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var str = 'ترجمة الصورة البيانية عند يوجين نايدا';
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]]>
Dynamic]]>
equivalence]]>
equivalent effect]]>
Eugene Nida]]>
Rhetoric Figure]]>
semantically exocentric expressions]]>
translation]]>
Dynamic]]>
Equivalence]]>
Equivalent Effect]]>
Eugene Nida]]>
Rhetorical Figure]]>
Semantically Exocentric Expressions]]>
Translation]]>
The Translation of Rhetorical Figure in Eugene Nida's view
This article deals with the translation of the rhetorical figure proposed by Eugene Nida. Already known by the principle of Dynamic Equivalence, Nida applied it to the translation of the Bible with its rhetorical figures and idioms, thus he set forth several techniques and strategies for translating those figures. Our study reveals that Nida differentiated between two equivalences in translation: Formal and Dynamic, preferring the Dynamic equivalence in the translation of the rhetorical figures, he also classified them among the necessary adaptations, such as matching metaphors with metaphors; i.e. matching a rhetorical figure with another of the same type, and translating metaphor with no- metaphor when there is no figure that fits with its reference counterpart in the source language, therefore radical changes must be made. The third technique is to translate the no-metaphor with metaphor only in two cases: the first one, when the figure is based on national myths, the second is when the national and religious beliefs clash with their counterparts in the source language. All of these strategies rely on the principle of the Equivalent Effect. The aim of our study is to identify the techniques that were adopted by Nida in the translation of the rhetorical figure. Finally, the investigative and descriptive approach was followed in order to reach what was proposed. ]]>
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var str = 'Anad, Ahmed';
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]]>
Traduction et Langues; Vol 17 No 2 (2018): Traduction et Langues Volume: 17 Numéro : 02 / Décembre 2018; 114-131]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v17i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2018-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/522/423]]>
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/522]]>
10.52919/translang.v17i2.522]]>
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var str = 'Interkulturelles Lernen im DaF- Unterricht in Algerien: Zustand und Perspektiven';
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]]>
Intercultural learning]]>
the importance]]>
obstacles]]>
solutions and perspectives]]>
Intercultural learning]]>
the importance]]>
obstacles]]>
solutions and perspectives]]>
Intercultural learning in German Language Classroomin Algeria: Situation and perspectives
Since the beginning of the 20th Century till now, teaching foreign languages has been giving a great importance to foreign languages learning and cultures. At the same time, the objective of teaching is not limited to improving oral competencies only, but to focusing also on understanding and perceiving foreign cultures by means of "intercultural learning". Intercultural learning, as a teaching-learning process, serves as a means that links between knowledge, information, foreign cultures and languages in order to meet the learning conditions that play a great role in developing "the Intercultural learning-teaching process. The objective of this communication does not merely showcase the huge importance of intercultural learning and teaching but also focuses on the successful impact they have on the way German Courses (Lesson) are given in Algeria’s language schools and institutes as well as the challenges that face them, thus suggesting new techniques that may improve the quality of learning-teaching process.]]>
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var str = 'Nouah, Mohamed';
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]]>
Traduction et Langues; Vol 17 No 2 (2018): Traduction et Langues Volume: 17 Numéro : 02 / Décembre 2018; 18-31]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v17i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2018-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/520/422]]>
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/520]]>
10.52919/translang.v17i2.520]]>
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var str = 'Developing Learners’ Writing Performance through an Integrative Grammar Teaching Model';
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]]>
English as a foreign language (EFL)]]>
written]]>
integrative grammar teaching writing performance]]>
Considerably, writing is a complex task that requires the integration of multiple cognitive, linguistic, and motor abilities. It involves both low-level transcription skills (handwriting, spelling, punctuation, capitalisation, and grammar) and high-level composition skills (planning, content, organisation, and revision). In this regard, second year university learners at the section of English often take a “written expression” course backed up with tutorial classes to help learners master the different writing techniques and styles. However, many learners struggle in the writing process and end up producing pieces of writing that are ineffective or even incomprehensible showing poor mastery of language usage. Most of the time, learners have good ideas and knowledge of the way paragraphs or essays should be organised. In such a case, the ineffectiveness that characterises learners’ written products is grammar- related. To account for the reasons behind these problems, we hypothesised that the currently used grammar teaching method might not be effective leading to such a shortage in learners’ knowledge and skills. As a remedy to this anomaly, we have proposed the Integrative Grammar Teaching Method (IGM) as a model of grammar teaching. The analysis and interpretation of the collected data revealed that IGM could help learners develop their writing performances. Likewise, it has confirmed that teaching grammar in the context of writing and including learners in the process of rules formation is more likely to help them use grammar correctly and appropriately in the process of writing producing more legible and correct written products. Therefore, we could conclude that the previously stated hypotheses were confirmed and the findings were supportive and positive.]]>
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var str = 'Hoadjli, Ahmed Chaouki';
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]]>
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var str = 'Lahlouhi, Sara';
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]]>
Traduction et Langues; Vol 17 No 2 (2018): Traduction et Langues Volume: 17 Numéro : 02 / Décembre 2018; 67-81]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v17i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2018-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/519/421]]>
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/519]]>
10.52919/translang.v17i2.519]]>
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var str = 'صورة الآخر وحضور الإيثوس (Ethos) والباتوس(Pathos) واللوغوس (Logos) في الخطاب';
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]]>
Discourse]]>
Ethos]]>
Logos]]>
pathos]]>
The 13th warrior]]>
the other's image]]>
Discourse]]>
Ethos]]>
Logos]]>
Pathos]]>
The 13th warrior]]>
The other’s image]]>
The Other’s Image and the Presence of Ethos, Pathos and Logos in Discourse -The 13thWarrior as a Sample-
This paper highlights the decisive role discourse plays in revealing the identity of the speaker through three important dimensions that form the basic building block in every speech, and which are: the Ethos, the Pathos, and the Logos. These aspects -as explained by Aristotle- are deemed argumentative concepts, firstly intended to persuasion, and emerge from three fundamentals: ethics, affection and mind. They are also effective tools to influence the addressee to the extent of changing his mindset and altering his behaviour, as well as unveiling the latter’s different cultural representations, deriving from his identity which is governed by many factors too, including religion, ideology, social, psychological and geographical elements. All these specificities establish the question of the 'other' and symbolize with distinction the dialectic of selfhood and otherness. Thus, the present seeks to probe into the ethos, pathos, and logos by explaining their meanings and bringing into view their different manifestations in discourse and the ways to approach them linguistically and to be processed pragmatically. The film ‘The 13th Warrior’, adapted from Aḥmad ibn Faḍlān’s trip to the country of Saqāliba (Slavs), will constitute the corpus of this study, and his eloquent and pithy message which reveals the secrets and reports the news, in a tone with too much marvel about the life of the brave Northmen who Arabs have never set foot in their land, and their habits in food, drink, garment. .]]>
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var str = 'Driss, Mohamed Amine';
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]]>
Traduction et Langues; Vol 17 No 2 (2018): Traduction et Langues Volume: 17 Numéro : 02 / Décembre 2018; 150-167]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v17i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2018-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/518/420]]>
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/518]]>
10.52919/translang.v17i2.518]]>
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var str = 'The Impact of EFL Algerian University Students’ Attitudes on Literary Texts Reading Motivation: The Case of Second Year English Students at Setif 2 University';
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]]>
Attitudes]]>
EFL Students]]>
Foreign Language Learning]]>
Literary Texts]]>
Motivation]]>
Reading]]>
Motivating EFL students to read in English has captured the attention of different researchers in the field of foreign language learning for decades. The present study aims chiefly at probing into the attitudes held towards reading English literary texts by second-year Algerian EFL learners at the Department of Foreign Languages, University of Setif2. It seeks to study the learners’ attitudes towards reading English literary texts and their impact on their reading motivation. It also fetches the factors controlling EFL learners’ motivation in reading English literary texts. Moreover, it tackles sensible concern often encountered in literary text teaching: is there a correlation between learners’ attitudes and reading motivation? To this end, Data were collected through a perception questionnaire that was handed to a randomly selected sample of 150 students. The data analyses were descriptive. Results demonstrated that the students have low reading motivation due to their negative attitudes towards reading English literary texts. Based on these findings, it is suggested that literature teachers should incorporate the most convenient methods and techniques to meet EFL learners’ reading needs and interests. Thus, technology and new media should pave its way into the literature classes.]]>
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var str = 'Mellit, Djihane';
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]]>
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var str = 'Idri, Nadia';
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]]>
Traduction et Langues; Vol 18 No 1 (2019): Traduction et Langues Volume : 18 Numéro : 01 / Août 2019; 98-114]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v18i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2019-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/517/419]]>
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/517]]>
10.52919/translang.v18i1.517]]>
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var str = 'A Critical Evaluation of Venuti’s Domestication and Foreignization Theory of Translation';
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]]>
Culture]]>
domestication]]>
foreignization]]>
literary translation]]>
Venuti]]>
The primary objective of this paper is to introduce, examine, and critically evaluate Venuti’s domestication and foreignization theory of translation in terms of power relations and cultural encounters. Domestication and foreignization are seen as two discordant translation tendencies in the sense that the first one involves adopting a fluent and transparent style in translation, by replacing all the unfamiliar elements with domestic variants in order to reduce the foreignness of the source text and help the target reader approach it with ease and familiarity, whereas the latter retains the foreign aspects of the original text and ignores the target reader’s potential comprehension difficulties. The controversial issue over domestication and foreignization has been the crux of contention in the translation circle for a very long time. In fact, these two strategies are still creating theoretical discussions and springing up heated debates among translation scholars. This article comes to the conclusion that such controversy cannot possibly be resolved by considering which is better than the other or which one has the priority over the other. Rather, these two strategies should be regarded as a continuum that provides heuristic tools for translators to help them successfully overcome the various cultural hindrances in translation.]]>
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var str = 'Chouit, Abderraouf';
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]]>
Traduction et Langues; Vol 18 No 1 (2019): Traduction et Langues Volume : 18 Numéro : 01 / Août 2019; 72-82]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v18i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2019-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/516/418]]>
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/516]]>
10.52919/translang.v18i1.516]]>
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var str = 'Les Faces de la Trahison dans le Processus Traductionnel';
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]]>
communication]]>
entropy]]>
mean]]>
translation]]>
treason]]>
Communication]]>
Entropy]]>
Mean]]>
Translation]]>
Treason]]>
Treason’s Faces in Translation Process
If we take a closer look at the translation’s process, from the reception of the message in the source language till it is rendered into the target one, we will see that it is covered by moments during which the translator (with the participation of the author and the reader themselves!) makes four treasons, not just one as it is commonly thought. Nevertheless, an in-depth analysis will show that the translator is not the unique accountable for this “mischief”. Indeed, this paper aims at discharging the translator, partly not totally, from the betrayal he is arbitrarily often accused of.]]>
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var str = 'Kherroub, Mohand Ou Yahia';
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]]>
Traduction et Langues; Vol 18 No 1 (2019): Traduction et Langues Volume : 18 Numéro : 01 / Août 2019; 56-71]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v18i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2019-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/514/416]]>
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/514]]>
10.52919/translang.v18i1.514]]>
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var str = 'Omission and Imagery in Hemingway’s “Up in Michigan,” Carver’s “Chef’s House,” Ford’s “Rock Springs,” and Mason’s “Residents and Transients”';
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]]>
imagery]]>
influence]]>
literary minimalism]]>
omission]]>
“Theory of Omission.”]]>
Ernest Hemingway’s minimalist style, which is based on his “Theory of Omission,” has exerted a considerable influence on generations of writers. This article provides additional evidence with respect to his narrative influence on the short fiction of the leading figures of literary minimalism. To fulfil this primary aim, a comparative and an analytical study is carried out using Wolfgang Iser’s reception theory. This has been deployed in order to demonstrate that the narrators of Raymond Carver’s “Chef’s House,” Richard Ford’s “Rock Springs,” and Bobbie Ann Mason’s “Residents and Transients” employ the techniques of omission and imagery to affect the readers’ imagination and engage them in the construction of the story’s meaning .More interesting, they make them feel more than they understand the emotional state of the characters, which is left beneath the surface of things, as does Hemingway in his story “Up in Michigan.”]]>
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var str = 'Boudjerida, Messaouda';
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]]>
Traduction et Langues; Vol 18 No 1 (2019): Traduction et Langues Volume : 18 Numéro : 01 / Août 2019; 129-145]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v18i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2019-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/512/414]]>
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/512]]>
10.52919/translang.v18i1.512]]>
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var str = 'Towards a Dynamic Approach to Assessing Students’ Critical Thinking Skills in Higher Education';
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]]>
Assessment]]>
critical thinking]]>
dynamic assessment]]>
Higher education]]>
LMD system]]>
the English language]]>
The present article probes the perceptions of first year English degree students towards their teachers’ assessment. University teachers’ literacy and attitudes towards dynamic assessment in EFL classes are also investigated. The aim is to experience a new approach to assessing students’ critical thinking skills by making a change in assessment practices in higher education. To reach this aim, a questionnaire and a semi-structured interview were adopted. The results revealed the positive and negative perceptions of students towards their teachers’ assessment as well as their (i.e. students) lack of critical thinking skills in the English language. The results also demonstrated the positive attitudes of teachers towards the use of dynamic assessment in EFL classes.]]>
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var str = 'Benmihoub, Lydia';
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]]>
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var str = 'Boukhedimi, Yasmine';
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]]>
Traduction et Langues; Vol 18 No 1 (2019): Traduction et Langues Volume : 18 Numéro : 01 / Août 2019; 115-128]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v18i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2019-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/511/415]]>
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/511]]>
10.52919/translang.v18i1.511]]>
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var str = 'Theoretical Framework of ESP: The Major Case Studies in the Hotel Industry and Translation as Necessary Input';
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]]>
English for Academic Purposes]]>
English for Occupational Purposes]]>
English for Specific Purposes]]>
Hotel Industry]]>
Needs Analysis]]>
Translation]]>
The present paper aims at providing a theoretical overview of English for Specific Purposes as one of the major areas of EFL teaching since its beginnings in the 1960s. It presents the developments related with the theoretical aspects concerning ESP and needs analysis as the cornerstone in designing ESP courses in English language teaching and learning. The most influential ESP teaching theories are summarised briefly, beginning with register analysis which paved the way for course designers to design specific courses based on teaching the linguistic features of a language to the urgent need for developing communication and translation. At the end, based on the nature of the hotel industry, the purpose of this paper is twofold: 1) to mention some previous case studies related to hotels because most of the linguistic researches conducted by ESP specialists focused in particular on the formal aspects of a language especially in the academic field and neglected the needs of the occupational settings; 2) to discuss the major needs of the employees in hotels and the significance of translation in this industry and therefore proposing possible solutions to overcome any deficiencies.]]>
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var str = 'Merine, Asma';
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]]>
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var str = 'Boulenouar, Mohamed Yamine';
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]]>
Traduction et Langues; Vol 18 No 1 (2019): Traduction et Langues Volume : 18 Numéro : 01 / Août 2019; 177-190]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v18i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2019-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/509/412]]>
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/509]]>
10.52919/translang.v18i1.509]]>