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var str = 'Profession interprète';
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]]>
Translation]]>
interpretation]]>
competences]]>
sub-competences]]>
dictionary]]>
Translation]]>
interpretation]]>
competences]]>
sub-competences]]>
dictionary]]>
The profession of the interpret
In order to better understand the profession of interpreting, it is necessary to clear up the terminological confusion between the terms “interpreting” and “interpreting”. Indeed, the choice between these two terms is very important, because behind this choice stand out very different attitudes. This research focuses on the terminological confusions relating to the term: interpreter. Then we define the profession of translator and interpreter based on the various lexicographic works and associations. We end our work with a review of the skills required in interpretation. We have noticed that the simultaneous effort model requires more effort than the consecutive one, due to the interweaving of operations and the coordination necessary to share attention and resources. Through this research, we would like to highlight the different definitions of this profession as well as the very complex aspects of the interpreter, the origin of the term and finally give a small overview of the skills required to perform this act in the best conditions. possible.]]>
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var str = 'Sidjilani, Faiza';
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]]>
Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 29-36]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v13i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2014-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/807/676]]>
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/807]]>
10.52919/translang.v13i2.807]]>
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var str = 'Children Second Language Acquisition Pre-elementary and Elementary Level';
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]]>
Teaching]]>
learning]]>
adequate]]>
second language (L2)]]>
acquisition]]>
methodology]]>
efficiency]]>
process]]>
background]]>
structures]]>
meaning]]>
children]]>
This article deals with child’s second language acquisition and learning within the scope of the very early stages of school system. Normally, children learn language through their everyday social environment. In other words, from everyday language use with parents at home and outside home. To teach a foreign language to children, however, takes a little more effort. If one is teaching a child between 4 and 10, one will need to collect kid-friendly materials and get in understanding to how children use languages in appropriate methodology which corresponds to children’s needs. Thus, our proposal takes into account some basic principles that allow the child and get him ready to learning process. We will also focus on the parents’ and teachers’ role for acquiring an efficient background in his preparatory stages. So, how soon can one begin before introducing L2 instruction at school and how can this be reached in the teaching / learning process?]]>
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var str = 'Yekhlef, Zoulikha';
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]]>
Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 107-118]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v13i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2014-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/806/675]]>
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/806]]>
10.52919/translang.v13i2.806]]>
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var str = 'Secondary School English Textbooks as a Resource for Citizenship Education in the Algerian Context';
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]]>
Civic values]]>
citizenship]]>
textbook]]>
syllabus]]>
curriculum]]>
The present research work attempts to explore the potential relevance of foreign language course books to instill civic values into students in the Algerian educational settings. To that end, the study has opted for a critical and systematic analysis of the syllabi and contents of English secondary school education textbooks with a special reference to the nature of topics to which pre-tertiary students are exposed. The results of the analysis reveal clearly the adequacy and suitability of such teaching/ learning materials to help spread civic values among students. We might say that citizenship education is more than learning a book. It has to be underpinned by spreading its values and demystifying its concepts. Schools and teachers play a critical role in helping new generations become responsible citizens; however, their efforts must be matched with good practices from the other members of society. Otherwise, all they struggle to build within schools will be in vain.]]>
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var str = 'Ziad, Khalid';
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]]>
Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 119-130]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v13i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2014-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/805/674]]>
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/805]]>
10.52919/translang.v13i2.805]]>
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var str = '“La digitalización del proceso de traducción “ La Tecnología al servicio del Traductor no Especializado en el ámbito Empresarial';
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]]>
Translation and new technologies]]>
Virtual resources]]>
business translator]]>
digitilization]]>
parallel translation]]>
Translation and new technologies]]>
virtual resources]]>
business translator]]>
digitization]]>
parallel translation.]]>
"The digitization of the translation process” Technology at the service of non-specialized translators in the business field
Today, the world is undergoing a series of developments at different levels, particularly in information and communication technologies, these media have had an important impact on the spread of foreign languages, therefore, on the ease of translation. administrative information to facilitate the communication process, in fact, the translation has taken great advantage, experiencing an automatic aspect characterized by time-saving efficiency that this type of automatic translation can provide and in many circumstances in the business world agrees a contemporary character to the translation under the name of parallel translation.]]>
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var str = 'Mahmoudi , Imane Amina';
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]]>
Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 19-31]]>
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/803/672]]>
application/pdf]]>
spa]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/803]]>
10.52919/translang.v9i1.803]]>
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var str = 'Der Sprachpluralismus und die Sprachpflege in Algerischen Theater: Der Fall des Theaterstückes „El Ajouad“ von Abdelkader Alloula';
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]]>
Language maintenance]]>
High standard language]]>
mother tongue]]>
contribution of artists and writers.]]>
Linguistic Pluralism and Language Maintenancein the Algerian theatre: The case of the play "El Ajouad" by Abdelkader Alloula
This article is primarily intended as a linguistic contribution within the large and diverse complex of Alloula's research, including literary, linguistic and theater results.Brecht is one of the central figures in international theater history, both as a theater practitioner and playwright and as an important theoretician and aesthetician. He had a strong influence on the German language and had an effect on it. Thanks to this dual competence as a practitioner and a theoretician, Brecht presents an extremely interesting subject of investigation.The well-known Algerian dramaturge Abdelkader Alloula was inspired by Brecht. He said this publicly in a conversation with university teacher and researcher Mhamed Djellid(Oktober 1985 ; 10):“Brecht was and remains a role model in my work through his theoretical writings and his artistic work. I will even say that he is my spiritual father and better still my friend and my faithful companion”.Like Brecht, Abdelakder Alloula worked on the Algerian language so creatively, cultivated it so passionately and nurtured it from the soil of the standard written language. In the piece "El Ajouad" there is a lot to say and also to learn about this language work.]]>
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var str = 'Mokadem, Fatima';
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]]>
Traduction et Langues; Vol 7 No 1 (2008): Traduction et Langues Volume 7: Numéro: 1/Décembre 2008; 70-80]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v7i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2008-12-31]]>
Copyright (c) 2008 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/802/671]]>
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/802]]>
10.52919/translang.v7i1.802]]>
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var str = 'Evaluating the Communicativeness of Pronunciation Activities within the ELT Textbook At The Crossroads';
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]]>
communicativeness]]>
oral communication]]>
pronunciation]]>
speaking]]>
teaching]]>
The present research paper seeks to inquire into one of the skills related to the productive aspect of oral communication, namely pronunciation. The aim is to assess the communicative value allotted to pronunciation in the prescribed textbook, to weight its status in at the Crossroads and the extent to which it is used to foster communication, and to examine the methodology underlying the handling of pronunciation and its user-friendliness. An evaluation grid is designed based on the reviewed literature of communication criteria, the competences synthesised in communicative language ability, the three aspects of context, integration and interaction that make up the representative language, and the constituting elements of pronunciation. The evaluation also addresses the degree of interaction and integration of the teaching of pronunciation with other skills and aspects of language learning. The results show that communication is of minimal concern. Instead, a prescriptive and almost textbook-centred approach predominates. Learners are learning more about the features of the pronunciation of the English language than really learning pronunciation.]]>
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var str = 'Belkheir Bouhadjar, Fethi';
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]]>
Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 205-216]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/801/670]]>
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/801]]>
10.52919/translang.v14i1.801]]>
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var str = 'Globalization, Language Planning, and the Future Prospect of English in Algeria';
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]]>
globalization]]>
language policies]]>
education]]>
English in Algeria]]>
nationalism]]>
The classification of Algeria as a Uni-modal or Multi-modal nation is dependent on the particular group involved. Yet, the language decisions are made on the basis of nationalism rather than nationism, and besides the educational objectives of the Algerian School, the curriculum as a whole, has been molded to inculcate and engender feelings of nationalism as a counter to ethnicity. Needless to say, in multilingual contexts, language policies (whether explicit or implicit) often reflect a power relationship and serve a particular ideology. It is to this end that the school is important as part of the overall policy, because it reinforces the values, attitudes, and policies promoted by the state. However, in the light of the globalization process and to fully participate in the economic, professional, scientific and technological arenas respectively, a good working knowledge of the English language imposes itself de facto. What the future prospect of English in Algeria bearing in mind that an excellent command of it is very likely to lead to technological advancement, economic development and commercial expansion. The answer to this question will form the general lay-out of the present article.]]>
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var str = 'Benmoussat, Smail';
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]]>
Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 7-12]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/800/669]]>
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/800]]>
10.52919/translang.v14i1.800]]>
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var str = 'Allgemeine Überlegungen zur Entwicklung Sprechkompetenz';
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]]>
Speaking]]>
competence]]>
media]]>
social forms]]>
typology activities]]>
Speaking]]>
competence]]>
media]]>
social forms]]>
typology activities]]>
General considerations for developing speaking skills
In recent years, the development of communication skills has been recognized as a central goal of foreign language teaching (FU). This tendency was accentuated in the course of so-called communicative didactics in newer DaF syllabuses, curricula and textbooks. For the learner, however, the learning objective “oral communication” remains an existing challenge in German lessons, especially since speaking and listening skills are closely linked. Both together determine the degree of verbal ability to act, i.e. the "communicative competence". Furthermore, the development of speaking skills relates to other skills. Listening and speaking in class are the two actions that should be realized through communication; Speaking and writing are two productive skills, they appear in the classroom as mediators and target activities. Tharough this paper, it is clearly stated that the speaking skill has an important place in methods of teaching a foreign language, especially mediation. Speaking alone is not enough, the teacher should contribute other sub-skills to promote speaking skills. The use of the media serves as an opportunity to develop speaking skills among students. Also, social and exercise forms should also be used in speaking. Henceforth, learning speaking is a target in foreign language classroom situations which should take into consideration. The acquisition of such a skill should be emphasized through media use. Some factors contribute to the development of oral competence, namely social and other typology activities which were discussed in this research paper.]]>
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var str = 'Beghdadi, Fatima';
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]]>
Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 49-60]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/799/668]]>
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/799]]>
10.52919/translang.v14i1.799]]>
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var str = 'Dialectal Arabic, MSA and Formal Education in Algeria';
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]]>
mother-tongue]]>
education]]>
MSA]]>
Dialectal]]>
Arabic]]>
cognitive development]]>
The present paper addresses issues related to the effect that the abrupt shift from the mother tongue to the school language impacts on the quality of Algerian children’s formal instruction and the difficulties they face in primary school. The diglossic character of today’s Arabic appears to be problematic as it hampers the intellectual progress and the cognitive development of the child. To clarify the point, the study compares the intellectual development that the Algerian learner goes through with that of English or French children who are not faced with the same difficulties at school as their respective native tongues are not very distant from the standard forms. A number of 3 to 5-year-old children were observed in a kindergarten where they got progressively acquainted with Standard Arabic, particularly in its spoken form, while playing, singing and drawing. This early immersion proved to be of valuable assistance for their academic achievement when they reached school age.]]>
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var str = 'Dendane, Zoubir';
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]]>
Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 100-107]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/798/666]]>
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/798]]>
10.52919/translang.v14i1.798]]>
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var str = 'Investigating Language Contact Situation in Algeria';
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]]>
Language contact]]>
Code switching]]>
Borrowings]]>
Bilingualism]]>
This article attempts to describe the linguistic situation in Algeria from the perspective of language contact as Algerians use languages that are genetically unrelated. The language situation in Algeria is an open issue. Even if it is agreed that Arabic is the mother tongue of almost all Algerians (except for Berbers), the contact situation has imposed the implantation of borrowings and expressions from other languages, mainly French, the legacy of the colonizer. The method of investigation is based on short recordings from daily life. The data obtained illustrate the language dynamics among Algerian speakers and reveal, on the other hand, estimation on the parts of speech that are most borrowed.]]>
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var str = 'Negadi, Mohamed Nassim';
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]]>
Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 145-150]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/797/667]]>
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/797]]>
10.52919/translang.v14i1.797]]>