La Langue Berbère (kabyle) Face Aux Langues Arabe Et Française : Attitudes Et Représentations Des Apprenants

Agzul Iswi n tezrawt-agi, d anadi ɣef umkan n tmaziɣt gar tutlayin n taεrabt d tefransist di tmuɣliwin tisnelsiyin n yinelmaden n uɣerbaz alemmas n Tizi-Wezzu. Nessexdem tarrayt tarusridt n “umsiwel uffir”. Nessekles yiwen umdan i ɣ-d-yemmeslayen s tlata n tutlayin (tmaziɣt, taεrabt d tefransist), nessuter di 630 n yinelmaden ad smeḥsen i tlata n yimdanen ara asen-d-yemmeslayen s tutlayin- agi (di tidet yiwen n umadan kan i yellan), yerna ad rren i yal yiwen deg-sen tineqqiṭ (agaz) ɣef tugna-s ɣef tzemmar-is, yerna ad d-afen d acu i lxedma-s. Ihi, yiwen umdan i aɣ-dyemmeslayen s tlata n tutlayin, inelmaden nwan tlata n yimdanen i wumi slan. Di taggara n tezrawt tasnelsmetit-agi, nufa-d inelmaden rran tamaziɣt d taneggarut deffir n tefransist dtaεrabt. Abstarct The aim of this paper is to see what attitudes and linguistics representations have the learners of tamazight, in the middle Schools at Wilaya of Tizi-Ouzou in Algeria relating to languages: Tamazight (Kabyle), Arabic and French. The method used is the "matched guise", an indirect method of recording the same person speaking three different languages (Tamazight, Arabic and French). This record are submitted to secondary-school pupil (the learners) that believe that they are listening to a three distinct persons. Six hundred and thirty pupils (630) were submitted to this survey and answer to the questionnaire regarding to three criterias: personality, skills and assigning a function. The test results confirmed that the learners are affected by a linguistic insecurity.