ملف المستخدم
صورة الملف الشخصي

د.حسان خماري

إرسال رسالة

التخصص: انجليزية (لسانيات تطبيقية) English (Applied Linguistics)

الجامعة: كلية الاداب و الفنون و الانسانيات بمنوبة تونس

النقاط:

15
معامل الإنتاج البحثي

الخبرات العلمية

  • استاذ مساعد

الأبحاث المنشورة

Multimodality in Teaching English for Specific Purposes in Higher Education: the case of teaching Business English at ISIG Kairouan

المجلة: Tesol and Technology

سنة النشر: 2023

تاريخ النشر: 2023-12-30

The importance of technology in people's daily lives has opened avenues for its effective utilization in various educational domains. Among the online resources available, the YouTube website stands out as an integration option for traditional English lessons, rendering it a significant asset in the field of teaching and learning. This research paper sheds light on a novel approach to teaching English courses by exploring the impactful role of multimodal texts found in numerous YouTube videos when employed as teaching material in classrooms. The study findings assert that YouTube can serve as a valuable resource for incorporating English lessons, aiding comprehension, and enhancing students' overall performance and understanding of English. Moreover, the inclusion of YouTube videos emerges as a prominent factor in facilitating learners' comprehension of business English terminology. The paper emphasizes the need to investigate students' attitudes towards the use of YouTube and the potential concerns they may encounter when using it as a tool for learning business English.

Code mixing among Tunisian university students: types and motivations

المجلة: International journal of language and literary studies

سنة النشر: 2023

تاريخ النشر: 2023-09-30

The study sheds light on the phenomenon of code mixing among Tunisian university students and the factors motivating it. The study uses a qualitative descriptive approach by describing and analyzing the forms of code mixing used in everyday conversation. Muysken’s (2000) code mixing framework is used to classify and analyze the data. The findings showed that code mixing reflects the Tunisians’ awareness of the bilingual and multicultural nature of society. Code mixing is also a way of gaining social prestige. Mixing codes among friends, in school, in everyday encounters, and even at home is also attributed to the speakers’ innate expectation to use more than one code to communicate and interact.

Interdisciplinary research in pragmatics: the convergence of Hofstede's framework and Brown and Levinson's model in the analysis of speech acts

المجلة: Conference: Re-visiting Hybridity in Text ad Context. Annual International Multidisciplinary Symposium on Revisiting Hybridity.At: Faculty of Arts and Humanities, Kairouan, Tunisia.

سنة النشر: 2022

تاريخ النشر: 2022-06-30

The present study is a cross-cultural comparison of (native) American and (non-native) Tunisian speakers of English that explores the validity and applicability of two models from different disciplines: Brown and Levinson's (1987) linguistic politeness framework and Hofstede's (1991) socio-cultural model. The study aims at revisiting the relevance of the Power Distance and Individualism versus Collectivism dimensions within a changing cultural and social context. A role play about face-threatening acts (FTAs) was distributed to sixty Tunisian and American undergraduate university students. The findings showed that the responses of Tunisian non-native speakers of English (NNSE) were not affected by the systematic variation of the social factors of distance and power in the different scenarios. Varying the degree of familiarity did not change NNSE behavior. The informants used primarily direct strategies to oppose high power addressees. Native speakers (NSE) used indirect strategies with high-power interlocutors (e.g., teacher, supervisor, and father). NSE showed more awareness of the variable of power and the politeness conventions required in such contexts. The results showed also that NNSE responses are signs of the changing nature of the Tunisian culture, which has much in common with western individualist culture. The use of direct strategies to oppose a father or a teacher displays the father-son/daughter and teacher-student friendly relationship. Hofstede's (1991) model may need to be reformulated in light of the present study because the Tunisian culture is unstable and in a state of flux. This shows that the Tunisian culture is moving to the small power distance pole of Hofstede' model. The findings of the present study do have implications on teaching pragmatics and speech acts in the Tunisian EFL context.

Interdisciplinary research in pragmatics: the convergence of Hofstede's framework and Brown and Levinson's model in the analysis of speech acts

المجلة: International Journal of Linguistics and Translation Studies

سنة النشر: 2021

تاريخ النشر: 2021-08-30

This research is a pragmatic and politeness study that deals with the speech act of disagreement in Tunisian Arabic, a variety of Arabic spoken in Tunisia. It accounts for disagreement in relation to the contextual factors of Social Distance, Social Power, and Rank of Imposition. Discourse Completion Test (DCT) is used to study the production of disagreement. Data was collected from a group of native speakers of Tunisian Arabic at “Institut Supérieur des Langues de Tunis, Tunisia”. Native speakers of TA used a variety of strategies, which were identified in other languages (e.g., Direct Refusal, Suggestion, Giving Account, and Request…) along with new strategies ( e.g., Teasing, Unsympathetic advice, Challenge, and Criticism).The identification and quantification of the strategies of disagreement also helped develop insights into the Tunisian culture.

Strategies and mitigation devices in the speech act of disagreement in American English

المجلة: Studies in Pragmatics and Discourse Analysis

سنة النشر: 2021

تاريخ النشر: 2021-06-30

The present study aimed at exploring the strategies of disagreement and hedging devices used by native speakers of English. The study elicited the informants’ reactions when disagreeing with higher, equal, and lower status. The responses were analyzed using Brown and Levinson’s (1987) politeness model and Hyland’s (1998) hedging taxonomy. Discourse completion test data was analyzed both quantitatively and qualitatively. The findings revealed that native speakers of American English used positive politeness strategies considerably with higher and equal status interlocutors (father, teacher, and friends). The respondents were concerned with savingtheir interlocutors’ positive face regardless of their social distance and power. The only significant difference, in terms of strategy selection, was identified in highly face-threatening contexts (accusation), where the informants opted for bald on record politeness strategies because of the seriousness of the interlocutor’s (supervisor) claims (plagiarism). The data showed also that native speakers relied on hedges considerably to mitigate their disagreements.

The realization of the speech act of disagreement by non-native and nat

المجلة: Arab journal of applied linguistics

سنة النشر: 2021

تاريخ النشر: 2021-05-30

The present study investigated the production of the speech act of disagreement among Tunisian non-native students of English and American native speakers of English. Discourse completion test (DCT) was used to elicit disagreement strategies by the informants. Non-native informants produced a total of 376 acts and native informants produced 395 acts. The acts were categorized based on Brown and Levinson’s (1987) Politeness Model. The speakers’ performance of disagreement in variation with the contextual factors of Social Distance and Social Power was examined. Data was analyzed quantitatively and qualitatively. Results showed that there were significant differences between native and non-native speakers of English with regard to the frequency of direct and indirect strategies of disagreement. Non-native informants used a higher percentage of direct strategies (47%) and a lower percentage of indirect strategies (13%) than their native counterparts, who produced indirect strategies considerably (30%). NNSE opting for direct disagreement strategies might be attributed to their poor pragmatic and sociolinguistic knowledge of indirect strategies. This work can have pedagogical implications in teaching speech acts and pragmatics.