In the modern era, learning English has become among the highly requested disciplines. However, ELT in Algerian higher education needs to be updated and promoted. Evidently, except for English departments, ELT in the remaining faculties is neglected and under-estimated. For instance, in the Economics department at Tlemcen University, English courses seem to be taught ineffectively. Also, they do not fulfill the learner’s needs. The present study is an attempt to examine the quality of Business English courses delivered to Master1 Economics Students at Tlemcen University. Thus, its fundamental concern is to evaluate the effectiveness of these courses vis-à-vis ESP principles. In doing so, a set questionnaires have been given to both teachers and students in order to collect the needed data. It has been come up to the conclusion that these courses are taught haphazardly and teachers unsatisfactorily follow ESP teaching fundamentals. Consequently, they should be advanced and promoted.

The eminent representative of the modern Japanese literature, writer and translator, famous face of postmodernism, Haruki Murakami has started to play an important role in the national literature with his works since the begging of 1990s. The works of Haruki Murakami reflects a large period of Japanese way of thinking in the age of globalization. With his own specific direction of writing, he is one of the writers who have directly contributed to the development of the world postmodern literature, along with the Japanese literature. Introduced to the readers in 1982, the novel of “A Wild Sheep Chase” has laid the foundation of the postmodern style of Murakami. Combining the main characteristics of postmodernism such as chaos, synthesis, montage, collage, meta-story and etc., the novel links the alienation of an individual in the Japanese society to the nature of consumer culture and authoritarian-totalitarian regimes. Alienation, which is a characteristic for political ideology regimes aims at alienating individuals from the society, nature and from even themselves, their own true essence. The author has written down the process of a human turning into a post-human as a result of not tolerating to the pressures aiming to fit them into standardizing molds and depriving them from their differentiating characteristics. The unnamed hero of the novel, Boku looks for the meaning of the existence in his world that is full of questions. This search takes him back to the times before his birth. In order to find an answer, Boku looks for something to help him to leave the reality behind. As a result, he falls into a chaos, where people move in the directions that they have not chosen and do things that they do not desire, as well where the free will does not have any meaning.

The Stuttering Between the Concept and The Reasons for Treatment - A Clinical Perspective –
 ABSTRACT: Stuttering is a speech fluency disorder characterized by sudden pauses, involuntary repetition of sounds, syllables, and words, complete cessation of speech, or prolongation of sounds and syllables. Communication is defined as the exchange of ideas between the sender and the receiver. Some people find this process to be normal and easy for them, while for others, speaking can be one of the most challenging aspects of their daily lives. This led us to research stuttering from a conceptual perspective and then move on to the causes of stuttering and how it manifests. Gradual therapy methods using mind maps were employed in the process.
 الملخص: اللجلجة هي اضطراب في طلاقة الكلام يتميز بالتوقف المفاجئ أو التكرار اللاإرادي للأصوات والمقاطع والكلمات أو التوقف تماماً عن الكلام أو إطالة الأصوات والمقاطع،يعرف التواصل بأنه عبارة عن تبادل الأفكار بين المرسل والمستقبل، فنجد بعضا من الناس قد تتم هذه العملية بطريقة عادية سهلة عندهم، بينما عند الآخرين يمكن أن يكون الكلام أصعب الأمور في حياتهم اليومية،ومن هنا جاء بحثنا حول اللجلجة دراسة مفاهمية ثم انتقلنا إلى أسباب اللجلجة وكيف كان ظهورها،فأساليب العلاج التدريجي مستخدما بذلك خرائط ذهنية.

Advertising, Morality, and Cognitive-Social Reality: The Case of Tunisian Society
 ABSTRACT: If it is true that the laws on advertising were decreed to avoid that an announcement does not infringe the rights of third parties, it is proven that this same spot is talented to transgress them verbally, graphically and fantastically (reworked or fantasy images). This is done under the pretext of reflecting current social norms and trends, as well as the cognitive and linguistic aspects of the society targeted by the advertisement, even at the cost of the principle of consumer morality or that of producer / advertiser ethics. In this context, the semantic-cognitive, semiotic and legislative study, especially of advertising discourse, in a Tunisian social situation, constitutes the main subject of this article.
 RÉSUMÉ: S’il est vrai que les lois sur la publicité ont été décrétées pour éviter qu’une publicité ne porte atteinte aux droits de tiers, il est prouvé que ce même spot est capable de les transgresser verbalement, graphiquement et fantastiquement (images retravaillées ou fantasmatiques). Cela se fait sous prétexte de refléter les normes et les tendances sociales en cours, ainsi que les aspects cognitifs et linguistiques de la société visée par la publicité, même au détriment du principe de la moralité du consommateur ou de celui de la déontologie du producteur / annonceur. C’est ainsi que l’étude sémantico-cognitive, sémiotique et législative du discours publicitaire, dans un contexte social tunisien, constitue le thème principal de cet article. 
 

Teaching Oral Skills in Secondary FLE Classes: Between Theoretical Assumptions and Practical Applications
 ABSTRACT: In Algeria, the teaching of French is introduced in the education system as early as the third grade. One of the fundamental objectives of language instruction is to develop the competence to communicate effectively both orally and in writing among learners. This competence is concretely manifested in the comprehension and production of oral and written messages. This study aims to examine the role of oral instruction in French as a Foreign Language (FLE) classes at the secondary level. It explores how teachers approach the development of oral competence within the Algerian school context. The study draws upon the results of research conducted as part of master's thesis preparation in foreign language didactics at the French Department of the University of Khenchela (Algeria), with a primary focus on FLE instruction at the secondary level.
 RÉSUMÉ : En Algérie, l’enseignement du français est introduit, dans le système éducatif, dès le troisième primaire. L’un des objectifs fondamentaux de tout enseignement d’une langue est l’installation de la compétence de communiquer aussi bien à l’oral qu’à l’écrit, en milieu des apprenants. Une compétence qui se traduit, concrètement, dans la compréhension et la production de messages oraux et écrits. Quelle place occupe l’enseignement de l’oral en classe de FLE au secondaire ? Comment les enseignants procèdent-ils pour développer cette compétence dans le contexte scolaire algérien ? Nous essayerons d’apporter des éléments de réponses à ces questions à travers les résultats de travaux que nous avons eus à diriger dans le cadre de la préparation des mémoires de master en didactique des langues étrangères au département de français de l’université de Khenchela (Algérie). Des travaux qui portent, essentiellement sur l’enseignement du FLE au secondaire.

ABSTRACT: Different value systems, coupled with diverging communication styles and behaviours can build up into stern instances of miscommunication and conflict among cultural groups, both within and across societies. In this spirit, my paper probes the following question: How can learners of intercultural studies attain the flair to understand the dynamics of intercultural contact and the practical skills to successfully engage with cultural diversity? This is tested against the postulation which states that learners of intercultural studies can scarcely generate a trans-cultural competence in an eight-week lecture series. With this in mind and through the intercultural studies lecture series, my main objective is to call attention to the significance of cultivating empathy which becomes pivotal in the intercultural perception enacted by and cultivated in the Master 1 (Sociolinguistics and Gender Studies) inter-culturality classroom. The research tool employed in the present study is: An eight week structured observation describing the intercultural studies lecture series in action. This includes the distribution of 4 assignments to students which aims at gauging the development of their intercultural sensitiveness all along the eight week lecture series in the light of their classroom interactions. Issues relating to colonialism, religion, gender, racism, prejudice, interdependence and many more are also closely summoned up in the wake of such interactions. The strategy implemented throughout the course elaborates chiefly on Sitaram and Cogdell’s Value Classification Chart (1976) which contrasts mainstream values at work in different cultural environments, and the Worldwork’s Framework of International Competencies (2010) which propounds manoeuvres for trans-cultural sensitivity.