مجلة طبنـــة للدراسات العلمية الأكاديمية
Volume 9, Numéro 1, Pages 1183-1195
2026-06-01
Cultural Scripts And Pragmatic Norms In Algerian Efl Students’ Writing: A Document-based Analysis
Authors : Haddaoui Soumia .
Abstract
This paper critically examines the culturally situated discourse practices of Algerian EFL students as they navigate academic writing in English, a language ideologically positioned as both a global medium and a colonial residue. Drawing on a multidisciplinary framework such as contrastive rhetoric, intercultural pragmatics, and linguistic anthropology; the paper explores how rhetorical behaviors such as hedging, deference, and authorial modesty emerge not as errors but as epistemologically coherent strategies rooted in Arabic and Islamic educational traditions. Through a pragmatic writing test administered to thirty Master 1 EFL students at Setif 2 University, the analysis uncovers patterns of indirectness, avoidance of self-citation, and mitigation in argumentative stance, demonstrating how these reflect culturally grounded values of respect, humility, and collective ethos. Rather than treating such discourse as deficient, the paper argues for a pedagogical reorientation that embraces rhetorical pluralism and critical awareness. It contends that dominant Anglo-American writing norms often conflict with learners’ rhetorical instincts and calls for writing instruction that empowers students to negotiate, rather than assimilate to, global academic discourses. By situating Algerian EFL writing within a broader anthropology of meaning-making, the paper contributes to efforts to decolonize applied linguistics and reimagine academic literacy as an intercultural and ideological practice.
Keywords
contrastive rhetoric ; intercultural pragmatics ; linguistic anthropology ; rhetorical culture ; Academic writing
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