var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'تعليميّة النّص الأدبي في التّعليم الثانوي'; document.write(linkifyHtml(str, options)); ]]> Teaching of the literary text]]> pedagogical method]]> textual aesthetics]]> receiver learner]]> pleasure of the text]]> Teaching of the literary text]]> pedagogical method]]> textual aesthetics]]> receiver learner]]> pleasure of the text]]> Teaching Literary Texts in Secondary Education
The teaching and analysis of the literary text at the secondary level requires a reconsideration of the pedagogical method, the technicality and the general and specific objectives. Result of many changes that the current world is experiencing, our didactics must be linked to the contemporary and current demands of the situation. This article allows us to highlight our concerns in this area. Many questions have been raised, among which: How to identify the literary text? How to analyze it in collaboration with the receiver learner? How to define its aesthetics? When do we achieve understanding, appreciation and enjoyment of the text? The researcher concluded that it is not reasonable to ask students to study the literary text, interact with it, and excel in it in the absence of multiple scientific knowledge. New studies dealt with the text from multiple perspectives, and examined its characteristics (structural, stylistic, linguistic, aesthetic and semiotic) on the light of approaches and theories These multiple views on literary criticism contributed to the development of various methods and procedures in analysing, understanding and tasting texts. Consequently, the necessity of advancing the analysis of the literary text remains important and obligatory. Collaboration among different agents must work to train students with a taste for literature, passionate readers of books, and perhaps producers of literature. To achieve this goal, a set of conditions must be met, and we summarize them in the following points: guidance of our students through the various branches, and this is according to their desires and abilities; the necessity of involving the learner in explaining the text, and providing him with scientific knowledge that facilitates the task of research and discovery; the necessity of teaching Arabic grammar through literary texts, which is called “text grammar”; using modern scientific curricula and knowledge in analysing texts, and enabling the student to know how to apply them; and last advancing the philosophy of education and providing its tools through making the student involved in the process of learning.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Kaddour, Ibrahim Mohamed'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 251-258]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/690/575]]> 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/690]]> 10.52919/translang.v15i2.690]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Welche Sprache(n), wee und woozy linen? Deutschkurs am Intensivfremdsprachenzentrum CEIL Algerischer Universitäten'; document.write(linkifyHtml(str, options)); ]]> foreign language learning]]> Deutsch]]> textbook]]> teaching/learning materials]]> learner autonomy]]> motivation]]> adult education]]> university]]> Foreign language learning]]> Deutsch]]> textbook]]> teaching/learning materials]]> learner autonomy]]> mtivation]]> adult education]]> university]]> Which language(s), wee and woozy linen? Deutschcourse at the CEIL intensive foreign language center of Algerian universities
Foreign language learning has become a must in Algerian universities in recent years due to its concrete importance in the higher education context and at the international level. Algerian students, lecturers (researchers) and university members have become aware in recent years about the need to learn and/or master at least one foreign language. In order to meet the increasing demand for foreign language learning in higher education, many Algerian universities have initiated intensive foreign language centers (des centers d'enseignement intensif des langues étrangères). Several world languages are offered for learning such as French, English, German, Spanish, Chinese, etc. Learning German occupies an important place at these intensive foreign language centers and is requested and/or offered at many settings at Algerian universities. This article first provides a brief overview of the German courses offered at these institutions and then specifically addresses the questions of the teaching and learning materials used, the curriculum and the various learning objectives of learning German. In fact, various steps can be recorded in the design or conception of a specific textbook for German learners at the intensive language centers of Algerian universities, which are briefly presented at the end of this article. First, the language needs and the learning goals of the German learners are considered in more details in order to create a general curriculum. Of course, the necessary basic elements of the German language must be made available to the CEIL German learners in the initial lessons. Later, after an intensification of the German learning in the sense of the intensive course, further linguistic means or competencies from the university area in Germany could be used in the textbook in order to meet the needs of learners. Last but not least, the linguistic requirements and the adequate communication needs should be taken into account in the textbook. Also, the learners’ autonomy should be promoted because the aim of this experiment (creating a specific textbook for the CEIL German learners) is to get the CEIL German learners prepared for independent learning of the German language. Instrumental motivation certainly has a positive influence on the achievements of the CEIL learners. Accordingly, the CEIL German lessons can be improved by the textbook and other practical materials to keep pace with the course developments.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Soudani, Mohamed'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 159-171]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/688/566]]> 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/688]]> 10.52919/translang.v15i2.688]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Beitrag der Fachsprache zum Wortschatzlernen im DaF-Unterricht'; document.write(linkifyHtml(str, options)); ]]> Deutsch]]> foreign languages]]> communication]]> specialists]]> fields]]> terminology]]> specialized language]]> Deutsch]]> foreign languages]]> communication]]> specialists]]> fields]]> terminology]]> specialized language]]> Contribution of Technical language to Vocabulary Learning in Deutsch Classes
Languages help the speaker in the process of communicating with others and also in understanding the content of the message addressed to interlocutors. The acquisition of language is very important in the processes of communication, speaking and expressing oneself, as it contains a system, which in turn contains a set of vocabulary. The basis of teaching foreign languages is not only communicating information to the student, but also on teaching vocabulary. The language of specialization or the language of terminology is considered a complex domain because it contains different fields. It plays an important role in learning foreign languages through its own terminology in each field. This work aims to clarify how these terms are presented when teaching the language of specialization. When the student learns the German language, his prime objective is to communicate with others, to speak about various fields for particular purposes. In direct communication, he uses special words and terms in various fields. Therefore, the acquisition of these terms is very important in the process of communicating with specialists. The purpose of the research paper consisted in showing how the technical language helps acquisition of technical vocabulary. This article gave an overview of the role of technical language in acquiring a lot of vocabulary or technical vocabulary. Students of Deutsch should be prepared for real interaction situations in any area with experts who speak the German language. At the end of their studies, they should be able, among other things, to present products, understand specialist subjects and communicate effectively in Deutsch.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Benouddane, Ahmed'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 55-63]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/687/569]]> 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/687]]> 10.52919/translang.v15i2.687]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'L’intrusion du Fantastique dans les Nouvelles Écritures Algériennes : le cas des romans de Djamel Mati'; document.write(linkifyHtml(str, options)); ]]> Fantasy]]> human condition]]> lucubration]]> spatialities]]> transmutations]]> Entity of the Being]]> Fantasy]]> human condition]]> lucubrations]]> spatialities]]> transmutations]]> Entity of the Being]]> The intrusion of the Fantastic in the New Algerian Writings: the case of the novels of Djamel Mati
This contribution aims at questioning the way with which the Algerian Writer D. Mate introduces the fantastic in the diegetic universe inclined to the phantasmagorias of the tormented lucubration’s of the characters in quest of themselves. In this perspective, the Writer elaborates a new interactive and dynamic relationship between the moving and chimerical spatiality’s of "point B114" and the fantastic lucubration’s of atypical characters on the reading of "Sweet-sour, the lucubration’s of a tormented mind" and "It looks like the South". The researcher attempts to show how such dynamics is elaborated in the wake of a new Algerian writing of dreams and delirium, the liberation of forms and senses through a singular fantasy with innovative scriptural mechanisms to showtheir philosophical and ontological nature, consubstantial with the human condition. In conclusion, we will say that the fantastic is omnipresent in the phantasmagorical diegetic universe by the multiplication of hallucinatory, strange and inexplicable phenomena experienced by the tormented characters in search of themselves. However, Mati's scriptural aesthetic does not content itself with "threading" them in the narrative continuum: it draws eclecticly from other codes of the fantastic, ranging from the strange inexplicable to that of the disturbing Freudian strangeness to establish a sort of dismantling of time and space opening up to infinity in a supernatural dreamlike timelessness that escapes the classical spatio-temporal benchmarks (space, duration, dating). In Mati, the "raw" fantasy is not introduced into a world where enchantment goes without saying, it is the fruit of hallucinations, daydreams and dreamlike delusions of characters inclined to systematically consume sweet and sour pills and hookahs stuffed with Indian hemp. The intrusion of an eclectic and hybrid fantasy into a composite conglomeration of hallucinatory micro-narratives allows the expression of an existential malaise which the wandering characters seeks to circumscribe through strange and inexplicable experiences. Finally, the intrusion of a fantastic singular invades in an original and singular way the entire surface of the text through the excrescences of the hallucinatory dream, of the oneiric fabulation and refers implicitly to the impalpable ontological mystery which privileges the questioning of the human condition and the entity of being.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Henni, Ahmed'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 94-106]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/686/568]]> 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/686]]> 10.52919/translang.v15i2.686]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Die Generative Grammatik'; document.write(linkifyHtml(str, options)); ]]> Generative Grammar]]> The Distributional Model]]> Performance]]> Competence]]> Deep Structure]]> Structure of Surface]]> The Different Phases of Generative Grammar]]> The Standard Theory]]> The Minimalist Theory]]> X-bar Theory]]> A First Overview of Syntagma]]> Maximum Projections]]> Intermediate and Minimum]]> End centric and eccentric constructions]]> X-Bar scheme]]> Generative grammar]]> the distributional model]]> performance]]> competence]]> deep structure]]> structure of Surface]]> the different phases of Generative Grammar]]> the standard theory]]> the minimalist theory]]> X-bar theoryna first overview of syntagma]]> maximum projections]]> intermediate and minimum]]> end centric and eccentric constructions]]> X-bar scheme]]> Generative Grammar
In this paper, the current version of generative syntax is treated in its various branches. Thereby, we try to explain the most important concepts of Chomsky like defining "competence", "performance", "surface structure" and "deep structure", then theories like "the standard theory" which introduces the syntax and "the X -Bar-Theory" will be discussed. All syntactic structures of all natural languages may be subject to common construction principles, can be set up parallel to previous generalizations of several rules. Furthermore, we will present the elucidation of generative semantics and the different phases of generative grammar. The most popular direction in linguistics at the moment is generative transformational grammar, the book "Syntactic structures", first published in 1957 by Chomsky. The GTT also had a major impact on the development of structural research in Germany. In the 1960s, numerous generative syntax representations of German and handbooks of transformational grammar for Germanists which applied Chomsky's grammar model to German were published. This article is directed to these theoretical issues with relevance to the German language.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Bourouba, Karima'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 172-185]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/685/567]]> 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/685]]> 10.52919/translang.v15i2.685]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Le Bilinguisme Franco-Arabe en Algérie'; document.write(linkifyHtml(str, options)); ]]> languages in contact]]> bilingualism]]> context]]> communication situation]]> borders]]> languages in contact]]> bilingualism]]> context]]> communication situation]]> borders]]> Franco-Arab Bilingualism in Algeria
The objective of this article is to give an overview on key historical moments that have implemented the two most used languages currently in Algeria, namely, Arabic and French. First, the Arab civilization implants and spreads with Islam. The French colonization spared no effort to impose its language to Algerians. The French language considered an effective means of war which will allow France to set up on Algerian territory according to the French Ministry of War. Then, scientists are stepping up to define the concept of ̋bilingualism” to better circumscribe the scope of research. Finally, can we say that there are two categories of bilingual in Algeria, compounds bilingual and coordinated bilingual. At the end of this article, we can say that the notion of bilingualism is a topical notion that deserves more interest. Indeed, Franco-Arab bilingualism in Algeria has its reasons because the Arab and the French have coexisted together for more than a century. It has become above all a language choice of the Algerian speaker. Also, there is no perfect bilingualism and it would be absurd to impose the notion of competence in both languages. The current situation in Algeria requires the speaker to use both linguistic codes. This is why we say that it is up to the speaker to choose the languages he best handles in his communication and that bilingualism is vital for Algerian speakers from the same socio-cultural background. As a conclusion, we would like to ask these questions which could open up other fields of research in the field of bilingualism: Could bilingualism be perceived as a translation process in Algeria? And Could bilingualism enhance the cognitive and linguistic flexibility of an early learner?]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Belazreg, Nassima'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 23-36]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/684/565]]> 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/684]]> 10.52919/translang.v15i2.684]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'L’équivalence fonctionnelle dans la traduction Le poète du Malhoun dans l’oeuvre de ‘Marguerite’'; document.write(linkifyHtml(str, options)); ]]> Translation]]> Algeria]]> History]]> Margeurite]]> Colonialism]]> Translation]]> Algeria]]> History]]> Marguerite]]> Colonialism.]]> Functional equivalence in translation The poet of Malhoun in the work of 'Marguerite'
This work studies a literary work that objectively and meticulously depicts historical data from the last quarter of the 19th century and that relates to the significant events of the French colonization of Algeria. The choice of the literature is due to a lack of testimony. The Algerian writers, who carved the literary productions, evolved, in their works, around their misery and torments. They had not completely restored the historical context of the period studied. Neither did the colonial writers devote their pen to the stories of the country in which they lived. They were colonial thinkers, almost ethnic cleansers, insofar as they advocated theories to oppress the natives. This work aims to situate and investigate the colonial phenomenon by demonstrating how it progressed through discrimination in the fiscal, agricultural and social policy against Algerians.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Bencherif , Ahmed'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 11 No 1 (2012): Traduction et Langues Volume 11: Issue 1/Août 2012; 136-148]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v11i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2012-08-31]]> Copyright (c) 2012 TRANSLANG]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/560/450]]> 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/560]]> 10.52919/translang.v11i1.560]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'La symbolique du voile dans Rêves de femmes une enfance au harem de Fatima Mernissi'; document.write(linkifyHtml(str, options)); ]]> Harem]]> symbol]]> Veil]]> women]]> Harem]]> symbol]]> Veil]]> Women]]> The Symbolism of Veil in Fatima Mernissi’s Dreams of Women a childhood in the Harem
The Maghrebi woman has long suffered from the deletion and confinement that society has imposed on her since the beginning of time. Fatima Mernissi immediately felt concerned and has just wanted to give the floor to all those women who have been silenced so far. The title of her novel is already very indicative, Childhood in the Harem, harem or the forbidden. We will endeavour to go through this work to show how Mernissi has tried to break the rules by using her writing to oppose the discomfort that reigns around these women who had to make a very difficult choice through a lot of compromises to free themselves from the veil of practices and tradition.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Bouayed, Nassima'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 17 No 1 (2018): Traduction et Langues Volume: 17 Numéro: 01 / Août 2018; 24-33]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v17i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2018-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/559/453]]> 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/559]]> 10.52919/translang.v17i1.559]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Collaboration versus Cooperation A social disambiguation'; document.write(linkifyHtml(str, options)); ]]> collboration and cooperation]]> disambiguation of collaboration and cooperation]]> social sciences]]> social learning]]> group work]]> group dynamics]]> The present paper tackles a disambiguation of the terms collaboration and cooperation from a social perspective. The clarification begins by an etymological investigation into the origin of the two terms. Another attempt is made to maintain the comparison by introducing different views exposed in the available comparative sources then stating, analyzing definitions that concentrate on the differences, and others that address the analogy of the two notions. The current endeavor concludes by highlighting the major differences between the two components of the current paper while aspiring for completion by other studies that will develop and extend it to the field of foreign language learning.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Ghiboub, Abdelhak'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 17 No 1 (2018): Traduction et Langues Volume: 17 Numéro: 01 / Août 2018; 40-47]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v17i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2018-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/558/447]]> 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/558]]> 10.52919/translang.v17i1.558]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Repräsentationen von Gewalt und Gegengewalt im Werk Christoph Heins: eine diskursive Analyse'; document.write(linkifyHtml(str, options)); ]]> Counter]]> Violence]]> Discourse]]> Christoph Hein]]> representativity]]> Counter]]> violence]]> Discourse]]> Christoph Hein]]> representativity]]> Representations of Violence and Counter-Violence in Christoph Hein’s Work: A Discourse Analysis
Violence is generally defined as a daily phenomenon of human reality, which nowadays comes in different forms, involving verbal abuse, and which concerns all cultures and social classes. Violence is also a constitutive dimension in the work of the German author Christoph Hein. Regarding its universal importance and its presence in various discourses (literary and non-literary ones), but also its discursive and counter-discursive forms, the present article aims to de- and/or reconstruct different types of violence discourses, articulated and represented in the author's fictional texts. The prose of the author Christoph Hein is the main corpus of the present article. The representativeness of violence in fiction undeniably stems from a transcultural reflection, which does not only take into account the real and primary forms of violence (especially patriarchal), but also its sometimes invisible or even non-verbal mechanisms.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Aberkane, Ali'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 17 No 1 (2018): Traduction et Langues Volume: 17 Numéro: 01 / Août 2018; 48-62]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v17i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2018-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/557/452]]> 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/557]]> 10.52919/translang.v17i1.557]]>