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var str = 'Das Problem der Äquivalenz in der kontrastiven Semantik';
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]]>
Kontrastive Semantik]]>
Universität Leiden]]>
zweisprachige Wörterbücher]]>
computergestütztes Lernprogramm]]>
Contrastive semantics]]>
Leiden university]]>
bilingual dictionaries]]>
computer-based learning program.]]>
Unter dem Schwerpunkt dieses Themas möchte ich von Erfahrungen und Ergebnissen berichten, die auf die Arbeit an meinen Projekten zu einem kontrastiven Lernwörterbuch und einem computergestützten Lernprogramm an der Universität Leiden in den Niederlanden zurückgehen.]]>
The problem of equivalence in contrastive semantics
Focusing on this topic, I would like to share experiences and results from working on my projects on a contrastive learning dictionary and computer-based learning program at Leiden University in the Netherlands.]]>
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var str = 'Westheide , Henning';
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]]>
Traduction et Langues; Vol 1 No 1 (2002): Traduction et Langues Volume 1: Numéro: 1/Décembre 2002 ; 12-21]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v1i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2002-12-31]]>
Copyright (c) 2002 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/239/173]]>
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/239]]>
10.52919/translang.v1i1.239]]>
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var str = 'Role of Translators and Interpreters in Global Business';
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]]>
Globalization]]>
technology]]>
translation]]>
interpreting]]>
mediation]]>
discourse]]>
brands]]>
globalisation]]>
technologie]]>
traduction]]>
interprétariat]]>
médiation]]>
discours]]>
marques]]>
This paper explores the effect of globalization on the translation industry and the demands it places on translators. The paper argues that translators are not only individuals with some knowledge of the source or target language, but they also often act as mediators between the discourse of the source culture and the discourse of the target audience. To be a successful translator, one has to possess the knowledge of both the general culture of the target audience, specialized knowledge within the domain of that particular text, and perfect knowledge of the target language, not to mention the ability to detect any particularities in the source text and language. The article argues for the imperative of equipping modern interpreters and translators with a set of extra-linguistic assets imposed by the modern economic structure of the world. The paper traces back the history of the English language as an example of the domineering linguistic power that has been solidified by socio-political and economic status leading up to considering it a globalized code. The outcome of this universal metamorphosis has reached such a point that it requires from people worldwide and namely in specific areas of trade to adapt to these exigencies. In this sense, global and business exchanges cannot be successfully realized without a strong probability of understanding the message issuing from the other. Hence the need to create interlinguistic agents that are able to minimize the existing nuances between people of the world primarily for universal economic reasons. Those people are supposed to reach beyond the linguistic requirements for the act of translation and to embrace the demands of the specific business field or area which in is in itself a part of competency within the boundaries of modern training impositions. The article contends as well for the need on the part of modern translators to embrace modern technological innovations that are supposed to be shielded to support the human trials to bring in concrete shape poles-apart nations. In a globalized world, technology invades all life domains where translation studies are no exception. The paper concludes by suggesting strategies for translators to position themselves as assets to their organization and to counteract the belief that anyone with language experience can translate.]]>
Cet article explore l'effet de la mondialisation sur l'industrie de la traduction et les exigences qu'elle impose aux traducteurs. L'article soutient que les traducteurs ne sont pas seulement des individus ayant une certaine connaissance de la langue source ou cible, mais qu'ils agissent aussi souvent comme médiateurs entre le discours de la culture source et le discours du public cible. Pour être un bon traducteur, il faut posséder à la fois la connaissance de la culture générale du public cible, des connaissances spécialisées dans le domaine de ce texte particulier et une parfaite connaissance de la langue cible, sans oublier la capacité de détecter d'éventuelles particularités dans le texte source et la langue. L'article défend l'impératif de doter les interprètes et traducteurs modernes d'un ensemble d'atouts extra-linguistiques imposés par la structure économique moderne du monde. L'article retrace l'histoire de la langue anglaise comme un exemple du pouvoir linguistique dominant qui a été solidifié par le statut socio-politique et économique menant à la considérer comme un code mondialisé. L'aboutissement de cette métamorphose universelle a atteint un tel point qu'il demande aux hommes du monde entier et notamment dans des domaines spécifiques du commerce de s'adapter à ces exigences. En ce sens, les échanges mondiaux et d'affaires ne peuvent se réaliser avec succès sans une forte probabilité de comprendre le message issu de l'autre. D'où la nécessité de créer des agents interlinguistiques capables de minimiser les nuances existantes entre les peuples du monde principalement pour des raisons économiques universelles. Ces personnes sont censées aller au-delà des exigences linguistiques de l'acte de traduction et embrasser les exigences du domaine ou du domaine d'activité spécifique qui en soi fait partie de la compétence dans les limites des impositions de formation modernes. L'article soutient également la nécessité pour les traducteurs modernes d'adopter les innovations technologiques modernes qui sont censées être protégées pour soutenir les essais humains visant à concrétiser des nations aux pôles séparés. Dans un monde globalisé, la technologie envahit tous les domaines de la vie où les études de traduction ne font pas exception. L'article conclut en suggérant des stratégies permettant aux traducteurs de se positionner comme des atouts pour leur organisation et de contrecarrer la croyance selon laquelle toute personne ayant une expérience linguistique peut traduire.]]>
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var str = 'Shiyab, Said';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 76-84]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/240/174]]>
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/240]]>
10.52919/translang.v20i2.240]]>
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var str = 'Schöne neue Übersetzerwelt? Chancen und Herausforderungen der Digitalisierung für Translatoren';
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]]>
Digitalisierung]]>
computergestützte]]>
Tools]]>
maschinelle Übersetzung]]>
Geschäftsübersetzung]]>
Digitalisation]]>
computer-assisted tools]]>
machine translation]]>
business translation]]>
Der vorliegende Artikel befasst sich mit den Folgen der Digitalisierung für die Übersetzungsbranche und die Rolle der Übersetzer. Er zeigt, dass sog. computer-assisted tools(CAT) zwar einerseits hilfreich für die Arbeit der Übersetzer sein können und deren Arbeitsgeschwindigkeit und Produktivität erhöhen können, andererseits aber zu Dumpingpreisen beitragen und den Beitrag vermitteln, Übersetzen sei eine sehr einfache Aufgabe, die gleichsam jedermann mit Hilfe von CATs erledigen können. Ferner wird veranschaulicht, wie Digitalisierung und Globalisierung sich auf die Übersetzungsindustrie auswirken und zu einer rasenden Vermehrung von Betrügern und Scammers führen.]]>
Brave New World of Translators? Opportunities and Challenges of Digitalisation for Translators
For Knowledge societies, it is of paramount importance to develop skills so that this knowledge can be identified, transformed, disseminated, used and applied. A new configuration of knowledge through the development of meta resources can be used to promote new forms of collaboration and cooperation, which are increasingly taking place in the digital environment. Three driving forces are causing this shift. First, the shift away from labour and capital-intensive activities towards activities where information and technical knowledge or expertise are in the foreground. Second, globalization is a significant driving force since globalization and digitization are closely interlinked. Third, Information communication technologies enable the processing and analysis of large amounts of data, which have greatly reduced transaction costs for cooperation and interaction. We can, therefore, speak of a new world of digital translators. The paper at hand deals with the effects digitalisation has had on business translation and the role of the translators. It shows that while computer-assisted tools might on the one hand be indeed helpful for translators and increase speed and productivity, on the other hand they tend to contribute to dumping prices and convey the impression that translation is a fairly easy task which can be accomplished by almost everyone with the help of CATs and assign translators the mere role of post-editors, even if this can mean that there is hardly any readable machine translation has to be translated almost entirely from scratch. Furthermore, it is demonstrated how digitalisation and globalisation impinge on the translator business and lead to the thriving of scammers and frauds. Due to the now quite efficient machine translation freely available translations by amateurs and the impression that TM systems are able to do the majority of the translation work, translation runs the risk of being perceived as a digital good, as something cheap, simple and fast for which basically no well-paid experts are needed. Realistically, therefore, there can be no talk of a brave new world of translators in the digital sphere. Apart from that, professional associations and the few 49 translation agencies that also care about translators should think about how to deal more effectively with the numerous grievances in the digital world, from poor pay to fraud]]>
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var str = 'Alshehri, Faiz';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 48-65]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/242/176]]>
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/242]]>
10.52919/translang.v20i2.242]]>
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var str = 'Image, langue et rites : cas du Tso’o chez les Eton';
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]]>
Image]]>
language]]>
Rite]]>
Tso'o]]>
Eton]]>
Tradition]]>
Image]]>
Language]]>
Rite]]>
Tso'o]]>
Eton]]>
Tradition]]>
Image, Language and Rites: the case of Tso’o among the Eton
Image, language and rites: the case of Tso’o among the Eton will allow us to question andanalyze the image and language in the context of the Tso’o rite among the Eton people (Cameroon). André Haquin (2005) conceives rites as symbolic practices, carrying plural meanings and whose interpretation is first to be sought in their implementation, in the action itself, accompanied by words and in their ritual environment. Calling on the ethnography of Hymes (1962, 1972), the rules of speech and communication skills will be analyzed in a culturally significant context, that of Tso’o. Let us specify here with Hymes (1967) that the choice of linguistic means, of the morphosyntactic realizations with which the speaker will perform his speech acts, depends on the circumstances surrounding the act of communication: here, the context of Tso’o. It is a rite that plays a cathartic role of removing a curse rooted in a community that arose after the tragic death of a member of that community. Thus, this rite will be understood through the language techniques used, the various sacred objects and codes used. Based on documentary research and field surveys, this study will show that the celebration of the Tso’o rite obeys its own rules and specific canons to achieve a specific objective: to remove the curse.]]>
Image, langue et rites : cas du Tso’o chez les Eton permettra de questionner et d’analyser l’image et la langue en contexte de rite Tso’o chez le peuple Eton (Cameroun). André Haquin (2005) conçoit les rites comme des pratiques symboliques, porteuses de significations plurielles et dont l’interprétation est d’abord à chercher dans leur mise en œuvre, dans l’action elle-même, accompagnée de paroles et dans leur environnement rituel. Convoquant donc l’ethnographie de Hymes (1962, 1972) les règles de la parole et la compétence de communication seront analysées dans un contexte culturellement significatif, celui du Tso’o. Précisons ici avec Hymes (1967) que le choix des moyens linguistiques, des réalisations morphosyntaxiques avec lesquelles le locuteur va réaliser ses actes de parole dépend des circonstances qui entourent l’acte de communication : ici, le contexte du Tso’o. C’est un rite qui joue un rôle cathartique consistant à faire évacuer une malédiction ancrée dans une communauté survenue après la mort tragique d’un membre de cette communauté. Ainsi donc, ce rite sera appréhendé au travers des techniques langagières employées, des différents objets sacrés et codes utilisés. Se basant ainsi sur la recherche documentaire et les enquêtes de terrain, cette étude montrera que la célébration du rite Tso’o obéit à des règles qui lui sont propres et à des canons spécifiques pour atteindre un objectif précis : faire disparaître la malédiction.]]>
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var str = 'Désirée, Nogo Marie';
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]]>
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var str = 'Gaston, Bessala';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 120-138]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-15]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/243/177]]>
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/243]]>
10.52919/translang.v20i2.243]]>
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var str = 'Why Did Everything Go Wrong? Some Notes on Hispano-Algerian Diplomatic Misunderstanding from a Study of a Letter of Beylerbeyi Hasan Pasha (1545-51)';
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]]>
Early Modern Diplomacy]]>
Translation]]>
knowledge]]>
Mediterranean]]>
Ottoman Algiers]]>
Spanish Monarchy]]>
البحر الأبيض المتوسط]]>
الترجمة]]>
الجزائر العثمانية]]>
المملكة الإسبانية]]>
المعرفة]]>
الدبلوماسية الحديثة]]>
يركز هذا المقال على دراسة تطور المفاوضات الدبلوماسية الإسبانية مع مدينة الجزائر ضمن النصف الأول من القرن السادس عشر، ويهدف أيضا إلى معرفة أسباب عدم الوصول لتحقيق الاتصالات والعلاقات ضمن سياسة مشتركة التي كانت أملها حكومة الممل كة الإسبانية. من أجل هذا سنتطرق لدراسة وتعريف النموذج الدبلوماسي المنتشر آنذاك للتفاوض مع الجزائريين. كما سنحدد أهدافه من خلال عرض نظرة نظام الممل كة الإسبانية لحكام مدينة الجزائر من خلال وثيقة محفوظة في الأرشيف العام بسيمانكاس، وهي عبارة عن رسالة بعثها الحاكم حسن باشا إلى أندريا دوريا صائفة 1548. تعرض هذه الرسالة الإعتبارات الاجتماعية والسياسية التي عرضها الإسبان من أجل التفاوض مع من تحاوروا معهم من شمال إفريقيا والتي كانت لها تأثير جلي على نتائج العديد من البعثات الدبلوماسية التي أجريت في مدينة الجزائر.]]>
The Spanish Monarchy became used to negotiating with Algerians in the final decades of the fifteenth centuries, when the Catholic Monarchs began reaching commercial and political agreements with many North African harbours. However, once the Ghazi corsairs from the Levant —Oruç and Hayreddin Barbarossa— conquered Algiers in the late 1510s, Spanish relationships with this harbour completely changed. From that moment on, Algiers tuned into an Ottoman possession subordinated to the House of Osman, posing a real threat to the Spanish Habsburgs’ Mediterranean estates. Although the Spanish Monarchy sent several military expeditions to recover Algiers, none of these attempts was successful. At the same time, Spaniards also considered diplomacy as a useful means of maintaining a channel of communication with Algerians open. Hence, this article focuses on the first half of the sixteenth century and aims to explore the evolution of Spanish diplomacy with Ottoman Algiers to find out why these inter-policy contacts did not achieve the purposes hoped for by the government of the Spanish Monarchy. For that reason, after defining the diplomatic model deployed to negotiate with the Algerians and its goals, I shall explore how the Spanish Monarchy regarded the Ottoman governors of Algiers by studying a letter that beylerbeyi Hasan Pasha sent to the Genoese Admiral Andrea Doria in the summer of 1548. This letter, which is conserved in the Archivo General de Simancas, presents us with a great opportunity to note that the socio-political consideration granted by the Spaniards to their North African interlocutors had considerable influence on the results of diplomatic missions conducted in Algiers.]]>
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 66-75]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/248/180]]>
application/pdf]]>
eng]]>
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info:eu-repo/semantics/publishedVersion]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/248]]>
10.52919/translang.v20i2.248]]>
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var str = 'معوقات تلقي الرسالة التعليمية الشفهية في ظل وباء كورونا)كوفيد-19(: فهم المنطوق في مرحلة التعليم الابتدائي أنموذجا';
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]]>
Oral educational message]]>
educational communication]]>
utterance understanding]]>
COVID-19]]>
الرسالة التعليمية الشفهية]]>
التواصل التعليمي]]>
فهم المنطوق]]>
كوفيد-19]]>
حاولت هذه الورقة البحثية أن تكشف عن مدى تأثير ارتداء ال كمامة على تلقي تلميذ المرحلة الابتدائية للرسالة التعليمية الشفهية بطر يقة سليمة خلال نشاط فهم المنطوق، مع تبيين طبيعة المعوقات التي قد تواجه تحقيق الأهداف التعليمية المرجوة من هذا النشاط في ظل الإجراءات الصحية المفروضة. وتنبع أهمية الموضوع من تسليطه الضوء على قطاعي عد من أكثر القطاعات تضررا من جائحة فيروس كورونا)كوفيد-19( وهو قطاع التعليم، والذي يعيش وضعا يستدعي طرح عدة ساؤلات على صعيد العملية التعليمية -التعلمية، تتعلق بمدى قدرة المعلمين على تحقيق أهدافهم التعليمية في ظل الالتزام بارتداء ال كمامة، إضافة إلى انشغاله بمرحلة تعليميةت عد ركيزة التعليم في المراحل اللاحقة. وقد قسمنا هذه الورقة إلى أربعة عناصر رئيسة؛ تطرقنا في العنصر الأول إلى مفهوم التواصل التعليمي، وبينا في العنصر الثاني أطراف التواصل في العملية التعليمية وأهم خصائصها، وأبرزنا في العنصر الثالث أهم خصائص الرسالة الشفهية،أم ا في العنصر الرابع فحاولنا ال كشف عن طبيعة المعوقات التي يمكن أن تعيق تلقي الرسالة الشفهية وفهمها واستيعابها استنادا إلى المعطيات النظرية المقدمة في العناصر السابقة، ثم ختمنا الورقة بأهم النتائج المتوصل إليها، مشفوعة ببعض التوصيات.]]>
Obstacles to receiving the oral educational message in light of the Corona pandemic(Covid-19): Understanding the oral in primary education as example
This research paper attempt to reveal the impact of wearing a mask on the primary school student’s receiving of the oral educational message in a proper manner during the verbal comprehension activity. We also indicate the obstacles that may face the achievement of the desired educational goals from this activity. The importance of this topic stems from shedding light on a sector that is considered one of the sectors most affected by the Corona Virus (Covid-19) pandemic, which is the education sector. This situation calls for raising several questions at the level of the educational-learning process, related to the teachers’ ability to achieve their educational goals in light of The imposed health measures, especially the obligation to wear a mask, in addition to his preoccupation with an educational stage that is the pillar of education in the later stages. We have divided this paper into four main components; In the first element, we touch on the concept of educational communication, in the second element we explain the communication parties in the educational process and their most important characteristics, in the third element we highlight the most important characteristics of the oral message. Finally, we try to reveal the obstacles that could impede receiving, understanding and assimilating the oral message based on the theoretical data provided in the previous elements. We conclude this paper with the most important findings, accompanied by some recommendations.]]>
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var str = 'Rechid, Naima';
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var str = 'Diaf, Fatima Zahra';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 276-287]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/251/181]]>
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/251]]>
10.52919/translang.v20i2.251]]>
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var str = 'نقل المرسلة الثقافية في النص الشعري';
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]]>
Culture]]>
difficulties of translating poetry]]>
Translation strategies]]>
reader]]>
translator]]>
cultural]]>
الثقافة]]>
صعوبات الترجمة الشعرية]]>
استراتيجيات الترجمة]]>
القارئ]]>
المترجم]]>
الوقع الثقافي]]>
يتناول هذا المقال أهمية الزّنة الثقافيّة في المرسلة الشعرية على وجه التحديد والدور الذي تؤديه الثقافة في عملية الترجمة أي على صعيد نقل الوقع الثقافي عينه للقارئ الهدف. لهذه الغاية ينقسم البحث إلى قسمين الأوّل تنظيري والثاني تطبيقي.أمّا القسم التنظيري فينطلق من تعريف الثقافة أبرز عناصرها ّ ومن ثم تعريف الترجمة بهدف استبيان العلاقة القائمة 308 بين هذا الثنائي. ّ يتطرق البحث بعدها إلى تسليط الضوء على الدور الذي تؤديه العناصر الثقافية آنفة الذكر في تسهيل أو تصعيب عمل المترجم عند نقل الوقع الثقافي للمرسلة الشعرية، كما يقترح الباحث عيّنة من الاستراتيجيات التي وضعها أهل الاختصاص بهدف إرشاد المترجم ومساعدته خلال عمليّة التّرجمة.أمّا الشق التطبيقي فيستهلّه الباحث بدراسة للنسخة ّ ولا أكثر المترجمة من قصيدة " لا أقل " للشاعر الفلسطيني محمود درويش واستنتاج المنهج الذياتّبعه مترجمها الشاعر والمترجم الفلسطيني الأصل فادي جودة وبالتالي تحديد موقفه هل كان من أهل المصدر أم من أهل الهدف.]]>
Cultural Transfer in Poetic Translation
This paper consists of an attempt to highlight the importance of cultural impact in poetry, in addition to the significant part it takes during the translation process, more precisely its equivalent delivery to the target reader. To attain the sought purpose, this research paper was separated into two sections: one being theoretical and the other practical. The theoretical section starts off by defining culture and its most significant elements, then moves on to defining translation in hopes of revealing the link between this pair. This paper proceeds to shed some light on the role that these previously stated cultural elements play in facilitating or impeding the translator’s task of transferring the poem’s cultural impact. Moreover, the author of this paper then proposes a sample of many strategies suggested by professionals to further guide the translator and assist him in his task. As for the practical section, it consists of a study regarding Palestinian poet Mahmoud Darwish’s “No More and No Less” and its translation procedures and strategies used in translated English version done by Fady Joudah, translator and poet of Palestinian origins; thus, allowing the translator’s stance to be revealed: whether he was source-oriented or sought the target reader.]]>
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Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 307-324]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/252/719]]>
application/pdf]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/252]]>
10.52919/translang.v20i2.252]]>
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var str = 'La Civilisation selon Malek Bennabi : des possibilités de son discours dans La Renaissance';
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]]>
Alienation]]>
discourse]]>
El-Afghani]]>
politics]]>
problematic]]>
renaissance]]>
Aliénation]]>
discours]]>
El-Afghani]]>
politique]]>
problématique]]>
renaissance]]>
Civilization according to Malek Bennabi: possibilities of his discourse in the Renaissance
Malek Bennabi (1905-1973) is retained in the Muslim culture of the twentieth century as a thinker of civilization and rebirth (Renaissance). Now, are they first of all Islamic concepts? It turns out that Bennabi, notably through his work Les conditions de la renaissance, deals with European civilization and, moreover, with a strong Christian charge; the Muslims being decadent since the year 37 of the Hegira (the battle of Çiffin). On the other hand, his point, not relevant to any possible argument; his words are no longer an argumentation but a story. Because, in the final analysis, the theme of civilization and rebirth has no support in the constituent discourse of Islam. Therefore, the question arises: is the Bennabian discourse possible? Given the tenuity of its two themes in the Islamic corpus, our hypothesis is that no and that this topical ideal only introduced the arbitrariness of other men, notably El Afghani and the arbitration of Western ideologists for what is worth and what does not apply to Muslims. Finally, it is a treatise of which one of the rare references to Islam (Koran, s. Thunder, verse 11) is ultimately a biased reading because of its decontextualization. Which ends with a definitive change of scenery from the Bennabian topical.]]>
Malek Bennabi (1905-1973) est retenu dans la culture musulmane du XXe s. comme penseur de la civilisation et de la renaissance. Or, d'abord s'agit-il de concepts islamiques ? Il s’avère que Bennabi, notamment à travers son œuvre Les conditions de la renaissance, traite de civilisation européenne et par surcroît à forte charge chrétienne ; les musulmans étant décadents depuis l’an 37 de l’hégire (la bataille de Çiffin). D’autre part, son propos, ne relevant d’aucune argumentation possible ; son propos ne constitue plus un discours mais un récit. Parce que, en dernière analyse la thématique de civilisation et de la renaissance n’a pas d’appui dans le discours constituant de l'Islam. Par conséquent, il y a lieu de s’interroger : le discours bennabien est-il possible ? Vu la ténuité de ses deux thèmes dans le corpus islamique, notre hypothèse est que non et que cet idéal topique a seulement introduit l’arbitraire d’autres hommes, notamment El Afghani et l’arbitrage d’idéologues occidentaux pour ce qui vaut et ce qui ne vaut pas pour les musulmans. Enfin il s’agit d’un traité dont l’une des rares références à l'Islam (Coran, s. Le tonnerre, verset 11) est endéfinitive une lecture biaisée à cause de sa décontextualisation. Ce qui se conclut par un dépaysement définitif du topique bennabien.]]>
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Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 264-275]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/253/183]]>
application/pdf]]>
fra]]>
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info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/253]]>
10.52919/translang.v20i2.253]]>
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var str = 'The Impact of Training on Cognitive and Interpreting Performance in the Short and Medium Term';
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]]>
attention]]>
cognitive skills]]>
consecutive interpreting]]>
interpreting training]]>
simultaneous interpreting]]>
attention]]>
capacités cognitives]]>
formation a l'interprétation]]>
interpretation consécutive]]>
interpretation simultanée]]>
The paper focuses on improving cognitive skills and interpreting performance in university education of future interpreters. In empirical research, the authors analyzed cognitive and interpreting performance of students (n = 60) in order to determine whether the quality of their performance is more influenced by predispositions in the form of specific cognitive skills or practical interpreting training in the short to medium term. The research sample consisted of students in the 3rd year of the bachelor’s (N=28) and 1st year of the master’s studies (N=32) in translation and interpreting. The research analyzed students’ performance in the d2 test of attention (overall performance, accuracy, error rate and fluctuation), cognitive process regulation test (multitasking - task combining the addition test and listening span task) in both consecutive and simultaneous interpreting, taking into account the length and extent of practical interpreting training of students of individual levels of study. We assumed that interpreting performance, and thus the ability to regulate cognitive skills, is improved with training. Overall, master’s students of all language combinations achieved on average higher score in consecutive interpreting than bachelor’s students. The results show that master’s students performed better in consecutive interpreting as well as in the cognitive processes regulation test, which significantly correlates with consecutive interpreting. On the other hand, bachelor’s students performed better in simultaneous interpreting, and they had also higher scores in the CPRT addition test, which significantly correlates with simultaneous interpreting. These results suggest that students’ interpreting performance is likely to be more influenced by their cognitive performance (and thus certain predispositions) than by training and experience to the extent and length offered by university education. When the difference of participants’ experience in interpreting is relatively small, their interpreting performance is probably more influenced by personal predispositions (e.g. performance of working memory in complex, cognitively demanding tasks, ability to cope with stressful situations, level of motivation) than by training. These personal predispositions will presumably develop in individuals during their interpreting practice, while this development is likely to be (under the same conditions) more intense in participants with better ability to regulate cognitive processes who are therefore likely to perform better, after acquiring certain amount of experience, in consecutive interpreting than their colleagues with a weaker ability to regulate cognitive processes. From the overall perspective, it can be states that the extent and length of practical experience in interpreting, which is offered by university studies in the form of interpreting seminars at bachelor’s and master’s level, are sufficient to practice basic modes, procedures and strategies and provide graduates with a basic set of interpreting skills. Nevertheless, in the longer term, it will be crucial how future interpreters will further develop their individual skills in practice. It can be assumed that cognitive and personal preconditions, drawing the starting line for further education and development, will also play an important role in this process.]]>
L’article se concentre sur l’amélioration des compétences cognitives et des performances en interprétation au cours de la formation universitaire des futurs interprètes. Dans une recherche empirique, les auteures ont analysé la performance cognitive et la performance en interprétation des étudiants (n = 60) afin de déterminer si la qualité de leurs performances est davantage influencée par des prédispositions sous forme de compétences cognitives spécifiques ou la formation pratique à l’interprétation à court et moyen terme. L’échantillon était composé d’étudiants en 3ème année de licence (N=28) et 1ère année de master (N=32) en traduction et interprétation. La recherche se penchait sur l’analyse des performances des étudiants au test d2 d’attention (performance globale, précision, taux d’erreur et fluctuation), au test de régulation des processus cognitifs (CPRT) (multitâche - tâche combinant test d’addition et tâche d’empan d'écoute), en interprétation consécutive ainsi que simultanée, en tenant compte de la durée et l’étendue de la formation pratique à interprétation des étudiants de chaque niveau d’études.Nous avons supposé que la performance en interprétation, et alors la capacité à réguler les compétences cognitives, s’améliore lors de l’entraînement. Dans l'ensemble, les étudiants en master de toutes les combinaisons linguistiques ont obtenu en moyenne des scores plus élevés en interprétation consécutive que les étudiants en licence. Les résultats montrent que les étudiants en master ont obtenu de meilleurs résultats en interprétation consécutive ainsi qu'au test de régulation des processus cognitifs, qui est significativement corrélé à l’interprétation consécutive. De l’autre côté, les étudiants en licence ont obtenu de meilleurs résultats en interprétation simultanée et ils ont également obtenu des scores plus élevés au test d’addition CPRT, qui est significativement corrélé à l’interprétation simultanée. Ces résultats suggèrent que les performances des étudiants en interprétation sont susceptibles d’être davantage influencées par leurs performances cognitives (et donc certaines prédispositions) que par la formation et l’expérience dans la mesure et la durée offertes par la formation universitaire. Lorsque la différence d’expérience des participants en interprétation est relativement faible, leur performance en interprétation est probablement plus influencée par des prédispositions personnelles (par exemple, performance de la mémoire de travail dans des tâches complexes et exigeantes sur le plan cognitif, capacité à faire face à des situations stressantes, niveau de motivation) que par la formation. Ces prédispositions personnelles se développeront vraisemblablement chez les individus au cours de leur pratique d’interprétation, alors que ce développement est susceptible d’être (dans les mêmes conditions) plus intense chez les participants ayant une meilleure capacité à réguler les processus cognitifs et alors susceptibles d’être plus performants, après avoir acquis une certaine quantité de expérience, en interprétation consécutive, que leurs collègues ayant une plus faible capacité à réguler les processus cognitifs. D’un point de vue global, on peut dire que l’étendue et la durée de l’expérience pratique en interprétation, qui est offerte par les études universitaires sous forme de travaux dirigés d’interprétation aux niveaux licence et master, sont suffisantes pour pratiquer les modes, procédures et stratégies de base et fournir les diplômés avec un ensemble de compétences de base en interprétation. Néanmoins, à plus long terme, il sera crucial comment les futurs interprètes développeront davantage leurs compétences individuelles dans la pratique. On peut supposer que les conditions préalables cognitives et personnelles, qui tracent la ligne de départ de la poursuite de l’éducation et du développement, joueront également un rôle important dans ce processus.]]>
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var str = 'Hodáková, Soňa';
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var str = 'Ukušová, Jana';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 23-47]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/254/184]]>
application/pdf]]>
eng]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/254]]>
10.52919/translang.v20i2.254]]>
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var str = 'Autonomes Lernen des Deutschen unter Berücksichtigung saudischer kultureller Konzepte';
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]]>
autonomous learning]]>
motivation]]>
listen]]>
speak]]>
read]]>
write]]>
autonomous learning]]>
motivation]]>
listen]]>
speak]]>
read]]>
write]]>
التعلم الذاتي]]>
الدوافع]]>
المعلم]]>
المتعلم للغات]]>
الاستماع]]>
الحديث]]>
القراءة والكتابة]]>
استقلالية المتعلم لاكتساب اللغة الأجنبية صعب. تتناول هذه المقالة شكلاً من أشكال استقلالية المتعلم الذي يحرر نفسه من المشاكل القائمة على التعلم الذاتي ويمكن ممارستها بسلاسة في سياق التعلم الخاص، وبالتحديد في المنزل. المساهمة هي دليل لأولئك الذين يرغبون في تعلم لغة أجنبية بشكل مستقل، وخاصة للطلاب في الجامعات. ومع ذلك، فإن حاملي مفهوم الاستقلالية هم المعلمون، لأنه ليس كل المتعلمين في الممل كة العربية السعودية قادرين على اكتشاف استراتيجيات استقلالية المتعلم بأنفسهم. يجب أن يكونوا على دراية باستقلالية المتعلم من قبل المعلم، التعلم الذاتي للغات في الممل كة العربية السعودية تحت جميع الظروف يعتمد على المعلم الذي يعزز الاستقلالية. لذلك، يبدو أن التدريب الإضافي ضروري لجميع المعلمين حتى يتمكنوا من التعرف على الإجراءات العملية لتطوير استقلالية المتعلم في هذا الشكل، وبهذه الطريقة فقط يمكن نشر هذه الفكرة وتنفيذها. يمكن تكييف استقلالية المتعلم بشكل جيد للغاية. لذلك، أرى أن التعلم المستقل في الثقافات الأخرى، التي لا تعاني من مشاكل ثقافية، يمكن استخدامها بشكل أفضل وبقدر الإمكان. المتطلبات الأساسية لذلك هي الدافع الجوهري للمتعلم ودور تعزيز الاستقلالية للمعلم.]]>
Autonomous learning of cultural concepts from Deutsch to Saudi Arabic
The motivation for the present article is my own experience in relation to autonomous German learning at the King Saud University in Riyadh. Treating this method scientifically and showing its central role in the language learning process in theory and practice were the reason to deal with this learning concept. Since autonomous learning in foreign language lessons is a multifaceted topic in language acquisition research, it is dealt with in this thesis taking into account Saudi cultural concepts. The contribution consists of two parts: The first part deals with the concept of “autonomous learning” and its fundamental aspects. The role of autonomy in foreign language teaching is discussed in detail, and the term “autonomous learning” is presented on the basis of the work of some authors. For this purpose, similar terms are defined that are directly related to the topic being dealt with. Then learning theories on which learning autonomy is based are discussed. Finally, the concept of “autonomy” for intercultural learning is described, and finally, autonomy and culture are brought into the discussion. The aim of this part is to present the idea of autonomy in foreign language teaching as a relevant learning method, to clarify its role within the learning theories and to discuss in detail its function and appropriateness in relation to the learning situation, namely the culture in which autonomous learning takes place. The second part of the article deals with the possibility of autonomous German learning in Saudi Arabia. After describing the importance of the German language in Saudi Arabia, three influential factors in foreign language teaching are named: the role of teacher, motivation and textbooks. These three key factors never work in isolation, they only work in context. The motivational factor and the textbooks are not functional without the teacher. Therefore, the role of the teacher as a preparatory and supportive center of learner autonomy is presented and treated. The debate about autonomous learning, its learning theories, its adaptability to the culture, its appropriateness in the Saudi learning context and finally the autonomy-promoting factors deal with the possibility of autonomous learning of German outside of class. Therefore, in conclusion, a practice-oriented learner autonomy in learning the German language is presented, which is based on my own learning methods and experiences. Since learning a language is based on the mastery of four skills, I try to substantiate each individual skill with examples. It shows how the learners at institutional learning locations, namely universities, can learn the German language independently outside of the classroom despite various inhibitions and learning blocks, although the idea of autonomy does not contradict the main features of Saudi culture.]]>
Autonomous learning of cultural concepts from Deutsch to Saudi Arabic
The motivation for the present article is my own experience in relation to autonomous German learning at the King Saud University in Riyadh. Treating this method scientifically and showing its central role in the language learning process in theory and practice were the reason to deal with this learning concept. Since autonomous learning in foreign language lessons is a multifaceted topic in language acquisition research, it is dealt with in this thesis taking into account Saudi cultural concepts. The contribution consists of two parts: The first part deals with the concept of “autonomous learning” and its fundamental aspects. The role of autonomy in foreign language teaching is discussed in detail, and the term “autonomous learning” is presented on the basis of the work of some authors. For this purpose, similar terms are defined that are directly related to the topic being dealt with. Then learning theories on which learning autonomy is based are discussed. Finally, the concept of “autonomy” for intercultural learning is described, and finally, autonomy and culture are brought into the discussion. The aim of this part is to present the idea of autonomy in foreign language teaching as a relevant learning method, to clarify its role within the learning theories and to discuss in detail its function and appropriateness in relation to the learning situation, namely the culture in which autonomous learning takes place. The second part of the article deals with the possibility of autonomous German learning in Saudi Arabia. After describing the importance of the German language in Saudi Arabia, three influential factors in foreign language teaching are named: the role of teacher, motivation and textbooks. These three key factors never work in isolation, they only work in context. The motivational factor and the textbooks are not functional without the teacher. Therefore, the role of the teacher as a preparatory and supportive center of learner autonomy is presented and treated. The debate about autonomous learning, its learning theories, its adaptability to the culture, its appropriateness in the Saudi learning context and finally the autonomy-promoting factors deal with the possibility of autonomous learning of German outside of class. Therefore, in conclusion, a practice-oriented learner autonomy in learning the German language is presented, which is based on my own learning methods and experiences. Since learning a language is based on the mastery of four skills, I try to substantiate each individual skill with examples. It shows how the learners at institutional learning locations, namely universities, can learn the German language independently outside of the classroom despite various inhibitions and learning blocks, although the idea of autonomy does not contradict the main features of Saudi culture.]]>
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var str = 'Bin Saran, Abdullah';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 85-110]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/255/208]]>
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/255]]>
10.52919/translang.v20i2.255]]>