Résumé:
The present thesis examines the effect of Arabic diglossia on the linguistic performances of the pupil, with a particular allusion to the primary level - fifth year in the schools of Tébessa. This work attempts to focus attention on the sociolinguistic phenomenon Diglossia ’and its impact on the formal education of students, particularly in terms of diction. Lately, an obvious linguistic shortage seems to have been observed in the writings of students in Algerian schools as most of them have little knowledge of the official language. Modern Standard Arabic is the official language and a great variety in Algerian politics, but children acquire the Tebessa dialect as their mother tongue. In this case, these pedagogical faults lead the pupils to feel linguistically insecure and this causes them to fall into a linguistic conflict. In terms of researcher knowledge, this study is the first of its kind among researchers interested in studying diglossia in a simple descriptive method, the study used a mixed method based on a competing nested design. in which we mixed a quantitative correlational method with a qualitative descriptive method. Throughout the collection and analysis of data, collected from 55 students and 23 teachers, using assorted sociolinguistic method instruments such as: Interview and a performative exercise for the students, questionnaire and observation grid for teachers. in this thesis we have attempted to recognize the extent to which diglossia influences the learning and teaching process. Subsequently, the results reflect that there is a moderate relationship between exposure level and word selection. These results seem interesting to draw the attention of parents and teachers to their speech and to make children aware of the gap between standard Arabic and low-level Arabic
