55 10 558 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Selt Afaf, Djihad Berrahal, Fatiha Kaid Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource This paper seeks to investigate the possibility of regarding gendered spaces as dystopian chronotopes in Margaret Atwood’s novel The Year of the Flood (2009). The current research attempts to examine the process through which spaces are stratified into gendered ones, characterized by a masculine supremacy and feminine inferiority. Following a geocritical approach, the spatial landmarks and references that are found in the novel are scrutinized in order to examine the process through which space is categorized on a gender basis. The temporal indicators of the chosen work are studied interchangeably with their accompanying spatial presentations using Mikhail Bakhtin’s views on the literary chronotope. This latter looks into how the configurations of time and space are represented through language and discourse. Finally, the present research concludes that gendered spaces presented in Atwood’s novel constitute dystopian chronotopes because they epitomize one of the manifestations of dystopia. Cet article cherche à étudier la possibilité de considérer les espaces sexués comme des chronotopes dystopiques dans le roman de Margaret Atwood, The Year of the Flood (2009). La recherche actuelle tente d'examiner le processus par lequel les espaces sont stratifiés en espaces genrés, caractérisés par une suprématie masculine et une infériorité féminine. Suivant une approche géocritique, les repères spatiaux et les références qui se trouvent dans le roman sont passés au crible afin d'examiner le processus par lequel l'espace est catégorisé selon le genre. Les indicateurs temporels de l'œuvre choisie sont étudiés de manière interchangeable avec les présentations spatiales qui les accompagnent en utilisant les vues de Mikhaïl Bakhtine sur le chronotope littéraire. Ce dernier s'intéresse à la manière dont les configurations du temps et de l'espace sont représentées à travers le langage et le discours. Enfin, la présente recherche conclut que les espaces genrés présentés dans le roman d'Atwood constituent des chronotopes dystopiques car ils incarnent l'une des manifestations de la dystopie. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/267 10.52919/translang.v20i2.267 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/267/221 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 193-202 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource Chronotope Dystopia Gendered space Margaret Atwood The Year of the Flood Chronotope Dystopia espace sexués Margaret Atwood the Year of the Flood Title A name given to the resource A Bakhtinian Investigation of the Gendered Space as a Dystopian Chronotope in Atwood’s The Year of the Flood (2009) Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Taibi, Mohamed Yassine Boukhalfa, Mohamed Réda Louli Boukhalfa, Nesrine Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource Translator’s Note as a Cognitive Dissonance Manifestation The "translator's note" as a case of cognitive addition manifests itself as a translation technique, the use of which is motivated by the search for a consonant state, following a situation of cognitive dissonance generated by the disagreement with the source author, through the adoption of the mechanism called "cognitive addition". Thus, the analysis in the light of the psycho-sociological theory of cognitive dissonance, and the use of "translation notes" in a historical text, highlights the disagreement present between the meanings of the source text and the translator's thinking. Such an approach would shed light on a part of the psychological (cognitive) process in the translator's mind, through these spaces that he uses to make his intellectual presence felt. La "note du traducteur" comme un cas d'ajout cognitif se manifeste comme une technique de traduction, dont le recours est motivé par la recherche d'un état consonant, à la suite d'une situation de dissonance cognitive engendrée par le désaccord avec l'auteur source, et ce par l'adoption du mécanisme nommé "ajout de cognition". Ainsi, l’analyse à la lumière de la théorie psychosociologique de la dissonance cognitive, et le recours aux "notes de traduction" dans un texte historique, met en exergue le désaccord présent entre les sens du texte source et la pensée du traducteur. Une telle approche permettrait d'éclairer une partie du processus psychologique (cognitif) chez le traducteur, à travers ces espaces qu’il utilise pour marquer sa présence intellectuelle. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/266 10.52919/translang.v20i2.266 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/266/220 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 165-177 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource Addition Cognitive dissonance Explicitation Translation process Dissonance cognitive Explicitation Note de traducteur Processus de traduction Title A name given to the resource La Note du Traducteur comme Manifestation de la Dissonance Cognitive Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Mammeri, Mahmoud Fawzi Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource Ellipsis: Uses, Typography and Digital Support Since their first appearance, the ellipsis has conquered several domains: discourse, typography, bibliographical references… human-computer interfaces of modern computer applications. The mastery of this sign is not only the business of specialists but of a whole community: writers, readers and publishers. In English and French, the explosion of digital publishing has been accompanied by several tools on punctuation, mainly writing guides. In other languages, as in Arabic, these tools are not always available, especially on the Web; this is certainly due to the late use of Western punctuation, which did not really prevail in the Arabic text until the middle of the 20th century. Thus, Arabic-speaking writers/readers often use resources written for other languages. This is particularly true for the ellipsis, which has been used timidly in English and French since their first appearance at the end of the 16th century and the beginning of the 17th. This work looks at ellipsis from a practical point of view: the goal is to expose writers/readers to everything they need to be able to take advantage of this tool. The first question will be to gather definitions proposed in the three languages: French, English and Arabic. We then propose some of the uses of the ellipsis. On the signified level, there will be three essential uses common to all writers/readers: in discourse, in quotations and in enumerations. For uses in discourse, we bring and discuss cases of use in Arabic; both French and English having enough literatures. On the significant level, it will be a question of the forms attested in the literature and those currently chosen as standards. Finally, as a multiform sign, its digital support is also discussed. Depuis leur première apparition, les points de suspension ont conquis plusieurs domaines : discours, typographie, références bibliographiques… mêmes les interfaces homme-machine des applications informatiques modernes. La maitrise de ce signe n’est pas l’affaire des seuls spécialistes mais de toute une communauté : scripteurs, lecteurs et éditeurs. Dans ce travail, il s’agit de faire le point sur les usages et les formes typographiques multiples des points de suspension. Comme ponctuation du discours, un intérêt particulier est accordé à ses différents emplois en arabe. Comme signe multiforme, sa prise en charge numérique est également discutée. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/262 10.52919/translang.v20i2.262 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/262/218 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 246-263 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource Citation computer encoding discourse ellipsis enumeration typography Citation codage informatique discours énumération points de suspension typographie Title A name given to the resource Les points de suspension : usages, typographie et prise en charge numérique Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource M. Alenezi, Abdulhameed Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource تعد كفاءة الاتصال بين الثقافات غاية في الأهمية للمترجم ومن الضروري أن يتم تعزيزها وبشكل شامل من خلال البرامج التدريبية للترجمة الدراسي الإ أنه مستويات الطلبة ومدى ادراكهم لهذه ال كفاءة لاتؤخذ دائماً بعين الاعتبار عند القيام بتطوير البرامج التدريبية للترجمة، لذا تهدف هذه الدراسة لاستكشاف تقييم الطلبة الذاتي ل كفائتهم في التواصل بين الثقافات ومدى ادراكهم لذلك بالأضافة إلى كيفية قيام البرنامج التدريبي للترجمة والذي هو حالة الدراسة بتطوير كفاءة الاتصال بين الثقافات لدى الطلبة. تقوم الدراسة في البداية بتعريف مفهوم الثقافة ومكونات كفاءة الاتصال بين الثقافات بالاستناد على الدراسات السابقة ثم تقوم بتطبيق الدراسة على برنامج بكالوريوس كحالة دراسية باستخدام نوعين من الاستبانات، الأولى مصممة بواسطة مجموعة من الباحثين في مشروع يهدف إلى رفع كفاءة الاتصال بين الثقافات وكذلك لمعرفة مدى إدراك الطلبة لمفهوم كفاءة الاتصال بين الثقافات. وخلصت الدراسة بأن النتائج تشير إلى أن مستوى الطلبة في كفاءة الاتصال بين الثقافات جيد جداً ولديهم مستوى عالي من الإدراك لأهمية هذه ال كفاءة وكذلك أن برنامج البكالوريوس يقوم على تدريس هذه ال كفاءة بشكل أساسي، كما أن هذه النتائج تتوافق مع النتائج التي ً خرج بها المشروع الذي تمت الإشاره إليه سابقا مما يؤكد بأن برنامج البكالوريوس قد قدم عدد كافي من المقررات لتطوير هذه ال كفاءة كما أن الدراسة تقدم أدوات يمكن استخدامها من خلال الباحثين الآخرين لقياس التقييم الذاتي للطلبة في برامج دراسية أخرى. Intercultural competence is significant for translators and it needs to be emphasized in translator training programs through comprehensive inclusion. However, students’ perceptions and levels in this competence are not always taken into consideration in the development of translator training program. Therefore, this study aims to explore students’ self-assessment of their intercultural competence (IC) and their perceptions along with how the case-study program develop IC among students. First, it introduces the definition and components of IC based on the literature. Second, it investigates an undergraduate translation program as a case study and it uses two questionnaires, designed on Promoting Intercultural Competence in Translators project’s (PICT) identification of IC, to identify students’ IC and their perceptions of its significance. The results indicate a good level of students’ IC as well as high-level perception of the significance of IC and that the case-study program have a substantial inclusion of IC. In addition, the resuts are consistent with the results of PICT, which implies that the courses in the case study program in this study were sufficient to develop IC among students and emphasized the significance of IC to students. Also, the study offers tools which can be used by other researchers to self-assess the IC of students in different programs. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/261 10.52919/translang.v20i2.261 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/261/217 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 8-22 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource Intercultural competence translator training students’ perceptions students’ self-assessment translation competence; كفاءة الاتصال بين الثقافات تدريب المترجمون إدراك الطلبة تقييم الطلبة الذاتي كفاءة الترجمة Title A name given to the resource Intercultural Competence in a Translator Training Program: Exploring Students’ Self-Assessment and Perceptions Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Ben Achour, Riadh Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource From the Translator's note The usefulness of the footnote in translation field is not a consensus. The aim of this paper is to highlight the need of arguments examination, using several examples, that would justify the employ of notes in the translation process. The main subject here offered an opportunity to be able for examination of the delicacy of the complex process during the translating operation. Furthermore, it is important to think on the challenges converged by the translators (the problem of footnote, adaptation, explicitation …). L’utilité de la note de bas de page en traduction ne fait pas consensus dans le domaine traductologique. Le présent article met en lumière la nécessité d’examiner, via des exemples, des arguments qui justifieraient le recours aux notes dans le processus traductif. Cette étude offre une nouvelle occasion de réflexion, sous un angle aussi bien linguistique que socio-culturel, sur la délicatesse du processus complexe de l’opération traduisante et sur les défis auxquels sont confrontés les traducteurs (les problèmes liés aux notes infrapaginales, à l’adaptation et à l’explicitation en traduction, entre autres). Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/260 10.52919/translang.v20i2.260 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/260/215 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 178-192 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource Adaptation Equivalence Explicitation Linguistic Footnote Sociocultural Translation Adaptation Équivalence Explicitation Linguistique Note de bas de page Socioculturel Traduction Title A name given to the resource De la note du traducteur Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Bougherara, Rim Khaldi, Kamel Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource هدفت هذه الورقة إلى التحقيق في دور الوسائط المتعددة في تعزيز مهارات التفكير النقدي لطلاب اللغة الإنجليزية كلغة أجنبية في الجزائر. إن الدور الحيوي لمهارات التفكير النقدي في التعليم يجعل مدرسين اللغة الإنجليزية كلغة الأجنبية يدمجون استراتيجيات مميزة في دروسهم لتعزيز استخدامهم من قبل الطلاب. ومع ذلك، فإن الإستراتيجية الأنسب هي تلك التي تعزز التفاعل بين المعلمين والطلاب. تتيح الوسائط المتعددة صنع المعنى والتفاعل بين الأفراد لأنها تغطي مزيجًا من الأنماط. هذا الأخير يساعد على مرونة التفاعل ومن ثم يمكن أن يعزز القدرات المعرفية. وبالتالي، يمكن اعتبار تعدد الوسائط استراتيجية قابلة للتطبيق تعزز مهارات التفكير النقدي لدى الطلاب. كان البحث مهما بحيث أنه حاول التحقيق في مدى قدرة هؤلاء الطلاب على استخدام مهارات التفكير النقدي. سعى كذلك لوصف دور تعدد الوسائط في تعزيز هذه المهارات بين طلاب اللغة الإنجليزية كلغة أجنبية. المنهج المعتمد في هذه الورقة هو الوصفي بحيث أن الباحث قد استخدم أداتين لجمع البيانات: استبيان ومقابلة. تم توجيه الاستبيان إلى أربعة أساتذة وإلى ثمانين طالب من السنة الثالثة من قسم اللغة الإنجليزية بجامعة بسكرة. ل كن المقابلة كانت موجهة فقط للأساتذة. وجد أن الطلاب مازالوا يواجهون صعوبات في استخدام مهارات التفكير النقدي وبالخصوص مهارات التفكير الأعلى. لقد فضلوا في الغالب تعدد الوسائط كإستراتيجية لتعزيز هذه المهارات وتقليل الصعوبات التي يواجهونها. أظهرت النتائج أن هناك إجابات متضاربة بين الأساتذة: من ناحية، أكدوا فائدة تعدد الوسائط في تعزيز مهارات التفكير النقدي لدى طلابهم، ل كن من ناحية أخرى قاموا بتطبيق إستراتيجية ثانية في تعزيز مهارات التفكير النقدي. لذلك، تمت التوصية بضرورة معرفة أسباب عدم استخدام الأساتذة لهذه الإستراتيجية على الرغم من أنهم أكدوا فائدتها فيما يتعلق بتعزيز مهارات التفكير النقدي من جانب الطلاب. This paper aimed at investigating the role of multimodality in promoting Algerian English as Foreign Language students’ critical thinking skills. The vital role of critical thinking skills in education makes English as foreign language teachers integrate distinctive strategies into their lessons to promote their use by students. However, the most suitable strategy is the one that enhances the interaction between teachers and students. Multimodality allows making meaning and interaction between individuals since it covers a mixture of modes. The latter assists the flexibility of interaction and then it can enhance cognitive abilities. Thus, multimodality can be considered as a workable strategy that fosters students’ critical thinking skills. This paper was important in the sense that it attempted to investigate the extent to which those students can use critical thinking skills, and to describe the role of multimodality in promoting them among English as Foreign Language students. The method adopted in this paper is descriptive one for which the researcher used two data gathering tools: a questionnaire and an interview. The questionnaire was administered to four teachers and eighty-third year students from the department of English, at Biskra University, but the interview was aimed only at the teachers. It was found that students still face difficulties in using critical thinking skills; basically, higher-order thinking ones. They mostly preferred multimodality as a strategy to promote these skills and to minimize the difficulties they faced. The findings showed that there were conflicting answers among the teachers: On the one hand they confirmed the usefulness of multimodality in promoting their students’ critical thinking skills, but on the other hand they implemented another strategy. Therefore, it was recommended to find out the reasons why this strategy was not used by teachers though they confirmed its usefulness regarding the promotion of critical thinking skills on the part of students. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/259 10.52919/translang.v20i2.259 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/259/214 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 149-164 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource Critical Thinking Skills EFL Students Higher Order Thinking Skills Mode Multimodality Teachers الأساتذة الأسلوب الوسائط المتعددة طلاب اللغة الانجليزية كلغة أجنبية مهارات التفكير الأعلى مهارات التفكير النقدي Title A name given to the resource Investigating the Role of Multimodality in Promoting Algerian EFL Students’ Critical Thinking Skills Case Study: Third Year EFL Students at Biskra University Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Abbas, Mourad Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource Intra-sentential code-switching in the bi -/multilingual commercial signage of the city of Bouira:testing the MLF and 4-M models of Myers-Scotton and Jake The present article is part of academic research focusing on the sociolinguistic relationships that may exist between alternate uses of languages and urban commercial enunciation. These relationships turn out, in fact, to be complex, problematic, but also motivating in the context of commercial signage in the city of Bouira, particularly with regard to intra-sentential language contacts. Thus, we will try throughout this article to study the socio-linguistic practice called intra- sentential code-switching at the level of some texts of bi -/multilingual commercial signs spotted in this city. To do this, and after selecting statements, each of which represents an alternation of two intra - order linguistic codes, we will then transpose the two models of American linguists Myers-Scotton and Jake: the model " MLF "(Matrix Language Frame) and its extension the Model "4-M" (Four types of Morphemes). The crucial objective will be to reveal how linguistic hierarchy and morphematic distribution are manifested by distinct linguistic structures, segments or elements (syntactic, lexical, etc.). Moreover, the application of the two models in question has allowed us to better understand the linguistic, social, psychological, commercial, etc. functions and motivations related to the phenomenon of intra-sentential code-switching. Finally, these functions and motivations, related to the heterogeneity of linguistic and morphematic participation of alternating codes, seemed extremely disparate to us but also congruent taking into account the socioloinguistic singularities of the speaking traders and those of their city, the city of Bouira. This city perceived as an Arabo (Berber) urban entity in the Northern center of Algeria. Le présent article s’inscrit dans le cadre des recherches académiques s’intéressant aux rapports sociolinguistiques qui peuvent exister entre les usages alternés des langues et l’énonciation commerciale urbaine. Ces rapports s’avèrent, en fait, complexes, problématique, mais aussi motivants dans le contexte de la signalétique commerciale de la ville de Bouira, notamment en ce qui a trait aux contacts des langues d’ordre intra-phrastique. Ainsi, nous allons tenter tout au long de cet article d’étudier la pratique socio- langagière dite alternance codique intra-phrastique au niveau de quelques textes d’enseignes commerciales bi-/plurilingues repérées dans cette ville. Pour ce faire, et après avoir sélectionné des énoncés dont chacun représente une alternance de deux codes linguistiques d’ordre intra-, il sera question ensuite de transposer les deux modèles des linguistes américaines Carol Myers-Scotton et Janice L. Jake : le Modèle « MLF » (Matrix Language Frame) et son extension le Modèle « 4-M » (Four types of Morphemes). L’objectif crucial sera de révéler comment la hiérarchie linguistique et la répartition morphématique se manifestent par les structures, segments ou éléments linguistiques distincts (syntaxiques, lexicales, etc.) appartenant respectivement aux codes linguistiques alternés. Par ailleurs, l’application des deux modèles en question nous a permi de mieux appréhender les fonctions et motivations linguistiques, sociales, psychologiques, commerciales, etc. relatives au phénomène de l’alternance codique intra-phrastique. Enfin, ces fonctions et motivations, liées à l’hétérogénéité de la participation linguistique et morphématique des codes alternés, nous a parues extrêmement disparates mais aussi congruentes tenant compte des singularités socioloinguistiques des commerçants locuteurs et celles de leur ville, la ville de Bouira. Cette ville perçue comme une entité urbaine arabo (berbéro)phone du Centre nordique de l’Algérie. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/258 10.52919/translang.v20i2.258 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/258/185 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 218-245 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource urban sociolinguistics City of Bouira intra-sentential code-switching MLF model 4-M model bi-/multilingual commercial sign sociolinguistique urbaine ville de Bouira alternance codique intra-phrastique modèle MLF modèle 4-M enseigne commerciale bi-/plurilingue Title A name given to the resource Alternance codique intra-phrastique dans la signalétique commerciale bi-/plurilingue de la ville de Bouira : Mise à l’épreuve des modèles MLF et 4-M de Myers-Scotton et Jake Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Saridaki, Evanthia Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource Sociological approaches to translation have been developed on the theoretical basis that translation is an activity that is closely affected by social parametres. Gambier, in his article “Pour une sociotraduction” (2006) stresses that the problem regarding the interrelationship between Translation and Sociology dates back to the establishment of Translation Studies as a scientific field. In addition, Toury (1999) claims that translation is mostly a socio-cultural activity stressing the nature of norms as social categories that are crucial factors in the socialization process of translation. The aim of this paper is to examine the connection between the scientific domain of Translation with Sociology and its impact on the practice of translation. In other words, it intends to offer a framework of reflection on the applications of sociological theories to the translation process and pose basic questions on the nature of translation as “a socially - oriented activity” (Hermans, 1997). Such an approach aims at investigating the implications of the social role of the translator for translator training. At first, the interdisciplinary nature of translation is discussed, mainly in relation to Sociological Studies. Within this framework, some basic sociological theories that had an impact on Translation Studies and the translation phenomenon are briefly analyzed. The research also touches upon the issue of how to integrate the social dimension of translation into translator training programs so that students get sensitized regarding the translator’s role as a “social mediator”. More specifically, some methodological approaches on how to teach the notion of socialization of translation in a translator training program have been suggested. The main conclusion that is drawn is that the social element cannot be regarded as detached from the translation phenomenon. This implies that if we neglect social practices, the branch within Translation Studies called “Sociology of translation” will simply outsource the problem of methodology. Les approches sociologiques de la traduction ont été développées sur la base théorique que la traduction est une activité étroitement affectée par des paramètres sociaux. Gambier, dans son article « Pour une sociotraduction » (2006) souligne que le problème de l'interrelation entre traduction et sociologie remonte à la constitution de la traductologie comme discipline scientifique. En outre, Toury (1999) affirme que la traduction est principalement une activité socioculturelle soulignant la nature des normes en tant que catégories sociales qui sont des facteurs cruciaux dans le processus de socialisation de la traduction. L'objectif de cet article est d'examiner le lien entre le domaine scientifique de la traduction et la sociologie et son impact sur la pratique de la traduction. En d'autres termes, il entend offrir un cadre de réflexion sur les applications des théories sociologiques au processus de traduction et poser des questions fondamentales sur la nature de la traduction comme « une activité socialement orientée » (Hermans, 1997). Une telle approche vise à étudier les implications du rôle social du traducteur pour la formation des traducteurs. Dans un premier temps, la nature interdisciplinaire de la traduction est discutée, principalement en relation avec les études sociologiques. Dans ce cadre, quelques théories sociologiques fondamentales qui ont eu un impact sur la traductologie et le phénomène de la traduction sont brièvement analysées. La recherche aborde également la question de savoir comment intégrer la dimension sociale de la traduction dans les programmes de formation des traducteurs afin que les étudiants soient sensibilisés au rôle du traducteur en tant que « médiateur social ». Plus précisément, des approches méthodologiques sur la manière d'enseigner la notion de socialisation de la traduction dans un programme de formation de traducteur ont été proposées. La principale conclusion qui en est tirée est que l'élément social ne peut être considéré comme détaché du phénomène de traduction. Cela implique que si l'on néglige les pratiques sociales, la branche au sein de la traductologie appelée « Sociologie de la traduction » externalisera simplement le problème de la méthodologie. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/256 10.52919/translang.v20i2.256 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/256/209 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 139-148 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource interdisciplinarity Translation Studies Sociology translator training translaGtor as social mediator interdisciplinarité traductologie sociologie formation de traducteur traducteur comme médiateur social Title A name given to the resource The translator’s social environments: an interdisciplinary coexistence of Translation and Sociological Studies Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Bin Saran, Abdullah Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource استقلالية المتعلم لاكتساب اللغة الأجنبية صعب. تتناول هذه المقالة شكلاً من أشكال استقلالية المتعلم الذي يحرر نفسه من المشاكل القائمة على التعلم الذاتي ويمكن ممارستها بسلاسة في سياق التعلم الخاص، وبالتحديد في المنزل. المساهمة هي دليل لأولئك الذين يرغبون في تعلم لغة أجنبية بشكل مستقل، وخاصة للطلاب في الجامعات. ومع ذلك، فإن حاملي مفهوم الاستقلالية هم المعلمون، لأنه ليس كل المتعلمين في الممل كة العربية السعودية قادرين على اكتشاف استراتيجيات استقلالية المتعلم بأنفسهم. يجب أن يكونوا على دراية باستقلالية المتعلم من قبل المعلم، التعلم الذاتي للغات في الممل كة العربية السعودية تحت جميع الظروف يعتمد على المعلم الذي يعزز الاستقلالية. لذلك، يبدو أن التدريب الإضافي ضروري لجميع المعلمين حتى يتمكنوا من التعرف على الإجراءات العملية لتطوير استقلالية المتعلم في هذا الشكل، وبهذه الطريقة فقط يمكن نشر هذه الفكرة وتنفيذها. يمكن تكييف استقلالية المتعلم بشكل جيد للغاية. لذلك، أرى أن التعلم المستقل في الثقافات الأخرى، التي لا تعاني من مشاكل ثقافية، يمكن استخدامها بشكل أفضل وبقدر الإمكان. المتطلبات الأساسية لذلك هي الدافع الجوهري للمتعلم ودور تعزيز الاستقلالية للمعلم. Autonomous learning of cultural concepts from Deutsch to Saudi Arabic The motivation for the present article is my own experience in relation to autonomous German learning at the King Saud University in Riyadh. Treating this method scientifically and showing its central role in the language learning process in theory and practice were the reason to deal with this learning concept. Since autonomous learning in foreign language lessons is a multifaceted topic in language acquisition research, it is dealt with in this thesis taking into account Saudi cultural concepts. The contribution consists of two parts: The first part deals with the concept of “autonomous learning” and its fundamental aspects. The role of autonomy in foreign language teaching is discussed in detail, and the term “autonomous learning” is presented on the basis of the work of some authors. For this purpose, similar terms are defined that are directly related to the topic being dealt with. Then learning theories on which learning autonomy is based are discussed. Finally, the concept of “autonomy” for intercultural learning is described, and finally, autonomy and culture are brought into the discussion. The aim of this part is to present the idea of autonomy in foreign language teaching as a relevant learning method, to clarify its role within the learning theories and to discuss in detail its function and appropriateness in relation to the learning situation, namely the culture in which autonomous learning takes place. The second part of the article deals with the possibility of autonomous German learning in Saudi Arabia. After describing the importance of the German language in Saudi Arabia, three influential factors in foreign language teaching are named: the role of teacher, motivation and textbooks. These three key factors never work in isolation, they only work in context. The motivational factor and the textbooks are not functional without the teacher. Therefore, the role of the teacher as a preparatory and supportive center of learner autonomy is presented and treated. The debate about autonomous learning, its learning theories, its adaptability to the culture, its appropriateness in the Saudi learning context and finally the autonomy-promoting factors deal with the possibility of autonomous learning of German outside of class. Therefore, in conclusion, a practice-oriented learner autonomy in learning the German language is presented, which is based on my own learning methods and experiences. Since learning a language is based on the mastery of four skills, I try to substantiate each individual skill with examples. It shows how the learners at institutional learning locations, namely universities, can learn the German language independently outside of the classroom despite various inhibitions and learning blocks, although the idea of autonomy does not contradict the main features of Saudi culture. Autonomous learning of cultural concepts from Deutsch to Saudi Arabic The motivation for the present article is my own experience in relation to autonomous German learning at the King Saud University in Riyadh. Treating this method scientifically and showing its central role in the language learning process in theory and practice were the reason to deal with this learning concept. Since autonomous learning in foreign language lessons is a multifaceted topic in language acquisition research, it is dealt with in this thesis taking into account Saudi cultural concepts. The contribution consists of two parts: The first part deals with the concept of “autonomous learning” and its fundamental aspects. The role of autonomy in foreign language teaching is discussed in detail, and the term “autonomous learning” is presented on the basis of the work of some authors. For this purpose, similar terms are defined that are directly related to the topic being dealt with. Then learning theories on which learning autonomy is based are discussed. Finally, the concept of “autonomy” for intercultural learning is described, and finally, autonomy and culture are brought into the discussion. The aim of this part is to present the idea of autonomy in foreign language teaching as a relevant learning method, to clarify its role within the learning theories and to discuss in detail its function and appropriateness in relation to the learning situation, namely the culture in which autonomous learning takes place. The second part of the article deals with the possibility of autonomous German learning in Saudi Arabia. After describing the importance of the German language in Saudi Arabia, three influential factors in foreign language teaching are named: the role of teacher, motivation and textbooks. These three key factors never work in isolation, they only work in context. The motivational factor and the textbooks are not functional without the teacher. Therefore, the role of the teacher as a preparatory and supportive center of learner autonomy is presented and treated. The debate about autonomous learning, its learning theories, its adaptability to the culture, its appropriateness in the Saudi learning context and finally the autonomy-promoting factors deal with the possibility of autonomous learning of German outside of class. Therefore, in conclusion, a practice-oriented learner autonomy in learning the German language is presented, which is based on my own learning methods and experiences. Since learning a language is based on the mastery of four skills, I try to substantiate each individual skill with examples. It shows how the learners at institutional learning locations, namely universities, can learn the German language independently outside of the classroom despite various inhibitions and learning blocks, although the idea of autonomy does not contradict the main features of Saudi culture. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/255 10.52919/translang.v20i2.255 Language A language of the resource deu Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/255/208 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 85-110 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource autonomous learning motivation listen speak read write autonomous learning motivation listen speak read write التعلم الذاتي الدوافع المعلم المتعلم للغات الاستماع الحديث القراءة والكتابة Title A name given to the resource Autonomes Lernen des Deutschen unter Berücksichtigung saudischer kultureller Konzepte Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Hodáková, Soňa Ukušová, Jana Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource The paper focuses on improving cognitive skills and interpreting performance in university education of future interpreters. In empirical research, the authors analyzed cognitive and interpreting performance of students (n = 60) in order to determine whether the quality of their performance is more influenced by predispositions in the form of specific cognitive skills or practical interpreting training in the short to medium term. The research sample consisted of students in the 3rd year of the bachelor’s (N=28) and 1st year of the master’s studies (N=32) in translation and interpreting. The research analyzed students’ performance in the d2 test of attention (overall performance, accuracy, error rate and fluctuation), cognitive process regulation test (multitasking - task combining the addition test and listening span task) in both consecutive and simultaneous interpreting, taking into account the length and extent of practical interpreting training of students of individual levels of study. We assumed that interpreting performance, and thus the ability to regulate cognitive skills, is improved with training. Overall, master’s students of all language combinations achieved on average higher score in consecutive interpreting than bachelor’s students. The results show that master’s students performed better in consecutive interpreting as well as in the cognitive processes regulation test, which significantly correlates with consecutive interpreting. On the other hand, bachelor’s students performed better in simultaneous interpreting, and they had also higher scores in the CPRT addition test, which significantly correlates with simultaneous interpreting. These results suggest that students’ interpreting performance is likely to be more influenced by their cognitive performance (and thus certain predispositions) than by training and experience to the extent and length offered by university education. When the difference of participants’ experience in interpreting is relatively small, their interpreting performance is probably more influenced by personal predispositions (e.g. performance of working memory in complex, cognitively demanding tasks, ability to cope with stressful situations, level of motivation) than by training. These personal predispositions will presumably develop in individuals during their interpreting practice, while this development is likely to be (under the same conditions) more intense in participants with better ability to regulate cognitive processes who are therefore likely to perform better, after acquiring certain amount of experience, in consecutive interpreting than their colleagues with a weaker ability to regulate cognitive processes. From the overall perspective, it can be states that the extent and length of practical experience in interpreting, which is offered by university studies in the form of interpreting seminars at bachelor’s and master’s level, are sufficient to practice basic modes, procedures and strategies and provide graduates with a basic set of interpreting skills. Nevertheless, in the longer term, it will be crucial how future interpreters will further develop their individual skills in practice. It can be assumed that cognitive and personal preconditions, drawing the starting line for further education and development, will also play an important role in this process. L’article se concentre sur l’amélioration des compétences cognitives et des performances en interprétation au cours de la formation universitaire des futurs interprètes. Dans une recherche empirique, les auteures ont analysé la performance cognitive et la performance en interprétation des étudiants (n = 60) afin de déterminer si la qualité de leurs performances est davantage influencée par des prédispositions sous forme de compétences cognitives spécifiques ou la formation pratique à l’interprétation à court et moyen terme. L’échantillon était composé d’étudiants en 3ème année de licence (N=28) et 1ère année de master (N=32) en traduction et interprétation. La recherche se penchait sur l’analyse des performances des étudiants au test d2 d’attention (performance globale, précision, taux d’erreur et fluctuation), au test de régulation des processus cognitifs (CPRT) (multitâche - tâche combinant test d’addition et tâche d’empan d'écoute), en interprétation consécutive ainsi que simultanée, en tenant compte de la durée et l’étendue de la formation pratique à interprétation des étudiants de chaque niveau d’études.Nous avons supposé que la performance en interprétation, et alors la capacité à réguler les compétences cognitives, s’améliore lors de l’entraînement. Dans l'ensemble, les étudiants en master de toutes les combinaisons linguistiques ont obtenu en moyenne des scores plus élevés en interprétation consécutive que les étudiants en licence. Les résultats montrent que les étudiants en master ont obtenu de meilleurs résultats en interprétation consécutive ainsi qu'au test de régulation des processus cognitifs, qui est significativement corrélé à l’interprétation consécutive. De l’autre côté, les étudiants en licence ont obtenu de meilleurs résultats en interprétation simultanée et ils ont également obtenu des scores plus élevés au test d’addition CPRT, qui est significativement corrélé à l’interprétation simultanée. Ces résultats suggèrent que les performances des étudiants en interprétation sont susceptibles d’être davantage influencées par leurs performances cognitives (et donc certaines prédispositions) que par la formation et l’expérience dans la mesure et la durée offertes par la formation universitaire. Lorsque la différence d’expérience des participants en interprétation est relativement faible, leur performance en interprétation est probablement plus influencée par des prédispositions personnelles (par exemple, performance de la mémoire de travail dans des tâches complexes et exigeantes sur le plan cognitif, capacité à faire face à des situations stressantes, niveau de motivation) que par la formation. Ces prédispositions personnelles se développeront vraisemblablement chez les individus au cours de leur pratique d’interprétation, alors que ce développement est susceptible d’être (dans les mêmes conditions) plus intense chez les participants ayant une meilleure capacité à réguler les processus cognitifs et alors susceptibles d’être plus performants, après avoir acquis une certaine quantité de expérience, en interprétation consécutive, que leurs collègues ayant une plus faible capacité à réguler les processus cognitifs. D’un point de vue global, on peut dire que l’étendue et la durée de l’expérience pratique en interprétation, qui est offerte par les études universitaires sous forme de travaux dirigés d’interprétation aux niveaux licence et master, sont suffisantes pour pratiquer les modes, procédures et stratégies de base et fournir les diplômés avec un ensemble de compétences de base en interprétation. Néanmoins, à plus long terme, il sera crucial comment les futurs interprètes développeront davantage leurs compétences individuelles dans la pratique. On peut supposer que les conditions préalables cognitives et personnelles, qui tracent la ligne de départ de la poursuite de l’éducation et du développement, joueront également un rôle important dans ce processus. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/254 10.52919/translang.v20i2.254 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/254/184 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 23-47 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource attention cognitive skills consecutive interpreting interpreting training simultaneous interpreting attention capacités cognitives formation a l'interprétation interpretation consécutive interpretation simultanée Title A name given to the resource The Impact of Training on Cognitive and Interpreting Performance in the Short and Medium Term Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article