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var str = 'البحث الصوتيّ في الدّراسات العربية القديمة';
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]]>
Genesis of Phonetics]]>
the language of the Qur'an]]>
phonetic thought]]>
heritage]]>
culture]]>
Genesis of phonetics]]>
the language of the Qur’an]]>
phonetic thought]]>
heritage]]>
culture]]>
Voice Search in Ancient Arabic studies
The sound has its impact on language because of its greatest communicative and understanding phenomena. Ancient peoples paid attention to sounds. The Indians were interested in describing sounds to preserve the correct pronunciation of religious sentences, and the Greeks took great care of language, especially sounds. As for the Greeks, they studied their language phonetically, so linguistic studies became part of their philosophical thinking. As for the phonetic search among the Arabs, it was characterized by accuracy, and this is what the people of the West witnessed for this superiority. The Holy Qur’an was a basic and direct starting point for three groups of studies: linguistic, rhetorical, and Quranic studies. Therefore, the signs of audio studies appeared in varying proportions in each of these three studies. Perhaps the first to consider the connection of the phonemic lesson with linguistic, morphological and grammatical studies is Al-Khalil, who built the arrangement of sounds on a logical basis, and came out with an eye dictionary, to be, rightly, the owner of this science, and its first pioneer. Then his student Sibawayh followed him, following in the footsteps of his teacher, and added to this science what testifies to him of his precedence in it, and the scholars of grammar and reading after him followed his doctrine. Then he took on the burdens of the linguistic voice after Al-Khalil the linguistic Ibn Jinni, bypassing the stage of construction and foundation to the stage of rooting, and exposed to sound issues in his two books: The Secret of the Syntax Industry, and Characteristics in Very Accurate Research.]]>
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var str = 'Frakis, M'hamed';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 223-233]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/752/628]]>
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/752]]>
10.52919/translang.v14i2.752]]>
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var str = 'Einsatz von Wandtafel und Kreide im DaF-Unterricht an Universität Oran2';
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]]>
Chalkboard]]>
blackboard]]>
Deutsch instruction]]>
new media]]>
University of Oran2]]>
Chalkboard]]>
blackboard]]>
Deutsch instruction]]>
new media]]>
University of Oran 2]]>
The Use of blackboard and chalkboard in Deutsch lessons at The University of Oran2
The blackboard remains the most important medium not only at school, but also at university, it is available in every classroom, it is and will always remain the only teaching tool that is available in all classrooms and ist use for teaching forign languages is rather inevitable. The blackboard and chalk have their importance in Deutsch lessons and their topicality at Oran2 University and at this point it was shown through this paper that studenst and teachers still make use of the blackboard and chalk although other reactions have been noticed, namely the appeal to the new technology as a medium for Deutsch instruction. The main question was for all those learning a foreign language, in particular those teaching Deutsch at Oran2 university. Apart from teaching books, what type of medium do you refer to in your classes, and for each medium, how do you use it? The results of these questioning showed that the chalkboard is the most popular method and an effective teaching tool for learning the German language because it encourages the students to get involved in the teaching/learning process and promote their motivation. This allows for the exchange of ideas and information and creates a good climate for learning. The learners can thereby consolidate their knowledge, although they have different problems, like Chalk dust, etc. As such, the chalk board was considered as an optional for teacher.and in order to support the achievement of the learning objective with this medium, the students must be familiar with it.]]>
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var str = 'Boudjeltia, Zineb';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 185-191]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/751/627]]>
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/751]]>
10.52919/translang.v14i2.751]]>
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var str = 'Mehrsprachigkeit, Plurilingualismus und Kreativität beim Lehren des Phonetikunterrichts in Algerien';
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]]>
multilingualism]]>
plurilingualism]]>
creativity]]>
phonetics lessons]]>
Code-Switching]]>
media]]>
multilingualism]]>
plurilingualism]]>
creativity]]>
phonetics lessons]]>
code-switching]]>
media]]>
Multilingualism, Plurilingualism and Creativity in Teaching Phonetics in Algeria
Multilingualism and plurilingualism are two complex subject areas. Also, creativity in the pronunciation course remains very desirable for teachers, which means, in my opinion, being active, using new methods and procedures. In this article, I consciously draw attention to some reflections on multilingualism, plurilingualism and the status of phonetics in Algeria. I raised a number of issues relevant to the challenges, drawbacks and future perspectives such as creative procedures and efficient methods both for pronunciation courses and for teaching and learning German pronunciation, especially in a multilingual country like Algeria. Through this research I arrived at diverse conclusions, among which the necessity to the appeal to practice creative pronunciation exercises and a balanced relationship as well as the need to vary all social forms in teaching Deutsch classroom situations. Moreover, it can be stated that the lack of a specialized, targeted Deutsch textbook for teaching and practicing German pronunciation and the insufficient schedule allotted to the phonetics unit according to the ministerial university curricula of the classic and LMD system remain major problems in Algeria. All of these components could hinder communication among students of Deutsch in Algeria.]]>
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var str = 'Bouhalouan, Karima';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 175-184]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/750/624]]>
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/750]]>
10.52919/translang.v14i2.750]]>
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var str = 'Die Wortschatzprogression im algerischen gymnasialen DaF-Unterricht: Eine didaktisch-linguistische Untersuchung';
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]]>
vocabulary work]]>
vocabulary learning]]>
progression]]>
vocabulary presentation]]>
DaF lessons in high schools]]>
DaF curricula]]>
vocabulary work]]>
vocabulary learning]]>
progression]]>
vocabulary presentation]]>
DaF lessons in high schools]]>
DaF curricula]]>
Vocabulary Progression in Algerian German Classes: A Linguo-didactic Perspective
The specification of foreign language learning in high school as regards vocabulary as the basis for further learning at university. Learning a language absolutely requires THE mastery of its vocabulary. For this reason, this scientific work was created, which researches vocabulary progression in Algerian high school DaF lessons. The aim of this didactic-linguistic study is to determine the type of progression in vocabulary work and to prove the importance of vocabulary teaching in high school foreign language teaching - in our case Algeria. In order to achieve my goal, I have distributed written questionnaires to high school teachers in different cities of Algeria, through which I will gather all the experiences that teachers have had in this area. The Algerian textbook "Vorwarts" for the 2nd and 3rd year of high school is also analyzed from the aspect of vocabulary. They also sit in on class lessons to observe with their own eyes how the vocabulary is used in the German high school class in Algeria. It should also be observed how the students themselves and their teachers proceed step by step in learning vocabulary. It is worth noting that vocabulary work is considered one of the most important sub-skills in foreign language learning and teaching, therefore its neglect could lead to incomplete foreign language education.]]>
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var str = 'Laimeche, Imane';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 118-125]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/749/625]]>
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/749]]>
10.52919/translang.v14i2.749]]>
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var str = 'Autour du discours humoristique dans « Ravisseur » de Leila Marouane';
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]]>
Humoristic discourse]]>
extential situation]]>
laughter and comedy]]>
Social criticism]]>
divorce and decline]]>
Humoristic discourse]]>
existential situation]]>
laughter and comedy]]>
Social criticism]]>
divorce and decline]]>
Around The Humoristic Speech in "Ravisseur" by Leila Marouane
Ravisseur is a story placed under the sign of rupture. This story, published in 1998 by Julliard, comes at a time when Algerian novel production had just run out of steam in the repetition of the themes of the black tragedy that the country had experienced. Its originality lies in the crossing of two discourses, namely tragedy and humour. Although Ravisseur is rooted in the Algerian reality, he leaves a lot of room for the imagination and denounces the tragedy of a family and a society through metaphorical, humorous and ironic writing. The humoristic discourse used makes it possible to go beyond the existential situation and make fun of a society to which the characters refuse to adhere. In this article, we will discuss one of Leila Marouane's writing strategies.]]>
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var str = 'Dris, Ghezala';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 52-63]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/748/622]]>
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/748]]>
10.52919/translang.v14i2.748]]>
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var str = 'Sprachkonflikte und Sprachkonkurrenz in Algerien';
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]]>
Arabization]]>
multilingualism]]>
monolinguism]]>
conservatism]]>
language tolerance]]>
language conflict]]>
identity]]>
Algerian linguistic situation]]>
Arabization]]>
multilingualism]]>
monolingualism]]>
conservatism]]>
language tolerance]]>
language conflict]]>
identity]]>
Algerian linguistic situation]]>
Language Conflict and language Competitivity in Algeria
The policy of Arabization took effect after the liberation of Algeria to uproot language refering to colonialism and its culture, thereby reintroducing language identity and Arabic culture. But this policy allowed for monolingualism and conservatism while Algerian society is multicultural and multilingual. The policy of Arabization has created many political and linguistic repercussions in Algeria. Furthermore, the policy of Arabization which was based on religious conservatism, monolinguism and linguistic absolutism, and brought chaos to the country. Many questions were asked about cultural and linguistic identity and the ancient constitutions affected many otherspeech communities in Algeria. The policy of Arabization is divided into 3 epochs. In the time of HOUARI BOUMEDIENE, it was progressive, then it was very radical and blind at the time of CHADLI BEN JDID and later with ABDELAZIZ BOUTEFLIKA it was finally restructured and reformed. The constitution of BOUTEFLIKA was a real renaissance of the languages and took into account the respect for other languages and cultures in Algeria. But because of this significant reform, the native Algerian language and French remain without political status, although they are the languages THE more widely used. All these queries and issues will be discussed in this paper which focues on language conflict and co-occurence in Algeria.]]>
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var str = 'Sadek, Amina';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 201-209]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/747/623]]>
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/747]]>
10.52919/translang.v14i2.747]]>
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var str = 'Existentialist style and ethics in Armah’s fragments and Why Are We So Blest?';
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]]>
Armah]]>
Sartre]]>
Camus]]>
Existentialism]]>
existentialist alienation]]>
Absurd]]>
This paper attempts to explore the existentialist dimension of Armah’s two novels. It particularly aims at demonstrating Armah’s indebtedness to Sartre and Camus. It draws a comparative study between Fragments and Sartre’s Nausea, and between Armah’s Why Are We So Blest? and Camus’s The Outsider. It argues that though Armah has used these works as models, he has himself brought a significant contribution to the Existentialist novel by Africanising it and blending two styles and philosophies of life, Western and African.]]>
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var str = 'Bouahadiba, Malika';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 7-15]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/746/626]]>
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/746]]>
10.52919/translang.v14i2.746]]>
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var str = 'Diasporic Voices: Cultural Dislocation and Search for Home in Diana Abu-Jabers’s Arabian Jazz and Laila Halaby’s West of the Jordan';
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]]>
negotiation]]>
resistance]]>
diaspora]]>
memory]]>
representation]]>
assimilation]]>
his paper is concerned with literary and postcolonial facets of resistance and identity negotiation as concepts through which to approach representations of postcolonial conflicts in contemporary Arab-American women’s writings. These concepts operate at various levels of narratives and open new ways for remembering, narrating, and reading experiences via problematizing the discourses of Arab women’s experiences in diaspora. This paper aims to posit negotiation as a concept of writing and reading which actively engages events, discourses which implies pluralistic conception of social, political, and cultural agency. More specifically, the study explores the ways in which novelists descending from Arab origins, Diana Abu-Jaber and Laila Halaby, deploy negotiation and resistance as tools for aesthetic and socio-political engagement in postcolonial narratives to escape hegemonization. It is a reflection on the notion of hybrid identities and varied cultural provenance of non-native writings. Through its negotiated and interdisciplinary approach to narratives of alienation along with multi-consciousness of identity, this paper does not only engage with multiple discourses derived from postcolonial studies. It also intervenes into the conceptions of nation, memory, and accountability.]]>
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var str = 'Fali, Wafaa';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 30-40]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/745/618]]>
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/745]]>
10.52919/translang.v14i2.745]]>
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var str = 'Analyse Sociocritique du roman « Rue Darwin » de Boualem Sansal';
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]]>
Boualem Sansal]]>
request]]>
looking for identity]]>
ideological and sociopolitical conditions]]>
socio-criticism]]>
denunciation]]>
implied]]>
discomfort]]>
Boualem Sansal]]>
request]]>
looking for identity]]>
ideological and sociopolitical conditions]]>
socio- criticism]]>
denunciation]]>
implied]]>
discomfort]]>
Sociocritical Analysis of The Novel "Rue Darwin" by Boualem Sansal
In this article, we try to provide a socio-criticism analysis of then novel named Rue Darwin (Darwin Street). Boualem Sansal is an Algerian French-speaking writer. He is known for his critical remarks towards many form of extremism. His novels are denouncers and anticonformist. He received several international prizes. In this work, one is suggesting to examine this novel with all its complexity and to transcend the discomfort which corrodes Yazid of the interior continuously. At this perspective, it is advised to reconsider the ideological and the sociopolitical conditions of time. The objective is to approach the identity writing like milks dominating in the novel Street Darwin of Boualem Sansal while carrying out a sociocriticism analysis of the novel.]]>
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var str = 'Saiah, Ahmed Reda';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 83-91]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/744/621]]>
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/744]]>
10.52919/translang.v14i2.744]]>
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var str = 'Topische Formeln';
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]]>
Phraseology]]>
idiomatic expressions]]>
phrases]]>
Proverbs]]>
Phraseology]]>
idiomatic expressions]]>
phrases]]>
proverbs]]>
fixed expressions]]>
Topical Formulas
Propositional phraseological expression is an intersection that links naming to predication on a syntactic and semantic basis. For GLÄSER, there are two types of propositional idioms, the integral or partial type. (GLÄSER, 1986: 49). In the complete proposition we find routine formulas, proverbs, truisms, quotations, maxims, slogans and the partial proposition includes fragments and proverbial phrases as well as literary allusions, Zwillingsformeln (binomial formulas) and stereotypical comparisons. Harald Burger distinguishes fixed sentences from topical formulas. (Burger, 2007: 37). Topical formulas are expressions that can be integrated into different communicative situations, but they remain independent of context. They are considered to be the most fixed idioms. They occur in two forms, as truism and proverbs or anti-proverb. Fixed phrases include most, but also the best known phraseological category, such as turn of phrase and locution. We are concerned in this paper with all aspects relevant to]]>
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var str = 'Bouiken, Bahi Amar Abdelkader';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 163-169]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v14i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2015-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/743/619]]>
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/743]]>
10.52919/translang.v14i2.743]]>