51 10 558 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Moulfi , Leila Date A point or period of time associated with an event in the lifecycle of the resource 2004-12-31 Description An account of the resource Hemingway’ Figures of the Hero  In the works of Ernest Hemingway, the heroes, with the exception of Harry Morgan, hero of the novel To Have and Have not, always evolve outside the borders of their country of origin, America. They are all voluntary expatriates like Hemingway himself. Their experience is often marked by the confrontation or experimentation with an authentically American heritage bearing the values of an ancient European civilization in its origins and universal in its effects.All his works reflect this confrontation, both gentle and violent, between now universal values and traditions. The interest of this theme also comes from the symbolic and historical significance of Hemingway's representation of "The Lost Generation".This study first deals with The Sun Also Rises, whose importance does not come from its priority in the chronology of Hemingway's literary production but from the subtlety of the description of the picture of this broken youth. This theme makes this novel a fundamental work. It allows us to understand the concept of the lost generation as it also seems to strongly express the similarities between the author and the hero. Moreover, we have already noted the essential traits of the hero in Hemingway. They will be those heroes of the novels and short stories that will follow. This is how Jake Barnes, protagonist of The Sun Also Rises prefigures Frederick Henry in A Farwell to Arms. The works cited form the historical and romantic framework of the figures of the hero allows to arrive at the following conclusions: from the point of view of the identity of the character, we have noted in Hemingway’s hero a strong inner life struck by an exteriority  that calls it into question. This experience is once again confronted with a broader exterior: the singularity in the change of scenery. But is Hemingway's hero a disembodied hero? And did this disembodiment play into the tenacious search for purification through action: "All (Hemingway's heroes) experience the same needs in meeting the struggle and frustration of twentieth-century man, and even of all men of all times"? And would this purification ultimately culminate in the act of writing (writer Harry of The Snow of Kilimanjaro)? And isn't writing immortalizing? Would immortality then be the ideal of this hero of confrontation? Such seem to be the preoccupations of this hero of life.      and romantic framework of the figures of the hero allows to arrive at the following conclusions: from the point of view of the identity of the character, we have noted in Hemingway’s hero a strong inner life struck by an exteriority Dans les œuvres de Ernest Hemingway, les héros à l’exception de Harry Morgan, héros du roman To Have and Have not évoluent de façon à ce que leur expérience soit marquée par la confrontation et l’expérimentation. Cette confrontation reflétée dans ces œuvres littéraires distingue la singularité de cette thématique. La portée symbolique de Hemingway d’une génération errée telle qu’elle est représentée révèle l’intérêt de cette thématique. Cet article traite de trois romans, à savoir The Sun Also Rises, A Farewell to Arms, and The Old Man and The Sea, ainsi que trois nouvelles, notamment The Short Happy Life of Francis Macomber, The Capital of the World, The Snows of Kilimandjaro. La réflexion autour des œuvres citées qui forment la trame historique et romanesque des figures du héros nous a conduit à tirer quelques conclusions. Du point de vue de l’identité du personnage, nous avons constaté que chez le héros hemingwayen il y a une forte vie intérieure heurtée par une extériorité qui la remet en question. Cette conclusion déclenche divers questionnements, à savoir si le héros hemingwayen est désincarné, et si l’écriture est de rendre le héros immortel. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/322 10.52919/translang.v3i1.322 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/322/246 Rights Information about rights held in and over the resource Copyright (c) 2004 TRANSLANG Source A related resource from which the described resource is derived Traduction et Langues; Vol 3 No 1 (2004): Traduction et Langues Volume 3: Numéro: 1/Décembre 2004 ; 54-59 2600-6235 1112-3974 10.52919/translang.v3i1 Subject The topic of the resource Figure of the Hero Hemingway quest for purification frustration twentieth-century man Figures du héros Hemingway quête de purification frustration l’homme du XXème siècle Title A name given to the resource Les figures du héros chez Hemingway Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Bouhadiba , Zoulikha Date A point or period of time associated with an event in the lifecycle of the resource 2004-12-31 Description An account of the resource Dialectal Arabic idiomatic formations in the productions of English “Licence” students This article deals with a practical and experimental question that relates the link between Dialectology and the Teaching of Foreign Languages. This question is none other than the "presence of the Algerian dialect in the English language of the English undergraduate student".Algerian dialect is a particularly idiomatic and poetic dialect. It is precisely this wealth of expressions and idioms that makes the student of a foreign language (English in our case) recourse to his native dialect when it comes to making an effort and thinking in English. Moreover, he never hesitates to fully translate expressions, idioms, or sentences without wondering if they make sense in English or not.Rather, it is legitimate for the student to use (generally unconsciously) his dialect, therefore this idiomatic language. However, it is much less legitimate for the teacher to accept an English (half-English, half-Algerian dialect) and which moreover makes no sense. Our interest will focus on this English with an Algerian flavor. We collected a sample of literal translations from the Algerian dialect incorporated into the student's spoken English.In this article, we confine ourselves to presenting some observations on the use of expressions and idioms of the Algerian dialect literally translated and transferred to English. It is true that one very often finds in the English speaking of the student a flavor of the Algerian dialect. This is mainly due to the fact that the student uses his native dialect to communicate in a language and culture that are totally foreign to him (In our case English). By translating literally as he does, the student transfers expressions and idioms from his own dialect almost mechanically. This mechanical translation seems almost necessary to students of the average level and especially to those of the low level.We are concerned by a few observations made over ten oral sessions, i.e. during approximately 15 hours of oral language practice (English). We joined Kacem Ben Hamza’s idea stipulating that an appropriate communicative competence for any student requires an understanding followed by an internalization of the linguistic structures, but also of the way in which these are used according to the situations and according to the current norms in the culture of the language. The real and everyday use of language has always depended on extralinguistic considerations.     language has always depended on extralinguistic considerations. Cet article traite d'une question pratique et expérimentale relative au lien entre dialectologie et enseignement des langues étrangères. Cette question n'est autre que la "présence du dialecte algérien dans la langue anglaise de l'étudiant anglais de licence Anglais".Le dialecte algérien est un dialecte particulièrement idiomatique et poétique. C'est précisément cette richesse d'expressions et d'idiomes qui fait que l'étudiant d'une langue étrangère (l'anglais dans notre cas) a recours à son dialecte lorsqu’il s'efforce à réfléchir en anglais. De plus, l’étudiant n'hésite pas à traduire entièrement des expressions, des idiomes ou des phrases sans s’interroger sur leur sens anglais ni sur leur existence.Par contre, il est légitime pour l’étudiant d’utiliser (généralement inconsciemment) son dialecte. Cependant, il est beaucoup moins légitime pour l'enseignant d'accepter un anglais (dialecte mi-anglais, mi-algérien) et qui de surcroît n'a aucun sens. Notre intérêt se portera sur cet anglais à saveur algérienne. Nous avons recueilli un échantillon de traductions littérales du dialecte algérien incorporées dans l'anglais parlé de l'étudiant.Dans cet article, nous nous sommes confiné à présenter quelques observations sur l'usage des expressions et idiomes du dialecte algérien littéralement traduites et transférées à l’anglais. Il est vrai que l'on retrouve très souvent dans le répertoire de l’étudiant angliciste un parfum de dialecte algérien. Cet étudiant utilise son dialecte pour communiquer dans une langue et une culture qui lui sont totalement étrangères). En traduisant littéralement, l'étudiant transfère presque de façon mécanique des expressions et des idiomes de son propre dialecte à la langue cible. Cette traduction mécanique semble presque nécessaire pour les étudiants des niveaux moyen et faible, respectivement.Nous avons axé cette étude sur quelques observations faites sur dix séances orales, soit pendant environ 15 heures de pratique de la langue orale (anglais). Comme conclusion, nous avons rejoint l'idée de Kacem Ben Hamza stipulant qu'une compétence communicative appropriée pour tout étudiant nécessite une compréhension suivie d'une intériorisation des structures linguistiques, mais aussi de la manière dont celles-ci sont utilisées selon les situations et selon les normes en vigueur dans la culture de la langue. L'usage réel et quotidien de la langue a toujours dépendu de considérations extralinguistiques.   Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/321 10.52919/translang.v3i1.321 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/321/245 Rights Information about rights held in and over the resource Copyright (c) 2004 TRANSLANG Source A related resource from which the described resource is derived Traduction et Langues; Vol 3 No 1 (2004): Traduction et Langues Volume 3: Numéro: 1/Décembre 2004 ; 46-53 2600-6235 1112-3974 10.52919/translang.v3i1 Subject The topic of the resource English language idiomatic expressions dialectal Arabic literal translation mechanical translation Langue anglaise expressions idiomatiques arabe dialectal traduction littérale traduction mécanique Title A name given to the resource Les formations idiomatiques arabes dialectales dans les productions langagières des étudiants de Licence d’Anglais Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Bouhadiba , Lelloucha Date A point or period of time associated with an event in the lifecycle of the resource 2004-12-31 Description An account of the resource Evaluation of the reformulation in the pedagogical act   In the transmission of knowledge, obstacles can arise and hinder pedagogical communication, this can be verified when it comes to transmission (by the teacher), and assimilation (by the taught), of concepts, and theoretical tools, especially in the first year of university, are real obstacles, in the sense that they are abstract and the mind of the student is, most often, neither exercised nor trained in abstraction. To circumvent and avoid these obstacles, it is necessary to take into account in the pedagogical act, the reformulation of knowledge, the latter being an aspect that has great importance, which must in no case be neglected in pedagogy. In fact, the concept of reformulation designates an interdiscursive space and shows how discourse is elaborated from another discourse preexisting it.This paper is an attempt to discuss the evaluation of reformulation in pedagogy. Many recommendations have been given in this sense to help teachers to renovate their discourse in classroom situations, to know when to appeal to theory or metalanguage, and how to be efficient in the transmission of knowledge. The link between translation and teaching a foreign language has been also explored. We concluded that identifying learners' strategies, listing the skills to be acquired, making an inventory of the skills acquired in terms of know-how, and focusing on the skills to be developed, both in the source language and in the target language, are fundamental parameters that can be translated in terms of training projects, and/or teaching content that will allow the translator to deal with the object to be translated with high mastery. Indeed, if translating is producing, translating is above all reproducing and any reproduction requires a panoply of operations as relevant, as precise, and as methodological as each other. If translating is a didactic art, reproducing is a methodological skill.  Dans la transmission des savoirs, des obstacles apparaissent comme entraves à la communication pédagogique, cela se vérifie dans le processus transmission/assimilation partagé entre l’enseignant et l’étudiant. Les concepts, le savoir théorique sont souvent des obstacles qui empêchent l’étudiant de première année universitaire qui n’est ni exercé ni formée à l’abstraction d’accéder aux sens des connaissances délivrées. Afin de contourner et éviter ces obstacles, il faut prendre en compte dans l'acte pédagogique, la reformulation des savoirs, ce dernier étant un aspect qui a une grande importance, qui ne doit en aucun cas être négligé en pédagogie. En fait, le concept de reformulation désigne un espace interdiscrusif et montre comment un discours s'élabore à partir d'un autre discours qui lui préexiste.Cet article est une tentative de discuter de l'évaluation de la reformulation en pédagogie. De nombreuses recommandations ont été données en ce sens pour aider les enseignants à renouveler leur discours en situation de classe, à savoir quand faire appel à la théorie ou au métalangage, et comment être efficace dans la transmission des savoirs. Le lien entre la traduction et l'enseignement d'une langue étrangère a également été exploré. Nous avons conclu qu'identifier les stratégies des apprenants, répertorier les compétences à acquérir, faire l'inventaire des compétences acquises en termes de savoir-faire et cibler les compétences à développer, tant dans la langue source que dans la langue cible, sont de fondamentaux paramètres traduisibles en termes de projets de formation, et/ou de contenus pédagogiques qui permettront au traducteur de traiter l'objet à traduire avec une grande maîtrise.En effet, si traduire c'est produire, traduire c'est avant tout reproduire et toute reproduction nécessite une panoplie d'opérations aussi pertinentes, aussi précises et aussi méthodologiques les unes que les autres. Si traduire est un art didactique, reproduire est une compétence méthodologique. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/320 10.52919/translang.v3i1.320 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/320/244 Rights Information about rights held in and over the resource Copyright (c) 2004 TRANSLANG Source A related resource from which the described resource is derived Traduction et Langues; Vol 3 No 1 (2004): Traduction et Langues Volume 3: Numéro: 1/Décembre 2004 ; 41-45 2600-6235 1112-3974 10.52919/translang.v3i1 Subject The topic of the resource Input transmission of knowledge reformulation pedagogy translation skills Input transmission des savoirs reformulation pédagogie traduction compétences Title A name given to the resource Évaluation de la reformulation dans l’acte pédagogique Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Lachachi , Djamel Eddine Date A point or period of time associated with an event in the lifecycle of the resource 2004-12-31 Description An account of the resource La définition du mot est d'une importance capitale pour toute théorie grammaticale (ou linguistique) qui procède à une division en classes de mots (ou qui accepte, de façon non critique, une classification de type traditionnel, comme c'est le cas dans grammaire générative. Cet article aborde les aspects définitionnels et classificatoires du concept de "Mot". De nombreuses définitions ont été discutées en détail ainsi que les critères de divisions, à savoir orthographique, distributionnel, phonologique et sémantique. Certaines nuances ont été désambiguïsées comme l'opposition mot-lexème Ensuite, des perspectives comparatives ont été adoptées pour éclairer le comportement du mot en arabe et en allemand. On the Concept of “Word” in German and Arabic The definition of the word is of capital importance for any grammatical (or linguistic) theory which proceeds to a division into classes of words (or which accepts, in an uncritical way, a classification of the traditional type, as is the case in generative grammar. This article tackles the definitional and classificatory aspects of the concept of “Word”. Many definitions have been discussed in detail as well as the criteria of divisions, namely orthographic, distributional, phonological, and semantic. Some nuances have been disambiguated like the opposition word-lexeme. Then, comparative perspectives have been adopted to shed light on the behaviour of the word in Arabic and German. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/319 10.52919/translang.v3i1.319 Language A language of the resource deu Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/319/243 Rights Information about rights held in and over the resource Copyright (c) 2004 TRANSLANG Source A related resource from which the described resource is derived Traduction et Langues; Vol 3 No 1 (2004): Traduction et Langues Volume 3: Numéro: 1/Décembre 2004 ; 28-40 2600-6235 1112-3974 10.52919/translang.v3i1 Subject The topic of the resource Formation des mots analyse contrastive structures grammaticales classification traditionnelle Word formation contrastive analysis grammatical structures traditional classification Title A name given to the resource Zum Wortbegriff im Deutschen und Arabischen Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Seddiki , Aoussine Date A point or period of time associated with an event in the lifecycle of the resource 2004-12-31 Description An account of the resource Cet article traite des différentes manières de promouvoir l'apprentissage interculturel chez les étudiants algériens étudiant l'allemand comme langue étrangère. Nous nous sommes concentré sur les objectifs de l'étude de l'allemand en Algérie avec une attention particulière accordée aux programmes d'enseignement basés sur la sensibilisation interculturelle ainsi que sur l'analyse des manuels. L'analyse de plusieurs manuels de DaF nous a conduit à la conclusion qu'une place importante est attachée à l'approche interculturelle. Dans le cadre d'un apprentissage interculturel approprié, il convient d'accorder plus de valeur aux situations interculturelles authentiques qui permettent à l'apprenant d'aborder les situations de culture étrangère de manière plus tangible et flexible. De plus, nous avons conclu que la conscience interculturelle découle de la connaissance et de la compréhension des relations entre la culture d'origine et la culture cible. Il est important que nos apprenants réalisent que la conscience interculturelle signifie également être conscient des différences entre les deux cultures.L'apprentissage interculturel, défini comme une stratégie éducative, peut se produire comme une "intervention dans la socialisation de l'apprenant" dans toutes les matières et peut être déclenché par certains sujets. Des processus d'apprentissage interculturel accentué se produisent d'une manière particulière dans l'apprentissage démocratique dans des projets et des leçons axés sur des projets réfléchies et secouées par de nouvelles connaissances, de nouvelles valeurs et perspectives d'action peuvent être acquises. En conséquence, la compétence interculturelle est valorisée et nécessaire en tant que facteur de succès dans presque tous les contacts avec d'autres personnes. Sur la base de ces convictions, les professeurs d'allemand doivent se concentrer sur le développement de la compétence interculturelle et de définir et confectionner des programmes d'enseignement appropriés qui s'inscrivent dans cet objectif. Basic Aspects of Intercultural Learning This article discusses the different ways of promoting intercultural learning among Algerian students studying German as a foreign language. We focused on the aims of studying German in Algeria with particular attention given to the teaching programs based on intercultural awareness-raising as well as textbooks’ analysis. The analysis of several textbooks for DaF led us to the conclusion that an important place is attached to the intercultural approach. Within the framework of appropriate intercultural learning, more value should be placed on authentic intercultural situations that enable the learner to deal with foreign culture situations in a more tangible and flexible manner. Also, we concluded that intercultural awareness grows out of knowledge, and understanding of the relationships between the culture of origin and the target culture. It is important for our learners to realize that intercultural awareness also means being aware of the differences in the two cultures.Intercultural learning, defined as an educational strategy, can occur as an "intervention in the socialization of the learner" in all subjects and can be triggered by certain topics. Interculturally accentuated learning processes occur in a special way in democratic learning in projects and project-oriented lessons thoughtful and shaken by new knowledge, new values and perspectives for action can be gained. Accordingly, intercultural competence is valued and needed as a success factor in almost every contact with other people. Based on these convictions, teachers of German should focus on the development of intercultural competence and define appropriate teaching programs that are in line with this objective.   Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/318 10.52919/translang.v3i1.318 Language A language of the resource deu Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/318/242 Rights Information about rights held in and over the resource Copyright (c) 2004 TRANSLANG Source A related resource from which the described resource is derived Traduction et Langues; Vol 3 No 1 (2004): Traduction et Langues Volume 3: Numéro: 1/Décembre 2004 ; 18-27 2600-6235 1112-3974 10.52919/translang.v3i1 Subject The topic of the resource Interculturalité dialogue culturel apprentissage interculturel comme nouveau paradigme apprentissage explicite programmes d'enseignement de l'allemand Intercurality culture dialogue intercultural learning as a new paradigm explicit learning German teaching programs Title A name given to the resource Grundthesen zum interkulturellen Lernen Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Elayyan, Hani Fejzic, Adi Date A point or period of time associated with an event in the lifecycle of the resource 2021-08-31 Description An account of the resource تهدف هذه الدراسة الى تقصي ظاهره ترجمه الهواه للمقاطع ال كوميديه الغربيه ونشرها على مواقع التواصل الاجتماعي كمثل يو تيوب. وقد اظهر التحليل النصي لخمسه عشر مقطعا كوميديا ان المترجمين كثيرا ما يواجهون صعوبات في ترجمه المفاهيم الثقافية الخاصة ببلد او حضارة ما، ولذلك كثيرا ما يلجؤون الى حذف هذه المصطلحات او الاحتفاظ بها باللغة الإنجليزية او ترجمتها حرفيا، والأخيرة هي الأكثر شيوعا. يوصي الباحثون بالاحتفاظ بالمصطلح الاصلي مع توضيحه بعباره مقتضبه تمكن المشاهد من فهم الموضوع ول كن دون التضحية بأصاله الاختلاف الثقافي. وعلى الرغم من بعض الضعف في جوده الترجمة الا ان المترجمين الهواه يلعبون دورا محوريا في جعل الثقافة الغربيه سهله المنال لدى العرب الذين لا يتقنون الإنجليزية، وطرقهم في الترجمة تتحدى الأعراف والقوالب الجامدة من خلال تطوير وسائل جديده كإدخال الصور او الرسوم المتحركة او قوائم التعريفات، وكل ذلك يسهم في اثراء الثقافة وربط المواضيع ال كوميديه بحياة الناس. ان المقاطع المترجمة المتداولة تصبح موضعا لمحاوله فهم الهوية الثقافية ومكان الثقافة العربية بين ثقافات العالم. This paper examines the phenomenon of Arabic fansubtitling of Western stand-up comedy through a sample of fifteen clips found on YouTube to evaluate how fansubtitlers approach the extra- linguistic cultural references in the clips. In this textual analysis of the sample clips, we identify some of the techniques most commonly used in rendering the extra-linguistic cultural references such as retention of the original reference, omission, or literal translation. We conclude that literal translation is the most common problem in rendering the meaning of cultural references. To help the viewer interact with the clips, we recommend keeping the original reference and providing a short explication which would often give the viewers the best experience of the clip and the cultural knowledge contained in it. This paper argues that despite the problems with the quality of some of the subtitles they produce, fansubtitlers are changing the profession of translation. Some have developed creative ways to explain the cultural references using pictures, animations, and glossary lists. Moreover, they contribute to the globalization of Western culture, but at the same time reshape the discourse around these clips by integrating them within local debates about politics, social customs, and ethics. Those clips emerge as sites where viewers contend with identity and their place in the world. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/317 10.52919/translang.v20i1.317 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/317/240 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 1 (2021): Traduction et Langues Volume : 20 Numéro : 01 / Août 2021; 38-56 2600-6235 1112-3974 10.52919/translang.v20i1 Subject The topic of the resource Arabic fansubtitles Audio-visual translation culture and Translation Subtitling المترجمين الهواة الترجمة السمعية والبصرية الترجمة والثقافة الترجمة العربية في مجال ال كوميديا والاعلام المرْئي Title A name given to the resource Arabic Fan subtitles on YouTube: Extra linguistic cultural references in stand-up comedy clips Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Petra, Langa Date A point or period of time associated with an event in the lifecycle of the resource 2004-12-31 Description An account of the resource Die Übersetzung spielt eine wichtige Rolle, sei es im DaF-Unterricht als ein Fachbereich, oder als eine Lehrmethode, oder als Teil des DaF Curriculums.In diesem Beitrag werden alle diese drei als Formen des Zusammenwerkes von Übersetzungstheorie und Fremdsprachendidaktik besprochen. Gleichzeitig wird für einen bewußteren Einsatz von Übersetzungsunterricht als Teil DaF Curriculums plädiert. In diesem Beitrag wird auch über die Entwicklungsprozeß der Übersetzung sprechen und Fragen über die Übersetzungswissenschaft stellen, ob es ein Teilbereich der Linguistik ist, oder schöpft sie aus verschiedenen Bereichen der Linguistik, wie der kontrastiven Linguistik und andere Bereiche, die wir in dieser Arbeit sehen werden, diese und andere Fragen werden ins Detail analysiert. Translation in German as a Foreign Language Studies Translation plays an important role, be it in DaF (teaching German as a foreign language) as a subject area, or as a teaching method, or as part of the DaF curriculum.In this paper, all three of these areas are discussed as forms of collaboration between translation theory and foreign language didactics. At the same time, a more conscious use of translation lessons as part of the DaF curriculum is advocated. This contribution will also treat the process of translation development and raise questions about translation studies, whether it is a subfield of linguistics or draws from different fields of linguistics, such as contrastive linguistics that we discuss and analyze in details.We concluded that the translation lessons proved to be extremely motivating for our students as there is an obvious transition between study and the world of work (be it the practical part of translation or the academic of translation analysis). At the same time, interest in greater competence in the foreign language and in intercultural competence increased. Thus, translation can be understood as a linguistic contribution to intercultural sensitization, since the comparative analysis of the target and source languages includes the analysis of the target culture in comparison to one's own culture.Besides these positive effects of translation classes, students would be given the opportunity to develop an interest in translation acts at different levels. The University of Natal (Durban) offers a (Graduate) Certificate of Proficiency in Translation recognized by the South African Translators Institute (SATI). This would not only offer foreign language students a job-related qualification but perhaps another step towards the protection of such an important professional group that is often still little recognized in South Africa. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/316 10.52919/translang.v3i1.316 Language A language of the resource deu Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/316/241 Rights Information about rights held in and over the resource Copyright (c) 2004 TRANSLANG Source A related resource from which the described resource is derived Traduction et Langues; Vol 3 No 1 (2004): Traduction et Langues Volume 3: Numéro: 1/Décembre 2004 ; 7-17 2600-6235 1112-3974 10.52919/translang.v3i1 Subject The topic of the resource Übersetzung DaF Studium Übersetzungswissenschaft Übersetzung sunterricht Fremdsprachenunterricht Unterrichtsansatz Translation German as a foreign language studies translation studies ranslation lessons foreign language lessons teaching approach Title A name given to the resource Übersetzung im DaF Studium Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource N’Guessan Konan, Lazare Date A point or period of time associated with an event in the lifecycle of the resource 2021-08-31 Description An account of the resource The Absolute Adjective and Aspects of Definitude in Kourouma’s writing When a non-substantive word is provided with determinants specific to the name, it is said to undergo substantivation and then becomes a substantivized word. The latter therefore receives a determination, the variability of which could be assumed as a function of ambient enunciative parameters. If this is the case, then it would be important to have an idea of the variation of this determination. We then postulate that the stronger the determination, the stronger the definition and vice versa. On this basis, we have tried to make a projection on the very determinants which participate in the substantivation of the adjective and on the way in which the determination plans the definiteness. We rely on semantic-discursive and pragmatic-discursive considerations. Kourouma's writing is a panel that has not yet finished fascinating linguists as the innovations have been resounding, disconcerting but at the same time stimulating. Some excesses have indeed been considered boldness and it is under these that adjective substantivation is addressed at Kourouma with an objective which is to situate its enunciative impact in the author's discourse. He makes such use of it in his novel production that he does not fail to attract attention. The analysis is based on syntactico-semantic, pragmatico-discursive (inspired by enunciative theories) and polyphonic (from argumentation in the language (AD)) methods. The substantivation is constructed, in general, by means of adjective determinants and articles. At Kourouma, articles are the first producing element of adjective substantivation because of syntactic, semantic and pragmatic resources that facilitate the integration of the nominal adjective into the multiple circuits of literary discourse. Perceived by some as a support for the word that they determine by transforming it into a syntactic constituent, articles are, from a semantic perspective, considered as a contribution of the word by others as they act as a reference operator. Anyway, pragmatically, their definitness as well as their undefinitness in the nominal adjective are all instructions that inform about the intuition of the enunciator and that organize his discursive dynamic at Kourouma. L’écriture de Kourouma est un panel qui n’a pas encore fini de passionner les linguistes tant les innovations ont été retentissantes, déconcertantes mais en même temps stimulantes. Certains excès ont été, en effet, considérés comme des hardiesses et c’est au titre de celles-ci que la substantivation adjective est abordée chez Kourouma dans un objectif qui est celui de situer son impact énonciatif dans le discours de l’auteur. Celui-ci en fait un tel usage dans sa production romanesque qu’il ne manque pas d’attirer l’attention. L’analyse s’appuie sur des méthodes syntaxico-sémantiques, pragmatico-discursives (inspirées des théories énonciatives) et polyphoniques (issues de l’argumentation dans la langue (AD)). La substantivation se construit, en général, au moyen des déterminants adjectifs et articles. Chez Kourouma, les articles sont le premier élément producteur de la substantivation adjective en raison de ressources tant syntaxique, sémantique que pragmatique qui facilitent l’intégration du nominal adjectif dans les multiples circuits du discours littéraire. Perçus par certains comme un support du mot qu’ils déterminent par la transformation de celui-ci en constituant syntaxique, les articles sont, dans une perspective sémantique, envisagés comme un apport du mot par d’autres en tant qu’ils agissent comme opérateur de référence. Quoi qu’il en soit, pragmatiquement, leur définitude autant que leur indéfinitude dans le nominal adjectif sont autant d’instructions qui informent sur l’intuition de l’énonciateur et qui organisent sa dynamique discursive chez Kourouma. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/313 10.52919/translang.v20i1.313 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/313/236 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 1 (2021): Traduction et Langues Volume : 20 Numéro : 01 / Août 2021; 224-238 2600-6235 1112-3974 10.52919/translang.v20i1 Subject The topic of the resource Substantivation Déterminant Determination Pragmatic semantics definitness La substantivation le déterminant la détermination pragmatique sémantique définitude Title A name given to the resource L’Adjectif Substantif et Aspects de la Définitude dans l’écriture de Kourouma Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource El Koulali , Salima Date A point or period of time associated with an event in the lifecycle of the resource 2021-08-31 Description An account of the resource Techniques of Translation of the Literary Narratives and Transmition of Cultural Matters: The case of the Amazigh tale translated into Spanish "Popular tales of the Rif told by Female storytellers" This paper deals with the translation techniques or procedures used by the author Zoubida Boughaba Maalem to translate some stories collected in the Rif area. The fact of expressing a reality that is not the same for readers of the target language requires that we choose precisely the techniques used, especially when it comes to translating culturemes. After referring to the state of the Amazigh language in Morocco, we have chosen a methodology that consists of defining the translation process, since translation can be defined as an activity between languages, an artistic activity, it can focus on the nature of the text to be translated, or considered as communication. Regarding the translation methods that exist, we cite: the methods established by Katharina Reiss who classifies the texts into three types: informative, expressive, and operative; the methods established by House that divide the translation into two types, the concealed translation and the patent translation; the methods established by Amparo Hurtado that distinguishes between the interpretive-communicative method, the literal method and the free method; the methods established by Peter Newmark who differentiates eight of them: word-for-word translation, literal translation, faithful translation, semantic translation, adaptation, free translation, idiomatic translation, and communicative translation. We can affirm that the author has used the interpretive-communicative method, because she always facilitates the understanding of the terms of her culture in order to establish a communicative relationship with the readers. Likewise, we have defined the term of culture as proposed by Terry Eagleton and Dik Hebdige, taking into consideration the classification of cultural words according to Newmark, which distinguishes between two types of words: universal and cultural. Regarding the domains, he thinks that they can be classified into: ecology, material culture, social culture, social organization, gestures and habits. The translation procedures used in this translation are those proposed by Vinay and Darbelnet such as borrowing, tracing, literal translation, transposition, modulation, equivalence, adaptation, amplification, explanation, omission, compensation, and other procedures apart that are the paraphrase, the neologism and the footnote. We have tried to highlight these techniques, giving the examples and justifying the choice. Este artículo trata el tema de las técnicas o los procedimientos de traducción a los que ha recurrido la autora Zoubida Boughaba Maalem, para traducir unos cuentos recopilados en la zona del Rif. El hecho de expresar una realidad que no es igual para los lectores de la lengua de llegada, exige que elijamos de manera precisa las técnicas usadas, sobre todo, si se trata de la traducción de los culturemas. Después de aludir al estado de la lengua amazigh en Marruecos, hemos elegido una metodología que consiste en la definición del proceso de traducción, ya que la traducción puede estar definida como una actividad entre las lenguas, una actividad artística, puede centrarse en la naturaleza del texto a traducir, o considerarse como comunicación. Respecto a los métodos de traducción que hay citamos: los métodos establecidos por Katharina Reiss, que hace una clasificación de los textos en tres tipos : informativos, expresivos, y operativos; los métodos establecidos por House que divide la traducción en dos tipos la traducción encubierta y la traducción patente; los métodos establecidos por Amparo Hurtado que distingue entre el método interpretativo-comunicativo, el método literal y el método libre; los métodos establecidos por Peter Newmark quien diferencia ocho de ellos: la traducción palabra por palabra, la traducción literal, la traducción fiel, la traducción semántica, la adaptación, la traducción libre, la traducción idiomática, y la traducción comunicativa. Podemos afirmar que la autora ha utilizado el método interpretativo- comunicativo, porque siempre facilita la comprensión de los términos de su cultura con el fin de entablar una relación comunicativa con los lectores. Asimismo, hemos definido el término de la cultura según proponen Terry Eagleton y Dik Hebdige, tomando en consideración la clasificación de las palabras culturales según Newmark que distingue entre dos tipos de palabras: universales y culturales. Respecto a los dominios piensa que pueden clasificarse en: ecología, cultura material, cultura social, organización social, gestos y hábitos. Los procedimientos de traducción utilizados en esta traducción son aquellos propuestos por Vinay y Darbelnet como el préstamo, el calco, la traducción literal, la transposición, la modulación, la equivalencia, la adaptación, la amplificación, la explicitación, la omisión, la compensación, y otros procedimientos a parte que son la paráfrasis, el neologismo y el pie de página. He intentado destacar estas técnicas, dando los ejemplos y justificando su opción. This paper deals with the translation techniques or procedures used by the author Zoubida Boughaba Maalem to translate some stories collected in the Rif area. The fact of expressing a reality that is not the same for readers of the target language requires that we choose precisely the techniques used, especially when it comes to translating culturemes. After referring to the state of the Amazigh language in Morocco, we have chosen a methodology that consists of defining the translation process, since translation can be defined as an activity between languages, an artistic activity, it can focus on the nature of the text to be translated, or considered as communication. Regarding the translation methods that exist, we cite: the methods established by Katharina Reiss who classifies the texts into three types: informative, expressive, and operative; the methods established by House that divide the translation into two types, the concealed translation and the patent translation; the methods established by Amparo Hurtado that distinguishes between the interpretive-communicative method, the literal method and the free method; the methods established by Peter Newmark who differentiates eight of them: word-for-word translation, literal translation, faithful translation, semantic translation, adaptation, free translation, idiomatic translation, and communicative translation. We can affirm that the author has used the interpretive-communicative method, because she always facilitates the understanding of the terms of her culture in order to establish a communicative relationship with the readers. Likewise, we have defined the term of culture as proposed by Terry Eagleton and Dik Hebdige, taking into consideration the classification of cultural words according to Newmark, which distinguishes between two types of words: universal and cultural. Regarding the domains, he thinks that they can be classified into: ecology, material culture, social culture, social organization, gestures and habits. The translation procedures used in this translation are those proposed by Vinay and Darbelnet such as borrowing, tracing, literal translation, transposition, modulation, equivalence, adaptation, amplification, explanation, omission, compensation, and other procedures apart that are the paraphrase, the neologism and the footnote. We have tried to highlight these techniques, giving the examples and justifying the choice. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/311 10.52919/translang.v20i1.311 Language A language of the resource spa Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/311/238 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 1 (2021): Traduction et Langues Volume : 20 Numéro : 01 / Août 2021; 146-156 2600-6235 1112-3974 10.52919/translang.v20i1 Subject The topic of the resource translation of literary narratives popular tales of Rif Amazigh tale translated into Spanish techniques culture Traducción del Cuento literario Cuentos populares del Rif Cuento Amazigh traducido al español técnicas de Traducción Mujeres Cuentacuentos Title A name given to the resource Las Técnicas de Traducción del Cuento literario y la Transmisión de lo Cultural : El caso del Cuento Amazigh Traducido Al Español “Cuentos Populares del Rif Contados por Mujeres Cuentacuentos” Las Técnicas de Traducción del Cuento literario y la Transmisión de lo Cultural : El caso del Cuento Amazigh Traducido Al Español “Cuentos Populares del Rif Contados por Mujeres Cuentacuentos” Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Khalaf, Souad Haddad, Nadine Riachi Date A point or period of time associated with an event in the lifecycle of the resource 2021-08-31 Description An account of the resource تتعقب هذه الورقة أساليب جويس اللغوية للفراغ والفجوات أثناء كتابته "دبلنرز"، وتكشف ما هو مضمّن في بعض القصص والأهم من ذلك توضح كيف تحاول شخصياته من خلال الحذف والفجوات تحقيق إنهاء الاستعمار. يتم استبدال القضية الرئيسية للتواصل الصريح في المجتمعات الاستعمارية بمثل هذه الجوانب اللغوية حيث يميل كتاب ما بعد الاستعمار مثل جيمس جويس إلى التعبير عن أفكارهم حول إنهاء الاستعمار من خلال إيحاء اللغة بإيصال رسائل سياسية. ومن ثم، ومن أجل حل مشكلة القيود الصريحة للغة، تحاول هذه الورقة ال كشف عن الرسائل السرية للقصص من خلال دراسة الحذف والفجوات. بينما تصور الفراغات والفجوات دلالات سلبية، فإن المنهجية المستخدمة هنا لملء الفراغات في الحذف تركز على المعلومات التي تم التحقيق فيها واستكشافها ثم تنفيذها من قبل القارئ لإكمال الأفكار غير المكتملة وحل ألغاز جويس. يتم التحقيق في ملء الحذف بشكل أساسي في قصص "الأخوات" و "سحابة صغيرة" حيث يساعد القارئ الذي يملأ هذه الأشكال الناقصة الشخصيات، للهروب من محنتهم الاستعمارية إلى عالم أكثر تفاؤلاً. وبالمثل،تُظهر الفجوات كفاح الشخصيات لتحقيق إنهاء الاستعمار اللغوي من خلال استكمال الأفكار والأقوال غير المكتملة خاصة في قصص "إيفلين" و "كلاي". من خلال تحليل الخطاب الذي يدور بين الشخصيات في هذه القصص. قد يكشف القارئ عما تم تركه ضمنيًا وسيوضح كيف يمكن للشخصيات، بملء الحذف واستكمال الأجزاء، أن تحقق إنهاء الاستعمار. بالإضافة إلى ذلك، يقدم دور المرفقات في هذه المقالة دليلاً أكثر واقعية على استخدام علامات الحذف والفراغات كأدوات لإزالة الاستعمار من خلال تقديم إحصائيات عن استخدامها في القصص وتحليل تفسيراتها الضمنية بدقة. في النهاية، ستثبت النتائج أن أولئك الذين يعانون من اللغة الخاضعة للرقابة في البيئات المضطربة سياسيًا سيجدون وسائل أخرى للتعبير عن أفكارهم عن الحرية من خلال تحليل ما تتضمنه اللغة وليس ما يتم التعبير عنه صراحةً. وبالتالي،يُسمح للقراء بإعادة بناء الحذف والفجوات للتوصل إلى أفكار أكثر شمولاً لما هو مطلوب لغويًا لتحقيق إنهاء الاستعمار. This paper traces Joyce’s linguistic techniques of void and gaps as he went about when writing Dubliners, and reveals what is implied in some of the stories and most importantly shows how through ellipses and fragments, his characters’ attempt to achieve decolonization. The main issue of explicit communication in colonial societies is replaced by such linguistic aspects where postcolonial writers like James Joyce tend to express their ideas of decolonization through the implicitness of language to deliver political messages. Hence, and in order to solve the problem of the explicit limitations of language, this paper attempts to reveal the covert messages of the stories by studying ellipses and fragments. While void and gaps portray negative connotations, the methodology used here to fill in the blanks of ellipses and fragments focuses on the information investigated, explored and then implemented by the reader to complete the unfinished thoughts and solve Joyce’s mysteries. Filling out ellipses are investigated mainly in the stories of “The Sisters” and “A Little Cloud” where characters are helped by the reader, who fills out these ellipses, to escape their colonial ordeals into a more hopeful world. Similarly, fragments show the characters’ struggle to achieve linguistic decolonization by completing the unfinished thoughts and utterances especially in the stories of “Eveline” and “Clay”. By analysing the discourse that takes place between the characters in these stories, the reader may reveal what has been left implied and will show how by filling out ellipses and completing fragments, characters may achieve decolonization. Additionally, the role of annexes in this article gives a more concrete proof of the use of ellipses and fragments as decolonial tools by presenting statistics of their usage in the stories and thoroughly analysing their implicit interpretations. Ultimately, findings will prove that those who struggle with the explicitness of censoredl anguage in politically disturbed environments will find other means to express their thoughts of freedom through the analysis of what language implies and not what is overtly expressed. Thus, the readers are allowed to reconstruct ellipses and fragments to come up with more comprehensible ideas of what is linguistically required to achieve decolonization. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/310 10.52919/translang.v20i1.310 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/310/239 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 1 (2021): Traduction et Langues Volume : 20 Numéro : 01 / Août 2021; 157-171 2600-6235 1112-3974 10.52919/translang.v20i1 Subject The topic of the resource Decolonization Dubliners ellipsis fragments implicit إنهاء الاستعمار دبلنرز الحذف الفجوات ضمني Title A name given to the resource Ellipses and Fragments: linguistic means of decolonization in Joyce’s Dubliners Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article