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Pseudo-native speaker' is the term given to a foreign language learner who has reached a high level of proficiency. Such level of proficiency is characterised by the mastery of grammar, vocabulary, and pronunciation. Consequently, a distinction must be drawn between grammatical proficiency and the idiomatic one. Idiomaticity has three basic levels of compositionality: free combinations, collocations, and idioms. The present research work investigates the mastery of Verb+Noun lexical collocations by Algerian EFL learners in Frères Mentouri university. It is hypothesized that Algerian EFL learners have a low level of mastery in the usage and comprehension of Verb+Noun collocations. It is also hypothesised that the essays of Algerian EFL learners lack the use of appropriate Verb+Noun collocations. An online corpus (BNC) and two other online websites (Collocation Checker & O.O.C.D) were used as tools to measure learners' collocational competence. Examined collocations were extracted from the learners' examination essays. The analysis was done manually through identification and corpus usage. The findings of the study indicate that Algerian EFL learners have a low competence in dealing with Verb+ Noun collocations. Thus, focus on collocational knowledge is required. Teachers must raise their students' awareness on the importance of collocations in improving the oral and written quality of production. Learners have to, deliberately, be able to identify collocations, and memorise them within their contexts

The present paper is a qualitative investigation into the use and awareness of euphemism by Algerian adolescents in the Constantine speech community. The paper covers two hypotheses. First, the speech of the Constantine adolescents is thought to lack the use of proper euphemistic language when describing certain cases of personal appearance that might provoke negative connotations and interpretations. Second, those adolescents are unaware of euphemism as a language skill and its importance in social interactions. To examine the aforementioned hypotheses, a survey was administered to Algerian adolescents living in Constantine, Algeria. Socio-cultural linguistics is the model according to which the notion of euphemism will be investigated. The findings suggest that the use of euphemistic expressions were used more than the use of non-euphemistic ones. The findings have also showed that the informants, based on their answers, are not aware of the concept of euphemism and its indispensability.

Collocations are an inherent and indispensable part of the language continuum. This work investigates the mastery of Verb+ Noun lexical collocations by Algerian EFL learners at the University of Mentouri Brothers, Constantine 1. It is hypothesised that Algerian EFL learners have a low level of mastery in the usage and comprehension of Verb+ Noun collocations. It is also hypothesised that the essays of Algerian EFL learners lack the use of appropriate Verb+ Noun collocations, a factor that influences the grades they receive. An online corpus (BNC) and two other online websites (Collocation Checker & O.O.C.D) were used as tools to measure learners' collocational competence. Examined collocations were extracted from the learners' examination essays. The analysis was done manually through identification and corpus usage. The findings reveal that the Verb+ Noun collocational errors that were spotted were not taken in consideration during the correction, even though they are an indispensable part that guarantees the use of correct language. The findings also confirm the aforementioned hypotheses, in addition to the fact that teachers are either unaware of the impact of collocations on the writing quality, or did not take them into account, because they did not teach them. This could be noted by the fact that even the essays that received the highest grades contain many collocational errors.

Humour is usually investigated in similarity to racism or sexism, but not quite as much about superiority. The present work intends to investigate prejudice as enacted in humor. More specifically, it aims to unravel the way one facet of prejudice, namely superiority, plays itself out in the jokes aimed at a given social group in Algeria, in this case, the people of Mascara (a northwestern Algerian city). To this end, twenty jokes were collected from an Algerian blog to carry out the analysis. A meta-discourse analysis and concepts from the superiority theory were adopted. It is argued that the underlying motive behind making those jokes is to establish superiority at the expense of the target community by poking fun at their assumed unintelligence, poor decision-making, and backwardness. The findings confirm that superiority is behind those jokes under the guise of a \"just joking\" mindset. The jokes, hence, aimed at the people of Mascara, can be categorized as prejudiced and disparaged toward them, aiming to establish superiority over them.

The present article investigates the use of anti-racist humor as a form of resistance. More specifically, it looks into the workings of anti-racism to challenge the held prejudice against black people. The focus is on the linguistic aspect of anti-racist resistance. The study analyses two shows of Trevor Noah, a black standup comedian, in light of the forty-five techniques comedians use. The successful incorporation of many humor techniques in tackling and reversing the sensitive issues of racism and prejudice explains why such a comedy genre is popular among audiences. According to the findings, Noah has indeed incorporated many of those techniques to give his jokes the intended impact on the audience. These techniques, giving prominence to the jokes, can help better understand the racial stereotypes within societies marked by racism thus, leading to more efficient approaches to addressing it.

In light of the current diversification policy of the Algerian economy and the newly-launched Start-ups project, this study aims at evaluating the Business English vocabulary competence of Master One students of English at Abbas Laghrour University, Khenchela, Algeria in two major fields: oil and gas industry, and administration and management. In addition, it investigates the experiences and employment orientations of these students, as an attempt to explain the outcome of assessment. Accordingly, a descriptive research design has been set for the study, and the mixed data collection tools have been employed in the form of a vocabulary test and a questionnaire. 45 participants out of 120 were studied. The study revealed that there is a significant, serious deficiency in the students' competence, and most of them are not even familiar with Business English. Thus, the instruction system in this university fails to train these students for the Algerian job market and current start up demand.

'Pseudo-native speaker' is the term given to a foreign language learner who has reached a high level of proficiency. Such level of proficiency is characterised by the mastery of grammar, vocabulary, and pronunciation. Consequently, a distinction must be drawn between grammatical proficiency and the idiomatic one. The present research work investigates the mastery of Verb+ Noun lexical collocations by Algerian EFL learners at Université des Frères Mentouri, Constantine. It is hypothesised that Algerian EFL learners have a low level of mastery in the usage and comprehension of Verb+Noun collocations. It is also hypothesised that Algerian EFL learners have more difficulty with verbs than nouns in using Verb+Noun lexical collocations. An online corpus (BNC) and two other online websites (Collocation Checker & O.O.C.D) were used as tools to measure learners' collocational competence. Examined collocations were extracted from the learners' examination essays. The analysis was done manually through identification and corpus usage. The findings of the study indicate that Algerian EFL learners have more difficulty with verbs than nouns when it comes to using Verb+Noun lexical collocations-confirming the aforementioned hypotheses.

This study investigates the relationship between language proficiency, academic grading, and the use of lexical collocations in essay writings by Algerian learners of English as a foreign language. The author argues that lexical collocations are central to fluency and stylistic accuracy, and that weak usage results in less natural texts resembling literal translations. The research was conducted on a sample of students from Mohamed Khider University of Biskra, whose essays were analyzed according to multiple criteria, including linguistic proficiency, stylistic quality, and adherence to academic writing conventions. Findings revealed a strong correlation between learners' language proficiency and their ability to employ collocations correctly, with higher-achieving students displaying more natural and coherent lexical combinations. In contrast, essays written by lower-achieving students relied on simplistic vocabulary and showed limited understanding of subtle differences between near-synonymous words. The study emphasizes the importance of integrating collocation instruction into EFL curricula, given its role in developing academic writing skills and boosting learners' confidence in written expression. The author concludes that enhancing learners' collocational competence requires pedagogical strategies focused on practical application and comparative analysis of correct versus incorrect usage. Abstract Written by Dar AlMandumh, 2025, Using AI