<p>The paper considers the dualistic existence between the Self and the Other during the Great War. Algerian participation in the war was compulsory and many authors wrote about the event.: Albert Camus, a Frenchman who belonged to a pied-noir family, Mohamed Ben Chérif, an Arab from Djelfa, and Elissa Rhaïs, a Jewish writer from Blida. <em>The First Man </em>(1994), Camus’s book, deals with the French who were reluctant participants in war. Mohamed Ben Chérif also published his first book, <em>Ahmed Ben Mostapha Goumier</em> (1997) that represents those Algerians who sought friendship with the French. In <em>Le Café Chantant (1920)</em>, Elissa Rhaïs gives another picture of an Algerian who participated in the Great War. This paper examines the meeting with the Other that left indelible marks on the protagonists’ identities.</p>

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The present research paper seeks to ascertain whether students respond emotionally to literature—as it is argued that the emotions experienced during reading help interpret literary texts. To that end, the study departs from an investigation of students’ personal responses only to determine whether emotion-based responses exist in the EFL context, thus answering the central question that guides this work: do affective responses to literature exist? The stakeholders involved in this study are master-one, EFL students who specialize in literature and civilization at the University of Oran 2, in Algeria. These students were asked to answer a mixed-methods questionnaire. Of the 61 students concerned with the study, thirty-one have answered. The analysis of the ensuing data showed that affective responses to literature are quasi-nonexistent, thus the urgent need to reassess the current literature teaching approaches.

The present research paper seeks to ascertain whether students respond emotionally to literature—as it is argued that the emotions experienced during reading help interpret literary texts. To that end, the study departs from an investigation of students’ personal responses only to determine whether emotion-based responses exist in the EFL context, thus answering the central question that guides this work: do affective responses to literature exist? The stakeholders involved in this study are master-one, EFL students who specialize in literature and civilization at the University of Oran 2, in Algeria. These students were asked to answer a mixed-methods questionnaire. Of the 61 students concerned with the study, thirty-one have answered. The analysis of the ensuing data showed that affective responses to literature are quasi-nonexistent, thus the urgent need to reassess the current literature teaching approaches.