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var str = 'أثر الإحالة في اتساق الخطاب الصوفي "روضة التعريف بالحب الشريف" للسان الدين ابن الخطيب أنموذجا';
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]]>
Reference]]>
Sufism Discourse]]>
texts cohesion]]>
Pronouns]]>
demonstrative Pronouns]]>
Relative nouns.]]>
إحالة]]>
محيل ومحيل إليه]]>
خطاب صوفي]]>
اتساق]]>
ضمائر]]>
أسماء إشارة موصولة.]]>
تناولت في هذا البحث أنواع الإحالة ) reference ) التي وظفها ابن الخطيب في نحل نصوص"الروضة"، والتي نوع فيها ما بين الضمائر بمختلف أشكالها والأسماء الموصولة، وأسماء الإشارة، والتيساهمت في اتساق خطابه الصوفي وتماسكه.وقد وردت الإحالة في خطاب "الروضة" على ثلاث أضرب، ضرب يتطابق في طرفا الإحالة جنسا وعددا،وهو الإحالة على لفظ مفرد. وضرب يرتبط فيه المحيل مع نواة المركب اللفظي، أو يكون على علاقة معأحد عناصره، وهو إحالة على مركب لفظي، وضرب يرتبط فيه المحيل مع مقاطع نصية سابقة أو لحقةله في الخطاب، ويحيل على سياق دللي واسع غني بالمعاني التي تفتح مجالت القراءة والتأويل عند المتلقي.وهو إحالة على مقطع أو مقاطع نصية.
وتعتمد الإحالة في عملها داخل خطاب "الروضة" على عنصري السياق الدللي والمقام، ذلك لأن المقاميحيل على حيثيات الخطاب، ويتناسب مع ألفاظه الصوفية الروحانية، التي تحمل الكثير من المواجيدالظاهرة منها والباطنة، وتنساق في دللته.]]>
The effect of referral on the cohesionof Sufi discourse:“The Kindergarten of Defining Honorable Love” by Lisan Al-Din Ibn Al-Khatib as a model
In this research, I dealt with the types of reference that Ibn al-Khatib employed in the analysis of "al-Rawdah" texts in which he used a variety of forms of pronouns, relative nouns, and demonstrative pronouns, as they contributed to the cohesion and coherence of his Sufi discourse.The reference in "al-Rawdah"discourse was represented in three forms, one of these forms corresponds to both sides of the reference in terms of gender and number, which is the reference to a single word. The second form in which the referent is associated with the nucleus of the verbal combination, or has a relationship with one of its elements, which is a reference to a verbal combination, and the third form in which the referent is associated with textual passages prior or subsequent to it in the discourse, and refers to a broad semantic context rich in meanings that opens the fields of reading and interpretation for the receiver. It is a reference to a passage or passages of text. In its function within the discourse of " al-Rawdah ", the reference depends on the two elements: the semantic context and the place, because the place refers to the merits of the discourse and is in proportion to its spiritual Sufi terms which carry a lot of explicit and inward occurrences and are coherent with its meanings.
]]>
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var str = 'درويش , حياة';
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var str = 'ملياني, محمد';
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]]>
Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 156-182]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-08-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/468/373]]>
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/468]]>
10.52919/translang.v9i1.468]]>
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var str = 'De la Logistique au Supply Chain Management';
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]]>
supply]]>
chain management]]>
epistemological]]>
movement]]>
origin]]>
diverse]]>
supply]]>
chain management]]>
epistemological anchoring]]>
movement]]>
origin]]>
diverse]]>
From Logistics to Supply Chain Management A Necessity of Transition
The objective of this article is to reveal the double aspect of supply chain management, both operational and strategic. Through this research work, we will try to make a general approach aiming at an epistemological anchoring of the concept raised, while trying to highlight its movement in order to demonstrate its foundation and its diversity of origin. We carried out at the end of our theoretical analysis, a general study on the theoretical approach of the management of the supply chain according to the criteria resulting from the characteristics of evolution of this concept, bringing a particular lighting to the latter. In relation to our subject, the contribution of our study lies in the contribution of elements aimed at redirecting the reflection around the SCM, and in highlighting the imminence of the transition from standard logistics to an integrated management of logistics, by integrating information and communication technologies, within a logic of inter-organizational cooperation, based on trust, integrity and commitment.]]>
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var str = 'Ferrahi, Abdelhakim';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 241-250]]>
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/683/564]]>
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/683]]>
10.52919/translang.v15i2.683]]>
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var str = 'الكتابة والالتزام';
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]]>
Degree zero of writing]]>
langue parole dichotomy]]>
pertinence]]>
writing as an object.]]>
الدّرجة الصّـفـر للكتابة]]>
الثنائية اللغة والكلام]]>
، الملاءمة]]>
الكتابة كمو ضوع]]>
من الصعب اختزال كلمة "أدب" إلى مفهوم محدد. لأن الكلمة لها تاريخ طويل. انضمت إليها عدةمفاهيم في تاريخ اللغات الأوروبية الحديثة، والتي تطورت مع تطور المجتمع. فالكلمة في دلالاتها الأولى تعنيكل تيندرج تحت الكتابة دون التميي ز بين مجالات المعرفة المختلفة والمتنوعة، ثم استخدمت الكلمة لتعريفالكتب التي لها أهمية مهما كان موضوعها. وهذا التعريف يقتص ر على الكتب العظيمة، تلك العظمة المبنيةعلى مقياس الجودة . أما في اللغة العربية فقد اشتمل معناها الأول على العادات والتقاليد الموروثة. لكناتسع نطاق تغطيتها منذ القرن الأول الهجري، حيث كانت تستخدم في الغالب بمعنى الشعر والقصصوالأخبار، وجميع أنواع الثقافة والتأدب. وهذا يعني أن كلمة الأدب أصبحت تدل على كل ما يدخل فيمجال المعرفة كالفلسفة وغيرها. كلمة "متعلم" هي ما نفهمه اليوم من كلمة "متعلم ". مما سبق يتضح أنمصطلح "أدب" له دلالات كثيرة يصعب التحكم بها وتخصيصها. لأن للكلمة ذاكرة دلالية معقدة، مثقلةبإرث استخداماتها القديمة . تهدف هذه الورقة إلى توضيح الدلالات المختلفة المخصصة لمصطلح الكتابةفي ضوء بعض النظريات]]>
Writing and commitment
It seems difficult to reduce the word "literature" to a specific concept; because the word has a long history. Several concepts have joined it in the history of modern European languages, evolved with the development of society. In its origin, it is taken from the Latin word (littératura) translated from the Greek word (Gramatiké), which means knowledge of the art of writing letters. The word, then, in its first connotation meant everything under writing without distinguishing between different and diverse fields of knowledge, then the word was used to define books that have importance, whatever their subject matter. And this definition is limited to great books, that greatness based on the scale of quality. If this is the case with the word in the history of European literature, then it has another story in the history of our Arabic language. In its first connotation, it included the meaning of inherited customs and traditions. The Italian orientalist "Nelino" went to say that "etiquette" is taken from the word "daaba" in the sense of habit and affair. And from it it was said: the priniciples of speech, and the principles of the lesson. This means that the moral meaning was closely related to the word. However, the scope of its coverage expanded from the first century AH, when it was used predominantly in the sense of poetry, stories and news, and all kinds of culture and politeness. This means that the word “Adab” has become denoting everything that enters the field of knowledge, such as philosophy among other things. The word “Adab” is what we understand today from the word “educated”. From the foregoing, it is clear that the term “Adab” has a lot of connotations, with are difficult to limit and customize; because the word has a complex semantic load, burdened with the legacy of its ancient uses. For this reason, this paper is meant to disambiguate the different significances allotted to the term writing in the light on some theories. ]]>
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var str = 'الشيخ , حليمة';
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]]>
Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 145-155]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-08-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/467/372]]>
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/467]]>
10.52919/translang.v9i1.467]]>
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var str = 'Ferdinand de Saussure und europäischer Strukturalismus';
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]]>
Structuralism]]>
language]]>
grammar]]>
signifier]]>
linguistic structuralism]]>
Course in general linguistics]]>
Structuralism]]>
language]]>
grammar]]>
signifier]]>
linguistic structuralism]]>
Course in general linguistics]]>
Ferdinand de Saussure and European Structuralism
Structuralism, even restricted to its original field, the analysis of language; does not, strictly speaking, constitute a community of doctrine such as the history of grammar may have known in the near or more distant past. It is characterized rather by the sharing of a set of very general principles which can orient or inflect research in different directions: attention was paid to the signifier in an attempt to account for language in terms of pure combinatory reflection on the form in linguistic phenomena. It was taking into account the diversity of codes and norms that regulate language (written and oral skills). Moreover, this methodological and epistemological orientation of linguistic structuralism ensures real continuity from F. de Saussure; the course in general linguistics proposes a reflection on the most general conditions of possibility of a knowledge of languages. To sum up, we can say that European structuralism has played a significant role in the development of linguistics. Thanks to his representative Ferdinand de Saussure who contribute massively to the shaping of modern linguistics]]>
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var str = 'Boufaden, Abderrahim';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 84-89]]>
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/682/562]]>
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/682]]>
10.52919/translang.v15i2.682]]>
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var str = 'التأويل عند ابن جني';
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]]>
Ibn Jinni]]>
interpretation]]>
culture]]>
Kitab al-Khasa’is]]>
grammatical principles.]]>
ابن جني]]>
التأويل]]>
الثقافة]]>
كتاب الخصائص]]>
القياس]]>
الالتباس]]>
إن ثقافات هذا الوجود تبحث في الكثير من أحوالها عن الأهداف والنتائج، فالوصول إلى نتيجةالش يء وهدفه كان ولا زال الكل منا يسعى بطريقته الخاصة إلى الوقوف عندها، ثم إن الإشكال الذييحط بنفسه ضمن هذه الدراسة هو كيف يمكن لنا أن نجد تصورا معرفيا حديثا يبعث فيه صاحبهبإجابة كافية شافية عن مآزق التأويل التي أضحت تقول الناس ما لم يقولوا بصفته هاجسا معرفيا تستندعليه الألسنية الحديثة في تناول قضاياها العلمية؟ وهل نجد في كتابات أهل التراث من نحويين وغيرهمسبيل الاغناء في هذا الجانب؟ وهل نجد في موروثاتنا العلمية والفكرية ممثلة في شخص ابن جني في كتابهالخصائص ما يضمن لنا الوصول إلى هذه الأهداف المرجوة؟ إذن كيف كان ابن جني يتعامل مع آلةالتأويل في القضايا اللغوية التي كان يعالجها في كتابه المذكور؟ إن الكيفية التي عالج بها علماء التأويل،
التأويل في الدرس اللساني الحديث، كانت عبارة عن تخريجات لغوية أو نحوية، والتي هي في حقيقة الأمرحديث اللغويين المعاصرين والعمل الذي نسعى نحن إلى تحقيقه ليس هذا، ذلك أننا نحاول أن نسلطالضوء على الكيفية التي رأى بها ابن جني في كتابه الخصائص- اللغة –من كونها نصا رمزيا يحمل في طياتهشحنا سيميائية بالغة الأهمية. ليخلص البحث إلى أن عملية التأويل في كتاب الخصائص لابن جني لهيأوسع من تلك الحفريات البسيطة والنبش القليل الذي يأخذ أحيانا بالقشور، ولا يمر إلى اللب أو الجوهرإلا في القليل منها.]]>
Interpretation according to Ibn Jinn
Cultures search in many cases about goals and results, so reaching the result of something and its goal was and still is, each of us seeks in his own way to stand there, then the reasons and causes do not come to the worry of knowing them when we conclude from them, and this is in fact hastened even if One's heart is always looking for benefit and striving to achieve goals. The state of putting knowledge in our lived reality is very close to these consumerist intellectual perceptions, in which a person eats meat and does not know its source, whether it is halal or forbidden, tastes it and enjoys eating it, and orders to buy it, and people mimic about it because it is free, and he only knows about it because it is imported from countries Other than his country, or from a strange country of origin and separation. It is a situation similar to the state of thought among nations today; As it is a state of concern regarding these ready-made and canned knowledge goods, which are similar to their origins that produce them, so we consume and digest them like aspirin pills and proceed to promote them for free, and if it is negative, the reality calls for that; We do not live in a society isolated from existence intellectually, culturally and ideologically. Rather, if the foundation and initiative in exploration and discovery preceded our reality, our reality became isolated from it with all its motives and perceptions. Just as here we are not calling for self-glorification, nor are we looking for the narcissism of Arab thought. Rather, the parallel lines must follow. The process of intellectual production in line with the movement of civilization. The problem that surrounds itself within this study is how can we find a modern epistemological conception in which its owner sends an adequate and satisfactory answer to the dilemmas of interpretation that people say unless they say that it is an epistemological obsession on which modern linguistics is based in dealing with its scientific issues? Do we find in the writings of the people of heritage, such as grammarians and others, a way to enrich this aspect? And do we find in our scientific and intellectual legacies represented in the person of Ibn Jinni in his book “Kitab al-Khasa’is” what guarantees us to reach these desired goals? So how did Ibn Jinni deal with the interpretation machine in the linguistic issues that he was dealing with in his aforementioned book?
we looking for the narcissism of Arab thought. Rather, the parallel lines must follow. The process of intellectual production in line with the movement of civilization.]]>
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var str = 'معراجي, عمر';
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]]>
Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 128-144]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-08-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/466/371]]>
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/466]]>
10.52919/translang.v9i1.466]]>
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var str = 'Fases de la evaluación';
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]]>
Evaluation]]>
teacher]]>
student]]>
program]]>
test]]>
communicative activities]]>
Evaluation]]>
teacher]]>
student]]>
program]]>
test]]>
communicative activities]]>
Evaluation Phases
The subject of evaluation is very extensive and needs a lot of research to be treated satisfactorily. Since evaluation allows us to modify and redirect the entire teaching-learning process, this requires us to know everything related to this task: its objectives, its characteristics, its different types and its resources, in order to know how and when the teacher can evaluate their students. If each teacher evaluates their students in the three parts of the course, surely all the negative connotations that are made of the evaluation will be eliminated and the development of the student's level in the different facets of their learning process can be clearly noted, and the most fundamental thing is to make students understand that the most important thing is the knowledge they acquire in their educational training and not the grades they get in each subject.]]>
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var str = 'Maati Beghdadi, Halima';
document.write(linkifyHtml(str, options));
]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 18-22]]>
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/681/563]]>
application/pdf]]>
spa]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/681]]>
10.52919/translang.v15i2.681]]>
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var str = 'البناء المقطعي لآيات السورة والظواهر فوق التركيبية البناء المقطعي لآيات سورة الكهف';
document.write(linkifyHtml(str, options));
]]>
Consonants]]>
performance]]>
syllables]]>
vowels.]]>
ابن جني]]>
الفارابي]]>
الصائت]]>
الصامت]]>
المقطع]]>
العروض.]]>
إن المقطع في أبسط صورة مزيج من صامت وصائت، ويعتمد على الإيقاع النفس ي، وهذاالتقسيم يذكرنا بالطريقة التي ابتدأنا بها تعلم القراءة في المرحلة الأولى من التعليم، إن حقيقة المقاطعتختلف من نظرة إلى أخرى، بحيث يمكن أن نجمل هذه النظرات الجزئية في تعبيرات عن نسق منظم منالجزئيات التحليلية، أ و خفقات صدرية في أثناء الكلام، أ و وحدات تركيبية، أ و أشكال وكميات معينة.ويحاول هذا البحث الكشف إشكالية القول بغفلة الذين ذهبوا إلى نفي وجود دراسة للمقطع على أي نح ومن الإنحاء .إذا كانت الأصوات هي العناص ر البسيطة التي تتكون منها الكلمة العربية، فان بين الصوت المفرد، والكلمةالمركبة من عدة أصوات، مرحلة وسيطة هي مرحلة المقطع.]]>
Segmental structure of the verses of the surah and phenomena above the Segmental structure of the verses of Surat Al-Kahf
If the sounds are the simple elements that make up the Arabic word, then between the singular sound and the compound word of several sounds, an intermediate stage is the syllable stage. The syllable in its simplest form is a mixture of vowels and consonants, as it is considered the smallest structural unit, consistent with the language’s method of composing its structure, and depends on psychological rhythm, as every pressure on the diaphragm affects the air of the lungs. We may remember with this division the way we began to learn to read in the first stage of school education, if in fact it was a naturally syllabic reading that facilitates language learning. This research attempts to reveal the problematic of saying inadvertently those who went to deny the existence of any study of the syllable in any way. From this point of view, we will resort to using the symbol (ص) to denote the consonant, and the symbol (ح) to denote the vowel sounds. The reality of syllables differs from one view to another, so that we can collect these partial views in the following identification: syllables are expressions of an organized system of analytical particles, or chest beats during speech, or structural units, or certain shapes and quantities.]]>
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var str = 'دالي, صباح';
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]]>
Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 118-127]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-08-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/465/370]]>
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/465]]>
10.52919/translang.v9i1.465]]>
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var str = 'Les TIC Comme Outil de Transformation des Comportements Cognitifs et Pédagogiques';
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]]>
Didactics]]>
pedagogy]]>
training]]>
communication]]>
ICT]]>
cognitivism]]>
Didactics]]>
pedagogy]]>
training]]>
communication]]>
ICT]]>
cognitivism]]>
ICT as a Tool for Transforming Cognitive and Pedagogical Behaviors
The teaching of French has been renewed significantly in the last decades. A critical examination of traditional teaching has called everything into question: objectives, conceptions, methods, means used and dynamics of the language class, role and training of teachers, programs, examinations. Starting from a fact stating the relative failure of the old methods, a more constructive work has been undertaken, but this effort of elaboration is far from being achieved. It is important to point out that at the beginning one of the reasons which favored the renewal of pedagogy is the change in the educational conception. Indeed, men of the 21st century seek understanding, through the study of languages, which is oriented more towards multilingual communication. But at what price and with what means? It is true that technological advances have contributed enormously to the educational renewal, enabling teachers to see a wide range of technical means at their workplace that have helped to modernize their work and whose use has opened the way to a lot of new solutions. Degrémont refers to "language industries" as all technical products and activities such as computers, access to information technology, machine translation, dictionary, or electronic mail. What is called "multimedia". These means call for automatic processing of languages, with a view to improving pedagogy. When didactics take hold of these technical means, they adjust them to each teaching discipline : one speaks thus of tools of teaching French, tools of teaching mathematics ... The question which imposes itself here, is to which extent ,these Technical means or ICT, have contributed to the transformation of cognitive and pedagogical behavior? The issues raised in this paper will receive answers in accordance to the perspectives adopted.]]>
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var str = 'Ghellab, Halima';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 229-240]]>
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/680/561]]>
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/680]]>
10.52919/translang.v15i2.680]]>
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var str = 'إشكالية التواصل بالترجمة دراسة تطبيقيّة في ضوء النظريات الحديثة للمعنى';
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]]>
Communication]]>
interpretation]]>
meaning]]>
theories of meaning]]>
translation]]>
نظريات المعنى]]>
المعنى]]>
الفعل الترجمي]]>
التواصل]]>
التأويل.]]>
لقد شكلت الترجمة على مرّ العصور الأداة الضامنة للتواصل بين الشعوب والحضارات، وماكان للحضارة أن تنمو وتترعرع إلا بترجمة ما توصلت إليه الحضارات السابقة من فتوحات علمية وروائعإبداعية، ولقد كان للعلاقة الوثيقة للترجمة بنظريات المعنى أثرا واضحا في تكريس معظم المحاولات المنظرةلِّّللترجمة لأن تكون مركزة على أهمية المعنى باعتباره الركن الأساس ي في الفعل الترجمي، ومازال المعنى يشكقطب الرحى في كل مقاربة تروم محاصرة الفعل الترجمي، ومن هذا المنطلق يروم هذا المقال إلى الكشفعن امكانية الانتقال من مجرد الشك في قدرة الترجمة على التبليغ إلى اليقين الذي يُسلمنا إلى رفضالترجمة، على اعتبار أنها في أحسن أحوالها تشويه للأصل. وكان اعتمادي في هذا البحث على نماذج منتقاةبكيفية تبرز نقائص الترجمة.]]>
The problem of communicating with translation, an applied study in light of modern theories of meaning
Over the ages, translation has been the guarantor tool for communication between peoples and civilizations, and civilization could not grow and flourish except by translating the scientific breakthroughs and creative masterpieces reached by previous civilizations. On the importance of meaning as the main pillar in the translation act, meaning is still the cornerstone of every approach that seeks to besiege the translation act. From this point of view, this article aims to reveal the possibility of moving from mere doubt about the translation’s ability to communicate to certainty that leads us to reject translation, on the grounds that it is at best a distortion of the original. In this research, I relied on selected models on how to highlight the shortcomings of translation. The conclusions reached in this study highlight the fact that translation has advantages that can only be denied by a short-sighted ungrateful. It is true that there is no perfect translation because every translation is a draft proposal for a translation process, and in this capacity any translation is anxious and temporary, which justifies the repetition of translations of the same text without one of them imposing itself as a final approved translation. But what is the need - in fact - for a final translation, and why is the search for an ideal translation when the creative text is an open space that possesses the secret of its immortality in its openness to various readings? How do we demand the translator to complete the perfect translation when they are required to adapt the source text to the specifics of the target language and the reader to whom the translation is directed? A translator, like an author, desires to be read, and this is a legitimate requirement.]]>
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var str = 'رشيد , عبد الخالق';
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]]>
Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 99-117]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v9i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2010-08-31]]>
Copyright (c) 2010 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/464/710]]>
application/pdf]]>
ara]]>
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info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/464]]>
10.52919/translang.v9i1.464]]>
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var str = 'Wirtschaftsdeutsch in Algerien: Perspektive für den algerischen universitären DaF-Unterricht';
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German as a foreign language]]>
specialized foreign courses]]>
specialized language]]>
Germanic studies]]>
Business German]]>
professional life]]>
German as a foreign language]]>
specialized foreign courses]]>
specialized language]]>
Germanic studies]]>
Business German]]>
professional life]]>
Business German in Algeria: Perspectives for Algerian University Deutsch classes
In the teaching of foreign languages, the acquisition of the specialized language has now become a necessity. The important position of foreign languages in the world of work opens up many perspectives for the learner of these languages. In this sense, Business German should be more important in the context of studying German as a foreign language at the Algerian university. The labor market constantly demands graduates with technical and linguistic language skills. With the presence of German companies in Algeria, Algerian Germanists with language skills in Business German will have the opportunity to sink into these companies. In the unit “German specialized language GSL” learners can acquire knowledge of technical German, namely Business German to meet the requirements of these companies. As a result, it can be stated that the LS (Langue de spécialité) lessons in German studies in Algeria should prepare the students not only for the teaching profession, but also for aspects of economic life. Technical language teaching in this context requires more hours of its own. Companies now see the importance of foreign language skills in their employees to ensure and expand the success of their company, which allows foreign speakers to penetrate these companies. The aim of offering business German courses is to provide students with the conditions on the labor market and to present important sources of information about the German economy in German. The focus of the lessons can be collected empirically using the results of the market analyses. As a result, Business German could become independent and be introduced as a separate subject as part of the German studies at the Algerian university. As for the choice of topics, content, goals and other curricular issues of this learning process could apparently be inspired to be discussed by the academics with the participation of the companies operating in the country.]]>
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var str = 'Brahim, Khaled';
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]]>
Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 107-117]]>
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/679/560]]>
application/pdf]]>
deu]]>
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info:eu-repo/semantics/publishedVersion]]>
Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/679]]>
10.52919/translang.v15i2.679]]>