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var str = 'Многоязычие и его влияние на преподавании иностранных языков в Алжире';
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]]>
Arabic]]>
Amazigh]]>
economic mobility]]>
multilingualism]]>
teaching foreign langugaes]]>
the linguistic climate in Algeria]]>
Arabic]]>
Amazigh]]>
economic mobility]]>
multilingualism]]>
teaching foreign languages]]>
the linguistic climate in Algeria]]>
Multilingualism and its Impact on Teaching Foreign Languages in Algeria
Our research, tagged with (bilingualism and its impact on the teaching of foreign languages in Algeria) revolves around two main areas: the first area is the definition of linguistic pluralism, as well as the linguistic map in Algeria, while the second is portrayed in clarifying the role of this pluralism and its relationship with other foreign languages. It is worth noting that multilingualism in Algeria is a sociolinguistic phenomenon adopted in our society in particular, since ancient times, and in North Africa in general. Also, the development of the so-called secondary languages, the opening of borders and communications via satellite in the era of globalization and the introduction of new and modern technologies for information and communication, as well as the movement of professors across the world. All these factors contributed to the activation of the extensive use of foreign languages. In this regard, we discussed in this brief study the map of foreign languages in Algeria, so that we find, in particular, in the remote areas of the country, that languages are overlooked in one way or another. Certainly, Algerians deeply love their national language, as well as the Berber language, and they also love other foreign languages that allow them to communicate and flourish in various scientific and professional fields. The problem that arises lies in how to exploit linguistic pluralism for the purposes of teaching, as well as its effect on the process of pedagogical training for Algerian students.]]>
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var str = 'Benyamina, Habib';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 126-131]]>
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/756/632]]>
application/pdf]]>
rus]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/756]]>
10.52919/translang.v14i2.756]]>
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var str = 'L’influence de la notion du point de vue sur la nomination : La dialectique du Même et de L’Autre';
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]]>
Loan]]>
nomination]]>
equivalent]]>
viewpoint]]>
the Other]]>
the Same]]>
location]]>
categorization]]>
fit]]>
rejection]]>
Loan]]>
Nomination]]>
Equivalent]]>
Viewpoint]]>
the Other]]>
the Same]]>
Location]]>
Categorization]]>
fit]]>
Rejection]]>
The influence of the notion of point of view on nomination: The dialectic of the Same and the Other
We can consider the choice of the equivalent in the appointment as a "marker" positioning: simply adjusted debt equivalent implies that there is no real difference between realia and the word used to represent the while the equivalent followed by a negative definition implies some negotiation and thereby a distance between the speaker and the "object" described above. Finally, the appointment may imply an attitude of rejection of the speaker in relation to what is named]]>
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var str = 'Harig Benmostefa, Fatima Zohra';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 76-82]]>
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/755/631]]>
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/755]]>
10.52919/translang.v14i2.755]]>
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var str = 'The IMF and the World Bank in Ghana in the 1980’s Which solutions to the economic depression?';
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Ghana]]>
PNDC]]>
economic crisis]]>
IMF and World Bank]]>
This article sheds light on an important period in the history of Ghana in the 1980’s, when the country was ruled by the Provisional National Defense Council (PNDC) of Jerry John Rawlings. Since 1966, the country witnessed a succession of political upheavals which plunged its economy into a severe crisis. When Rawlings took the reins of power after a military takeover on 31 December 1981, he found no other alternative than the International Monetary Fund (IMF) and the World Bank to get the country from the crisis. These proposed a scheme that required a set of austerity measures of which many in the Ghanaian political class did not approve. The economic reconstruction programme imposed a drastic devaluation of the national currency and a significant curtailment of the state’s role in economy. This inevitably led to a substantial suppression of state subsidy on many necessary items. The situation was hard for Ghanaians but Rawlings finally triumphed to secure the necessary popular support to carry the scheme through, and to greatly stabilize the national economy and save it country from a total collapse.]]>
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var str = 'Djebaili, Walida';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 16-29]]>
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/754/630]]>
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/754]]>
10.52919/translang.v14i2.754]]>
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var str = 'Kognitive Linguistik';
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]]>
Cognition]]>
Cognitive grammar]]>
metaphor]]>
functional grammar]]>
Behaviorism]]>
Functionalism]]>
Cognition]]>
cognitive grammar]]>
metaphor]]>
functional grammar]]>
behaviorism]]>
Functionalism]]>
Cognitive Linguistics
Cognitive Linguistics, a research field of interdisciplinary cognitive science and meanwhile one of the most influential approaches in language theory. This article explains the basic assumptions, methods and objectives of cognitive linguistics in a comprehensible form, illustrated by representative examples from different areas of cognitively- oriented language research. In fact, this article deals with the question of cognitive linguistics and the entirety of all processes related to perception and recognition, and how language is stored and processed. It touches upon different issues discussed in the literature, namely how storage Works, what t arguments for assuming that the language system is developed on the basis of innate cognitive dispositions as well as the cognitive prerequisites for language acquisition. The subject of research is therefore the "inner" processes of humans: the way in which interlocuttors process, understand and remember information. Language processing cannot be viewed as isolated functions. It also highly dependent on cognitive mechanisms. Language and thinking are not always easy to de dissociated because there is often a close relationship. This article discusses the ways a efective learning takes place successfully in the cognitivistic sense, as well as the rules of information processing to be observed in accordance with the learning content prepared accordingly.]]>
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var str = 'Tafzi, Hassane';
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]]>
Traduction et Langues; Vol 14 No 2 (2015): Traduction et Langues Volume: 14 Numéro: 02 / Décembre 2015; 132-137]]>
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/753/629]]>
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/753]]>
10.52919/translang.v14i2.753]]>
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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]]>