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var str = 'التراكيب الجائزة في النحو الواجبة في البلاغة';
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]]>
rhetorical structures]]>
grammatical rules]]>
Grammatical rules]]>
rhetoric rules]]>
due structure]]>
Grammatical structures]]>
rhetorical structures]]>
grammatical rules]]>
rhetoric rules]]>
due structure.]]>
Non-requisite Structures in Grammar compulsory in Rhetorics
Syntax in grammar requires joining the word to the word to form the sentence or speech that improves silence. In this research paper, the researcher conducts a comparative study between the intended purposes of the sciences of grammar and rhetoric, to conclude in the end that every combination that is permissible in grammar is a duty in rhetoric, because rhetoric chooses an article for each station.Rhetoric is related to eloquence, and eloquence means eloquence and manifestation, and appearance does not accept anything that contains ambiguity or ambiguity. From the eloquence in the noble verse, the neighbor and the neighbor (them) are attached to an omitted word, not to the mentioned word (sahih), and the waw is omitted before {they are the enemy}. Even if a caller in the army called out, or a beast broke loose, or a lost man sang: they thought it was a trap for them. And the definition of “the enemy” indicates that they are complete in enmity. If this name came as an unfamiliar one, it would denote one race of the enemy and not the whole race.Thus, we find that every combination that is permissible in grammar is obligatory in rhetoric, because rhetoric chooses an article for each station.]]>
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var str = 'منصوري , ميلود';
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]]>
Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 223-232]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v11i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2012-12-31]]>
Copyright (c) 2012 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/608/497]]>
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/608]]>
10.52919/translang.v11i2.608]]>
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var str = 'Camfranglais, Rap et Thématiques';
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]]>
language]]>
Camfranglais]]>
music]]>
rap]]>
subculture]]>
identity]]>
language]]>
Camfranglais]]>
music]]>
rap]]>
subculture]]>
identity]]>
Camfranglais, Rap and Themes
Abstract: The triptych “Camfranglais, Rap and themes” served as a pretext to study how Cameroonian youth, by making use of an identity language, “Camfranglais”, but a Camfranglais rather sung or in the form of “rap”, has appropriated a style of music belonging to the Hip Hop culture to build its identity. Indeed, in Cameroon, the Rap remains a youth and identity practice that young people exploit to express their frustrations, impose their points of view, their ideologies, in various themes in which their dreams of change crystallize. By trying to combine an identity language with an identity musical genre to express their daily feelings, young people engage in a dialogue among themselves and with society as a whole, and this way of doing things reminds us that language is a tool of communication and socialization which allows any individual to identify with a nation, a society, a group, a culture, or even with a “sub-culture”.]]>
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var str = 'Dissake, Endurence Midinette Koumassol';
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]]>
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var str = 'Gratien, G. Atindogbé';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 125-134]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/738/614]]>
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/738]]>
10.52919/translang.v15i1.738]]>
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var str = 'الحوار في شعر عمر بن ربيعة';
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]]>
Omar bin Rabia]]>
internal dialogue]]>
artistic dialogue]]>
artistic techniques]]>
Omar bin Rabia]]>
internal dialogue]]>
artistic dialogue]]>
artistic techniques.]]>
Dialogue in the Poetry of Omar Bin Rabia
Whatever the poet is imitating others, he has a peculiarity that makes him unique during his imaginary imitations that he wears by his experiences selected from his reality, and as a culmination of this individual peculiarity of ancient Arabic poetry in its cognitive parts, we look at the element of “dialogue” in the poetry that Omar bin Abi Rabia employed and used as a means In most of his poems, he intended to reach his goal in the closest way, and by resorting to double linguistics in poetry, achieving at least two functions: the first is to draw close to the common people, and secondly, the poet took the admiration of the linguists who admitted to him the correctness of his language, so they protested his verses against some grammatical rules, and if this is the case with The ancient historians of Arabic literature in the modern era made him one of the great poets.With such a dialogue, the poet makes us in a position to follow the events, and wait for the director’s result after the critical dangers represented in the fear of the girl’s family, if his case is exposed, and victory over everyone when he emerges safely from the predicament, and it is not excluded that what he wanted will be achieved in the end, as it is natural To follow in his performance of juveniles the path of both physical and psychological integrity, but in many cases he departs from this easy path, to the weight of the strange word, especially when he resorts to natural or bodily descriptions,By resorting to double linguistics in poetry, the poet has achieved at least two functions: the first of which is to draw close to the common people, so they praise him, and draw close to him by narrating his poetry. Rather, singers sang about it, such as Ibn Aisha, Ibn Sirij, and others. They protested with a few verses against some grammatical rules, and if this was the case with the ancients, then historians of Arabic literature in the modern era made him one of the heads of the great poets. Complete parts, and Abbas Mahmoud Al-Aqar, Omar bin Abi Rabia, the poet of spinning, and the author of the book (And Is the Moon Hidden)? and others.]]>
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var str = 'سكران, عبد القادر';
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]]>
Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 211-222]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v11i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2012-12-31]]>
Copyright (c) 2012 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/607/496]]>
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/607]]>
10.52919/translang.v11i2.607]]>
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var str = 'Le Lexique et le Langage sous l’Approche Psycholinguistique';
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]]>
lexicon]]>
words]]>
lexicography]]>
Psycholinguistic]]>
vocal signs]]>
morphemes]]>
phonemes]]>
lexicon]]>
words]]>
lexicography]]>
psycholinguistic]]>
vocal signs]]>
morphemes]]>
phonemes]]>
The Lexicon and Langauge under The Psycholinguistic Approach
We have tried in this article to put our finger on the importance linked to the psycholinguistic and approach in the study of lexicon. In this regard, we started with the study of words, we first tried to answer the following questions: What do we know about words? Is the word the smallest meaningful unit? This research aims to be an introduction to a new, little-known psycholinguistic perspective. To do this, we intend, in the first part of this work, to come back to the reasons for this theoretical choice and the definition of key concepts: the word (training: derived word, compound word, etc.), lexicography, etc. time the work is devoted to study language, tongue and speech. Linguistics is mainly concerned with natural languages. These are defined as systems of doubly articulated vocal signs - distinctive units, the phonemes, and significant units, the morphemes; this, in order to oppose them to other human communication systems (such as music).]]>
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var str = 'Rebhi, Seif';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 78-86]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/737/611]]>
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/737]]>
10.52919/translang.v15i1.737]]>
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var str = 'Some Principles on the Practice of the Receptive and Productive Skills in Teaching Translation';
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]]>
Receptive skills]]>
productive skills]]>
teaching translation]]>
speaking]]>
writing]]>
listening]]>
reading]]>
focus on language]]>
grammar]]>
function]]>
vocabulary]]>
classroom management]]>
This current paper deals with some principles on the practice of the receptive and the productive skills in teaching translation. The integration of the four skills is based on two basic elements. The first is based on the language whereas the second covers the major points in the application of the skills. Thus, our interest in this paper takes, s into account the focus on the language. We try to outline the basic linguistic aspects such as grammar, function, vocabulary and pronunciation. Moreover, we focus on the integration of the receptive and the productive skills during translation process. So, to what extent can a successful methodology be fruitful and helpful in facilitating the task in the application of the four skills adequately?]]>
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var str = 'Yekhlef, Zoulikha';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 202-210]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v11i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2012-12-31]]>
Copyright (c) 2012 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/606/495]]>
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/606]]>
10.52919/translang.v11i2.606]]>
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var str = 'Schreibstrategien im Deutschen und Arabischen';
document.write(linkifyHtml(str, options));
]]>
writing]]>
strategies]]>
writing skills]]>
learning]]>
exercises]]>
learning strategies]]>
writing]]>
strategies]]>
writing skills]]>
learning]]>
exercises]]>
learning strategies]]>
Writing Strategies in German and Arabic
Writing is the most complex of the four language skills, as it requires the ability to listen well, since it is not without reading and understanding its meanings, and then expressing what the writer understands in writing from audio materials and reading, respecting the laws of Script and its correct rules, whether grammatical or morphological. In this research, the researcher used the qualitative approach and collected data through documents, Observations and interviews, and in analyzing the data, the researcher used inductive analysis. The results of the research showed that the center applies the Arabic language lesson plan in a fully integrated manner, where lesson materials such as building and others are taught every evening. Classes begin at eight o'clock and are held at ten o'clock. In addition, the center conducted extracurricular activities or additional programs such as public speaking, discussion and others. Both of these strategies result in a positive improvement in students' writing skills. This is because the center has determined that teaching Arabic language skills will be successful by training students in writing or written expression with effort and persistence.]]>
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var str = 'Bin Saran, Abdullah';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 55-65]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/736/612]]>
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/736]]>
10.52919/translang.v15i1.736]]>
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var str = 'La réforme de 2003 et son impact sur la citoyenneté à travers le manuel de français de la 3A.S. dans son édition de 2007 État des lieux';
document.write(linkifyHtml(str, options));
]]>
Textbook]]>
society]]>
Algerian school]]>
axiological values]]>
puposes]]>
citizen]]>
openess to the world]]>
tragedy]]>
Textbook]]>
society]]>
Algerian school]]>
axiological values]]>
purposes]]>
citizen]]>
openness to the world,]]>
tragedy.]]>
The 2003 reform and its impact on citizenship through the 3in its 2007 edition: State of Arts
The national tragedy that Algeria experienced exposed all the shortcomings of the Algerian school of the time and thus revealed the deep reasons for the crisis that shook the Algerian society. This tragedy also and above all marks the failure of the axiological values advocated by national education. Values which are nevertheless very present throughout all the official literature - ministerial circular, educational documents, programs, - but which deserve to be revisited to define the true profile of the Algerian citizen of tomorrow as wanted by the Algerian school through the design of new textbooks. These didactic tools born from the 2003 reform work to train the Algerian of tomorrow, an Algerian resolutely open to the world. This examination will also make it possible to question the legitimacy and the aims of an education which determine the content to be offered. An education in citizenship could then impose itself and thus constitute the only guarantee of a resolutely modern society. The work we have done has shown that overall the axiological values are present in this Algerian textbook even if they are not treated in the same way.The recommended axiological values should naturally fit into our school textbooks which are inspired by the action-oriented approach? This is the case with this manual. However, it is permissible to question the ability of our teachers to apply it properly. How many revolutionary approaches have experienced bitter failure for lack of being properly applied in class practices? The implementation in secondary education in 2003 of the new program resulting from the education reform will lead teachers to assume new educational responsibilities. Moreover, with the introduction of these new values, they will have to intervene in this new disciplinary field of citizenship education. that's why“The initial and continuing training of teachers must therefore take into account a series of factors ranging from the acquisition of theoretical foundations to the development of intellectual skills through the practice of effective learning strategies. » However, this action-oriented approach - an ideal framework for realizing this objective which, according to Christian Puren, is to train the learner to become a real social actor - has not yet managed to penetrate language classes because of the reluctance displayed by teachers who apprehend any didactic innovation that may disturb them. It is high time to remedy this situation.At the end of this brief analysis, we take the liberty of proposing these few avenues of research for better management of axiological values in the language classroom.]]>
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var str = 'Touati, Mohammed';
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]]>
Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 195-201]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v11i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2012-12-31]]>
Copyright (c) 2012 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/605/494]]>
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/605]]>
10.52919/translang.v11i2.605]]>
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var str = 'Reflections as a major socio-pedagogical component to teaching development';
document.write(linkifyHtml(str, options));
]]>
Secondary schools]]>
teaching]]>
reflection]]>
learning]]>
outcomes.]]>
Reflective teaching as a bottom-up process of learning teaching is said to be articulated all over the world, but in Algeria. This has led to a fatalistic apathy which has made teachers, in secondary schools, turn nonchalant and perform an insipid teaching. It is believed then that if a teacher never questions the goals of his teaching and never reflects on his teaching practices, can, in no way, achieve positive learning outcomes. It is truism that teaching at the level of secondary schools must be backed up by an instructional methodology which is dished out by managers and teachers have to follow blindly what is imposed on them. However, if they remove themselves from jadedness and make reflections on their daily teaching practices and get rid of awkward ones, their teaching will, by all means, turn to be effective and achieve better results. This paper clearly describes teaching in our secondary schools and highlights the positive effects of the concept of reflection if undertaken by these teachers.]]>
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var str = 'Semmoud, Abdellatif';
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]]>
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var str = 'Azzouz, Omar';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 182-194]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v11i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2012-12-31]]>
Copyright (c) 2012 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/604/493]]>
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/604]]>
10.52919/translang.v11i2.604]]>
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var str = 'La « langue des génies ou génisti » : Sur les pistes d’un parler jeune émergent au Cameroun';
document.write(linkifyHtml(str, options));
]]>
Market language]]>
cryptic code]]>
identity language]]>
young speech]]>
sociolect]]>
emerging speech]]>
Market language]]>
cryptic code]]>
identity language]]>
young speech]]>
sociolect]]>
emerging speech]]>
The “language of geniuses or genisti”: On the tracks of an emerging young language in Cameroon
The technological changes that societies are currently undergoing, characterized, among other things, by ease of communication in the world of mediated electronic discourse (DEM), have direct consequences on our linguistic behaviors. As a result, sociolinguists have plenty to do because they are faced with linguistic phenomena that call into question, and render obsolete the truths of yesteryear, or that suggest new avenues of research. In sociolinguistics, this is felt more and more by the new language forms that emerge due to certain cultural and sociological changes. The present study focuses on the analysis of a new language form, in particular “the language of geniuses”, a young speech form that is budding in the city of Yaoundé. This sociolect, which arises from the desire of cloth sellers in a sector of the Mokolo market called “South Africa”, invented to distinguish themselves from others, and exclude anyone who does not belong to their sector of activity, is gaining momentum, gaining more speakers and is gradually spreading throughout the city.]]>
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var str = 'Atindogbe, Gratien Gualbert';
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]]>
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var str = 'Nsom, Christiane Alexandra';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 40-46]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/735/610]]>
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/735]]>
10.52919/translang.v15i1.735]]>
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var str = 'Der DaF-Studiengang an algerischen Universitäten und der Arbeitsmarkt';
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]]>
Education in Algeria]]>
German studies]]>
study reform (LMD)]]>
implementation.]]>
Education in Algeria]]>
German studies]]>
study reform (LMD)]]>
implementation]]>
The Deutsch course at Algerian universities and the labor market
Social changes and the educational situation in Algeria have helped to adapt the German studies to actual needs. In addition, the study reform (LMD) has been decreed by the state in Algeria, as in Italy and in most EU countries. In this article, this LMD reform and its implementation in the subject of German studies in Algeria is examined in more detail.]]>
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Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 170-181]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v11i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2012-12-31]]>
Copyright (c) 2012 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/603/492]]>
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/603]]>
10.52919/translang.v11i2.603]]>