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var str = 'Сравнительный анализ порядка членов предложения в русском и арабском языках';
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]]>
Russian]]>
speech order]]>
teaching the russian language]]>
Russian]]>
speech order]]>
teaching the Russian language.]]>
Comparative analysis of sentenceorder in Russian and Arabic
This article deals with the role of translation in teaching Russian to Algerian students. In this research, we have briefly touched upon the theoretical and practical aspects of translation from Russian into Arabic and from Arabic into Russian. In particular, we studied the question of the order of speech in Arabic and Russian and how to translate it. Speech order is an essential issue in translation. In this article, we suggest models for translation.]]>
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var str = 'Abid , Louafi';
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]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 116-122]]>
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/675/556]]>
application/pdf]]>
rus]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/675]]>
10.52919/translang.v12i2.675]]>
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var str = 'Präteritumschwund';
document.write(linkifyHtml(str, options));
]]>
tense decline]]>
German language]]>
past tense]]>
tense system.]]>
tense decline]]>
German language]]>
past tense]]>
tense system]]>
Past tense fading
The German language is constantly changing. Examples of language change in New High German include the decline of the subjunctive II in favour of the paraphrase of dignity, the reduction of unstressed endings and the simultaneous construction of new endings on prepositions. An older language change can still be traced in its effects on German today, the so-called Upper German preterit decline. This denotes the omission of the past tense in Early New High German in southern Germany. A phenomenon that continues to spread northward to this day. The present paper aims at studying the German tense system focusing on the fading of the past tense and the reasons behind the phenomenon. The decline in the past tense is one of the most obvious morphological developments in Alemannic (or Upper German). The consequence of giving up this synthetic way of working was the transfer of the past category to syntax. This has led to a strong typological drift of Alemannic in the course of an analytical and additionally bracketed language type. The disappearance of the past tense contrasts in a peculiar way with the preservation, even the secondary expansion, of synthetic subjunctive.]]>
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var str = 'Bourouba , Chahinez';
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]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 105-115]]>
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/674/555]]>
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/674]]>
10.52919/translang.v12i2.674]]>
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var str = 'Motivation und Selbstlernen mit Computer';
document.write(linkifyHtml(str, options));
]]>
German learning]]>
Media]]>
technology.]]>
German learning]]>
media]]>
technology]]>
Motivation and self-learning with computers
The new media are the focus of this scientific work and teaching in the fields of media education and media research. The importance of computer use as an entry point into the world of new digital media is highlighted. These new media can enrich and develop foreign languages if the foreign language learners themselves have the necessary technical and methodical-didactical competence. Self-directed learning opens up the possibility of organizing the learning process for individual needs and abilities. The learners must be aware of their available strategies and techniques and be able to anticipate the success of the respective method based on the learning objective.]]>
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var str = 'Shafi , Sihem';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 100-104]]>
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/673/554]]>
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/673]]>
10.52919/translang.v12i2.673]]>
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var str = 'Strukturelle Syntax';
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]]>
levels of analysis]]>
structuralism]]>
syntax.]]>
levels of analysis]]>
structuralism]]>
syntax]]>
On Structural syntax
The beginnings of structuralism lie with the Geneva linguist Ferdinand de Saussure, who is therefore sometimes referred to as the "father" of structuralism. Important terms of structuralism are: langue/parole, synchrony/diachrony, descriptive/prescriptive, syntagmatic/paradigmatic, relevant feature/redundant feature. The concept of signs and the arbitrariness of signs also play an important role in structuralism. The present paper aims at studying the principles of struclturalism. The method of structuralism is initially inductive, even if it can lead to throwing the results, known different corpus, not realized and of which one waits that the results make clear. In other words, structuralism, in one way or another, always aims to read a text according to some grid that reorganizes it.]]>
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var str = 'Bourouba , Karima';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 91-99]]>
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/672/553]]>
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/672]]>
10.52919/translang.v12i2.672]]>
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var str = 'Beurteilen und Bewerten im DaF- Studiengang';
document.write(linkifyHtml(str, options));
]]>
Assessment]]>
evaluation]]>
German language]]>
teaching.]]>
Assessment]]>
evaluation]]>
German language]]>
teaching]]>
Assessing and evaluating in the Deutsch course
The debate about the German language lessons is decisively shaped worldwide by keywords like evaluation and assessment. The situation at the Algerian universities and in the German department is similar. The examination and testing procedure is constantly being questioned because the results achieved do not correspond to the wishes of the teaching team. In this article, the interest is in pursuing the question of assessment and evaluation in the context of the German department at the University of Oran. The German language course is the focus of the present study. The previous experience with regard to the implementation of tests and examinations that are planned in each semester in the respective subjects is considered a particular inspiration for this analysis. In addition, due to the persisting problem of evaluation, countless conferences, congresses and workshops are regularly organized worldwide. However, one would like to emphasize that assessment didactics in the German language as a foreign language area have made huge strides in the last two decades. There is already a consensus on the most important assessment criteria. The European Framework of Reference, which provides interesting strategies and techniques for assessment and assessment in German language as a foreign language lessons, is considered one of the most important reference sources for evaluation.]]>
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var str = 'Seddiki, Aoussine';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 83-90]]>
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/671/552]]>
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/671]]>
10.52919/translang.v12i2.671]]>
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var str = 'Die Jugendsprache in Deutschland';
document.write(linkifyHtml(str, options));
]]>
culture]]>
German]]>
verbal behavior]]>
youth.]]>
culture]]>
German]]>
verbal behavior]]>
youth]]>
Internet as a source of the language of yougersters in Germany
There are young people in every country in the world. These play a major social role in every respect. Young people are usually understood to mean people between the ages of 12 and 30. Nevertheless, this age range can vary from one society to another. What actually characterizes youth is their behaviour, their looks, their feelings, but especially their verbal behaviour. The present paper aims at studying the German culture in general and the culture of young German people in particular. There are always new words because they change as fashion changes; music; technology, mass media, dismantled borders, etc.]]>
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var str = 'Betka, Fethi';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 79-82]]>
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/670/551]]>
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/670]]>
10.52919/translang.v12i2.670]]>
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var str = 'Die Sprechkompetenz unter psychologischem Aspekt';
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]]>
Communication styles]]>
psychology]]>
speech competence.]]>
Communication styles]]>
psychology]]>
speech competence]]>
Speech competence from a psychological point of view
It is challenging to agree on one definition to the concept speaking. It is not just talking, as almost everyone thinks, but also expressing feelings, psychology and, above all, communicating. A message can be transmitted to which a reaction is desired, be it verbal or non-verbal. Users of the German Language as a foreign language have difficulties at different levels when it comes to speaking. The present paper aims at tackling the communicative ability in its oral aspect and the impact of the speakers’ psychology on their proficiency. In addition to general language and some psychological barriers, there are also physical conditions such as intentionality, perception, attention, the ability to concentrate, orientation towards the other, the willingness to submit one's thoughts to the other, the classification of what has been understood also belong to one's own understanding of the world.]]>
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};
var str = 'Taiebi, Ahmed';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 72-78]]>
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/669/550]]>
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/669]]>
10.52919/translang.v12i2.669]]>
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var str = 'Zu den Anglizismen in der deutschen Sprache: Vor-und Nachteile';
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]]>
Anglicism]]>
borrowing]]>
English]]>
German.]]>
Anglicism]]>
borrowing]]>
English]]>
German]]>
On the Anglicisms in the German language: advantages and disadvantages
The temporary adoption and adaptation of words from other languages into a given language is part of the vitality of all language development. Foreign language influences are primarily responsible for this development. The occurrence of English linguistic elements in the German language is one of the above-mentioned tendency, which is referred to as Anglicisms. This paper focuses on the on the Anglicisms in the German language trying to shed light on its advantages and disadvantages.]]>
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var str = 'Lashab, Karima';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 64-71]]>
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/668/549]]>
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/668]]>
10.52919/translang.v12i2.668]]>
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var str = 'Grammaire et DaF - Grammaire et Enseignement de l'Allemand ou Rapports existant entre Linguistique et ELE';
document.write(linkifyHtml(str, options));
]]>
Grammar]]>
linguistics]]>
foreign language teaching]]>
multidisciplinary]]>
Grammar]]>
linguistics]]>
foreign language teaching]]>
multidisciplinary.]]>
Grammar and DaF: grammar and Teaching German or links between linguistics and German Teaching
In foreign language teaching as in other subjects, several disciplines can be used (sometimes unconsciously), especially those called "neighboring disciplines" of Linguistics: here we are talking about psycholinguistics, sociolinguistics, contrastive linguistics, linguistic geography or dialectology, narrative and textual linguistics, language learning strategies and techniques and language didactics. The aim in this paper is to show the relationships or existing relationships between these different disciplines in a grammatical context or in other words: to show the existing relationships between Linguistics and foreign language teaching through grammar while evoking some links with learning strategies and techniques. Didactics for young people and for younger learners should not be too different from that for adults, when it comes to the system. The main goal of any mediation of system is to make possible correct analogies and to avoid false analogies. This is possible for a first time with a reduced grammar and a minimum vocabulary (lexicon).]]>
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var str = 'Lachachi , Djamel Eddine';
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]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 50-63]]>
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/667/713]]>
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/667]]>
10.52919/translang.v12i2.667]]>
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var str = 'Der kulturelle Hintergrund der algerischen DaFler, ihre Pensum und ihre Ziele des interkulturellen Lernens vorgelegt von';
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]]>
culture]]>
German language]]>
intercultural learning]]>
teaching.]]>
Culture]]>
German language]]>
intercultural learning]]>
teaching]]>
The cultural background of the Algerian learners of Deutsch and their goals of intercultural learning
Intercultural learning does not result solely from the multinational composition of a classroom. It requires an awareness of different patterns of perception, which are often more subtle than simple national classifications would suggest. It is important to consciously raise awareness of these patterns of perception, which arise both from cultural imprinting and from shared socialization experiences (e.g. at the university). This work shows how the German language lessons with intercultural language didactics can use heterogeneity as a positive factor for language learning and enable the acquisition of intercultural skills. The scenario didactics, which opens up the way for this, is the focus of this work. The parameters and tasks outlined here not only result in new, motivating learning paths for the learners but also new, exciting demands on the teachers with regard to their role and their understanding of teaching.]]>
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var str = 'Bouregba, Mohamed';
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]]>
Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 40-49]]>
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/666/548]]>
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/666]]>
10.52919/translang.v12i2.666]]>