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var str = 'اللغة بين اصطلاح اللفظ ووظيفة المفهوم';
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]]>
Language]]>
communication]]>
expression]]>
transmission]]>
cultural pattern]]>
Language]]>
Communication]]>
Expression]]>
Transmission]]>
Cultural pattern]]>
Language between terminology and function of the concept
Social life can be achieved only through collective living and by sharing rights and duties, and this can only be done through communication. Language plays a role in conveying concepts and bringing them closer to human beings. This is the process of communication among them. The study of language in terms of a distinct reality has gone in two directions; the first is the study of language as a structure of phonetic, syntactic, and semantic units. The second is the study of language as a means of expression and communication, as Ibn Jenni has demonstrated. This work investigates both angles and concludes that the linguistic model lies in its relationship with the culture of societies, and that can be reflected in customs, traditions, and lifestyles. It is the material carrier of the cultural pattern of a particular human group, which makes the division and distribution of concepts in a culture different from other languages. Thus, language is the important basis in the making of cultures, their transmission through ages and different environments. Man thinks through language, and expresses his desires and ambitions which are concretized through language. To conclude the discussion on language between terminology and the essence of the concept, we can say that the linguistic model lies in its relationship with the understanding of the culture of different societies, which is manifested through customs, norms, traditions, and lifestyles. Moreover, the linguistic model is the symbol of the cultural pattern of a particular human group, which makes the segmentation of concepts and their distribution within different cultures differ from one language to another. Accordingly, language is the important basis for making cultures and transferring them from one era to another, and from one environment to another.]]>
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var str = 'مطهري , أحمد';
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]]>
Traduction et Langues; Vol 10 No 1 (2011): Traduction et Langues Volume 10: Numéro: 1/Août 2011; 146-152]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-08-31]]>
Copyright (c) 2011 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/496/400]]>
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/496]]>
10.52919/translang.v10i1.496]]>
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var str = 'استشراف مستقبل التعليم مابين طلب المعرفة والإعتماد الجودة';
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]]>
Future of education]]>
anticipation]]>
knowledge economy]]>
quality of education]]>
Future of education]]>
anticipation]]>
Knowledge economy]]>
quality of education.]]>
Future prospects of education between the demand for knowledge and the accreditation of quality
There is a consensus among all views that education is the basic instrument for investment in human capital, which has become the key element of economic progress and social component of the perpetrator to keep pace with global developments of transition towards a knowledge economy and quality. This importance is also revealed through the efforts regional and international in the discussion of the issues of education, and the methods of development to increase its effectiveness and impact of its economic, and social mandate. To achieve this purpose, it is required to have an outlook on the future of education which qualifies Algeria to join the knowledge society to keep pace with the requirement of global quality. On the basis of the foregoing of our research and in view of the unprecedented changes, the educational organization in Algeria must move in two important directions:The first: to anticipate the size of the transformation and extrapolate its potential effects on education systems, educational administration, teaching, learning, and training processes, and clarify the technical capabilities for developing educational and training endeavours, and then employing them with economic feasibility. Second: Targeting communication technologies and their knowledge and integrating them into education programs and determining the appropriate ones in light of the future needs of society and the requirements of qualifying and educating its members in this field. Also, targeting ICTs in light of a strategy that allows the educational institution to harmonize communication techniques and information knowledge with the latest developments, and accelerate positive changes in the desired skills and the required experiences.]]>
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var str = 'بن زرقة, ليلى';
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]]>
Traduction et Langues; Vol 10 No 1 (2011): Traduction et Langues Volume 10: Numéro: 1/Août 2011; 126-144]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-08-31]]>
Copyright (c) 2011 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/495/408]]>
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/495]]>
10.52919/translang.v10i1.495]]>
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var str = 'Teaching Translation';
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]]>
Teaching translation]]>
language students]]>
material practice principles]]>
This article gives particular attention to an aperture into teaching translation as a part of my experience in both CPE and UFC. What it includes is; the reasons for using translation in the classroom, what to take into consideration when selecting the materials needed for translation, how teaching translation should be organized as well as the principles of translation. And end it by looking at how correction should be handled as well as my view on reformulating “teaching translation” to “using translation”.]]>
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var str = 'Sebbane, Zoubida';
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]]>
Traduction et Langues; Vol 10 No 1 (2011): Traduction et Langues Volume 10: Numéro: 1/Août 2011; 120-125]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-08-31]]>
Copyright (c) 2011 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/494/399]]>
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/494]]>
10.52919/translang.v10i1.494]]>
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var str = 'Polyglossie und Mehrsprachigkeit in Algerien: Eine Herausforderung für die Zielsprache Deutsch';
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]]>
Culture]]>
multilingualism]]>
sociolinguistics]]>
language contact]]>
linguistics]]>
Culture]]>
multilingualism]]>
sociolinguistics]]>
language contact]]>
linguistics]]>
Polyglossia and multilingualism in Algeria: A challenge for the target language English
The complex sociolinguistic profile of Algeria and the Maghreb states, characterized by multilingualism and polyglossia, has not found a 'research home' in the language-specific philologies involved (Arabic studies, Berber studies, Franco-Romance studies, ...). In multilingual and multicultural Algeria, polyglossy and multilingualism are a common tradition in everyday life. The language situation in this North African-Maghreb country is the result of historical facts. In everyday Algerian communication, depending on the situation, people switch flexibly and spontaneously from one language to another. It is often simply translated. The following languages are mostly used: Algerian, colloquial Arabic, various Berber languages, and French. In western Algeria, some Spanish dialect is often used among fishermen for historical and geographical reasons. Due to this language situation in Algeria, German learners are encouraged to compare the local languages used actively and the foreign languages they have already learned and to discuss language learning processes. Language and cultural mediation are closely related. For this intercultural reason, there is a need to include linguistic and cross-cultural reflection of the Algerian culture in class. The comparison of languages and cultures is constantly in the service of learning and the imparting of general knowledge about language as a systemic instrument.]]>
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var str = 'Seddiki, Aoussine';
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]]>
Traduction et Langues; Vol 10 No 1 (2011): Traduction et Langues Volume 10: Numéro: 1/Août 2011; 112-119]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-08-31]]>
Copyright (c) 2011 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/493/397]]>
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/493]]>
10.52919/translang.v10i1.493]]>
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var str = 'Le bruit, nuisance sonore en Algérie Aspect linguistique et sociétal';
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]]>
Noise]]>
hearing impairment]]>
language]]>
behaviors]]>
neurosciences]]>
noise culture]]>
Noise]]>
hearing impairment]]>
language]]>
behaviors]]>
neurosciences]]>
noise culture]]>
Noise, noise pollution in Algeria :Linguistic and societal aspect
The sound as a noise nuisance usually induces a public health issue among deaf specialists because it affects the health of the ears. One of the most well-known consequences of hearing discomfort, or even deafness, is the difficulty of communication in society. Similarly, the impact on language, in general, and on cognitive and linguistic functions, in particular, can disrupt the level of performance of essential learning such as reading and writing by confusing phonetically similar sounds for some children from primary school onwards, and that may become a real school health issue. To understand such a situation and analyse the impact of noise on learning, it is important to identify its occurrences and cultural representation. This article discusses various aspects of noise to unveil some language and societal implications. The results of this research showed that in Algeria, preschool programs address sensory education, and education in sounds, music, and noises. we believe that it would be important to instill in children from an early age the harmful effect of noise in involving family life which, through ignorance, causes noise pollution and creates an awareness of noise among its members. The recommendations are numerous and require more investigation, yet it is a topic that is less discussed in Algeria while it is an integral part of the daily lives of families, teachers, and learners regardless of their level of education.In this study, it is difficult for us to determine a noise culture specific to Algerian society. However, the people interviewed reported certain annoying behaviors such as speaking loudly and living daily with the noise of music, construction and slamming of doors, produced by oneself, at home, and in the neighbourhood.A research carried out within the framework of a national project by a team of linguists, didacticians, speech therapists, neurobiologists, and doctors, would encourage us to develop these first global observations in such a way as to warn Algerian society of linguistic, psychological, communication and environmental risks. and health, in the face of noise pollution.]]>
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var str = 'Boutaleb, Djamila';
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]]>
Traduction et Langues; Vol 10 No 1 (2011): Traduction et Langues Volume 10: Numéro: 1/Août 2011; 101-111]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-08-31]]>
Copyright (c) 2011 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/492/396]]>
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/492]]>
10.52919/translang.v10i1.492]]>
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var str = 'Re-creating Literary Texts';
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]]>
Translation]]>
negotiation]]>
creativity]]>
Literary text]]>
A translator must always be resourceful in terms of vocabulary and syntactic structures. As for creativity in literary translation, we believe that creativity and translation remain inseparable, that is, translation itself is a creative process. The translation is not simply a transformation of an original text into a literal equivalent, but must successfully convey the overall meaning of the original, including the cultural meaning. Fundamental questions are asked. What about the question of the translatability of the original style? Should a translation have the style of the translator? Can we say that the original literary style is untranslatable?
Translation depends on the theoretical knowledge and the practical skill of the translator, a negotiation where the meanings are not translated, but the messages. Indeed, the act of translation goes well beyond simple linguistic transcoding; it is in fact an act of interlinguistic communication. Therefore, the task of the translator connects disciplines and cultures and makes an essential contribution to literature and language on an international scale.]]>
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var str = 'Bedjaoui , Fewzia';
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]]>
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var str = 'Allal, Rym';
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]]>
Traduction et Langues; Vol 10 No 1 (2011): Traduction et Langues Volume 10: Numéro: 1/Août 2011; 94-100]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-08-31]]>
Copyright (c) 2011 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/491/395]]>
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/491]]>
10.52919/translang.v10i1.491]]>
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var str = 'Les TIC catalyseurs de littératies';
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]]>
Technologies]]>
interactivity]]>
literacy]]>
literacies]]>
translation]]>
multilingual communication]]>
information]]>
Technologies]]>
interactivity]]>
literacy]]>
literacies]]>
translation]]>
multilingual communication]]>
information]]>
ICT as catalysts for literacies
Just open the book and put the head of the pen on each word you don’t know how to pronounce it. So, it helps a lot for any who want to learn a new language.Now, technology is the best mean of people to be just as the evolution in the world. It helps people to have the capacity of reading and understand and to use information in everyday life. Information is transmitted through phone mobile, Internet, TV, where the user is free to choose the language which he masters.ICTs have invaded the lives of all Algerians in all areas. This phenomenon has become so important that it has become impossible not to take it into account in the study of human activity. Communication situations have continued to diversify and evolve. But the new element in this communication is translation, which has become an integral part of the global information society. It is a translation that has made it possible to iron out difficulties between speakers belonging to distant cultures and to facilitate access to information and knowledge in different languages. Also, the translation of WEB sites has contributed to a better understanding of world cultures. Also, internet has given people to develop literacy. But, in our research, we interrogate the way literacy affects the web and the way translation serves professional ends.Finding its fundamental purpose in commercial strategies, translation at the level of websites perfected it may be at the level of its development. It has become a means of contributing to the achievement of objectives superior to those which it was pursuing itself. At the communication level, it fulfills a specific function at the economic level and it has also a preponderant function at the level of the reconstruction of the social architecture.
]]>
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var str = 'Belazreg, Nassima';
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]]>
Traduction et Langues; Vol 10 No 1 (2011): Traduction et Langues Volume 10: Numéro: 1/Août 2011; 81-93]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-08-31]]>
Copyright (c) 2011 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/490/394]]>
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/490]]>
10.52919/translang.v10i1.490]]>
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var str = 'L’écriture autobiographique à l’école et son impact sur l’enseignement du FLE';
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]]>
Autobiographical narratives]]>
teaching literature]]>
reading skill]]>
writing skill]]>
Autobiographical narratives]]>
Teaching literature]]>
Reading skill]]>
Writing skill]]>
Autobiographical writing at school and its impact on the teaching of French as a foreign language
The focus of this article is on didactics and aims to set up a secondary-level FLE scheme to help FLE teachers in Algeria who find it difficult to improve their practices and for students to take better ownership of FLE.In this article, after a presentation of some didactic axes related to our problematic, we first address the autobiographical narrative and the teaching of literature in FLE; trying to conjoin our research interests in the didactics of literary texts in particular and in FLE in general, the autobiographical narrative as a literary genre has challenged us, especially because of the routes in all directions of the space and the time that it proposes. Then we treat autobiography and the competence of reading in FLE by an approach that gives an active role to the reader producing meaning since it considers the involvement of the subject reader as a functional necessity of literary reading, the only way to enable him to overcome his difficulties in reading, often related to his training, his representations or his socio-cultural environment. We then move on to autobiography and the competence of writing in FLE as self-expression, writing is first a certain way of saying and revealing oneself. We end with some suggestions of writing instructions; we propose some instructions that we have already experienced with a group of students in the second year of secondary school Ben Othmane in Oran.]]>
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var str = 'Cheikh , Saadia';
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]]>
Traduction et Langues; Vol 10 No 1 (2011): Traduction et Langues Volume 10: Numéro: 1/Août 2011; 71-80]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-08-31]]>
Copyright (c) 2011 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/488/393]]>
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/488]]>
10.52919/translang.v10i1.488]]>
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var str = 'Beitrag der Theaterpädagogik zum DaF Unterricht an der algerischen Universität: Erfahrungen und Versuche';
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]]>
Theater pedagogy]]>
Algerian training program]]>
Algerian University]]>
Theater pedagogy]]>
Algerian training program]]>
Algerian University]]>
Theatre pedagogy in Deutsch teaching/learning at the Algerian university: experience and experiments
It's easy to get the impression that you're playing theatre. Rather, it is the performance of a "cultural product" that is the actual goal of theater work. If that were really the case, the type of theater work and professional theater could only be distinguished from one another in terms of quality, not in terms of their goals.Although the result of all theater education work is a public performance, which is an incentive for foreign language learners that should not be underestimated, the educational focus is on the process of playful development and practice, the trial action of specific social partners. This process opens up the possibility of promoting the overall personality of the learner, their ability to cooperate, trying out new social roles and enjoying play. However, this process requires new methodological, socio-pedagogical qualities and personal experience on the part of the pedagogue, both of which have hardly been available in teacher training courses so far.
My experiences in foreign language teacher training and in the educational system within the framework of Waldorf pedagogy have given me the courage to choose artistic ways to learn the foreign language more easily instead of the traditional methods and to design the rigid foreign language lessons in such a way that the learner has fun, joy and developed a love for the foreign language. In addition, the cultural contribution, namely the literary and cultural aspects, should not be underestimated.The article discusses how theatre can support language learning at the university level and how it helps learners acquiring professional competences. In the first part, the article will briefly outline forms of drama in language teaching.]]>
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var str = 'Bereksi Reguig, Abdesslam';
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]]>
Traduction et Langues; Vol 10 No 1 (2011): Traduction et Langues Volume 10: Numéro: 1/Août 2011; 62-70]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-08-31]]>
Copyright (c) 2011 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/487/392]]>
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/487]]>
10.52919/translang.v10i1.487]]>
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var str = 'Language Management and Marketing';
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]]>
Language]]>
management]]>
marketing]]>
human resources]]>
linguistic auditing]]>
This article deals with language issues from both a management and a marketing perspective. If management focuses on human resource management and linguistic auditing, marketing puts stress on the strategic efforts to attract and persuade bottom-top agents to be concerned about bringing language policy implementation to satisfaction. This can only happen if top-bottom authorities invest in their human resources, that is, language users of language, to overcome their deficiency needs and engage in growth needs, as defined by Abraham Maslow's hierarchy of needs (1943). Human resource management and linguistic auditing activities stem from the fact that language status is threatened by an uncertainty problem, which is a function of social, economic, and political and international variables that influence the scaling of languages, while marketing arises from the need to sustain the language promotion activities. First, the term management is introduced to move then to language management and what domains of practice need to be given priority in terms of management activities, and finally marketing as a term and a concept used for language policy purposes.]]>
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]]>
Traduction et Langues; Vol 10 No 1 (2011): Traduction et Langues Volume 10: Numéro: 1/Août 2011; 50-61]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-08-31]]>
Copyright (c) 2011 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/486/391]]>
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/486]]>
10.52919/translang.v10i1.486]]>