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var str = 'Понятие «имидж» и «имимджелогия»';
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]]>
Imagology]]>
specialized dictionaries]]>
Russian lexicon]]>
image]]>
Imagology]]>
specialized dictionaries]]>
Russian lexicon]]>
image]]>
About the concept of "image" and "imageology"
This article is entitled “About the concept of "image" and "imagology" among Russian theorists, therefore in order to define and clarify these concepts we have made a brief overview of the Russian bibliography.The term "image" is a fundamental component of this recent and new science called "imagology". As a result, this term was first used in the Russian lexicon in the 90s of the 20th century, initially in the field of politics and then spread to other areas of everyday life. (sociology, marketing etc.)Accordingly, the concept "image" appears in specialized Russian dictionaries such as the dictionary of psychology and it has been defined and treated. Also, we noted that the work of specialists particularly in sociology of management and imagology such as the famous imagologist V.M. Csepel and Panasiok also the specialist in ethics Gorge Monakhov made use of the term.]]>
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var str = 'Benyamina , Habib';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 9 No 2 (2010): Traduction et Langues Volume 9: Numéro: 2/ Décembre 2010 ; 58-62]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-12-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/475/380]]>
application/pdf]]>
rus]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/475]]>
10.52919/translang.v9i2.475]]>
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var str = 'Invariance of speech percepts';
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]]>
Invariance]]>
models of perception]]>
coupling]]>
predispositions.]]>
A fundamental question is about the invariance of the ultimate, percepts or features. The present paper gives an overall picture of the issues relevant to this question, aiming at finding a solution. A discussion of the main elements contributing to invariance will be made explicit, namely coupling and interaction. The main question will be that of the principles guiding coupling and interaction during perceptual development. The conclusion of this research work is that perceptual invariance appears to be based on a radial representation of the vocal tract around a singular point at which boundaries are context-free, natural and coincide with the neutral vocoid.]]>
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var str = 'Sebane , Zoubida';
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]]>
Traduction et Langues; Vol 9 No 2 (2010): Traduction et Langues Volume 9: Numéro: 2/ Décembre 2010 ; 48-57]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-12-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/474/379]]>
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/474]]>
10.52919/translang.v9i2.474]]>
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var str = 'Österreich im neuen DaF-Studiengang in Algerien';
document.write(linkifyHtml(str, options));
]]>
Regional studies]]>
Austria]]>
Algeria]]>
German studies]]>
Foreign languages]]>
lessons.]]>
Regional studies]]>
Austria]]>
Algeria]]>
German studies]]>
Foreign languages]]>
lessons]]>
Austria in the new DaF course in Algeria
In order to be able to achieve an optimal teaching of Austrian regional studies within the field of German studies, it seems to be important to define a current program that is consistent with the respective subjects of the DaF courses. In fact, the subject of regional studies for foreign language lessons is an important part of German studies in Algerian schools and universities. The teaching of regional knowledge is extremely valuable for German learners, topics such as music, culture, everyday life in Austria or geography expand the linguistic and cultural horizons of the students.]]>
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var str = 'Seddiki, Aoussine';
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]]>
Traduction et Langues; Vol 9 No 2 (2010): Traduction et Langues Volume 9: Numéro: 2/ Décembre 2010 ; 41-47]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-12-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/473/378]]>
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/473]]>
10.52919/translang.v9i2.473]]>
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var str = 'Zu Bertolt Brechts Sonett „Über Kleists ´Prinz von Homburg´';
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]]>
art-critical sonnets]]>
literary tradition]]>
Heinrich von Kleist's last work]]>
art-critical sonnets]]>
literary tradition]]>
Heinrich von Kleist's last work]]>
On Bertolt Brecht's sonnet "About Kleist's 'Prinz von Homburg'
In addition to his plays, socio-critical, war and love poems, Bertolt Brecht (b. 1898, died 1956) wrote eight art-critical sonnets. which he called "Studies" and published in 1951 in the 11th issue of "Versuche". These sonnets were written during the exile in the years 1934-1940. Brecht is referring here to classic, mostly literary (both lyrical and dramatic) works whose authors are considered classics in the sense of Brecht. Without exception, the sonnets in question deal with works of the past, more than half of the analyzes in the “Studies” refer to works of the German classics, three of them to those of the Weimar Classic. The "Studies" published in 1951 are not about an overall assessment of a classic work, positive or negative, but about conveying reservations about traditional literary material, which Brecht considers worthy of being examined and looked at again. These include the sonnet "About Kleist's play 'Der Prinz von Homburg'", which refers to the play "Prinz Friedrich von Homburg", which stands at the end of German classicism and which Heinrich von Kleist wrote between 1809 and 1811 as the last work before his suicide Has. In this contribution, which I presented as a lecture at the Humboldt University in Berlin in June 2010, I attempt to carry out a linguistic analysis of this sonnet in three points. First I give a brief overview of the development of Heinrich von Kleist's drama "Der Prinz Friedrich von Homburg", then about the critical sonnets "Studies" by Bertolt Brecht, then historical and socio-critical aspects are explained using examples from B. Brecht's sonnet "Über Kleists' Prince of Homburg'” highlighted.]]>
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var str = 'Mokadem , Fatima';
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]]>
Traduction et Langues; Vol 9 No 2 (2010): Traduction et Langues Volume 9: Numéro: 2/ Décembre 2010 ; 31-40]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-12-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/472/376]]>
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/472]]>
10.52919/translang.v9i2.472]]>
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var str = 'DaF2 lehren und lernen in Algerien Deutsch als zweite Fremdsprache';
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]]>
Regional studies]]>
Austria]]>
Algeria]]>
German studies]]>
Foreign languages]]>
lessons]]>
Regional studies]]>
Austria]]>
Algeria]]>
German studies]]>
Foreign languages]]>
lessons]]>
Teaching and learning Deutsch in Algeria German as a second foreign language
After a brief description of German in Algeria, this article seeks to point out the new study programs, compare them with the old ones and show the need to convert them into a Daf training...The article deals in particular with aspects of the programs that have been introduced by the two universities of Algiers and Oran since 1997, and the use of grammar areas, especially parts of speech and word formation in DaF lessons, which represent an alternative. In particular, the use of the mother tongue and FS1 in the acquisition and teaching of the second foreign language are dealt with, in our case DaF2 (German as a second foreign language).]]>
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var str = 'Lachachi , Djamel Eddine';
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]]>
Traduction et Langues; Vol 9 No 2 (2010): Traduction et Langues Volume 9: Numéro: 2/ Décembre 2010 ; 21-30]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-12-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/471/375]]>
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/471]]>
10.52919/translang.v9i2.471]]>
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var str = 'Der Einfluss der Muttersprache auf Zweitsprache und Schullaufbahn – Eine Empirische Studie am Beispiel marokkanischer Migrantenkinder';
document.write(linkifyHtml(str, options));
]]>
Socio-cultural situation]]>
migrants]]>
younger generation]]>
multilingual education]]>
competence]]>
socio-cultural situation]]>
migrants]]>
younger generation]]>
multilingual education]]>
competence]]>
The influence of the mother tongue on the second language and school career: An empirical study on Moroccan migrant children
The influence of bilingual or multilingual education on second language acquisition and school careers is still a matter of controversial discussion. Scientific research in recent decades has shown that the mother tongue is fundamentally important for a positive self-concept and that good command of it has a beneficial influence on the development of the second language, school careers and integration into society.Immigrants from the Maghreb in northern Africa form one of the largest foreign minority groups in the European Union. Multilingualism is a particularly characteristic phenomenon among them. This article sheds light on the language and school situation of Maghreb and Moroccan migrant children in Germany. Based on the current state of science and supplemented by their own empirical studies, their school success and its dependencies on personal and social factors were analyzed. Desiderata and recommendations for improving the school situation and thus also for the integration success of the migrant children are derived from the established connections.]]>
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var str = 'Bouras , Khatima';
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]]>
Traduction et Langues; Vol 9 No 2 (2010): Traduction et Langues Volume 9: Numéro: 2/ Décembre 2010 ; 5-20]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-12-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/469/374]]>
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/469]]>
10.52919/translang.v9i2.469]]>
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var str = 'أثر الإحالة في اتساق الخطاب الصوفي "روضة التعريف بالحب الشريف" للسان الدين ابن الخطيب أنموذجا';
document.write(linkifyHtml(str, options));
]]>
Reference]]>
Sufism Discourse]]>
texts cohesion]]>
Pronouns]]>
demonstrative Pronouns]]>
Relative nouns.]]>
إحالة]]>
محيل ومحيل إليه]]>
خطاب صوفي]]>
اتساق]]>
ضمائر]]>
أسماء إشارة موصولة.]]>
تناولت في هذا البحث أنواع الإحالة ) reference ) التي وظفها ابن الخطيب في نحل نصوص"الروضة"، والتي نوع فيها ما بين الضمائر بمختلف أشكالها والأسماء الموصولة، وأسماء الإشارة، والتيساهمت في اتساق خطابه الصوفي وتماسكه.وقد وردت الإحالة في خطاب "الروضة" على ثلاث أضرب، ضرب يتطابق في طرفا الإحالة جنسا وعددا،وهو الإحالة على لفظ مفرد. وضرب يرتبط فيه المحيل مع نواة المركب اللفظي، أو يكون على علاقة معأحد عناصره، وهو إحالة على مركب لفظي، وضرب يرتبط فيه المحيل مع مقاطع نصية سابقة أو لحقةله في الخطاب، ويحيل على سياق دللي واسع غني بالمعاني التي تفتح مجالت القراءة والتأويل عند المتلقي.وهو إحالة على مقطع أو مقاطع نصية.
وتعتمد الإحالة في عملها داخل خطاب "الروضة" على عنصري السياق الدللي والمقام، ذلك لأن المقاميحيل على حيثيات الخطاب، ويتناسب مع ألفاظه الصوفية الروحانية، التي تحمل الكثير من المواجيدالظاهرة منها والباطنة، وتنساق في دللته.]]>
The effect of referral on the cohesionof Sufi discourse:“The Kindergarten of Defining Honorable Love” by Lisan Al-Din Ibn Al-Khatib as a model
In this research, I dealt with the types of reference that Ibn al-Khatib employed in the analysis of "al-Rawdah" texts in which he used a variety of forms of pronouns, relative nouns, and demonstrative pronouns, as they contributed to the cohesion and coherence of his Sufi discourse.The reference in "al-Rawdah"discourse was represented in three forms, one of these forms corresponds to both sides of the reference in terms of gender and number, which is the reference to a single word. The second form in which the referent is associated with the nucleus of the verbal combination, or has a relationship with one of its elements, which is a reference to a verbal combination, and the third form in which the referent is associated with textual passages prior or subsequent to it in the discourse, and refers to a broad semantic context rich in meanings that opens the fields of reading and interpretation for the receiver. It is a reference to a passage or passages of text. In its function within the discourse of " al-Rawdah ", the reference depends on the two elements: the semantic context and the place, because the place refers to the merits of the discourse and is in proportion to its spiritual Sufi terms which carry a lot of explicit and inward occurrences and are coherent with its meanings.
]]>
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var str = 'درويش , حياة';
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]]>
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var str = 'ملياني, محمد';
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]]>
Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 156-182]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-08-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/468/373]]>
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/468]]>
10.52919/translang.v9i1.468]]>
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var str = 'الكتابة والالتزام';
document.write(linkifyHtml(str, options));
]]>
Degree zero of writing]]>
langue parole dichotomy]]>
pertinence]]>
writing as an object.]]>
الدّرجة الصّـفـر للكتابة]]>
الثنائية اللغة والكلام]]>
، الملاءمة]]>
الكتابة كمو ضوع]]>
من الصعب اختزال كلمة "أدب" إلى مفهوم محدد. لأن الكلمة لها تاريخ طويل. انضمت إليها عدةمفاهيم في تاريخ اللغات الأوروبية الحديثة، والتي تطورت مع تطور المجتمع. فالكلمة في دلالاتها الأولى تعنيكل تيندرج تحت الكتابة دون التميي ز بين مجالات المعرفة المختلفة والمتنوعة، ثم استخدمت الكلمة لتعريفالكتب التي لها أهمية مهما كان موضوعها. وهذا التعريف يقتص ر على الكتب العظيمة، تلك العظمة المبنيةعلى مقياس الجودة . أما في اللغة العربية فقد اشتمل معناها الأول على العادات والتقاليد الموروثة. لكناتسع نطاق تغطيتها منذ القرن الأول الهجري، حيث كانت تستخدم في الغالب بمعنى الشعر والقصصوالأخبار، وجميع أنواع الثقافة والتأدب. وهذا يعني أن كلمة الأدب أصبحت تدل على كل ما يدخل فيمجال المعرفة كالفلسفة وغيرها. كلمة "متعلم" هي ما نفهمه اليوم من كلمة "متعلم ". مما سبق يتضح أنمصطلح "أدب" له دلالات كثيرة يصعب التحكم بها وتخصيصها. لأن للكلمة ذاكرة دلالية معقدة، مثقلةبإرث استخداماتها القديمة . تهدف هذه الورقة إلى توضيح الدلالات المختلفة المخصصة لمصطلح الكتابةفي ضوء بعض النظريات]]>
Writing and commitment
It seems difficult to reduce the word "literature" to a specific concept; because the word has a long history. Several concepts have joined it in the history of modern European languages, evolved with the development of society. In its origin, it is taken from the Latin word (littératura) translated from the Greek word (Gramatiké), which means knowledge of the art of writing letters. The word, then, in its first connotation meant everything under writing without distinguishing between different and diverse fields of knowledge, then the word was used to define books that have importance, whatever their subject matter. And this definition is limited to great books, that greatness based on the scale of quality. If this is the case with the word in the history of European literature, then it has another story in the history of our Arabic language. In its first connotation, it included the meaning of inherited customs and traditions. The Italian orientalist "Nelino" went to say that "etiquette" is taken from the word "daaba" in the sense of habit and affair. And from it it was said: the priniciples of speech, and the principles of the lesson. This means that the moral meaning was closely related to the word. However, the scope of its coverage expanded from the first century AH, when it was used predominantly in the sense of poetry, stories and news, and all kinds of culture and politeness. This means that the word “Adab” has become denoting everything that enters the field of knowledge, such as philosophy among other things. The word “Adab” is what we understand today from the word “educated”. From the foregoing, it is clear that the term “Adab” has a lot of connotations, with are difficult to limit and customize; because the word has a complex semantic load, burdened with the legacy of its ancient uses. For this reason, this paper is meant to disambiguate the different significances allotted to the term writing in the light on some theories. ]]>
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var str = 'الشيخ , حليمة';
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]]>
Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 145-155]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-08-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/467/372]]>
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/467]]>
10.52919/translang.v9i1.467]]>
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var str = 'التأويل عند ابن جني';
document.write(linkifyHtml(str, options));
]]>
Ibn Jinni]]>
interpretation]]>
culture]]>
Kitab al-Khasa’is]]>
grammatical principles.]]>
ابن جني]]>
التأويل]]>
الثقافة]]>
كتاب الخصائص]]>
القياس]]>
الالتباس]]>
إن ثقافات هذا الوجود تبحث في الكثير من أحوالها عن الأهداف والنتائج، فالوصول إلى نتيجةالش يء وهدفه كان ولا زال الكل منا يسعى بطريقته الخاصة إلى الوقوف عندها، ثم إن الإشكال الذييحط بنفسه ضمن هذه الدراسة هو كيف يمكن لنا أن نجد تصورا معرفيا حديثا يبعث فيه صاحبهبإجابة كافية شافية عن مآزق التأويل التي أضحت تقول الناس ما لم يقولوا بصفته هاجسا معرفيا تستندعليه الألسنية الحديثة في تناول قضاياها العلمية؟ وهل نجد في كتابات أهل التراث من نحويين وغيرهمسبيل الاغناء في هذا الجانب؟ وهل نجد في موروثاتنا العلمية والفكرية ممثلة في شخص ابن جني في كتابهالخصائص ما يضمن لنا الوصول إلى هذه الأهداف المرجوة؟ إذن كيف كان ابن جني يتعامل مع آلةالتأويل في القضايا اللغوية التي كان يعالجها في كتابه المذكور؟ إن الكيفية التي عالج بها علماء التأويل،
التأويل في الدرس اللساني الحديث، كانت عبارة عن تخريجات لغوية أو نحوية، والتي هي في حقيقة الأمرحديث اللغويين المعاصرين والعمل الذي نسعى نحن إلى تحقيقه ليس هذا، ذلك أننا نحاول أن نسلطالضوء على الكيفية التي رأى بها ابن جني في كتابه الخصائص- اللغة –من كونها نصا رمزيا يحمل في طياتهشحنا سيميائية بالغة الأهمية. ليخلص البحث إلى أن عملية التأويل في كتاب الخصائص لابن جني لهيأوسع من تلك الحفريات البسيطة والنبش القليل الذي يأخذ أحيانا بالقشور، ولا يمر إلى اللب أو الجوهرإلا في القليل منها.]]>
Interpretation according to Ibn Jinn
Cultures search in many cases about goals and results, so reaching the result of something and its goal was and still is, each of us seeks in his own way to stand there, then the reasons and causes do not come to the worry of knowing them when we conclude from them, and this is in fact hastened even if One's heart is always looking for benefit and striving to achieve goals. The state of putting knowledge in our lived reality is very close to these consumerist intellectual perceptions, in which a person eats meat and does not know its source, whether it is halal or forbidden, tastes it and enjoys eating it, and orders to buy it, and people mimic about it because it is free, and he only knows about it because it is imported from countries Other than his country, or from a strange country of origin and separation. It is a situation similar to the state of thought among nations today; As it is a state of concern regarding these ready-made and canned knowledge goods, which are similar to their origins that produce them, so we consume and digest them like aspirin pills and proceed to promote them for free, and if it is negative, the reality calls for that; We do not live in a society isolated from existence intellectually, culturally and ideologically. Rather, if the foundation and initiative in exploration and discovery preceded our reality, our reality became isolated from it with all its motives and perceptions. Just as here we are not calling for self-glorification, nor are we looking for the narcissism of Arab thought. Rather, the parallel lines must follow. The process of intellectual production in line with the movement of civilization. The problem that surrounds itself within this study is how can we find a modern epistemological conception in which its owner sends an adequate and satisfactory answer to the dilemmas of interpretation that people say unless they say that it is an epistemological obsession on which modern linguistics is based in dealing with its scientific issues? Do we find in the writings of the people of heritage, such as grammarians and others, a way to enrich this aspect? And do we find in our scientific and intellectual legacies represented in the person of Ibn Jinni in his book “Kitab al-Khasa’is” what guarantees us to reach these desired goals? So how did Ibn Jinni deal with the interpretation machine in the linguistic issues that he was dealing with in his aforementioned book?
we looking for the narcissism of Arab thought. Rather, the parallel lines must follow. The process of intellectual production in line with the movement of civilization.]]>
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Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 128-144]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-08-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/466/371]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/466]]>
10.52919/translang.v9i1.466]]>
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var str = 'البناء المقطعي لآيات السورة والظواهر فوق التركيبية البناء المقطعي لآيات سورة الكهف';
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Consonants]]>
performance]]>
syllables]]>
vowels.]]>
ابن جني]]>
الفارابي]]>
الصائت]]>
الصامت]]>
المقطع]]>
العروض.]]>
إن المقطع في أبسط صورة مزيج من صامت وصائت، ويعتمد على الإيقاع النفس ي، وهذاالتقسيم يذكرنا بالطريقة التي ابتدأنا بها تعلم القراءة في المرحلة الأولى من التعليم، إن حقيقة المقاطعتختلف من نظرة إلى أخرى، بحيث يمكن أن نجمل هذه النظرات الجزئية في تعبيرات عن نسق منظم منالجزئيات التحليلية، أ و خفقات صدرية في أثناء الكلام، أ و وحدات تركيبية، أ و أشكال وكميات معينة.ويحاول هذا البحث الكشف إشكالية القول بغفلة الذين ذهبوا إلى نفي وجود دراسة للمقطع على أي نح ومن الإنحاء .إذا كانت الأصوات هي العناص ر البسيطة التي تتكون منها الكلمة العربية، فان بين الصوت المفرد، والكلمةالمركبة من عدة أصوات، مرحلة وسيطة هي مرحلة المقطع.]]>
Segmental structure of the verses of the surah and phenomena above the Segmental structure of the verses of Surat Al-Kahf
If the sounds are the simple elements that make up the Arabic word, then between the singular sound and the compound word of several sounds, an intermediate stage is the syllable stage. The syllable in its simplest form is a mixture of vowels and consonants, as it is considered the smallest structural unit, consistent with the language’s method of composing its structure, and depends on psychological rhythm, as every pressure on the diaphragm affects the air of the lungs. We may remember with this division the way we began to learn to read in the first stage of school education, if in fact it was a naturally syllabic reading that facilitates language learning. This research attempts to reveal the problematic of saying inadvertently those who went to deny the existence of any study of the syllable in any way. From this point of view, we will resort to using the symbol (ص) to denote the consonant, and the symbol (ح) to denote the vowel sounds. The reality of syllables differs from one view to another, so that we can collect these partial views in the following identification: syllables are expressions of an organized system of analytical particles, or chest beats during speech, or structural units, or certain shapes and quantities.]]>
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Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 118-127]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-08-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/465/370]]>
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/465]]>
10.52919/translang.v9i1.465]]>