Unravelling Hate from Offensive Speeches within Tiaret Speech Community: Crossing off Sociocultural Boundaries or Intensifying Vilification (The Case of Nicknaming amongst MA English Language Students at Ibn Khaldoun University of Tiaret)

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Acknowledgments
Key to Phonemic Transcription
General Introduction
Chapter One: Features of the Sociolinguistic Situation in Algeria
1.1 Section One: The Context of the Study
1.1.1 Introduction
1.1.2 Presentation of the Country: Algeria
1.1.2.1 Demography and Social Structure
1.1.3 Historical Overview
1.1.3.1 The Phoenicians in Algeria
1.1.3.2 The Roman Era in Algeria
1.1.3.3 The Arabs’ Conquest
1.1.3.4 The Spanish Era in Algeria
1.1.3.5 The Ottoman Empire (1516-1830)
1.1.3.6 The Colonial Era (1830 – 1962)
1.1.3.7 The French Era (1962- 2018)
1.1.4.1 The Current Context: Tiaret
1.1.4.2 Description of the Region
1.1.4.3 Administrative Framework
1.1.4.4 Economy
1.1.4.5 History
1.1.4.6 Post Colonial Era of Tiaret
1.1.4.7 The Linguistic Situation of Tiaret
1.2 Section Two: Algeria’s Speech Repertoire (Linguistic Practices)
1.2.1 Overview on the Arabic Language
1.2.1.1 Classical Arabic (CA)
1.2.1.2 Modern Standard Arabic (MSA)
1.2.1.3 Dialectal Arabic (DA)
1.2.2 The Berber Language and its Varieties
1.2.3 Foreign Languages in Algeria
1.2.4 Language Contact Phenomenon in Algeria
1.2.4.1 Bilingualism
1.2.4.1.1 Bilingualism in Algeria
1.2.4.2 Diglossia
1.2.4.2.1 Diglossia in Algeria
1.2.4.3 Code switching
1.2.4.3.1 Code switching in Algeria
1.2.4.4 Borrowing
1.2.4.4.1 Borrowing in Algeria
1.2.5 Conclusion
Chapter Two: Hate and Offensive Speeches as Linguistic Lines of Work
2.1 Section One: Hate and Offensive Speeches
2.1.1 Introduction
2.1.2 Language
2.1.3 Culture
2.1.3.1 Language and Culture
2.1.3.2 Sapir-Whorf Hypotheses
2.1.4 The Scope of the Research
2.1.5 Hate Speech
2.1.5.1 Hate Speech and other Related Concepts
2.1.5.1.1 Hate Speech vs. Offensive Speech
2.1.5.1. 2Hate Speech vs. Free Speech
2.1.5.1.3 Hate Speech vs. Discrimination
2.1.5.1.4 Hate Speech vs. Hate Crime
2.1.5.1.5Stereotypes and Hate Speech
2.1.5.1.6 Hate Speech vs. Defamation
2.1.6 Forms of Hate Speech
2.1.6.1 Taboo Language as a Linguistic Concept
2.1.6.2 Categories of Taboo Language
2.1.6.2.1Obscenity
2.1.6.2.2 Profanity
2.1.6.2.3 Vulgarity
2.1.6.2.4 Insult
2.1.6.2.5 Name Calling and Bullying
2.1.6.2.5.1 Nicknames with Positive Intention
2.1.6.2.5.2Nicknames with Negative Intention
2.2 Section two: The Analysis of Hate Speech and Name Calling from Different Perspectives
2.2.1 Hate Speech from Islamic Point of View
2.2.2 Hate Speech from a Pragmatic Perspective
2.2.2.1 Types of Context
2.2.2.1.1 The Linguistic Context
2.2.2.1.2 The Situational Context
2.2.2.1.3 The Cultural Context
2.2.2.2 John Austin’s Model
2.2.2.2.1 Indirect Speech Act
2.2.2.2.1.1 Locutionary, Illocutionary and Perlocutionary Acts
2.2.2.3 Searle’s Speech Acts
2.2.2.4 Politeness Theory
2.2.3 Hate speech from Gender Perspective
2.2.3.1 Gender Differences in Speaking
2.2.4 Conclusion
Chapter Three: Data Collection Procedures, Findings and Discussion
3.1 Introduction
3.2. Methodology
3.3. Target population (Description of Department English at Tiaret)
3.4 Population Sampling
3.5. Students’ Hometowns
3.6 Research Instruments
3.7 Piloting Stage
3.8 The Observer’s Paradox (observation)
3.9 Description of the Questionnaire
3.10 The Analysis of the Observer’s Paradox
3.11 Graphical Presentation of the Collected Data
311.1 Personal Information
3.11.2 Attitudes towards (Nick) naming
3.11.3 Respondents’ Manners of (Nick) Naming
3.11.4 Causes and Aims of Hate and Offensive Speeches
3.11.5 Impacts of Hate and Offensive Speeches
3.12 Conclusion
General Conclusion

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