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var str = 'The River Wharfe and Verbeia, Celtic Goddess';
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]]>
Celtic]]>
River]]>
Names]]>
Britain]]>
Romans]]>
Paganism]]>
The Wharfe is a river of Yorkshire, in northern England. It was known to the Romans as 'Verbeia', also used of their fortress in what is now the town of Ilkley. Although 'Verbeia' is surely Celtic and ultimately gives the modern hydronym 'Wharfe', its meaning has been obscure. Comparison with other Celtic forms yet suggests the sense 'Powerful Striker, she who is Strong in Hitting'', with 'ver' as an intensive prefix and 'beia' related to British and Irish words for 'axe' and the like. The pagan Celts worshipped rivers as goddesses; the Wharfe is a formidable stream, liable to dangerous floods; the name hence indicates a female deity regarded with awe, whose name survives to this day on a Roman altar in Ilkley Museum.]]>
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var str = 'Breeze, Andrew Charles';
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]]>
Traduction et Langues; Vol 17 No 1 (2018): Traduction et Langues Volume: 17 Numéro: 01 / Août 2018; 8-16]]>
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/556/451]]>
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/556]]>
10.52919/translang.v17i1.556]]>
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var str = 'Anxiety in the Old Germanic Life: A Review of Anglo- Saxon Heroic Literature';
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]]>
Old English Literature]]>
Anglo-Saxon warrior ethics]]>
psychoanalysis]]>
The battle of Maldon]]>
The Battle of Brunanburh]]>
Juliana]]>
This essay tends to discuss anxiety as a feature of Anglo-Saxon culture. It considers three Old English poems: The Battle of Maldon, The Battle of Brunanburh, and Juliana. Using textual analyses and psychoanalytic theory, the study argues that Anglo-Saxon culture is inherently savage. The analyses demonstrate how Anglo-Saxon ethics idealize tragic heroism and glorify battle. Finally, the study delves on the image of the monster as a metaphor of the Old Germanic unconscious. By reading the image of the demon in Cynewulf’s Juliana, the study considers the appearance of the devil as a reflection of the Anglo- Saxon obsession with fear. I argue that the poem, by representing the Devil, ultimately denounces the Anglo- Saxon warrior ethics.]]>
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var str = 'Bessedik, Fatima Zahra';
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]]>
Traduction et Langues; Vol 17 No 1 (2018): Traduction et Langues Volume: 17 Numéro: 01 / Août 2018; 17-23]]>
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/555/449]]>
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/555]]>
10.52919/translang.v17i1.555]]>
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var str = 'Translated Arab Woman Writings The Translation of What an Arab Woman Can Be: A case study H. Barakat’s The Stone of Laughter [الضحك حجر ]';
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]]>
LMD]]>
curriculum]]>
literature]]>
translation]]>
Arab women writers]]>
the Stone of Laughter]]>
Arab women writers have proved themselves to the West and to each other. Reading for an Arab woman novelist translated works of significant literary creativity may contribute to the change of the western ‘misrepresentation’ of the Arab Woman. Such suggestions are speculative and reflective at the same time, but they offer readers an opportunity to introduce new curricula in Algerian education. This paper aims to investigate the significance of some translated literary works by Arab women authors by selecting a translated version of a bestselling Arabic novel (Hajarou Dhahik). In line with the introduction of the LMD system in Algerian English departments, the objective is also to emphasize the relevance of incorporating and adopting such works into the English literature curriculum at university.]]>
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var str = 'Sarnou , Dalel';
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]]>
Traduction et Langues; Vol 11 No 1 (2012): Traduction et Langues Volume 11: Issue 1/Août 2012; 128-135]]>
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/554/448]]>
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/554]]>
10.52919/translang.v11i1.554]]>
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var str = 'L’expression du Désaccord dans le Débat Télévisé Algérien : cas de l’émission « Controverse »';
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]]>
speech act]]>
assertion]]>
televised debate]]>
object of disagreement]]>
international pragmatics]]>
speech act]]>
assertion]]>
televised debate]]>
object of disagreement]]>
interactional pragmatics]]>
The Expression of Disagreement in the Algerian TV Debate: Case of the "Controversy" broadcast
The act of disagreement imposes itself with variable dosages in all types of verbal interactions, in familiar conversations as in formal interactions, as in the televised debate in which it takes on various forms. However, in Algeria, there are currently no books examining the different achievements of this phenomenon in this context. Thus, the need was immediately felt to conduct a research, in the field of interactional pragmatics, aimed at describing the different formulations of this speech act in the Algerian televised debate, and more specifically in the program "Controversy". The analysis of the corpus, which is based on Kerbrat-Orecchioni's description of the achievements of speech acts, shows that the expression of disagreement in these debates is certainly based on extremely varied means, but the most widely used method remains that of controversial negation.]]>
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var str = 'Hocini, Siham';
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]]>
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var str = 'Bejaoui , Wafa';
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]]>
Traduction et Langues; Vol 17 No 1 (2018): Traduction et Langues Volume: 17 Numéro: 01 / Août 2018; 103-115]]>
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/552/443]]>
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/552]]>
10.52919/translang.v17i1.552]]>
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var str = 'ترجمة الشعر ودوره في ميلاد الأجناس الأدبية علاقة السونيتات بالموشحات الأندلسية والأزجال أنموذجا';
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]]>
influence]]>
poetry]]>
sonnets]]>
translation]]>
influence]]>
Poetry]]>
sonnets]]>
translation]]>
Translation of Poetry and its Role in the Creation of New Genres: the relationship between the “Sonnets” and “Muwashah”
Poetry has its very linguistic and formative manifestations, given the special meanings, as well as the aesthetics of the language, of form and rhythm: in order to convey a special message, full of consistency and coherence .Poetry is a very old artistic expression, it could preserve the cultural and social heritage even in societies that have never known any form of writing and reading. In fact, poetry is prior to both of them. Poetry is high-ranking among Arabs who considered it as the finest literary form; the word itself is derived from « shu’our » "sense", and the poet has always had a privileged status among his people. The English poetry witnessed such a formative and linguistic development as a literary genre that other world literatures even adopted those new forms. The English poets, have always influenced the literary field, but the Arabs were also influential in return. In this article, we will study two forms of poetry: the first one is English, called « sonnets » and the second one is the Arabic « muwashah » and their relationship, within the movement of the literary world characterized by both vulnerability and influence. This special subject refers to what is more general, namely, a comparison between the Arabic and English poetry in order to explore the potential difficulties of the translation of poetry .]]>
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var str = 'Ben Abdenour, Ahmed';
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]]>
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var str = 'قلو, ياسمين';
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]]>
Traduction et Langues; Vol 17 No 1 (2018): Traduction et Langues Volume: 17 Numéro: 01 / Août 2018; 144-160]]>
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/551/446]]>
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/551]]>
10.52919/translang.v17i1.551]]>
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var str = 'Teacher’s Perceptions of Classroom Assessment Practices in the Algerian Primary School';
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]]>
assessment]]>
competency]]>
instruction]]>
primary school]]>
quality learning]]>
teacher's perception]]>
The current research aims at elaborating and validating a set of scales to investigate the classroom assessment practices under the competency-based paradigm, implemented by the Algerian Department of Education since 2003. The study sought to probe the levels of teachers' assessment competency and its impact on the student learning quality. It addresses a practical issue often encountered in student assessment: how do teachers perceive and implement assessment in their everyday instruction? A sample of 156 primary school teachers in Algeria was involved and their perceptions were collected using a survey method. This study focused on the main challenges affecting teachers’ classroom assessment methods and practices. It strives to establish which assessment strategies are mostly used by teachers in their daily instruction in order to describe how the challenges influenced their classroom assessment practices and thus the learning quality. The data analyses were descriptive. This study revealed that the teachers were skilled enough in traditional assessment methods. In contrast, they showed some weakness in dealing with competency-based assessment methods. Based on these findings, it is suggested that primary school teachers should be informed about the adequate methods and techniques to align with the competency-based assessment approach. Thus, workshops and in-service training programs about the new assessment methods are imperative to promote quality learning.]]>
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var str = 'Kerma, Mokhtar';
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]]>
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var str = 'Ouahmiche, Ghania';
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]]>
Traduction et Langues; Vol 17 No 1 (2018): Traduction et Langues Volume: 17 Numéro: 01 / Août 2018; 93-102]]>
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/550/445]]>
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/550]]>
10.52919/translang.v17i1.550]]>
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var str = 'British Colonialism and Nationalism in Uganda 1946-1960s';
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]]>
Great Britain]]>
Uganda]]>
Colonialism]]>
Nationalism]]>
Uganda is known for having been a British protectorate for decades. The evolution of its colonial history makes it an exception in comparison with the other African colonies under British monopoly. Indeed, when the British came to the area, they could establish strong relations with the natives, in particular the powerful Bugandans, easing their establishment. However, resistance was organized and led to the outbreak of nationalism. Therefore, this paper is a tentative attempt to show how the British settled down in the area, how Ugandan nationalism rose and the extent of its success.]]>
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var str = 'Benabdi, Farouk';
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]]>
Traduction et Langues; Vol 17 No 1 (2018): Traduction et Langues Volume: 17 Numéro: 01 / Août 2018; 34-39]]>
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/549/444]]>
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/549]]>
10.52919/translang.v17i1.549]]>
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var str = 'La dichotomie théorie et pratique Pour enseigner la Traduction';
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]]>
Dichotomoy]]>
theory]]>
practice]]>
complementarity]]>
praxeology]]>
Dichotomy]]>
theory]]>
practice]]>
complementarity]]>
praxeology.]]>
The dichotomy of theory and practice in teaching translation
Many think that learning translation is done exclusively through practice, but research in translation studies has consistently demonstrated the contribution of teaching theories in translation training. In this paper, we have conducted an exploratory study based on a questionnaire in order to further demonstrate this contribution. The theory allows students to be aware of the decisions they make and, above all, it enables them to learn more effectively. The participants in the study, teachers-researchers, have all approved such relevance for theory, each with their own priorities.We concluded that to teach translation, a theoretical premise is not to be excluded, it is on the contrary to be privileged because it would make profitable the efforts made by the students of translation. As for the theories, they all have a few things to contribute, they should then be considered as rather complementary to each other, they are not mutually exclusive, each of them has a strong point that the student will have to identify and place on the timeline representing the translation process. The work of Daniel Giles within the framework of the IDRC (Interpretation, Decisions, Resources, and Constraints) precisely aspires to convince for a general theory of translation.]]>
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var str = 'Boukhalfa , Mohamed Réda';
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]]>
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var str = 'Boukhalfa Louli, Nesrine';
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]]>
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var str = 'Taibi, Mohamed Yassine';
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]]>
Traduction et Langues; Vol 11 No 1 (2012): Traduction et Langues Volume 11: Issue 1/Août 2012; 115-127]]>
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/547/442]]>
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/547]]>
10.52919/translang.v11i1.547]]>
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var str = 'Importance de la didactique de La Traduction pour La Rédaction d’un Travail Scientifique';
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]]>
article writing]]>
methodology]]>
didactics]]>
translation]]>
article writing]]>
methodology]]>
didactics]]>
translation]]>
The Importance of didactics of Translation for Writing of a Scientific Work
Writing a scientific work is a procedure divided into three phases, each consisting of several stages: understanding, preparation and writing. To understand the subject, a researcher should know how to seek and read the corresponding documentation according to the current state of research in the investigated field and to report on it by a bibliographical review on the subject by building solid argumentation to defend its choice in assessing its importance. The preparation of a research work includes several steps, which, if well planned, will lead to a better final product. The first step is to determine the main idea of the work and then identify and organize possible arguments to support this idea. Before starting to write the first draft, a writer needs to choose the words carefully, avoid word-for-word translations, and consult the dictionary when in doubt about a word or an expression. It is also necessary to ensure that the vocabulary used is clear and precise, to write complete sentences, and to avoid long and complicated words. In addition, one needs to revise the draft and write the final version of the work, after having read it and proofread it several times, concentrating on each point covered. It is important to see if the ideas are clearly argued, if the chapters and paragraphs are well linked chronologically and well expressed by complete sentences not containing errors of grammar or of vocabulary and if the sources are appropriately referenced while avoiding plagiarism. Several word processors, such as Microsoft Word, have a grammar and spelling checker. Still, they are unreliable because they do not underline all errors, and sometimes they even consider correct words and/or sentence structures false. For the translation of a scientific work, one can use the Systran software, which saves a little time, but it should not be entirely trusted. The best way to be sure to avoid translation errors is to learn how to identify and correct them oneself. The purpose of this paper is to show the importance and the need for the didactics of drafting and translation in order to obtain a valid scientific work, which could, in the case of a proposal for publication, accelerate the process and therefore be accepted and published in a scientific journal with a high impact factor.]]>
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var str = 'Nemdili , Ali';
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]]>
Traduction et Langues; Vol 11 No 1 (2012): Traduction et Langues Volume 11: Issue 1/Août 2012; 105-114]]>
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/546/441]]>
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/546]]>
10.52919/translang.v11i1.546]]>
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var str = 'La Problématique de l’Équivalence en Traduction Juridique';
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]]>
Translation studies]]>
equivalence]]>
legal translation]]>
Universal Declaration of Hulan Rights (U.D.H.R)]]>
Legal Discourse]]>
Translation Studies]]>
Equivalence]]>
Legal Translation]]>
Universal Declaration of Human Rights (U.D.H.R.)]]>
Legal Discourse.]]>
The Problem of Equivalence in Legal Translation
This work aims to test the feasibility of equivalence in legal translation in general and in the Arabic translation of the Universal Declaration of Human Rights (U.D.H.R.) in particular. In the first part, attention is drawn to the huge changes that translation has undergone because of the emergence of Traductology or “Translations Studies”. The second part addresses the concept of equivalence, which remains questionable because it has received several denominations and classifications, qualified as formal, dynamic, textual, functional equivalence, etc. The third part will be devoted to legal translation, where the emphasis will be put on its specificity generated by its contact with the Law. Regarding the fourth part, it will present a brief overview of the text of the U.D.H.R. and its translation from French to Arabic. Then, it will expose the technicality of the legal discourse while insisting on its characteristic features in the U.D.H.R. The fifth part tests the feasibility of the equivalence in U.D.H.R in order to analyze the obtained results for contrastive and translatological purposes.]]>
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var str = 'Bencherif , Mohamed Hichem';
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]]>
Traduction et Langues; Vol 11 No 1 (2012): Traduction et Langues Volume 11: Issue 1/Août 2012; 69-82]]>
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/542/439]]>
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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/542]]>
10.52919/translang.v11i1.542]]>