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var str = 'De l’usage raisonné des ressources documentaires numériques pour le développement de la sous- compétence instrumentale dans la didactique de la traduction spécialisée : retours d’expérience et perspectives en contexte LANSAD';
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didactic expirementation - digital document on resources]]>
instrumental subcompetence]]>
LANSAD context]]>
translational competence]]>
The Reasoned Use of Digital Documentation Resources for the Development of Instrumental Sub-competence in the Teaching of Specialised Translation: Feedback and Perspectives in a LANSAD context
Within the framework of university teaching, the practice of translation takes the form of an activity essentially based on solving problems involving linguistic knowledge. In the last two decades, the theoretical-experimental studies proposed by textual linguistics and pragmalinguistics have made essential contributions to translation didactics through methodological proposals based on an operational vision of interlinguistic communication, according to which the act of translation must be considered as an act of enunciation carried out for a given purpose, addressed to a specific addressee and inscribed in a particular socio-cultural context. A similar conception is found in sociolinguistic and functionalist approaches that focus on the expectations of the hypothetical client and on the analysis of the source text (ST) at the textual and pragmatic-communicative level. The practical dimension of translation as well as the contextualisation of the assigned tasks are also emphasised in methodological proposals inspired by the principles of task-based language teaching, an approach centred on the realisation of linguistic tasks that emphasise the pragmatic aspect. Similarly, cognitivist approaches to translation, which have emphasised the value of metacognitive sub-competence, aspire to the active participation of learners in the teaching/learning process. To achieve this goal, they are encouraged to reflect on the different preparatory phases of the translation work in which the strategy to be followed in writing the CT is chosen based on certain criteria, such as the purpose, the target audience, the function of the text and its structure. The development of theoretical-methodological competence is thus encouraged, whereby the transition from declarative knowledge, i.e. being aware of the problems a learner may encounter, to procedural knowledge (know-how), i.e. being able to find the most appropriate solution, takes place. Within the framework of translation studies, the practice of translation thus takes the form of an activity essentially based on the resolution of problems involving linguistic, cultural, cognitive, and metacognitive knowledge. Beyond the different perspectives, it seems to us that the most recent approaches to the didactics of translation have identified common training needs and methodological criteria that can be applied in an integrated way in all university courses, whether in LLCE courses for students of foreign languages, literature, and translation or in common or professional language courses for specialists in other disciplines (LANSAD). In this contribution we propose a reflection on the acquisition of skills related to the documentation phase of the translation process in a university context, through the study of a text translated from French into Italian by students of a French Language course for specialists of other disciplines (LANSAD). After reviewing the concept of translational competence and its various subcategories, we present an experimental didactic path based on the use of digital documentary resources and corpora applied to specialised translation, with particular attention to the development of the instrumental sub-competence.]]>
The Reasoned Use of Digital Documentation Resources for the Development of Instrumental Sub-competence in the Teaching of Specialised Translation: Feedback and Perspectives in a LANSAD context
Within the framework of university teaching, the practice of translation takes the form of an activity essentially based on solving problems involving linguistic knowledge. In the last two decades, the theoretical-experimental studies proposed by textual linguistics and pragmalinguistics have made essential contributions to translation didactics through methodological proposals based on an operational vision of interlinguistic communication, according to which the act of translation must be considered as an act of enunciation carried out for a given purpose, addressed to a specific addressee and inscribed in a particular socio-cultural context. A similar conception is found in sociolinguistic and functionalist approaches that focus on the expectations of the hypothetical client and on the analysis of the source text (ST) at the textual and pragmatic-communicative level. The practical dimension of translation as well as the contextualisation of the assigned tasks are also emphasised in methodological proposals inspired by the principles of task-based language teaching, an approach centred on the realisation of linguistic tasks that emphasise the pragmatic aspect. Similarly, cognitivist approaches to translation, which have emphasised the value of metacognitive sub-competence, aspire to the active participation of learners in the teaching/learning process. To achieve this goal, they are encouraged to reflect on the different preparatory phases of the translation work in which the strategy to be followed in writing the CT is chosen based on certain criteria, such as the purpose, the target audience, the function of the text and its structure. The development of theoretical-methodological competence is thus encouraged, whereby the transition from declarative knowledge, i.e. being aware of the problems a learner may encounter, to procedural knowledge (know-how), i.e. being able to find the most appropriate solution, takes place. Within the framework of translation studies, the practice of translation thus takes the form of an activity essentially based on the resolution of problems involving linguistic, cultural, cognitive, and metacognitive knowledge. Beyond the different perspectives, it seems to us that the most recent approaches to the didactics of translation have identified common training needs and methodological criteria that can be applied in an integrated way in all university courses, whether in LLCE courses for students of foreign languages, literature, and translation or in common or professional language courses for specialists in other disciplines (LANSAD). In this contribution we propose a reflection on the acquisition of skills related to the documentation phase of the translation process in a university context, through the study of a text translated from French into Italian by students of a French Language course for specialists of other disciplines (LANSAD). After reviewing the concept of translational competence and its various subcategories, we present an experimental didactic path based on the use of digital documentary resources and corpora applied to specialised translation, with particular attention to the development of the instrumental sub-competence.]]>
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var str = 'Zollo , Silvia Domenica';
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Traduction et Langues; Vol 21 No 1 (2022): Traduction et Langues Volume : 21 Numéro : 01 / Août 2022; 157-172]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v21i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2022-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/877/749]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/877]]>
10.52919/translang.v21i1.877]]>
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var str = 'Vers quel modèle de traduction-terminologie en langues nationales à l’aune d’une éducation bi- plurilingue au Cameroun ?';
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translation]]>
terminlogy]]>
bilingual education]]>
national languages]]>
lexicon]]>
Towards what model of translation-terminology in national languages in the light of bi-plurilingual education in Cameroon?
Cameroon, a country characterised by obvious linguistic diversity, recognises the importance of education that is rooted in the culture of the pupils and develops professional or self-employment skills through bi-lingual education. However, the national languages of Cameroon do not have sufficiently elaborate metalanguages to fully convey all the knowledge related to school subjects such as grammar, arithmetic, geometry, etc. They therefore need to be developed and adapted to the needs of the students. They need to be equipped with adequate terminologies to meet the challenge of bi-plurilingual teaching (official languages and national languages), because the production of bi-plurilingual (Cameroonian languages and official languages: French and English) teaching manuals and metalinguistic tools (lexicons, dictionaries, etc.), among others, implies an intense activity of translation-terminology to express certain teaching contents. However, no standard theoretical-practical model has been adopted for translation- terminology involving these languages. This activity thus seems to be left to improvisation. Focusing on recent work in two terminology committees in Cameroon (the ELAN- Afrique committee and the one set up by the IFADEM-RETHE team in Cameroon in 2016), this article outlines some of the salient linguistic problems encountered in translation-terminology activities related to the elaboration of lexicons in national languages, in the perspective of bi-lingual education. These include problems relating to the order of priority in the choice of naming procedures, compliance with the rules of adaptation of borrowings, the length of lexicalised expressions, and the rate of translation of terms. With regard to the choice of naming procedures, certain notions were difficult to agree on and were sometimes the source of lengthy debates within the translation-terminology groups. For example, in view of the high level of abstraction of certain concepts, some members of the terminology committees proposed borrowing as a first recourse, while others, with a purist tendency, considered that procedures employing the internal resources of the target language should be preferred to borrowing, without taking into account the length of the lexemes that would be derived from them. As far as compliance with the rules of adaptation of borrowings is concerned, several terms are not morpho-phonologically adapted, contrary to what is recommended by the cultural approaches. Moreover, several graphemes and consonantal sequences not attested in the alphabet or in the morphophonology of certain languages have been disgracefully taken into account in lexicons. Furthermore, as regards the length of lexicalised expressions, several terms have been translated into excessively long syntagms, or even sentences, whereas several procedures could have allowed their lexicalisation in compliance with the principle of brevity dear to terminology. Finally, some terms, due to their high level of abstraction or technicality, remained untranslated. In addition, the study proposes some theoretical-practical issues in the perspective of a model of translation-terminology of school contents from the official languages into the national languages of Cameroon, by laying the groundwork for an extensive socio-cultural terminological approach that would not only preserve the identity needs of each local community (hence the socio-cultural component of the model), but would also take into account the linguistic and cultural diversity of Cameroon characterised by the other idioms that evolve in this territory with the cultures they convey (hence the extensive character of the model). It is a non-essentialist model in its socio-cultural dimension, which promotes the multidialectal and multilingual character of the territory in translation-terminology activities by encouraging and highlighting the lexical variations that could arise from the different linguistic variants within a single language, as well as the calques and borrowings between Cameroonian languages; this with a view to increasing the possibilities of terminological development.]]>
Towards what model of translation-terminology in national languages in the light of bi-plurilingual education in Cameroon?
Cameroon, a country characterised by obvious linguistic diversity, recognises the importance of education that is rooted in the culture of the pupils and develops professional or self-employment skills through bi-lingual education. However, the national languages of Cameroon do not have sufficiently elaborate metalanguages to fully convey all the knowledge related to school subjects such as grammar, arithmetic, geometry, etc. They therefore need to be developed and adapted to the needs of the students. They need to be equipped with adequate terminologies to meet the challenge of bi-plurilingual teaching (official languages and national languages), because the production of bi-plurilingual (Cameroonian languages and official languages: French and English) teaching manuals and metalinguistic tools (lexicons, dictionaries, etc.), among others, implies an intense activity of translation-terminology to express certain teaching contents. However, no standard theoretical-practical model has been adopted for translation- terminology involving these languages. This activity thus seems to be left to improvisation. Focusing on recent work in two terminology committees in Cameroon (the ELAN- Afrique committee and the one set up by the IFADEM-RETHE team in Cameroon in 2016), this article outlines some of the salient linguistic problems encountered in translation-terminology activities related to the elaboration of lexicons in national languages, in the perspective of bi-lingual education. These include problems relating to the order of priority in the choice of naming procedures, compliance with the rules of adaptation of borrowings, the length of lexicalised expressions, and the rate of translation of terms. With regard to the choice of naming procedures, certain notions were difficult to agree on and were sometimes the source of lengthy debates within the translation-terminology groups. For example, in view of the high level of abstraction of certain concepts, some members of the terminology committees proposed borrowing as a first recourse, while others, with a purist tendency, considered that procedures employing the internal resources of the target language should be preferred to borrowing, without taking into account the length of the lexemes that would be derived from them. As far as compliance with the rules of adaptation of borrowings is concerned, several terms are not morpho-phonologically adapted, contrary to what is recommended by the cultural approaches. Moreover, several graphemes and consonantal sequences not attested in the alphabet or in the morphophonology of certain languages have been disgracefully taken into account in lexicons. Furthermore, as regards the length of lexicalised expressions, several terms have been translated into excessively long syntagms, or even sentences, whereas several procedures could have allowed their lexicalisation in compliance with the principle of brevity dear to terminology. Finally, some terms, due to their high level of abstraction or technicality, remained untranslated. In addition, the study proposes some theoretical-practical issues in the perspective of a model of translation-terminology of school contents from the official languages into the national languages of Cameroon, by laying the groundwork for an extensive socio-cultural terminological approach that would not only preserve the identity needs of each local community (hence the socio-cultural component of the model), but would also take into account the linguistic and cultural diversity of Cameroon characterised by the other idioms that evolve in this territory with the cultures they convey (hence the extensive character of the model). It is a non-essentialist model in its socio-cultural dimension, which promotes the multidialectal and multilingual character of the territory in translation-terminology activities by encouraging and highlighting the lexical variations that could arise from the different linguistic variants within a single language, as well as the calques and borrowings between Cameroonian languages; this with a view to increasing the possibilities of terminological development.]]>
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var str = 'Yves Julien , Manifi Abouh Maxime';
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var str = 'Ndibnu-Messina, Ethe Julia';
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Traduction et Langues; Vol 21 No 1 (2022): Traduction et Langues Volume : 21 Numéro : 01 / Août 2022; 137-156]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v21i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2022-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/876/748]]>
application/pdf]]>
fra]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/876]]>
10.52919/translang.v21i1.876]]>
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var str = 'Le projet Archaeo-Term : premiers résultats';
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Archeology]]>
cultural heritage]]>
multilingualism]]>
semantic web]]>
terminological resources]]>
thesaurus]]>
The Project Archaeo-Term: Initial Results
This article aims at describing the objectives, the theoretical and methodological background, the development, and the first results of the Archaeo-Term project of the University of Naples "L'Orientale", Department of Literary, Linguistic and Comparative Studies. The Archaeo-Term project has been developed within the YourTermCULT project promoted by the Terminology Without Borders Project of the Terminology Coordination Unit (TermCoord) of the European Parliament - Directorate-General for Translation (DGT) specifically for collecting terminology in different aspects related to culture. The aim of the Archaeo-Term project is to enhance the access to the archaeological data in several formats and languages. It represents a common effort to contribute to the creation of linguistic and terminological resources for the domain of Cultural Heritage (CH) and, in particular, for the sub-domain of archaeology, which is notably highly complex and fragmented. One of the first results of the Archaeo-Term project is the creation of a multilingual terminological resource for the domain of archaeology, which can be conveniently employed in different Natural Language Processing (NLP) tasks, including Machine Translation (MT). The first version of the Archaeo-Term multilingual terminological resource is available in 5 languages: Italian, English, Spanish, German, and Dutch and is publicly accessible online. With the objective of promoting a common and shared termbase across different languages, the Archaeo-Term terminological resource is addressed not only to a specialized audience such as experts in the field of archaeology but also as terminological support for translators and interpreters during their professional practice, as well as for a more general audience. The terminological resource is the result of an extraction and aggregation process carried out starting from two already existing thesauri: the Italian "Thesaurus per la definizione dei reperti archeologici" developed by the Italian Central Institute for Catalogue and Documentation (Istituto Centrale per il Catalogo e la Documentazione - ICCD) and the multilingual Art and Architecture Thesaurus (AAT) developed by the Getty Research Institute, which is among the most trustworthy and accurate resources in the domain of Cultural Heritage. Taking advantage of the Semantic Web formalisms applied to these terminological resources, we are able to extract and merge information from the aforementioned thesauri using SPARQL queries. Indeed, we run different queries against the SPARQL endpoint to enrich our multilingual terminological resource by extracting useful information about the different terminological entries. The information extracted and merged from these thesauri by means of several consecutive queries is as follows: the equivalent terms in the foreseen languages, the alternative terms and the plural forms, the domains and sub-domains, the definitions of the terms, and their sources. Furthermore, the extraction phase has been followed by an evaluation step aimed at checking missing information, verifying and adjusting possible misalignments among entries, and setting potential future implementations. As an ongoing project, we are also planning to enlarge the terminological resource with equivalent terms in other languages such as French, Swedish, Polish, Russian, and Chinese, with the aim of extending the language coverage also to non- European languages which are usually under-represented and low-resourced. As a first implementation with regards to the first version of the terminological resource, we have currently collected: 1.059 entries in Italian, 1.055 in Spanish, 1.053 in English, 843 in Russian, 600 in Polish, 460 in German, 193 in French, and 82 in Chinese. To conclude, the Archaeo-Term project aims at promoting the creation of high-quality and trustworthy multilingual terminological resources for the domain of archaeology by also collaborating at the same time with institutions, experts in the field of terminology, linguistics, and cultural heritage.]]>
The Project Archaeo-Term: Initial Results
This article aims at describing the objectives, the theoretical and methodological background, the development, and the first results of the Archaeo-Term project of the University of Naples "L'Orientale", Department of Literary, Linguistic and Comparative Studies. The Archaeo-Term project has been developed within the YourTermCULT project promoted by the Terminology Without Borders Project of the Terminology Coordination Unit (TermCoord) of the European Parliament - Directorate-General for Translation (DGT) specifically for collecting terminology in different aspects related to culture. The aim of the Archaeo-Term project is to enhance the access to the archaeological data in several formats and languages. It represents a common effort to contribute to the creation of linguistic and terminological resources for the domain of Cultural Heritage (CH) and, in particular, for the sub-domain of archaeology, which is notably highly complex and fragmented. One of the first results of the Archaeo-Term project is the creation of a multilingual terminological resource for the domain of archaeology, which can be conveniently employed in different Natural Language Processing (NLP) tasks, including Machine Translation (MT). The first version of the Archaeo-Term multilingual terminological resource is available in 5 languages: Italian, English, Spanish, German, and Dutch and is publicly accessible online. With the objective of promoting a common and shared termbase across different languages, the Archaeo-Term terminological resource is addressed not only to a specialized audience such as experts in the field of archaeology but also as terminological support for translators and interpreters during their professional practice, as well as for a more general audience. The terminological resource is the result of an extraction and aggregation process carried out starting from two already existing thesauri: the Italian "Thesaurus per la definizione dei reperti archeologici" developed by the Italian Central Institute for Catalogue and Documentation (Istituto Centrale per il Catalogo e la Documentazione - ICCD) and the multilingual Art and Architecture Thesaurus (AAT) developed by the Getty Research Institute, which is among the most trustworthy and accurate resources in the domain of Cultural Heritage. Taking advantage of the Semantic Web formalisms applied to these terminological resources, we are able to extract and merge information from the aforementioned thesauri using SPARQL queries. Indeed, we run different queries against the SPARQL endpoint to enrich our multilingual terminological resource by extracting useful information about the different terminological entries. The information extracted and merged from these thesauri by means of several consecutive queries is as follows: the equivalent terms in the foreseen languages, the alternative terms and the plural forms, the domains and sub-domains, the definitions of the terms, and their sources. Furthermore, the extraction phase has been followed by an evaluation step aimed at checking missing information, verifying and adjusting possible misalignments among entries, and setting potential future implementations. As an ongoing project, we are also planning to enlarge the terminological resource with equivalent terms in other languages such as French, Swedish, Polish, Russian, and Chinese, with the aim of extending the language coverage also to non- European languages which are usually under-represented and low-resourced. As a first implementation with regards to the first version of the terminological resource, we have currently collected: 1.059 entries in Italian, 1.055 in Spanish, 1.053 in English, 843 in Russian, 600 in Polish, 460 in German, 193 in French, and 82 in Chinese. To conclude, the Archaeo-Term project aims at promoting the creation of high-quality and trustworthy multilingual terminological resources for the domain of archaeology by also collaborating at the same time with institutions, experts in the field of terminology, linguistics, and cultural heritage.]]>
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var str = 'Monti, Johanna';
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var str = 'di Buono , Maria Pia';
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var str = 'Speranza, Giulia';
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var str = 'Centrella, Maria';
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var str = 'De Carlo , Andrea';
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Traduction et Langues; Vol 21 No 1 (2022): Traduction et Langues Volume : 21 Numéro : 01 / Août 2022; 121-136]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v21i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2022-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/875/747]]>
application/pdf]]>
fra]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/875]]>
10.52919/translang.v21i1.875]]>
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var str = 'L’Observatoire Européen du Plurilinguisme (OEP) Peut-on promouvoir la diversité linguistique de l’Europe à travers des Traducteurs Bénévoles?';
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English machine translation]]>
noun phrase]]>
romance languages]]>
semantic ambiguity]]>
syntactic ambiguity]]>
The European Observatory for Plurilingualism Can we promote linguistic diversity in Europe through Volunteer Translators?
The question of plurilingualism is of very great topicality and richness. It may concern the issue of linguistic representativeness and go from language ideology to the different educational and linguistic practices, passing through the valorisation of lifelong learning in the fields of foreign language acquisition. Plurilingualism can also be a field of academic research, particularly in linguistics, language didactics and translation studies. It is also important to emphasize that the notoriety of the concept of plurilingualism is especially dependent on the actions of states. Indeed, the question of linguistic diversity - to be understood as the management of relations between languages - is fundamentally political in nature and for this very reason, it is at the heart of all state power strategies. As far as possible, with our study, we would like to contribute to the ongoing debate by drawing attention to the fact that to be better understood, the issue of plurilingualism requires the contribution of various actors. For this reason, our study proposes to address the case of the European Observatory of Plurilingualism. Our choice is based on the fact that this actor of the European scene allows to weld together the specificities of supranational institutions and those of social actors. Specifically, the promotion of plurilingualism is a crucial topic for European Observatory for Plurilingualism (EPO): a cooperation structure bringing together decision-makers, researchers and representatives of civil society committed to preserving the linguistic diversity and creativity of the European area. For the past eighteen years, the OEP has been promoting languages of the European Union by developing its activities along four lines: monitoring information, raising awareness among various audiences, pooling resources, and mediating in the decision-making processes of transnational political institutions. To do this, this actor of plurilingualism, on the one hand, uses textual typologies (the bimonthly newsletter, editorials and press releases) aimed at strategic communication and linguistic vigilance; on the other hand, it uses translation practices that are fundamentally multilingual. The latter are carried out by volunteer translators - figures halfway between professionalism and amateurism - who use a variety of translation approaches. Our article proposes to analyse the figure of the volunteer translator by examining his or her translations. The aim will be to show what communicative and editorial strategies are used; what influence the context has on the translational choices (in particular, the concept of "partial translation" will be discussed) and, finally, what status the translation has - especially in relation to civilisational and educational issues. To do this, we will use a mini corpus of texts whose enunciative, stylistic and discursive dimensions will be observed. In this direction, the study we propose to carry out will allow us to observe that for OEP translation is one of the pillars of its strategy in favour of plurilingualism and this by adopting a double approach. On the one hand, OEP volunteer translators translate press releases, editorials, and the newsletter (and/or website) into at least five languages. On the other hand, OEP sets itself the task of ensuring that translation is truly at the heart of the linguistic practices of the European institutions, and more specifically of the European Commission. In this sense, translation will be considered a necessary part of the discourse on multilingualism in the European institutions. In conclusion, we will argue that the practice of translation needs to be recast on new bases and new strategies (specific editorial and translational), in order to respond to the needs, especially of civic education, of a world that has become multipolar. In our opinion, the perspective put forward by the OEP and its volunteer translators goes precisely in the direction of a translating practice that is the reflex of the evolution of society and its new challenges. So, our approach to the OEP fundamentally multilingual writing practices will show how a paradigm shift is possible.]]>
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var str = 'Armentano, Nicoletta';
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Traduction et Langues; Vol 21 No 1 (2022): Traduction et Langues Volume : 21 Numéro : 01 / Août 2022; 99-120]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v21i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2022-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/874/746]]>
application/pdf]]>
fra]]>
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Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/874]]>
10.52919/translang.v21i1.874]]>
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var str = 'Traitement de l’ambiguïté syntaxique et sémantique en TA neuronale : analyse de la traduction de l’anglais vers le français, l’espagnol et l’italien';
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]]>
English]]>
machine translation]]>
noun phrase]]>
romance languages]]>
semantic ambiguity]]>
syntactic ambiguity]]>
Syntactic and Semantic Ambiguity Processing in Neural MT from English to French, Spanish and Italian
Despite recent advances in artificial intelligence, human translators outperform MT for at least three types of tasks: identifying referents in anaphora (especially of the interphrastic kind), resolving semantic ambiguity (which is mainly due to polysemy or homonymy), and resolving syntactic ambiguity (especially with poorly inflected source languages such as English). Using the results obtained by two freely available online machine translation programs, Google Translate and DeepL, we examine how these two types of ambiguity are processed in translation from English into French, Spanish and Italian. Our results show that the two programs perform well overall in resolving the simplest cases of syntactic ambiguity, with difficulties arising more frequently for noun phrases featuring atypical syntactic divisions and rarely used collocations. MT output for ambiguous structures involving verb roots followed by the –ING morpheme (flying planes, growing pains) is studied, as well as syntactic structures in which two or more nouns are preceded by one or more adjectives. MT handles relatively well the longest of those structures (ADJ ADJ N N N N), probably because their subsets are part of the bilingual or target language monolingual corpora that underlie MT systems. Structures involving head modification and coordination (ADJ N AND N) are also known to pose problems for MT and human translators alike. But since many of the most frequent N AND N structures involve cohyponyms (men and women, brothers and sisters), antonyms (rights and duties, costs and benefits) or near- synonyms (aid and advice), their translation as a whole unit generally triggers the choice of correct syntact dependencies in translation. Structures in which the adjective only modifies the first noun (fresh air and exercise, social sciences and humanities) are much less frequent and are also probably translated as a whole unit. Structures involving premodification, coordination and post-modification may give rise to four distinct types of structures depending on whether long-range dependencies apply (detailed [knowledge and understanding] of the IT industry, [ethnic group] and [place of birth], invaluable [context and [source of information], [close friend] and confidant] of Mr Jones. Structures in which both long-range dependencies apply (integrated prevention and control of pollution) are the ones which most frequently cause errors for MT. Semantic ambiguity cases have been processed with increasing success by MT, especially when collocates vary widely for the main two meanings of homonyms (a well-known example is the word pen). Processing polysemy (for instance the medical use of conditions in pre-existing conditions) is a bit more of a challenge for MT. Other cases involving concentration of several polysemic terms in the same sentence (Changing the placement of beams relative to the staff involves changing the direction of the stems in the beam) also create difficulties for MT when the polysemic terms are used without any of their usual collocates (here in the specialised field of musical edition). Homonymy cases involving grammatical category changes (N-to-V or V-to-N conversion) seem to continue to pose the most difficulties to neural MT, despite increasing consideration of intra- and extraphrastic context. Potentially ambiguous word sequences (treatment increase in as the daily dose and duration of treatment increase), which were processed incorrectly before neuronal MT, are now correctly translated. But word sequences in which one word belongs to a part of speech which is not the most commonly used one (e.g. the noun remains in what remains can be considered) may cause occasional errors. Several examples that involve the verb founder are studied, and they frequently trigger translation of the noun in all three Romance languages (or translations of the verbs find or found due to incorrect segmentation).]]>
Syntactic and Semantic Ambiguity Processing in Neural MT from English to French, Spanish and Italian
Despite recent advances in artificial intelligence, human translators outperform MT for at least three types of tasks: identifying referents in anaphora (especially of the interphrastic kind), resolving semantic ambiguity (which is mainly due to polysemy or homonymy), and resolving syntactic ambiguity (especially with poorly inflected source languages such as English). Using the results obtained by two freely available online machine translation programs, Google Translate and DeepL, we examine how these two types of ambiguity are processed in translation from English into French, Spanish and Italian. Our results show that the two programs perform well overall in resolving the simplest cases of syntactic ambiguity, with difficulties arising more frequently for noun phrases featuring atypical syntactic divisions and rarely used collocations. MT output for ambiguous structures involving verb roots followed by the –ING morpheme (flying planes, growing pains) is studied, as well as syntactic structures in which two or more nouns are preceded by one or more adjectives. MT handles relatively well the longest of those structures (ADJ ADJ N N N N), probably because their subsets are part of the bilingual or target language monolingual corpora that underlie MT systems. Structures involving head modification and coordination (ADJ N AND N) are also known to pose problems for MT and human translators alike. But since many of the most frequent N AND N structures involve cohyponyms (men and women, brothers and sisters), antonyms (rights and duties, costs and benefits) or near- synonyms (aid and advice), their translation as a whole unit generally triggers the choice of correct syntact dependencies in translation. Structures in which the adjective only modifies the first noun (fresh air and exercise, social sciences and humanities) are much less frequent and are also probably translated as a whole unit. Structures involving premodification, coordination and post-modification may give rise to four distinct types of structures depending on whether long-range dependencies apply (detailed [knowledge and understanding] of the IT industry, [ethnic group] and [place of birth], invaluable [context and [source of information], [close friend] and confidant] of Mr Jones. Structures in which both long-range dependencies apply (integrated prevention and control of pollution) are the ones which most frequently cause errors for MT. Semantic ambiguity cases have been processed with increasing success by MT, especially when collocates vary widely for the main two meanings of homonyms (a well-known example is the word pen). Processing polysemy (for instance the medical use of conditions in pre-existing conditions) is a bit more of a challenge for MT. Other cases involving concentration of several polysemic terms in the same sentence (Changing the placement of beams relative to the staff involves changing the direction of the stems in the beam) also create difficulties for MT when the polysemic terms are used without any of their usual collocates (here in the specialised field of musical edition). Homonymy cases involving grammatical category changes (N-to-V or V-to-N conversion) seem to continue to pose the most difficulties to neural MT, despite increasing consideration of intra- and extraphrastic context. Potentially ambiguous word sequences (treatment increase in as the daily dose and duration of treatment increase), which were processed incorrectly before neuronal MT, are now correctly translated. But word sequences in which one word belongs to a part of speech which is not the most commonly used one (e.g. the noun remains in what remains can be considered) may cause occasional errors. Several examples that involve the verb founder are studied, and they frequently trigger translation of the noun in all three Romance languages (or translations of the verbs find or found due to incorrect segmentation).]]>
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Traduction et Langues; Vol 21 No 1 (2022): Traduction et Langues Volume : 21 Numéro : 01 / Août 2022; 10-27]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v21i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2022-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/872/742]]>
application/pdf]]>
fra]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/872]]>
10.52919/translang.v21i1.872]]>
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var str = 'Traduction d’unités polylexicales du portugais en français par MT@EC et eTranslation';
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]]>
Ambiguity]]>
corpora]]>
domain coverage]]>
neutral machine translation]]>
phraseology]]>
statistical machine translation]]>
Translation of Multi-Word Units from Portuguese into French by MT@EC and eTranslation
This paper aims to determine the extent to which the shift from statistical machine translation (SMT) to neural machine translation (NMT) improved the performance of European Union machine translation systems between 2015 and 2021 in terms of multi-word unit translation and domain coverage. To do so, we chose to test these systems on machine translation into French of multi-word units expressing quantitative and qualitative progression in Portuguese from Portugal. These units consist of the 2-gram ‘cada vez’ and a comparative adjective or adverb (cada vez COMP), and their word-for-word translation into French is not idiomatic (*chaque fois COMP). The most frequent translation into French is ‘de COMP en COMP’. This implies that these multi-word units must be translated ‘en bloc’, but their identification is not straightforward. On the one hand, COMP is not fixed and may include one (mais / plus, menos / moins, maior / plus grand, menor / plus petit, melhor / meilleur – mieux, pior / pire – plus mal) or several words (mais or menos N, ADJ, ADV). On the other hand, the 2-gram ‘cada vez’ can be part of other multi-word units expressing iteration (de cada vez (que)/(à) chaque fois (que)), or ‘dropper’ ([a certain quantity] de cada vez/ à la fois), This raises the challenge of ambiguity, well known to biotranslators and still often problematic for NMT. Moreover, units expressing quantitative or qualitative progression may raise other translation challenges when they are coordinate (with or without repetition of the 2-gram ‘cada vez’), when they are split (cada vez (…) COMP), or when they combine with verbs or nouns to form extended translation units whose translation into French can result in a more concise solution we refer to as ‘lexicalisation’. We established a biotranslation model based on a manually aligned French-Portuguese parallel literary corpus and online searchable French-Portuguese aligned corpora (translation memories). We selected a sample of occurrences of these multi-word units including several translation challenges. These occurrences were selected from a Portuguese journalistic corpus. They belong therefore to general language, whereas the EU's translation memories cover the domains dealt with by its institutions, which represents an additional challenge, considering the critical importance of domain coverage in the data to NMT performance quality. The selected occurrences were translated into French by the EU SMT system in 2015 (MT@EC) and 2019 (eTranslation Legacy) and by eTranslation (the EU NMT system) in 2019 and 2021. Firstly, MT output was analysed according to two general criteria: ‘non- literality’, that is translation into French without ‘chaque’, and acceptability from a semantic point of view, that is MT output without any false meaning, opposite meaning or nonsense. Then we looked at specific challenges, some of which could lead to original solutions, worthy of a professional human translator, such as lexicalisation, change of grammatical category or ‘recategorisation’ and ‘naturalisation’, that is phraseological or syntactic rearrangement that makes the target text more idiomatic. The results show that MT is improving, especially according to the criterion of non-literality. Original solutions are still rare, but they are diversifying in NMT output. Nevertheless, NMT remains imperfect, not least because of the inherent ambiguity of natural languages and the inevitable gaps in the data on which these systems are based. The results also demonstrate the importance of human intervention in the maintenance of the systems learning automatically, since the quality of SMT system’s output decreases between 2015 and 2019, when all efforts were focused on improving EU NMT system. Finally, results reveal the dangers of using English as a pivot language when translating from one Romance language into another, and the need to train future translators in NMT and post-editing.]]>
Translation of Multi-Word Units from Portuguese into French by MT@EC and eTranslation
This paper aims to determine the extent to which the shift from statistical machine translation (SMT) to neural machine translation (NMT) improved the performance of European Union machine translation systems between 2015 and 2021 in terms of multi-word unit translation and domain coverage. To do so, we chose to test these systems on machine translation into French of multi-word units expressing quantitative and qualitative progression in Portuguese from Portugal. These units consist of the 2-gram ‘cada vez’ and a comparative adjective or adverb (cada vez COMP), and their word-for-word translation into French is not idiomatic (*chaque fois COMP). The most frequent translation into French is ‘de COMP en COMP’. This implies that these multi-word units must be translated ‘en bloc’, but their identification is not straightforward. On the one hand, COMP is not fixed and may include one (mais / plus, menos / moins, maior / plus grand, menor / plus petit, melhor / meilleur – mieux, pior / pire – plus mal) or several words (mais or menos N, ADJ, ADV). On the other hand, the 2-gram ‘cada vez’ can be part of other multi-word units expressing iteration (de cada vez (que)/(à) chaque fois (que)), or ‘dropper’ ([a certain quantity] de cada vez/ à la fois), This raises the challenge of ambiguity, well known to biotranslators and still often problematic for NMT. Moreover, units expressing quantitative or qualitative progression may raise other translation challenges when they are coordinate (with or without repetition of the 2-gram ‘cada vez’), when they are split (cada vez (…) COMP), or when they combine with verbs or nouns to form extended translation units whose translation into French can result in a more concise solution we refer to as ‘lexicalisation’. We established a biotranslation model based on a manually aligned French-Portuguese parallel literary corpus and online searchable French-Portuguese aligned corpora (translation memories). We selected a sample of occurrences of these multi-word units including several translation challenges. These occurrences were selected from a Portuguese journalistic corpus. They belong therefore to general language, whereas the EU's translation memories cover the domains dealt with by its institutions, which represents an additional challenge, considering the critical importance of domain coverage in the data to NMT performance quality. The selected occurrences were translated into French by the EU SMT system in 2015 (MT@EC) and 2019 (eTranslation Legacy) and by eTranslation (the EU NMT system) in 2019 and 2021. Firstly, MT output was analysed according to two general criteria: ‘non- literality’, that is translation into French without ‘chaque’, and acceptability from a semantic point of view, that is MT output without any false meaning, opposite meaning or nonsense. Then we looked at specific challenges, some of which could lead to original solutions, worthy of a professional human translator, such as lexicalisation, change of grammatical category or ‘recategorisation’ and ‘naturalisation’, that is phraseological or syntactic rearrangement that makes the target text more idiomatic. The results show that MT is improving, especially according to the criterion of non-literality. Original solutions are still rare, but they are diversifying in NMT output. Nevertheless, NMT remains imperfect, not least because of the inherent ambiguity of natural languages and the inevitable gaps in the data on which these systems are based. The results also demonstrate the importance of human intervention in the maintenance of the systems learning automatically, since the quality of SMT system’s output decreases between 2015 and 2019, when all efforts were focused on improving EU NMT system. Finally, results reveal the dangers of using English as a pivot language when translating from one Romance language into another, and the need to train future translators in NMT and post-editing.]]>
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var str = 'Bacquelaine, Françoise';
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]]>
Traduction et Langues; Vol 21 No 1 (2022): Traduction et Langues Volume : 21 Numéro : 01 / Août 2022; 56-76]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v21i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2022-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/871/744]]>
application/pdf]]>
fra]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/871]]>
10.52919/translang.v21i1.871]]>
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var str = 'Une Approche Linguistique pour l’Analyse, la Reconnaissance et la Traduction Automatiques des Verbes du Domaine Administratif et de Droit';
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]]>
administration and law field]]>
LVF]]>
machine translation]]>
nooJ]]>
abjects classes]]>
verbal polysemy]]>
A Linguistic Approach to The Analysis, Recognition and Automatic Translation of Administrative and Legal Verbs
Due to globalization and with the advent of the new digital era, economic, social, and mostly administrative sectors are now required to participate in the digitization and automation of data. This will make several tasks that were previously totally performed by humans easier. Hence, in this context, the present study investigated the application of machine translation (MT) in the administrative field. Using a semantic-syntactic approach and the French Verbs (LVF) dictionary by Jean Dubois and Françoise Dubois-Charlier, we analyzed the verbs used in the administration and legal fields. Following this initial theoretical stage, and using the NooJ platform, we deployed the acquired linguistic data for the construction of a French-Arabic machine translation application. To implement this application, we will design formal grammars for the automatic analysis and recognition of the many semantic-syntactic schemes defining this class of verbs, as well as a bilingual dictionary of legal and administrative verbs. The utmost objective of this research work is the achievement of an accurate and trustworthy translation. In the first theoretical part, we will identify the linguistic characteristics of the different verbs in the administrative and legal fields. At this first level of our approach, we will examine the syntactic constructions of these verbs and then, we will try to delimit the patterns or the distinctive semantic-syntactic schemes of the verbs used in a very specific discourse, which is the administrative discourse. In the second stage of automatic processing, we will try to create a computer process which can:
• Automatically analyze and recognize administrative verbs using the NooJ platform. • Properly translate the verbs studied in Arabic. For the creation of this MT process, the interest of which mainly concerns administrative documents, for social (divorce, inheritance, etc.) and even economic reasons, we will: a/ Integrate legal and administrative verbs into a bilingual French-Arabic electronic dictionary, describing them according to NooJ operators: inflection, conjugation, derivation and syntax operators, etc. In this step, we created: • Paraderivational.nof derivational paradigms. • “paraflexion.nof” bending paradigms. • “paradigmflexionnel.nof” conjugation paradigms • The syntactic formalization where we rewrote the syntactic schemes of the LVF. • The translation of each verbal entry into Arabic. Exp :
V+Emploi=01+AUX=AVOIR+FLX=CHANTER+CONS=T11b0+N0VN1PREPN2+N0Hum+V+N1Hum+N2Abst+N2Vinf+PREP="de"+DRV=AV1e : ARTISTE +DRV=AV2: COUSIN+DRV=DN15: DIRECTOR+DRV=DN15a: TABLE+DOM=DRO +CLASS=F2c+OPER="ict qn D offence"+LEXI=1+AR="َََّتَهَم
b/ Schematize the semantic-syntactic patterns by the formal grammars of NooJ, to automatically recognize the legal verbs used in an administrative corpus. The formal grammars used are called syntactic disambiguation grammars (Silberztein, Max 2015). In this phase, we produced disambiguation grammars that allowed us to analyze only the requested syntactic constructions. The disambiguation grammar is necessary and important, not only for the automatic analysis and recognition of the correct syntactic constructions, but also for producing a correct and reliable translation. c/ Create an automatic translation grammar that will allow us to obtain a suitable, reliable translation, which will respect the standards of the target language: Arabic. d/ Find solutions for the disambiguation of polysemic predicates using Gaston Gross's "object class" theory which allowed us to refine the recognition grammars and subsequently obtain encouraging results, where the verbs polysemous are suitably translated into Arabic. The originality of this study emanates from the fact that it provides, not only a linguistic description of the verbs of the administrative and legal domain, but especially of the integration of the various data in the NooJ software, in order to facilitate the treatment and the automatic translations of the two languages in question.]]>
A Linguistic Approach to The Analysis, Recognition and Automatic Translation of Administrative and Legal Verbs
Due to globalization and with the advent of the new digital era, economic, social, and mostly administrative sectors are now required to participate in the digitization and automation of data. This will make several tasks that were previously totally performed by humans easier. Hence, in this context, the present study investigated the application of machine translation (MT) in the administrative field. Using a semantic-syntactic approach and the French Verbs (LVF) dictionary by Jean Dubois and Françoise Dubois-Charlier, we analyzed the verbs used in the administration and legal fields. Following this initial theoretical stage, and using the NooJ platform, we deployed the acquired linguistic data for the construction of a French-Arabic machine translation application. To implement this application, we will design formal grammars for the automatic analysis and recognition of the many semantic-syntactic schemes defining this class of verbs, as well as a bilingual dictionary of legal and administrative verbs. The utmost objective of this research work is the achievement of an accurate and trustworthy translation. In the first theoretical part, we will identify the linguistic characteristics of the different verbs in the administrative and legal fields. At this first level of our approach, we will examine the syntactic constructions of these verbs and then, we will try to delimit the patterns or the distinctive semantic-syntactic schemes of the verbs used in a very specific discourse, which is the administrative discourse. In the second stage of automatic processing, we will try to create a computer process which can:
• Automatically analyze and recognize administrative verbs using the NooJ platform. • Properly translate the verbs studied in Arabic. For the creation of this MT process, the interest of which mainly concerns administrative documents, for social (divorce, inheritance, etc.) and even economic reasons, we will: a/ Integrate legal and administrative verbs into a bilingual French-Arabic electronic dictionary, describing them according to NooJ operators: inflection, conjugation, derivation and syntax operators, etc. In this step, we created: • Paraderivational.nof derivational paradigms. • “paraflexion.nof” bending paradigms. • “paradigmflexionnel.nof” conjugation paradigms • The syntactic formalization where we rewrote the syntactic schemes of the LVF. • The translation of each verbal entry into Arabic. Exp :
V+Emploi=01+AUX=AVOIR+FLX=CHANTER+CONS=T11b0+N0VN1PREPN2+N0Hum+V+N1Hum+N2Abst+N2Vinf+PREP="de"+DRV=AV1e : ARTISTE +DRV=AV2: COUSIN+DRV=DN15: DIRECTOR+DRV=DN15a: TABLE+DOM=DRO +CLASS=F2c+OPER="ict qn D offence"+LEXI=1+AR="َََّتَهَم
b/ Schematize the semantic-syntactic patterns by the formal grammars of NooJ, to automatically recognize the legal verbs used in an administrative corpus. The formal grammars used are called syntactic disambiguation grammars (Silberztein, Max 2015). In this phase, we produced disambiguation grammars that allowed us to analyze only the requested syntactic constructions. The disambiguation grammar is necessary and important, not only for the automatic analysis and recognition of the correct syntactic constructions, but also for producing a correct and reliable translation. c/ Create an automatic translation grammar that will allow us to obtain a suitable, reliable translation, which will respect the standards of the target language: Arabic. d/ Find solutions for the disambiguation of polysemic predicates using Gaston Gross's "object class" theory which allowed us to refine the recognition grammars and subsequently obtain encouraging results, where the verbs polysemous are suitably translated into Arabic. The originality of this study emanates from the fact that it provides, not only a linguistic description of the verbs of the administrative and legal domain, but especially of the integration of the various data in the NooJ software, in order to facilitate the treatment and the automatic translations of the two languages in question.]]>
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var str = 'Cheikhrouhou, Hajer';
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]]>
Traduction et Langues; Vol 21 No 1 (2022): Traduction et Langues Volume : 21 Numéro : 01 / Août 2022; 28-55]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v21i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2022-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/870/743]]>
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/870]]>
10.52919/translang.v21i1.870]]>
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var str = 'L’acte traductif : de la correspondance à l’équivalence';
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]]>
Correspondence]]>
equivalence]]>
lexical correspondence]]>
mental representation]]>
translation]]>
The act of translation: from correspondence to equivalence
Beyond the correspondences, the equivalences are central in the translation operation, they refer to a similar thought by designating the same object, this is an act of creativity. Correspondences are subject to repetition, being a fact of language. Translation concerns texts, its space, it is the speech where the words and sentences are enriched by the mental and emotional contribution of the readers. We then switch from lexical correspondence to mental representation which is part of a deverbalizing process, not translating a linguistic system, but imagining situations that the mind provides far from the original utterances, and taking into consideration the unsaid, the implicit, the signified. Translating is not then a reproduction of a text, but a production of a new text with a different form, considering the form of material, therefore not reproducible. This is why it is necessary to release the values, determine the effects of meaning and then look for correspondences, even equivalences between the two languages allowing the same effects to be created. The equivalences are the product of the creativity of the person working on the text, because beyond the word, the words produce the meaning that they bring to the surface, expressing the object and not the vehicle that designates it. It is a question of taking up the thoughts, even the emotions of an author, this form of otherness, this way of standing out from oneself and going towards this author.]]>
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var str = 'Zinaï, Djamel-Eddine';
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]]>
Traduction et Langues; Vol 10 No 2 (2011): Traduction et Langues Volume 10: Numéro: 2/ Décembre 2011; 149-152]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/869/740]]>
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/869]]>
10.52919/translang.v10i2.869]]>
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var str = 'Scoring academic writing from subjectivity to objectivity: A scale for evaluating students' written product';
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Academic]]>
writing]]>
scoring scale]]>
written product]]>
Due to the drawbacks of adopting any of the common scoring scales independently and in order to make the scoring process less subjective and more objective, the researcher thought of developing a rubric for evaluating students' written product. Some of the well-known scoring scales are time consuming, others mainly depend on the scorer's impression which is not always accurate. The researcher here made a hybrid of both the holistic and analytic scoring scales and developed it to suit academic writing. The rubric was refereed by a group of specialists who assured its validity. Content validity and internal consistency were also calculated. To test the suitability of this scoring rubric for the purpose it was designed for, a stratified random sample of 30 essays was selected from a corpus of N=120 essays written by Palestinian tertiary level students majoring in English in the academic year 2009/ 2010. Pearson correlation and Alpha scale were used in order to assure the reliability of the scale. The Scoring scale follows a taxonomy in which errors experienced in the subjects' writings are divided into three major categories: errors related to conventions, content development and style. Each category includes a number of subcategories; for instance, conventions include writing mechanics and grammar and vocabulary common errors; each of which is scored out of 25. In addition, content development includes cohesion and coherence, which are scored out of 20 marks and 15 marks respectively and finally style and cogency are marked out of 15 marks only.]]>
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var str = 'Abu Shawish, Jaber';
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Traduction et Langues; Vol 10 No 2 (2011): Traduction et Langues Volume 10: Numéro: 2/ Décembre 2011; 136-148]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/868/739]]>
application/pdf]]>
eng]]>
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Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/868]]>
10.52919/translang.v10i2.868]]>
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var str = 'Wie transparent sind unsere Evaluationskriterien?';
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assessment]]>
criteria]]>
evaluation]]>
German as a foreign language]]>
learning teaching]]>
How transparent are our evaluation criteria?
The evaluation of foreign language skills and abilities with the help of formal procedures is of little importance in Algeria, but also in many European countries. The evaluation procedures that are carried out in university foreign language lessons or German as a foreign language lessons in Algeria and many other countries often do not allow a comparison of foreign language competence that goes beyond the respective learning context. Grades are often awarded on the basis of criteria that are not very transparent and depend on the type of teacher or on the teacher's experience and training. This situation has made it difficult for the potential employer to develop a reasonably reliable assessment of the skills and abilities of the German as a foreign language applicant based on the certificates presented. The so-called pedagogical coordination committee of the "Linguistics and German as a foreign language Didactics" course has been trying for years to achieve more transparency and comparability in the assessment of language competence. In 2001, the Council of Europe developed the so-called European reference framework for learning, studying and assessing foreign languages in a European context for the first time. Both the theoretical discussion and the development of procedures for third-party and evaluation procedures are increasingly influenced by this. This article attempts to give German language teachers in the German departments of Algerian and foreign universities the opportunity to get their own impression of the latest developments in the field of evaluation procedures. Above all, this analysis outlines the area of tension within which a German as a foreign language teacher moves who has to determine the level of performance of his students and evaluate them as objectively as possible. My main concern is to pursue the question of what modern evaluation research offers in terms of findings and instruments. The type of examination and testing depends on the subject matter, the learning group, the learning objective and the purpose of the evaluation. The evaluation also provides statements about the effectiveness of the teaching and thus serves to improve teaching and learning. The greatest care is required when selecting the instruments for measuring performance, their structure and content and, above all, when it comes to the evaluation criteria to be applied and the evaluation. It can only be decided on a case-by-case basis the extent to which the measuring instruments are suitable and meet quality requirements. The measurement of oral performance can be positively or negatively influenced by a number of rational and irrational factors in its implementation and evaluation, both on the part of the examinee and the examiner.]]>
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var str = 'Seddiki, Aoussine';
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Traduction et Langues; Vol 10 No 2 (2011): Traduction et Langues Volume 10: Numéro: 2/ Décembre 2011; 152-160]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v10i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2011-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/867/738]]>
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/867]]>
10.52919/translang.v10i2.867]]>