the grain. My purpose in this article is to demonstrate how such forms of violence appeal to the audiences’ emotions and intellect. A Brechtian reading of Violence(s)with reference to Tsunami (2013) and Fear(s) (2017), also by Baccar and Jaïbi will assist comprehension of the development of violence and the resulting frustration provoked by the Arab Spring’s ongoing political, ethnic, economic, and religious conflicts and its subsequent impact on the Arab citizen’s daily behaviours and attitudes.
{"title":"Which is which? The Face or the Book: Tunisian EFL learners’ Use of Facebook in L2 Paragraph Writing","authors":"Rafika Zahrouni","doi":"10.31561/2014tq2018tqv52018tqi3zahrouni","DOIUrl":"https://doi.org/10.31561/2014tq2018tqv52018tqi3zahrouni","url":null,"abstract":"Based on rhetorics of violence and discourses of gender supported by the theoretical works of Pierre Bourdieu, A. Ballinger, and Bertolt Brecht, this article first investigates the concept of violence through the performance of Jalila Baccar and Fadhel Jaïbi’sViolence(s) (2015).In this play an examination of the new forms of violence helps us pay particular attention to violence enacted by men and women against their minoritized groups, and how, when harmed, these groups go against the grain. My purpose in this article is to demonstrate how such forms of violence appeal to the audiences’ emotions and intellect. A Brechtian reading of Violence(s)with reference to Tsunami (2013) and Fear(s) (2017), also by Baccar and Jaïbi will assist comprehension of the development of violence and the resulting frustration provoked by the Arab Spring’s ongoing political, ethnic, economic, and religious conflicts and its subsequent impact on the Arab citizen’s daily behaviours and attitudes.","PeriodicalId":364677,"journal":{"name":"TAYR Quarterly","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130906912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-26DOI: 10.31561/2014TQ2018TQV52018TQI3SASSI
Wided Sassi
Noticing its exponential growth, many educators sought to tap in the potential of harnessing Facebook for educational purposes (Roblyer et al. 2010; Selwyn 2009; Simpson, 2012). Evidence from the literature suggests that, if used judiciously, Facebook can turn into a facilitative platform for language learning beyond the restrictions of traditional provisions (Kabilan, Ahmad, & Abidin, 2010; Yunus & Salehi, 2012). VanDoorn and Eklund (2013) suggest that the Facebook environment, in fact, bears significant resemblance in structure to that of a concrete classroom “-with walls to write on, and party invitations to distribute- and it is perhaps this…that has driven researchers to investigate the potential of Facebook-based social networking to enhance learning” (p.1). Hilscher (2012) further stipulates that the “social nature of Facebook lends itself to the possibility of being used as a virtual learning community” (p.24). Its communicative and interactive functionalities are similarly felt to “mirror much of what we know to be good models of learning, in that they are collaborative and encourage an active participatory role for users” (Maloney, 2017, p. 26). Mills (2011), in a similar vein, concurs that Facebook provides new avenues for students to explore cultural differences and build positive rapport.
{"title":"Which is which? The Face or the Book: Tunisian EFL learners’ Use of Facebook in L2 Paragraph Writing","authors":"Wided Sassi","doi":"10.31561/2014TQ2018TQV52018TQI3SASSI","DOIUrl":"https://doi.org/10.31561/2014TQ2018TQV52018TQI3SASSI","url":null,"abstract":"Noticing its exponential growth, many educators sought to tap in the potential of harnessing Facebook for educational purposes (Roblyer et al. 2010; Selwyn 2009; Simpson, 2012). Evidence from the literature suggests that, if used judiciously, Facebook can turn into a facilitative platform for language learning beyond the restrictions of traditional provisions (Kabilan, Ahmad, & Abidin, 2010; Yunus & Salehi, 2012). VanDoorn and Eklund (2013) suggest that the Facebook environment, in fact, bears significant resemblance in structure to that of a concrete classroom “-with walls to write on, and party invitations to distribute- and it is perhaps this…that has driven researchers to investigate the potential of Facebook-based social networking to enhance learning” (p.1). Hilscher (2012) further stipulates that the “social nature of Facebook lends itself to the possibility of being used as a virtual learning community” (p.24). Its communicative and interactive functionalities are similarly felt to “mirror much of what we know to be good models of learning, in that they are collaborative and encourage an active participatory role for users” (Maloney, 2017, p. 26). Mills (2011), in a similar vein, concurs that Facebook provides new avenues for students to explore cultural differences and build positive rapport.","PeriodicalId":364677,"journal":{"name":"TAYR Quarterly","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125371736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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