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var str = 'Attitudes Towards Code-Switching: A case study of Kabyle speakers living in Oran';
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]]>
Code-switching]]>
Attitudes]]>
Classical Arabic]]>
Algerian Arabic]]>
Kabyle]]>
French]]>
This paper describes and analyses the phenomenon of Code-Switching as practiced by Algerian Kabyle speakers living in Oran. The aim behind the present investigation is to explore the attitudes of Kabyle speakers towards Code-switching (CS), and examines the factors that determine language choice and direct Code-switching. It should be noted that Kabyle speakers represent a minority group in Oran. This minority group uses a variety of Berber that is unintelligible with the varieties that are used by the Algerian Arabic speakers in the city of Oran. The contact between Kabyle, Algerian Arabic and French in the minority speakers listed above triggers contact phenomena such as code switching. The data on which this paper is based consists of a questionnaire made of three sections administered to a group of Berberophones in order to see whether they hold favorable or unfavorable attitudes towards the phenomenon of code-switching.]]>
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var str = 'Benahcene, Malika';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 215-222]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/726/604]]>
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/726]]>
10.52919/translang.v15i1.726]]>
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var str = 'Approaching Translation Competence: the effect of vocabulary instruction on translated word learning among EFL Master Students at Saida University';
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]]>
translation competence]]>
vocabulary instruction]]>
tasks]]>
context]]>
learning translated words]]>
This research work is an attempt to investigate the effects of vocabulary instruction on translated word learning. The experimental group was assigned to vocabulary instruction through group work enhanced by short text context, definitions and examples. However, the control group was assigned to the same treatment without examples. The main objective of the present study, therefore, was to approach the students’ translation competence with regard to two task conditions: a) isolated-word translation vocabulary. b) Phrase translation within a sentence context. The subjects of the study were First year EFL Master Students of science in didactics at Saida University. The students were divided into four homogenous groups (that consist of 5students for each) according to their performance in the pretest, two of which form the experimental group and the others form the control group. The study indicated the existence of a strong and statistically significant correlation between the two tasks. The findings demonstrated also the existence of statistically significant differences in favor of the experimental group in the post test between the means of the two test scores in the first task. However, there were no statistically significant differences between the two test scores in the second task.]]>
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var str = 'Makhlouf, Abdelkader';
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]]>
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var str = 'Boulenouar , Mohamed Yamine';
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]]>
Traduction et Langues; Vol 16 No 2 (2017): Traduction et Langues Volume: 16 Numéro: 02 / Décembre 2017; 17-28]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v16i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2017-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/597/486]]>
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/597]]>
10.52919/translang.v16i2.597]]>
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var str = 'Exploring the English language teachers’ perceptions of plagiarism: The case of Algerian Universities';
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]]>
Academic dishonesty]]>
Plagiarism]]>
Teachers’ perceptions]]>
Academic dishonesty is an alarming issue in higher education which spreads increasingly into the academic discourse community. As such, the present study is concerned with the exploration of university English language teachers’ perceptions towards what might most bring about plagiarism among their students. The study attempted to figure out, through the teachers’ academic experiences regarding plagiarism, the main reasons behind students’ inclination to approach this issue at Algerian Universities. This piece of research helps to awake both the teachers and students’ vigilance in response to plagiarism as one of the most alarming acts of academic dishonesty, and, consequently, to diminish this academic corruption. To achieve the aim of the study, the researcher used an English language teachers' questionnaire adapted from a study conducted by Rezanejad & Rezaei (2013). A sample of eighty university English language teachers from Saida University and other Algerian universities were selected to respond to the questionnaire. However, only 36 copies of the questionnaire were filled out and returned. The results of the present research indicated that Algerian university English teachers believe that their students had different reasons for plagiarism but they mostly plagiarize because of their bad command of the language and easiness of plagiarism.]]>
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var str = 'Makhlouf, Abdelkader';
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]]>
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var str = 'Mehdaoui, Amaria';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 87-96]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/724/602]]>
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/724]]>
10.52919/translang.v15i1.724]]>
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var str = 'L’apprentissage du FLE par la télévision : des formes télévisuelles à l’exploitation didactique';
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]]>
Didactics of EFL]]>
audiovisual platform]]>
encyclopedic competence]]>
television forms]]>
fiction-documentary]]>
Didactics of EFL]]>
audiovisual platform]]>
encyclopedic competence]]>
televesion forms]]>
fiction-documentary]]>
FFL Learning through Television: TV forms for Educational Exploitation
The FL teaching / learning requires the exploration of new didactic tracks except those already in place. In our case, and in order to increase the possibilities of improving communication skills in French as a foreign language, it is a question of resorting to the television platform. Methodologically, and nothing but the level of the oral comprehension, for example, the authentic speeches in French are often characterized by such a complexity that even the linguistic competence, on its own, cannot account for all their significant scope. The communicational scope of certain cultural-heavy discourses, as the example we propose in this modest article, requires on the part of the teacher a new refocus on the encyclopedic competence, as a subsidiary form of cultural competence, but how decisive to decipher the messages which shape exolingual communication in French. To do this, the television tool embodied by the fiction- documentary proves to us to be very interesting, since, by its contribution in audiovisual information, it will facilitate access to some hidden forms (but which are both quite obvious and implicit for the native speaker) of the meaning inherent to any authentic production in contemporary French.]]>
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var str = 'Belghitar, Imene';
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]]>
Traduction et Langues; Vol 16 No 2 (2017): Traduction et Langues Volume: 16 Numéro: 02 / Décembre 2017; 6-16]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v16i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2017-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/594/481]]>
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/594]]>
10.52919/translang.v16i2.594]]>
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var str = 'Designing an ESP Course for Engineers in SAMSUNG Engineering Work Site in Timimoun';
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]]>
ESP]]>
skill development]]>
means]]>
material]]>
human]]>
resources]]>
evaluation]]>
It is not an overstatement to claim that the field of English for Specific Purposes (ESP) has made a great jump in Algeria in the last decade. Moreover, designing an ESP course is one of the important steps in ESP. Entitled “Designing ESP Course for Engineers”, this work aims at designing a course targeted to engineers in SAMSUNG ENGINEERING WORK SITE in TIMIMOUN. Among the main problems encountered by both teachers and engineers is the lack of adequate and appropriate ESP courses and the lack of English language teachers in general and ESP teachers in particular. The study is based on analyzing the needs of the target group (Engineers), and the evaluation of a course. The needs analysis in this action research has been conducted using different tools. The results of the study show that almost all participants (engineers) need an ESP course, with the predominant needs which are speaking and listening first, followed by reading, writing and translation as a fifth skill. They also need vocabulary related to their specific knowledge in order to deal with their jobs. Moreover, this study suggests to take into account the learners’ needs, their level, the degree of motivation and the evaluation of the students’ performances throughout the course as well as the evaluation of the ESP course itself.]]>
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var str = 'Boubekeur, Lahcen';
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]]>
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var str = 'Benyelles, Radia';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 107-124]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/723/601]]>
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/723]]>
10.52919/translang.v15i1.723]]>
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var str = 'قراءة في مخطوط ''ما يتعلق بلا سيما من الأحكام'' لأحمد السجاعي';
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]]>
Ali-sjai]]>
expressions]]>
grammar]]>
La siy'ama]]>
sentences]]>
Ali-Sjai]]>
expressions]]>
grammar]]>
La siy'ama]]>
sentences]]>
A Reading in the Manuscript "Ma yataalako bi la siy’ama min ahkam" of Ahmed Al-Saja’
This research deals with the study of the "Ma yataalako bi la siy’ama min ahkam", which is among the writings of Ahmed bin Ahmed Al-Sjai Al-Badrawi in grammar, and one of the reasons for doing this study is the importance of the manuscript version on the one hand, and the fact that the letter has touched on In the descriptive and analytical approach, Al-Sajai cited a number of grammatical provisions that are specific to the expression and construction, as well as the various aspects of the grammatical opinions. The author also highlighted in his manuscript his Scientific personality, questions and answer them, and to guide some of the opinions of the grammarians, and the objection to Some of the other, and the likelihood of what strong evidence for him, as he mentioned the conditions of the following '' La siy’ama '' in terms of expression, construction and other provisions, discreet manner free of complexity and fillers. in the end, the researcher concluded to a number of conclusions and recommendations.]]>
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var str = 'Yahya Bey , Youssef';
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]]>
Traduction et Langues; Vol 16 No 2 (2017): Traduction et Langues Volume: 16 Numéro: 02 / Décembre 2017; 91-106]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v16i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2017-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/590/483]]>
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/590]]>
10.52919/translang.v16i2.590]]>
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var str = 'Diagnose der Schwierigkeiten zum Schreiben einer wissenschaftlichen Arbeit im Fachbereich technische Wissenschaften';
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]]>
Writing]]>
scientific work]]>
language]]>
diagnosis]]>
difficulties]]>
Writing]]>
scientific work]]>
language]]>
diagnosis]]>
difficulties]]>
Diagnosing the Difficulties of Writing a Scientific Paper in the Field of Technical Sciences
Writing a scientific paper is a process divided into three phases, each consisting of several steps: understanding, preparation and elaboration. The university teacher who is called upon to translate specialized texts should always strive to take responsibility and improve basic knowledge of the language (or languages) of specialty in which he is called to exercise his jurisdiction in the areas he has invested, and to pass it on to his students to prepare them for specialized technical reading and writing. One need only shows the students how to conduct a literature search effectively and how to use it profitably. No one can properly translate an academic paper from or to a specific language without first learning the target language; in particular, the vocabulary, which reveals both the knowledge and the basic knowledge of the subject and is even a starting point of any knowledge of the development process, and yet it is the central component of any knowledge representation. The writer of a scientific paper must take the necessary step back to analyze his own practice of writing, because one must know how to write and even write precisely and objectively. For this he must read and know how to read. Understanding what one reads depends on one's ability to decipher the linguistic signs and interpret their meaning. In order to be able to transfer knowledge related to reading, writing and translation of academic works, the teachers themselves must first acquire these skills. If the teaching of general translation comes to imparting know-how, then teaching for the acquisition of technical languages is reduced to a way of communicating this knowledge. To be more precise, it learning, recognizing what to learn, and learning how to learn. The teaching of technical languages necessarily requires the design of a pedagogy or an original learning model. The purpose of this paper is to show the importance of mastering the language skills with the appropriate specialized terminology and the need for teaching writing in order to obtain a valid scientific work. This article is supplemented by a diagnosis of the most common problems in writing scientific papers of master's and PhD students and lecturers who face various problems in communicating and presenting the results of their research.]]>
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var str = 'Nemdili, Ali';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 227-233]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/722/599]]>
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/722]]>
10.52919/translang.v15i1.722]]>
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var str = 'L'effet de la doxa dans l’identification et l'interprétation de l'ironie polyphonique';
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]]>
Polyphony]]>
irony]]>
doxy]]>
discursive practices]]>
satiric press]]>
Polyphony]]>
irony]]>
doxy]]>
discursive practices]]>
satiric press]]>
The Effect of Doxa in the Identification and Interpretation of Polyphonic Irony
This article aims at identifying the role which plays the doxy in the process of identification and interpretation of the polyphonic irony. The analysis leans on a comparison of two main francophone polyphonic theories, theory of the mentions of Sperber and Wilson (1978) and polyphonic theory of Ducrot (1984). The first theory is from a référentialiste inspiration because it leans on extralinguistic elements to interpret the irony, while the second is from an aréférentialiste inspiration (integrated pragmatics) because it stipulates that all the elements necessary for the interpretation of the irony are in the language itself. The corpus on which leans this study is the Algerian satiric newspaper El-Manchar (electronic version). Through the comparative analysis of several ironic occurrences stemming from our corpus - by the theoretical tools offered by both theories in question, we will demonstrate that the doxy is an element-key. Indeed, without the help of the notion of doxy, any attempt of interpretation of the polyphonic irony is straightaway doomed to failure.]]>
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var str = 'Guettaf, Fares';
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]]>
Traduction et Langues; Vol 16 No 2 (2017): Traduction et Langues Volume: 16 Numéro: 02 / Décembre 2017; 50-66]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v16i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2017-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/589/482]]>
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/589]]>
10.52919/translang.v16i2.589]]>
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var str = 'Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université';
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]]>
Teaching strategies]]>
learning strategies]]>
classroom practices]]>
teaching of FLE]]>
writing comprehension]]>
empowerment]]>
tutoring]]>
Teaching strategies]]>
learning strategies]]>
classroom practices]]>
teaching of FLE]]>
writing comprehension]]>
empowerment]]>
tutoring]]>
Teaching/Learning Strategies in the Teaching of French as a Foreign Language at University
The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system.]]>
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var str = 'Achab, Djamila';
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]]>
Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 154-159]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v15i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2016-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600]]>
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/721]]>
10.52919/translang.v15i1.721]]>
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var str = 'Der Satzbegriff im Deutschen und Arabischen';
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Sentence concept]]>
sentence definition]]>
German grammar]]>
Arabic grammar]]>
Sentence concept]]>
sentence definition]]>
German grammar]]>
Arabic grammar]]>
The concept of sentence in Deutsch and Arabic
This article examines the various aspects of sentence definition in German and then in Arabic. This is to be an examination of the status of the sentence in either language, namely Arabic and the German Language. These differences are structural in nature by having pragmatic implications. Indeed, there exists no general theory of the sentence. Scholars distinguished nominal sentences and verbal sentences, but they did not explain each notion by the other, but rather by using the two terms: subject and predicate. The proper notion of the subject is unknown to scholars in languages different from Arabic, namely Greek and Indo-European languages. It has no name in the nomenclature and it is still the same today in Arabic grammar.]]>
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Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 124-133]]>
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/588/480]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
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Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/588]]>
10.52919/translang.v11i2.588]]>