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var str = 'Die Generative Grammatik';
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]]>
Generative Grammar]]>
The Distributional Model]]>
Performance]]>
Competence]]>
Deep Structure]]>
Structure of Surface]]>
The Different Phases of Generative Grammar]]>
The Standard Theory]]>
The Minimalist Theory]]>
X-bar Theory]]>
A First Overview of Syntagma]]>
Maximum Projections]]>
Intermediate and Minimum]]>
End centric and eccentric constructions]]>
X-Bar scheme]]>
Generative grammar]]>
the distributional model]]>
performance]]>
competence]]>
deep structure]]>
structure of Surface]]>
the different phases of Generative Grammar]]>
the standard theory]]>
the minimalist theory]]>
X-bar theoryna first overview of syntagma]]>
maximum projections]]>
intermediate and minimum]]>
end centric and eccentric constructions]]>
X-bar scheme]]>
Generative Grammar
In this paper, the current version of generative syntax is treated in its various branches. Thereby, we try to explain the most important concepts of Chomsky like defining "competence", "performance", "surface structure" and "deep structure", then theories like "the standard theory" which introduces the syntax and "the X -Bar-Theory" will be discussed. All syntactic structures of all natural languages may be subject to common construction principles, can be set up parallel to previous generalizations of several rules. Furthermore, we will present the elucidation of generative semantics and the different phases of generative grammar. The most popular direction in linguistics at the moment is generative transformational grammar, the book "Syntactic structures", first published in 1957 by Chomsky. The GTT also had a major impact on the development of structural research in Germany. In the 1960s, numerous generative syntax representations of German and handbooks of transformational grammar for Germanists which applied Chomsky's grammar model to German were published. This article is directed to these theoretical issues with relevance to the German language.]]>
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var str = 'Bourouba, Karima';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 172-185]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/685/567]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/685]]>
10.52919/translang.v15i2.685]]>
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var str = 'Le Bilinguisme Franco-Arabe en Algérie';
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]]>
languages in contact]]>
bilingualism]]>
context]]>
communication situation]]>
borders]]>
languages in contact]]>
bilingualism]]>
context]]>
communication situation]]>
borders]]>
Franco-Arab Bilingualism in Algeria
The objective of this article is to give an overview on key historical moments that have implemented the two most used languages currently in Algeria, namely, Arabic and French. First, the Arab civilization implants and spreads with Islam. The French colonization spared no effort to impose its language to Algerians. The French language considered an effective means of war which will allow France to set up on Algerian territory according to the French Ministry of War. Then, scientists are stepping up to define the concept of ̋bilingualism” to better circumscribe the scope of research. Finally, can we say that there are two categories of bilingual in Algeria, compounds bilingual and coordinated bilingual. At the end of this article, we can say that the notion of bilingualism is a topical notion that deserves more interest. Indeed, Franco-Arab bilingualism in Algeria has its reasons because the Arab and the French have coexisted together for more than a century. It has become above all a language choice of the Algerian speaker. Also, there is no perfect bilingualism and it would be absurd to impose the notion of competence in both languages. The current situation in Algeria requires the speaker to use both linguistic codes. This is why we say that it is up to the speaker to choose the languages he best handles in his communication and that bilingualism is vital for Algerian speakers from the same socio-cultural background. As a conclusion, we would like to ask these questions which could open up other fields of research in the field of bilingualism: Could bilingualism be perceived as a translation process in Algeria? And Could bilingualism enhance the cognitive and linguistic flexibility of an early learner?]]>
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var str = 'Belazreg, Nassima';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 23-36]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/684/565]]>
application/pdf]]>
fra]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/684]]>
10.52919/translang.v15i2.684]]>
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var str = 'De la Logistique au Supply Chain Management';
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]]>
supply]]>
chain management]]>
epistemological]]>
movement]]>
origin]]>
diverse]]>
supply]]>
chain management]]>
epistemological anchoring]]>
movement]]>
origin]]>
diverse]]>
From Logistics to Supply Chain Management A Necessity of Transition
The objective of this article is to reveal the double aspect of supply chain management, both operational and strategic. Through this research work, we will try to make a general approach aiming at an epistemological anchoring of the concept raised, while trying to highlight its movement in order to demonstrate its foundation and its diversity of origin. We carried out at the end of our theoretical analysis, a general study on the theoretical approach of the management of the supply chain according to the criteria resulting from the characteristics of evolution of this concept, bringing a particular lighting to the latter. In relation to our subject, the contribution of our study lies in the contribution of elements aimed at redirecting the reflection around the SCM, and in highlighting the imminence of the transition from standard logistics to an integrated management of logistics, by integrating information and communication technologies, within a logic of inter-organizational cooperation, based on trust, integrity and commitment.]]>
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var str = 'Ferrahi, Abdelhakim';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 241-250]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/683/564]]>
application/pdf]]>
fra]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/683]]>
10.52919/translang.v15i2.683]]>
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var str = 'Ferdinand de Saussure und europäischer Strukturalismus';
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]]>
Structuralism]]>
language]]>
grammar]]>
signifier]]>
linguistic structuralism]]>
Course in general linguistics]]>
Structuralism]]>
language]]>
grammar]]>
signifier]]>
linguistic structuralism]]>
Course in general linguistics]]>
Ferdinand de Saussure and European Structuralism
Structuralism, even restricted to its original field, the analysis of language; does not, strictly speaking, constitute a community of doctrine such as the history of grammar may have known in the near or more distant past. It is characterized rather by the sharing of a set of very general principles which can orient or inflect research in different directions: attention was paid to the signifier in an attempt to account for language in terms of pure combinatory reflection on the form in linguistic phenomena. It was taking into account the diversity of codes and norms that regulate language (written and oral skills). Moreover, this methodological and epistemological orientation of linguistic structuralism ensures real continuity from F. de Saussure; the course in general linguistics proposes a reflection on the most general conditions of possibility of a knowledge of languages. To sum up, we can say that European structuralism has played a significant role in the development of linguistics. Thanks to his representative Ferdinand de Saussure who contribute massively to the shaping of modern linguistics]]>
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var str = 'Boufaden, Abderrahim';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 84-89]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/682/562]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/682]]>
10.52919/translang.v15i2.682]]>
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var str = 'Fases de la evaluación';
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]]>
Evaluation]]>
teacher]]>
student]]>
program]]>
test]]>
communicative activities]]>
Evaluation]]>
teacher]]>
student]]>
program]]>
test]]>
communicative activities]]>
Evaluation Phases
The subject of evaluation is very extensive and needs a lot of research to be treated satisfactorily. Since evaluation allows us to modify and redirect the entire teaching-learning process, this requires us to know everything related to this task: its objectives, its characteristics, its different types and its resources, in order to know how and when the teacher can evaluate their students. If each teacher evaluates their students in the three parts of the course, surely all the negative connotations that are made of the evaluation will be eliminated and the development of the student's level in the different facets of their learning process can be clearly noted, and the most fundamental thing is to make students understand that the most important thing is the knowledge they acquire in their educational training and not the grades they get in each subject.]]>
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var str = 'Maati Beghdadi, Halima';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 18-22]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/681/563]]>
application/pdf]]>
spa]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/681]]>
10.52919/translang.v15i2.681]]>
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var str = 'Les TIC Comme Outil de Transformation des Comportements Cognitifs et Pédagogiques';
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]]>
Didactics]]>
pedagogy]]>
training]]>
communication]]>
ICT]]>
cognitivism]]>
Didactics]]>
pedagogy]]>
training]]>
communication]]>
ICT]]>
cognitivism]]>
ICT as a Tool for Transforming Cognitive and Pedagogical Behaviors
The teaching of French has been renewed significantly in the last decades. A critical examination of traditional teaching has called everything into question: objectives, conceptions, methods, means used and dynamics of the language class, role and training of teachers, programs, examinations. Starting from a fact stating the relative failure of the old methods, a more constructive work has been undertaken, but this effort of elaboration is far from being achieved. It is important to point out that at the beginning one of the reasons which favored the renewal of pedagogy is the change in the educational conception. Indeed, men of the 21st century seek understanding, through the study of languages, which is oriented more towards multilingual communication. But at what price and with what means? It is true that technological advances have contributed enormously to the educational renewal, enabling teachers to see a wide range of technical means at their workplace that have helped to modernize their work and whose use has opened the way to a lot of new solutions. Degrémont refers to "language industries" as all technical products and activities such as computers, access to information technology, machine translation, dictionary, or electronic mail. What is called "multimedia". These means call for automatic processing of languages, with a view to improving pedagogy. When didactics take hold of these technical means, they adjust them to each teaching discipline : one speaks thus of tools of teaching French, tools of teaching mathematics ... The question which imposes itself here, is to which extent ,these Technical means or ICT, have contributed to the transformation of cognitive and pedagogical behavior? The issues raised in this paper will receive answers in accordance to the perspectives adopted.]]>
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var str = 'Ghellab, Halima';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 229-240]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/680/561]]>
application/pdf]]>
fra]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/680]]>
10.52919/translang.v15i2.680]]>
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var str = 'Wirtschaftsdeutsch in Algerien: Perspektive für den algerischen universitären DaF-Unterricht';
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]]>
German as a foreign language]]>
specialized foreign courses]]>
specialized language]]>
Germanic studies]]>
Business German]]>
professional life]]>
German as a foreign language]]>
specialized foreign courses]]>
specialized language]]>
Germanic studies]]>
Business German]]>
professional life]]>
Business German in Algeria: Perspectives for Algerian University Deutsch classes
In the teaching of foreign languages, the acquisition of the specialized language has now become a necessity. The important position of foreign languages in the world of work opens up many perspectives for the learner of these languages. In this sense, Business German should be more important in the context of studying German as a foreign language at the Algerian university. The labor market constantly demands graduates with technical and linguistic language skills. With the presence of German companies in Algeria, Algerian Germanists with language skills in Business German will have the opportunity to sink into these companies. In the unit “German specialized language GSL” learners can acquire knowledge of technical German, namely Business German to meet the requirements of these companies. As a result, it can be stated that the LS (Langue de spécialité) lessons in German studies in Algeria should prepare the students not only for the teaching profession, but also for aspects of economic life. Technical language teaching in this context requires more hours of its own. Companies now see the importance of foreign language skills in their employees to ensure and expand the success of their company, which allows foreign speakers to penetrate these companies. The aim of offering business German courses is to provide students with the conditions on the labor market and to present important sources of information about the German economy in German. The focus of the lessons can be collected empirically using the results of the market analyses. As a result, Business German could become independent and be introduced as a separate subject as part of the German studies at the Algerian university. As for the choice of topics, content, goals and other curricular issues of this learning process could apparently be inspired to be discussed by the academics with the participation of the companies operating in the country.]]>
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var str = 'Brahim, Khaled';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 107-117]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/679/560]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/679]]>
10.52919/translang.v15i2.679]]>
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var str = 'Textlinguistik und Textualität';
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]]>
textual linguistics]]>
textuality]]>
text]]>
language]]>
linguistics]]>
text type]]>
text genre]]>
textual linguistics]]>
textuality]]>
text]]>
language]]>
linguistics]]>
text type]]>
text genre]]>
Text Linguistics and Textuality
In this article, it is a question of textual linguistics. Meanwhile, first are numerous theoretical works on textual linguistics. This will help us to define and characterize their particularities. It is therefore advisable to give a slightly broader overview of the terms and concepts of textual linguistics. In this article we want to deal more systematically and in more details with the text sentence. We will clarify the question of what a text is and what features characterize texts. We will first consider the concept of textuality, the criteria are also described. Next, we deal with the terms text type and text typology. After presenting some basic notions of text linguistics, let's try to summarize the main points of this article. As a young discipline, text linguistics belongs to applied linguistics. The article focuses then upon theoretical considerations on text linguistics, i.e. basic concepts, points of view of linguists. In doing so, we focus on textuality criteria, which play an extremely important role in text analysis. So here lies the presentation of textuality criteria, so that we rely on some well-known linguists, notably Beaugrande&Dressler (1981) who, in their influential Introduction to Textual Linguistics, have proposed a text definition in which they classify texts using seven criteria from the so called non-texts. Texts are situational and culturally shaped acts of communication that have both extra-linguistic and intra- linguistic characteristics. These are closely related. Text types are also considered in this work. Accordingly, it could be stated that text linguistics has emerged as a modern scientific discipline in order to capture and describe the subject of study "text" in its content and formal aspects, but also shown the difficulty of an exact concept of text type, especially in the pre- theoretical use of this term.]]>
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var str = 'Anes, Isma';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 37-46]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/678/559]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/678]]>
10.52919/translang.v15i2.678]]>
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var str = 'Der kulturelle Einfluss auf das gesellschaftliche Verhalten und die kognitive Wahrnehmung der Menschen';
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]]>
Foreign language]]>
language]]>
culture]]>
cultural influence]]>
culture models]]>
culture schemes]]>
Foreign language]]>
language]]>
culture]]>
cultural infuence]]>
culture models]]>
culture schemes]]>
Cultural Influence on Human Social Behavior and Cognitive Perception
The intercultural facet of language influences the social behavior and human cognitive perception. In the course of the socialization process, individuals acquire a mother tongue, a value system, a world view and a way of behaving. They are influenced and deeply shaped by the culture in which they grow up. This culture will determine their behavior, their worldview and their perceptions or their personality and identity. This fact entails that successful intercultural communication requires both linguistic as well as cultural competence. The aim of this paper is to shed light on the intercultural influence of human social behavior and cognitive perception. It can be concluded that due to increasing mobility and international exchange, intercultural encounters have become a reality in our world today. These encounters between people from different cultural contexts often bring difficulties for the members of different communities with different cultures. These intercultural interactions do not always lead to mutual understanding despite language proficiency. They lead under certain circumstances to conflicts because the existing divergences among interlocutors in terms of prejudices, attitudes, value judgements. In order to behave correctly and appropriately in such situations, one needs intercultural competence. The cultural influence on human social behavior and cognitive perception is striking in intercultural encounters. Forms of greeting, eating habits and behaviors are culture-related. All humans eat because it is a biological need, but what do they eat? when do they eat? and how they eat? differs from a culture to another. Therefore, cultural knowledge is of central importance in a foreign language lesson. Cultural studies can be a bridge between language and culture. Elements about the target culture can be used to build a bridge between the cultures and reduce prejudices. This is the only way to break down stereotypes and preconceived notions and to raise the students’ consciousness about cultural aspects of a particular language.]]>
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var str = 'Ouanteur, Abdelhamid';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 137-148]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/677/558]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/677]]>
10.52919/translang.v15i2.677]]>
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var str = 'Das mobile Lernen, M- Learning “im Unterricht';
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]]>
M-learning]]>
scope of M-learning]]>
didactic and pedagogic implications.]]>
M-learning]]>
scope of M-learning]]>
didactic and pedagogic implications]]>
Mobile learning, M-learning” in the classroom
Mobile learning is defined as a way to access learning resources and content from any mobile device. Learners can have access to learning materials and learning support anywhere and anytime. It seeks to make use of the ubiquity and unique capabilities of mobile devices to make course materials available to students and to create new kinds of learning experiences that help students access input. With mobile learning there are no limits of time and place, it respects the desire and freedom of learners and for me mobility means not only spatial mobility but also temporal independence. This paper stresses the importance of M-learning and sheds light on its advantages and features, such as multifunctionality, connectivity, personalisation, diversity, flexibility and accessibility, providing collaborative learning and efficiency.]]>
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className: '',
format: {
url: function (value) {
return value
}
},
ignoreTags: ['a'],
validate: {
url: function (value) {
return value;
}
}
};
var str = 'Alam, Halima';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 5-11]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v12i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2013-12-31]]>
Copyright (c) 2013 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/676/557]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/676]]>
10.52919/translang.v12i2.676]]>