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var str = 'La « langue des génies ou génisti » : Sur les pistes d’un parler jeune émergent au Cameroun';
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]]>
Market language]]>
cryptic code]]>
identity language]]>
young speech]]>
sociolect]]>
emerging speech]]>
Market language]]>
cryptic code]]>
identity language]]>
young speech]]>
sociolect]]>
emerging speech]]>
The “language of geniuses or genisti”: On the tracks of an emerging young language in Cameroon
The technological changes that societies are currently undergoing, characterized, among other things, by ease of communication in the world of mediated electronic discourse (DEM), have direct consequences on our linguistic behaviors. As a result, sociolinguists have plenty to do because they are faced with linguistic phenomena that call into question, and render obsolete the truths of yesteryear, or that suggest new avenues of research. In sociolinguistics, this is felt more and more by the new language forms that emerge due to certain cultural and sociological changes. The present study focuses on the analysis of a new language form, in particular “the language of geniuses”, a young speech form that is budding in the city of Yaoundé. This sociolect, which arises from the desire of cloth sellers in a sector of the Mokolo market called “South Africa”, invented to distinguish themselves from others, and exclude anyone who does not belong to their sector of activity, is gaining momentum, gaining more speakers and is gradually spreading throughout the city.]]>
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var str = 'Atindogbe, Gratien Gualbert';
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]]>
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var str = 'Nsom, Christiane Alexandra';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 40-46]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/735/610]]>
application/pdf]]>
fra]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/735]]>
10.52919/translang.v15i1.735]]>
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var str = 'Towards Functional Translation: Translation of some Yoruba Proverbs';
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]]>
Functional translation]]>
Yoruba proverbs]]>
culture]]>
language]]>
Communicative action]]>
The case of culture, language and proverb is like the junction where three paths meet. Language is an integral part of a people’s culture in one hand, and proverb is an essential facet of any given language. In some cases, understanding a people’s perception on issues becomes a problem because of the inability to decode the cultural background of such people. Inadequacy in the comprehension of people’s cultural context is capable of bringing misinterpretation or misrepresentation. This study, therefore, examines thirty Yoruba proverbs; translated into English and French to demonstrate how proverbs can be used in conflict resolution, give instructions or warnings and encouragement in taking well-informed actions among other things. The study aimed at educating people about the Yoruba people’s world view as regards certain issues and actions. Field Study is the methodology adopted for the research while Functionalist theory of translation serves as the theoretical framework on which the study is premised. This theory investigates the nature of translation as a communicative action which should take into account cultural context. Findings revealed that proverbs permit people to communicate, learn as well as allowing them to express feelings for their material and non-material needs. It is equally established that some proverbs have the capacity to provide solutions to societal problems. The paper concludes that understanding people’s culture is important because it explains how culture defines and shapes their actions. The application of functionalist theory to translation will help to achieve a better translation which considers cultural and linguistic properties all together.]]>
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var str = 'Ogundokun, Sikiru Adeyemi';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 20-28]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/732/609]]>
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/732]]>
10.52919/translang.v15i1.732]]>
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var str = 'Das Hör- und Aussprachetraining in einer mehrsprachigen Umgebung: Die Ausspracheschulung in Algerien als Beispiel';
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]]>
Phonetic training]]>
multilingualism]]>
pronunciation]]>
phonetic difficulties]]>
teaching/learning]]>
didactics of phonetics]]>
linguistic variety]]>
influence of source languages]]>
phonetic skills]]>
Phonetic training]]>
multilingualism]]>
pronunciation]]>
phonetic difficulties]]>
teaching/learning]]>
didactics of phonetics]]>
linguistic variety]]>
influence of source languages]]>
phonetic skills]]>
Listening and Pronunciation Instruction in a Multilingual Context: Pronunciation training in Algeria as a case study
Training related to pronunciation in a multilingual environment is increasingly important and remains topical. Social developments and resulting changes make the main reason. In this article, multilingualism and training in the field of pronunciation are the main avenues of exploration. I consider it important to emphasize the impact of phonetic training on multilingualism characterizing Algerians who learn Deutsch as a foreign language. This analysis also attempts to deal with the aspect related to the means likely to reduce phonetic difficulties in the context of teaching/learning of Deutsch as a foreign language in an Algerian context. For all of the reasons mentioned in this article regarding the influence of the source languages on the pronunciation of Algerian learners of German, it is necessary for teachers to take appropriate measures with regard to the selection of appropriate pronunciation exercises and other adequately planned activities for pronunciation instruction. Another basic requirement for teachers is that they should adhere to the standard pronunciation rules when communicating with their learners. Competent teachers are and remain the best role models. They should not only have sufficient phonetic, phonological and prosodic knowledge of German and speech training skills, but their correct pronunciation should serve as a model for learners. In Algeria, teachers should have in-depth knowledge of the phonetic formation of the source languages (Algerian, Arabic, French, Berber, English). They should identify their learners' interference and difficulties arising from source and target phonetic pronunciation.]]>
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var str = 'Seddiki, Aoussine';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 234-239]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/731/608]]>
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/731]]>
10.52919/translang.v15i1.731]]>
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var str = 'Pourquoi Privilégier Approche Générique des Œuvres Policières en Classe de FLE';
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]]>
Generic approach]]>
writing-reading dialects]]>
detective stories]]>
Generic approach]]>
writing-reading dialectics]]>
detective stories]]>
Why Privileging Generic Approach to Detective Storiesin FLE Classes
This article is the result of an involved research, carried out during our doctoral research related to the issue of writing and which falls within the framework of didactics of the literary text. A research which aimed to propose it in Algerian colleges (whose teaching-learning of French as a foreign language responds exclusively to a textual typology) a new approach in the teaching-learning of French as a foreign language in general, and of writing specifically. It is a question of projecting our views into a new dialectic of reading- writing which favors a generic approach to literary works in the FLE class. With the intention of essentially developing the scriptural competence among Algerian middle school pupils, we have opted for the introduction of literature by genres in FLE classes, and mainly, the reading of the complete literary work. Knowing that going to complete works is one of the objectives of middle school education in Algeria, where the learner is invited to move from school reading to social reading. This article is then to plan for a new dialectic reading-writing with a generic approach wich favors literary works in FFL classes. To do so, the romance genre object of our proposal in this article is the detective novel.]]>
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var str = 'Dellalou, Naouèl';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 188-200]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/730/607]]>
application/pdf]]>
fra]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/730]]>
10.52919/translang.v15i1.730]]>
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var str = 'تصورات حول إشكالية الترجمة القانونية من الفرنسية إلى العربية';
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]]>
Legal translation]]>
problems related to legal translation]]>
legal discourse]]>
characteristics of legal discourse]]>
Legal translation]]>
problems related to legal translation]]>
legal discourse]]>
characteristics of legal discourse]]>
Perceptions about Legal Translation Issues from French into Arabic
This study aimed to deal with the legal translation problems and to discuss its definition and specificity compared with translation in general. It expected to identify the main problem of legal translation which is in turn divided into sub questions. According to reflections presented it can be said that legal translation is not a question of words, but it is related to other issues. The study chooses to evoke legal discourse with more details because of its importance both in law and translation. Firstly, some definitions of legal discourse are given in order to understand it, secondly we pointed out the main characteristics of legal discourse than we suggested a legal discourse typology based on semantic and pragmatic plan. Finally, the study concluded that a legal translator should learn during its education curriculum theses sub questions in order to be able to produce equivalent translation both legally and translationally.]]>
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var str = 'Bencherif, Mohamed Hichem';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 174-187]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/729/605]]>
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/729]]>
10.52919/translang.v15i1.729]]>
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var str = 'An Investigation into the Relationship between British Civilization Teachers’ Methodology and Students’ Learning Achievements';
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]]>
EFL teaching methodologies]]>
British Civilization teachers’ methodology]]>
First year LMD classes]]>
The purpose behind this investigation is to probe first year LMD teachers’ methodology and their students’ learning achievements – at Blida2 University - in the subject of British Civilization in terms of improving their English language proficiency and grasping the content of the subject matter simultaneously. Throughout an analytical descriptive study, the focus is made on revealing the inadequacy of the prevailing teaching methodology of British Civilization in terms of being:(1) non-convergent with current EFL teaching methodologies, which stress the development of language proficiency through interactive communication in the language classroom, and (2) hindering students’ achievements in the subject of British Civilization. This study relies on three research instruments: a questionnaire for first year LMD students, a structured interview for first year LMD teachers of British Civilization besides students’ British Civilization exam papers analysis. Yet, on the basis of literature reading and the results obtained from the study, some recommendations are made in order to ameliorate the current teaching methodology of British Civilization course in first year LMD classroom. Thus, students are hopefully expected to improve their English language proficiency and attain their achievements in British Civilization subject.]]>
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var str = 'Ouahmiche, Ghania';
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]]>
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var str = 'Bensaad, Safia';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 8-19]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/728/606]]>
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/728]]>
10.52919/translang.v15i1.728]]>
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var str = 'Attitudes Towards Code-Switching: A case study of Kabyle speakers living in Oran';
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]]>
Code-switching]]>
Attitudes]]>
Classical Arabic]]>
Algerian Arabic]]>
Kabyle]]>
French]]>
This paper describes and analyses the phenomenon of Code-Switching as practiced by Algerian Kabyle speakers living in Oran. The aim behind the present investigation is to explore the attitudes of Kabyle speakers towards Code-switching (CS), and examines the factors that determine language choice and direct Code-switching. It should be noted that Kabyle speakers represent a minority group in Oran. This minority group uses a variety of Berber that is unintelligible with the varieties that are used by the Algerian Arabic speakers in the city of Oran. The contact between Kabyle, Algerian Arabic and French in the minority speakers listed above triggers contact phenomena such as code switching. The data on which this paper is based consists of a questionnaire made of three sections administered to a group of Berberophones in order to see whether they hold favorable or unfavorable attitudes towards the phenomenon of code-switching.]]>
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var str = 'Benahcene, Malika';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 215-222]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/726/604]]>
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/726]]>
10.52919/translang.v15i1.726]]>
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var str = 'Exploring the English language teachers’ perceptions of plagiarism: The case of Algerian Universities';
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]]>
Academic dishonesty]]>
Plagiarism]]>
Teachers’ perceptions]]>
Academic dishonesty is an alarming issue in higher education which spreads increasingly into the academic discourse community. As such, the present study is concerned with the exploration of university English language teachers’ perceptions towards what might most bring about plagiarism among their students. The study attempted to figure out, through the teachers’ academic experiences regarding plagiarism, the main reasons behind students’ inclination to approach this issue at Algerian Universities. This piece of research helps to awake both the teachers and students’ vigilance in response to plagiarism as one of the most alarming acts of academic dishonesty, and, consequently, to diminish this academic corruption. To achieve the aim of the study, the researcher used an English language teachers' questionnaire adapted from a study conducted by Rezanejad & Rezaei (2013). A sample of eighty university English language teachers from Saida University and other Algerian universities were selected to respond to the questionnaire. However, only 36 copies of the questionnaire were filled out and returned. The results of the present research indicated that Algerian university English teachers believe that their students had different reasons for plagiarism but they mostly plagiarize because of their bad command of the language and easiness of plagiarism.]]>
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var str = 'Makhlouf, Abdelkader';
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]]>
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var str = 'Mehdaoui, Amaria';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 87-96]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/724/602]]>
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/724]]>
10.52919/translang.v15i1.724]]>
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var str = 'Designing an ESP Course for Engineers in SAMSUNG Engineering Work Site in Timimoun';
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]]>
ESP]]>
skill development]]>
means]]>
material]]>
human]]>
resources]]>
evaluation]]>
It is not an overstatement to claim that the field of English for Specific Purposes (ESP) has made a great jump in Algeria in the last decade. Moreover, designing an ESP course is one of the important steps in ESP. Entitled “Designing ESP Course for Engineers”, this work aims at designing a course targeted to engineers in SAMSUNG ENGINEERING WORK SITE in TIMIMOUN. Among the main problems encountered by both teachers and engineers is the lack of adequate and appropriate ESP courses and the lack of English language teachers in general and ESP teachers in particular. The study is based on analyzing the needs of the target group (Engineers), and the evaluation of a course. The needs analysis in this action research has been conducted using different tools. The results of the study show that almost all participants (engineers) need an ESP course, with the predominant needs which are speaking and listening first, followed by reading, writing and translation as a fifth skill. They also need vocabulary related to their specific knowledge in order to deal with their jobs. Moreover, this study suggests to take into account the learners’ needs, their level, the degree of motivation and the evaluation of the students’ performances throughout the course as well as the evaluation of the ESP course itself.]]>
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var str = 'Boubekeur, Lahcen';
document.write(linkifyHtml(str, options));
]]>
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var str = 'Benyelles, Radia';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 107-124]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/723/601]]>
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/723]]>
10.52919/translang.v15i1.723]]>
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var str = 'Diagnose der Schwierigkeiten zum Schreiben einer wissenschaftlichen Arbeit im Fachbereich technische Wissenschaften';
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]]>
Writing]]>
scientific work]]>
language]]>
diagnosis]]>
difficulties]]>
Writing]]>
scientific work]]>
language]]>
diagnosis]]>
difficulties]]>
Diagnosing the Difficulties of Writing a Scientific Paper in the Field of Technical Sciences
Writing a scientific paper is a process divided into three phases, each consisting of several steps: understanding, preparation and elaboration. The university teacher who is called upon to translate specialized texts should always strive to take responsibility and improve basic knowledge of the language (or languages) of specialty in which he is called to exercise his jurisdiction in the areas he has invested, and to pass it on to his students to prepare them for specialized technical reading and writing. One need only shows the students how to conduct a literature search effectively and how to use it profitably. No one can properly translate an academic paper from or to a specific language without first learning the target language; in particular, the vocabulary, which reveals both the knowledge and the basic knowledge of the subject and is even a starting point of any knowledge of the development process, and yet it is the central component of any knowledge representation. The writer of a scientific paper must take the necessary step back to analyze his own practice of writing, because one must know how to write and even write precisely and objectively. For this he must read and know how to read. Understanding what one reads depends on one's ability to decipher the linguistic signs and interpret their meaning. In order to be able to transfer knowledge related to reading, writing and translation of academic works, the teachers themselves must first acquire these skills. If the teaching of general translation comes to imparting know-how, then teaching for the acquisition of technical languages is reduced to a way of communicating this knowledge. To be more precise, it learning, recognizing what to learn, and learning how to learn. The teaching of technical languages necessarily requires the design of a pedagogy or an original learning model. The purpose of this paper is to show the importance of mastering the language skills with the appropriate specialized terminology and the need for teaching writing in order to obtain a valid scientific work. This article is supplemented by a diagnosis of the most common problems in writing scientific papers of master's and PhD students and lecturers who face various problems in communicating and presenting the results of their research.]]>
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Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 227-233]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/722/599]]>
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info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/722]]>
10.52919/translang.v15i1.722]]>