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var str = 'المعجم الوسيط Modifikationsvorschläge';
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]]>
Lexicographical character]]>
morphematic ordering principle]]>
alphabetical ordering principle]]>
the Arabic language]]>
Lexicographical character]]>
morphematic ordering principle]]>
alphabetical ordering principle]]>
The Arabic language.]]>
المعجم الوسيط Suggestions for Modifications
A Critical insight on al-Mu‘gam al-WasiitOur contribution deals with a critical position on almu‘gam al-wasiit and offers, in a theoretical frame of reference, some suggestions based on individual guidelines for an Arabic dictionary of meanings based on a comparison between the German Wahrig dictionary and the Arabic al-wasiit. The external and internal structures of the two reference works are used for lexicographical basis.Our project is based on the insight that dictionaries are an important and suitable instrument for documenting language authentically, for spreading language use among the language bearers of a language and cultural community in the safest way, and for expanding sound language skills. The individual aspects put up for discussion should therefore focus on deficiencies and the inconsistency of al-wasiit's method while justifying our disposition to draw attention to it.Such individual aspects include, among other things, the additional information (such as the grammatical and stylistic aspects), the structure and the vowel-morphematic order of the dictionary articles as well as the arrangement of word explanation.]]>
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var str = 'Taraman, Soheir';
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]]>
Traduction et Langues; Vol 2 No 1 (2003): Traduction et Langues Volume 2: Numéro: 1/Décembre 2003 ; 81-89]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v2i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2003-12-31]]>
Copyright (c) 2003 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/297/224]]>
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/297]]>
10.52919/translang.v2i1.297]]>
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var str = 'Die Germanistikausbildung in Algerien Voraussetzungen und Ziele';
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]]>
German studies]]>
Algeria]]>
German studies training]]>
curricuum]]>
DaF]]>
German as a foreign language]]>
German studies]]>
Algeria]]>
German studies training]]>
curriculum]]>
DaF]]>
German as a foreign language]]>
The German Studies Training in Algeria Goals and Requirements
As can be seen from the title of this article, in the context of this analysis I am attempting to pursue the question of developing an efficient or specific curriculum for DaF training in Algerian German departments. However, it seems important to me to first deal with the basic term 'curriculum', which is important for German training.]]>
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var str = 'Seddiki , Aoussine';
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]]>
Traduction et Langues; Vol 2 No 1 (2003): Traduction et Langues Volume 2: Numéro: 1/Décembre 2003 ; 72-80]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v2i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2003-12-31]]>
Copyright (c) 2003 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/296/223]]>
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/296]]>
10.52919/translang.v2i1.296]]>
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var str = 'Grammatik-Bürde oder Hürde?';
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]]>
Grammar]]>
grammar books]]>
rewriting the given basic forms]]>
University of Manouba]]>
Grammar]]>
grammar books]]>
rewriting of the given basic forms]]>
University of Manouba]]>
Grammar Burden or Hurdle?
Grammar Burden or Hurdle? The contribution, which is still to be worked out, has the following line of thought: First structural similarities are shown using examples that exist in important areas of the source or lingua franca and the target language. The fact that there are still typical grammatical errors is then shown with the help of authentic examples. An attempt is then made to show the reasons for this. Finally, ideas are presented that should help to improve the current situation.]]>
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var str = 'Bouassida, Maike Antje';
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]]>
Traduction et Langues; Vol 2 No 1 (2003): Traduction et Langues Volume 2: Numéro: 1/Décembre 2003 ; 59-71]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v2i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2003-12-31]]>
Copyright (c) 2003 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/295/216]]>
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/295]]>
10.52919/translang.v2i1.295]]>
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var str = 'Zur Landeskunde des deutschsprachigen Raumes in Ägypten';
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]]>
Regional studies]]>
German-speaking countries]]>
Egypt]]>
platform]]>
pedagogy and teaching research.]]>
On Regional Studies of German-Speaking Areas in Egypt
In Egypt — and in many other Arab countries — German as a foreign language plays a significant role both in education and in higher education. In the German departments of the various universities, there is a main course of study in German studies, and the departments also oversee German lessons and German courses in other departments and faculties. Foreign language didactics have almost never been used in Germany. Since the modern language reform, which has advocated a pragmatic, fact-oriented, real history, "regional studies" has been regarded as unnecessarily abbreviating, merely geographical knowledge. This narrow meaning of regional studies lats in travel guides, in which natural regional studies, which can hardly be influenced by humans, a versatile communication module for written and oral communication, an electronic corrector for free text input by the learners, and a presentation module for synchronized lectures. The conception of the platform is based on media didactic aspects, i.e. with the aim of achieving added media didactic value. Empirical studies (e.g. in the area of learning efficiency of grammar animations) show that this added value is actually achieved with the platform and its implementation in uni-deutsch.de]]>
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var str = 'Hassan , Ramadan Nasr';
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]]>
Traduction et Langues; Vol 2 No 1 (2003): Traduction et Langues Volume 2: Numéro: 1/Décembre 2003 ; 43-58]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v2i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2003-12-31]]>
Copyright (c) 2003 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/294/213]]>
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/294]]>
10.52919/translang.v2i1.294]]>
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var str = 'Rubaiyat EI-Khayyam zwischen den deutschen und den arabischen Übersetzungen';
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]]>
Omar EI-Khayyam]]>
the Rubaiyat]]>
the various translatios of the Rubaiyat]]>
German and Arabic translations]]>
Omar EI-Khayyam]]>
the Rubaiyat]]>
the various translations of the Rubaiyat]]>
German and Arabic translations]]>
Rubaiyat EI-Khayyam between German and Arabic translations
Al-Khayyam between the Arabic and German translations
-This work deals with the Rubaiyat of Omar Al
-Khayyam.
-We will cover the life and work of Omar AlKhayyam in general, emphasizing his importance
and influence on other poets.
A general overview of the different translations is given.
It is further examined to what extent the Arabic translations differ from the German translation and where there is a comparison. The question is also asked whether the difference involves social, political or other aspects.
-Results
]]>
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var str = 'Hassan, Fausia';
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]]>
Traduction et Langues; Vol 2 No 1 (2003): Traduction et Langues Volume 2: Numéro: 1/Décembre 2003 ; 22-42]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v2i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2003-12-31]]>
Copyright (c) 2003 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/293/212]]>
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/293]]>
10.52919/translang.v2i1.293]]>
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var str = 'الترجمة والتحكم في اللغة الثانية مقاربة في إطار النظرية التوليدية التحويلية';
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]]>
translation]]>
second language control]]>
approach]]>
transformational generative theory]]>
الترجمة]]>
التحكم في اللغة الثانية]]>
مقاربة]]>
النظرية التوليدية التحويلية]]>
أخذت الترجمة في السنوات الأخيرة منعرجا جديدا، حين صارت محكومة بإطار نظري تلتزم بأسسهالفلسفية وتعمل وفقا لإجراءاته التقنية، ومن هنا ظهرت نظريات عدة تحكم عملية الترجمة، وتنبثق عن نظرياتلسانية، ذلك لأن كل تطور في اللغة لا بد وأن يسايره تطوره في الترجمة .ولقد تعددت مفاهيم والترجمة بتعدد المدارس اللسانية، وظهرت نظريات عدة في الترجمة، أهمها النظرية القواعديةوالنظرية الثقافية والنظرية التفسيرية، فيما برز على الساحة الدراسات في مجال الترجمة المدرسة التوليدية التحويليةوالتي ترى أن الطفل يولد وهو مزود بجهاز اكتساب اللغة، الذي هو عبارة عن أطر منتظمة وفق قانون معين،ويتشابه البشر جميعهم في النظام الأولي لهذه الأطر وترتبط هذه الأخيرة ببرامترات )متغيرات( تختلف من لغةإلى أخرى، وعمل الطفل في مرحلة الاكتساب اللغوي هو تثبيت هذه البرامترات، لتأخذ شكلها النهائي والذييمثل النضج اللغوية واكتساب اللغة الأم
يتم التحكم في اللغة الثانية بتثبيت ثان للبرامترات في مختلف النظم اللسانية وإعادة التثبيت هذه لها علاقة مباشرةبعملية التثبيت الأولى، في المتعلم يأخذ الخصائص التمييزية للغة الأولى ويطبقها على اللغة الثانية، إلى أن يصطدمبواقع تتعارض مع فرضياته التي وضعها، وبعد استخلاص معاني جديدة من أخرى قديمة وتمييز أفكار ومفاهيمفي لغة من تشبيهاتها في لغة أخرى، يحصل اكتساب نظام جديد للتصور اللغوي.]]>
Translation and Second Language Control: An approach within the framework of transformational generative theory
In recent years, translation took a new turn, when it became governed by a theoretical framework that adheres to its philosophical foundations and works in accordance with its technical procedures.The concepts and translation have been multiplied by the multiplicity of linguistic schools, and several theories have emerged in translation, the most important of which are grammatical theory, cultural theory, and explanatory theory. According to a certain law, all humans are similar in the initial system of these frameworks, and the latter is linked to parameters (variables) that differ from one language to another, and the child is born with a language acquisition device capable of installing these parameters, to take their final form, which represents linguistic maturity and acquisition of the mother tongue.The second language is controlled by a second fixation of the parameters in the various linguistic systems, and this re-fixation is directly related to the first fixation process.]]>
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var str = 'شقروش, عبد السلام';
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]]>
Traduction et Langues; Vol 1 No 1 (2002): Traduction et Langues Volume 1: Numéro: 1/Décembre 2002 ; 130-138]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v1i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2002-12-31]]>
Copyright (c) 2002 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/289/210]]>
application/pdf]]>
ara]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/289]]>
10.52919/translang.v1i1.289]]>
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var str = 'إشكالية قابلية الثقافات للترجمة ومدى إمكانية تعريب المصطلح';
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]]>
the problem of translation]]>
Arabic]]>
Arabic culture]]>
Arabization of the concept]]>
the problem of translation]]>
Arabic]]>
Arabic culture]]>
Arabization of the concept]]>
أريد بهذه المداخلة إثارة جانب من إشكالية الترجمة من خلال عبور الألسن البشرية للثقافات والحضارات المتباينة تقفي و إيديولوجيا وما يطرح من قضايا حول العلاقة بين الثقافة العربية و الترجمة منحيث هي علاقة بالغة الحيوية لا لأنها حكمت النظرة المعرفية العربية زمنا طويلا كم يقول سعد البازعي؛,ولكن لأنها لا تزال تحكمها،و هي بالتالي في حاجة إلى إعادة نظر، لكي تحصل صيرورة متجددة فيالمشروع المعرفي العربي الذي يصعب اختزاله في حيز ضيق؛ذلك أن الترجمة عملية تكمن في المنعطف الأساسيلا للعلوم الإنسانية وحدها و إنما للبناء الثقافي المعرفي ككل.]]>
The Problem of Translatability of Cultures and the Degree of the Arabisation of Concepts
In this article, I want to raise an aspect of the problem of translation through the crossing of human tongues of different cultures and civilizations, rhyming and ideologically. Then, I state that the issues that arise about the relationship between Arab culture and translation of terms are of a very vital relationship, not because it ruled the Arab epistemological view for a long time, as Saad Al-Baza’i says; but because it is still governed by it, and therefore it needs to be reconsidered, in order for a renewed development to take place in the Arab knowledge project. It is difficult to reduce this project to a narrow space, because translation is a process that lies at the basic turning point, not only for humanities but for the cultural and knowledge building as a whole.
]]>
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var str = 'شرشار, عبد القادر';
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]]>
Traduction et Langues; Vol 1 No 1 (2002): Traduction et Langues Volume 1: Numéro: 1/Décembre 2002 ; 124-129]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v1i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2002-12-31]]>
Copyright (c) 2002 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/288/207]]>
application/pdf]]>
ara]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/288]]>
10.52919/translang.v1i1.288]]>
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var str = 'إشكالية المرجع والترجمة';
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]]>
Signifier]]>
signified]]>
reference]]>
text translation]]>
terms translation]]>
meaning]]>
الدال]]>
المدلول]]>
المرجعية]]>
ترجمة الألفاظ والنصوص]]>
دائرة معاني العبارات]]>
تناولت في هذا المقال إشكالية العلاقة بين الدال والمدلول والمرجعية في ترجمة الألفاظ والنصوص.حيث اهتمت الدراسات اللسانية بالدال والمدلول على حسابك المرجع وأهملته ولم تعتبره أحد مكونات الدليل،وأخرجته من دائرة معاني العبارات.وفي الدراسات المنطقية والفلسفية، أخذت منعرجا آخرا بارتباطها بقضية "الحقيقة" " la vérité " و "الخطأ" فيالعبارات اللغوية. فأي حقيقة نقصد، هل هي الحقيقة المتعلقة بالصحة المنطقية للعبارة في حد ذاتها أم تتمثل فيالرجوع إلى المرجع؟ والتأكد من العلاقة الفعلية الموجودة بين المرجع والدال الذي نطقه على المرجع نفسه.وهذا ما يجرنا إلى الحديث عن فكرة التساوي في الترجمة بين النص الأول والثاني، وإلى أي مدى يمكن تحقيقها؟وهل لي المرجع دور في ذلك؟"إن المراجع مختلفة عند البشر وبطبيعة الحال تكون الصور الذهنية أو التمثيلات التي نمتل كها عن الأشياء الغائبةأو المستحضرة مختلفة كذلك، بل إن النظرة إلى الشيء نفسه عند المجموعة الواحدة قد تكون مختلفة، والأنظمةاللغوية المختلفة أيضا عند مستعملي اللغة لأجل إدراك مرجع واحد، فما بالنا إن اختلفت وتعددت هذه العوالم
مثلما تختلف أنظمتها المفهومية أو اللغوية التي لا يمكننا أن تفكر ذواتنا والعالم الخارجي إلا داخلها. لذلك تكونقضية التساوي أو التكافؤ في الترجمة قضية يصعب منالها.]]>
The Problem of Translatability of Cultures and the Degree of the Arabiation of Concepts
In this article, I dealt with the problem of the relationship between the signifier, the signified, and the reference in translating words and texts. Linguistic studies focused on the signifier and the signifier of your reference account and neglected it and did not consider it one of the components of the evidence, and removed it from the circle of meanings of phrases.In logical and philosophical studies, it took another turn in its connection with the issue of "truth" and "error" in linguistic expressions. What truth do we mean, is it the fact that the statement is logically correct or is it a reference to the reference? And ascertaining the actual relationship that exists between the reference and the signifier who uttered it on the same reference. This is what leads us to talk about the idea of equality in translation between the first and second texts, and to what extent it can be achieved. Does the reference have a role in that?The references are different for humans, and of course, the mental images or representations that we have of the absent or evoked things are also different. Rather, the view of the same thing in one group may be different, and the different linguistic systems also among language users in order to perceive a single reference, so what about if These worlds varied and varied, just as their conceptual or linguistic systems differ, in which we can only think of ourselves and the outside world. Therefore, the issue of equality or parity in translation is an issue that is difficult to reach.]]>
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var str = 'بوساح, فريدة';
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]]>
Traduction et Langues; Vol 1 No 1 (2002): Traduction et Langues Volume 1: Numéro: 1/Décembre 2002 ; 113-123]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v1i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2002-12-31]]>
Copyright (c) 2002 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/287/206]]>
application/pdf]]>
ara]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/287]]>
10.52919/translang.v1i1.287]]>
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var str = 'الترجمة الأدبية – الإشكالية والحدود';
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Cultural mediation]]>
fictional literature]]>
literary translation]]>
aesthetic translation]]>
pragmatic translation]]>
الوساطة الثقافية]]>
الأدب الروائي]]>
الترجمة الجمالية]]>
الترجمة البراغماتية]]>
إن إشكالية الوساطة الثقافية التي تعتري الترجمة ودورها فيها، إلى جانب قضية المترجم باعتباره وسيطالغوي وثقافيا محوريا في العملية التواصلية في المجالين الاجتماعي والثقافي المنفصلين والمتصلين في الآن نفسه، هماإشكاليتان بديهيتان لا محالة؛ لذلك؛ فإنهما غير خاضعتين للنقاشة في حدود هذه البحث، إلا في حدود ما يتطلبهالموضوع المعني. كما تحاول هذه الدراسة أن تتعرض إلى مسألة جد هامة وبالغة الحساسية في آن واحد وهيالترجمة من اللغة العربية إلى اللغة الفرنسية، وبالأخص ترجمة الأدب الروائي الجزائري. إن ترجمة النصوصالأدبية لا تتوقف عند حد المعرفة اللغة المترجم عنها، بل يجب فهم أسرار هذه اللغة، بالإضافة إلى امتلاكالقدرة على نقل التجربة الذاتية للكاتب، فالاشتغال على لغة أجنبية يدعو إلى الاشغال على فكر الآخر وعلى سننهالثقافي وقيمة الجمالية.]]>
Literary Translation: Issues and limits
The problem of cultural mediation in translation and its role in it, along with the issue of the translator as a central linguistic and cultural mediator in the communicative process in the separate and related social and cultural fields at the same time.]]>
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Traduction et Langues; Vol 1 No 1 (2002): Traduction et Langues Volume 1: Numéro: 1/Décembre 2002 ; 102-112]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v1i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2002-12-31]]>
Copyright (c) 2002 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/286/205]]>
application/pdf]]>
ara]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/286]]>
10.52919/translang.v1i1.286]]>
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var str = 'Translation and Educational Psychology Quality needs a cluster?';
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Translation]]>
translation quality]]>
cluster]]>
educational psychology]]>
needs]]>
This paper deals with the importance to relate educational psychology and translation. The aim of this article is to teach and learn the educational psychology and translation field in a cluster with the aim of finding a common ground and objectives inside the cluster. This study leads to the conclusion that developing a translator-training program is a creative task that must be approached systematically. It requires following carefully planned steps and making concerted efforts. It is a demanding task that necessitates teamwork, intensive research, and considerable academic and professional background in educational psychologists. and all actors in the translation field should cooperate inside the cluster for better translation quality.]]>
Cet article traite de l'importance de relier la psychopédagogie et la traduction. Le but de cet article est d'enseigner et d'apprendre le domaine de la psychologie de l'éducation et de la traduction dans un cluster dans le but de trouver un terrain d'entente et des objectifs au sein du cluster. Cette étude mène à la conclusion que le développement d'un traducteur - programme de formation est une tâche créative qui doit être abordée systématiquement. Cela nécessite de suivre des étapes soigneusement planifiées et de déployer des efforts concertés. C'est une tâche exigeante qui nécessite un travail d'équipe, des recherches intensives et une formation académique et professionnelle considérable en psychologie de l'éducation. et tous les acteurs de la traduction doivent coopérer au sein du cluster pour une meilleure qualité de traduction.Mots clés: Traduction, qualité de la traduction, cluster, psychologie de l'éducation, besoins.]]>
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Traduction et Langues; Vol 1 No 1 (2002): Traduction et Langues Volume 1: Numéro: 1/Décembre 2002 ; 93-101]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v1i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2002-12-31]]>
Copyright (c) 2002 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/285/204]]>
application/pdf]]>
eng]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/285]]>
10.52919/translang.v1i1.285]]>