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 = 'Imaginaire linguistique anglophone en rapport avec le bilinguisme officiel au Cameroun'; document.write(linkifyHtml(str, options)); ]]> Glottopolitical interventions]]> glottophobia]]> English-speaker]]> Francophone]]> linguistic imagination]]> self-marginalization]]> self-exlusion]]> Glottopolitical inerventions]]> Glottophobia]]> English-speaker]]> Francophone]]> linguistic imagination]]> self-marginalization]]> self-exlusion]]> Anglophone linguistic imaginary in relation to official bilingualism in Cameroon
The author of this article examines, from a sociolinguistic angle, the image that the English- speaking Cameroonian believes to be the one that the French-speaking Cameroonian has of him. To achieve this, we used a corpus made up of literary and political discourses. The common denominator of these two sources of the corpus is that they allow the profile of many glottopolitical interventions which are, according to Henri Boyer, 1997: 29), "the act of individuals (personalities more or less known in general), groups and/or associations of language activists […] they often have a strong claiming and polemical content, based on an identity ideology and a regionalist or nationalist political option”. They betray a linguistic imagination strongly marked by a feeling of glottophobia of which English-speaking Cameroonians claim to be victims.]]> 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 = 'Ebongue, Augustin Emmanuel'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 16 No 1 (2017): Traduction et Langues Volume: 16 Numéro: 01 / Août 2017; 98-112]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v16i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2017-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/618/504]]> 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/618]]> 10.52919/translang.v16i1.618]]> 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 = 'Hierarchies and coloniality: students' language ideologies and attitudes in Cape Town'; document.write(linkifyHtml(str, options)); ]]> language]]> attitudes]]> students]]> effects of Enlish dominance]]> This paper focuses on the ideologies surrounding language that are produced by a cohort of students in their first year at a South African university, in order to investigate how dominant power- discourses are reproduced. An assignment asking students to relate their language histories reveals strong language ideologies relating to South Africa’s official, and not-so-official, languages. These ideologies are surfaced through a form of critical discourse analysis, undertaken using NVivo software. The paper argues that the students’ ideologies are influenced by discourses such as language hierarchies and what Mignolo (2005) calls ‘coloniality’. Language attitudes on the other hand, reflect students’ strong identification with their home languages, and the effects of English dominance are felt at various levels.]]> 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 = 'Hurst, Ellen'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 16 No 1 (2017): Traduction et Langues Volume: 16 Numéro: 01 / Août 2017; 113-130]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v16i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2017-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/617/503]]> 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/617]]> 10.52919/translang.v16i1.617]]> 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 = 'Übersetzerinnen im Karussell der Perspektiven: Reziproke Anregungen für Translation und Interkulturelle Philosophie'; document.write(linkifyHtml(str, options)); ]]> Philosophy]]> translation studies]]> translation data]]> intercultural]]> change of perspective]]> sterotyping]]> generalization]]> absolutization]]> Philosophy]]> translation studies]]> translation data]]> intercultural]]> change of perspective]]> stereotyping]]> generalization]]> absolutization]]> Translators in the merry-go-round of perspectives: reciprocal suggestions for translation and intercultural philosophy
This article deals with the question of how selected insights from intercultural philosophy can enrich translation studies. This concerns the aspects of the dynamic concept of culture and the avoidance of essentialism, as well as the ability to change perspectives and thus also the avoidance of stereotyping, generalizations and the absolutization of supposed findings about the culture in question. It is assumed that the findings can be of use in translation teaching. The extensive overlap of concerns in translation studies and philosophy shows that mutual awareness of discourses in the two fields enhance translation theory and deepen research in philosophy. Therefore, it addresses the core of philosophical problems related to the philosophy of mind, including the nature of knowledge, decision making, and the perception of other minds, as well as cognitive and social functions such as intention, action, communication, and ethics. Despite, and sometimes even because of, disagreements in philosophical circles about all these issues, translation teachers, translation scholars, and translators themselves have much to gain by addressing the big questions raised by philosophers, critical responses to philosophical arguments, and the substantive value of philosophical writings when compared to the body of descriptive translation data and theoretical frameworks that have emerged in translation studies.]]> 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 = 'Faiz, Alshehri'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 16 No 1 (2017): Traduction et Langues Volume: 16 Numéro: 01 / Août 2017; 7-26]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v16i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2017-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/616/502]]> 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/616]]> 10.52919/translang.v16i1.616]]> 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 = 'مفهوم الأدب عند مصطفى ناصف'; document.write(linkifyHtml(str, options)); ]]> Contextual criticism]]> aesthetic criticism]]> Mustafa Nasif]]> Arab criticism]]> symbol]]> critical approaches]]> contextual criticism]]> aesthetic criticism]]> Mustafa Nasif]]> Arab criticism]]> symbol]]> critical approaches.]]> The concept of literature according to Mustafa Nasif
Mustafa Nassef is considered one of the poles of contemporary Arab criticism who was inhabited by the awareness that prompted him to search for a special critical method for Arabic literature. Through it he tried to read the heritage with much depth and awareness and with an objective view. He based his approach to heritage texts on a methodological framework that relied on a set of Western approaches that he tried and adapted to serve the heritage text, preserving its cultural specificity with the motive of renewing the tools of understanding to remove many of the psychological barriers that exist between us and our heritage. He also presented a set of critical studies, theoretical and applied, in an attempt to clarify the characteristics of the theoretical advocacy that he deems appropriate for the analysis of literary works. The purpose of this research was to find out the interpretation of Nasef's approach to literature and to know his general view of knowledge, considering that his approach represents a modern intellectual current and thus invested in literary studies.]]> 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 = 'قدور , إبراهيم محمد'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 243-258]]> 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/610/712]]> 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/610]]> 10.52919/translang.v11i2.610]]> 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 = 'القرآن والتصوّف'; document.write(linkifyHtml(str, options)); ]]> Islamic signs]]> exoteric science]]> interpretation]]> esotericism]]> Sufi signs]]> Islamic mysticism]]> exoteric science]]> interpretation]]> esotericism]]> Sufi signs.]]> The Qur'an and Sufism
Islamic mysticism was based on the method of introspection of the perfection of the soul in its relationship with God, without neglecting the apparent aspect of Sharia. This spiritual path is derived from the Noble Qur’an, the honorable Sunnah of the Prophet, and the biography of the righteous predecessors. However, Sufism has special interpretations and a position that distinguished it from the rest of the Islamic intellectual trends. The Holy Qur’an was the source of Sufis’ contemplation and deepening, with respect to the noble verses that included the meanings of asceticism, mysticism and heading to the afterlife. As we can confirm that Islamic mysticism in its origin and development stemmed from the perpetuation of Qur’an recitation, meditation and practice, and the necessity of adhering to obedience and obligations.]]> 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 = 'منصوري, خيرة'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 233-242]]> 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/609/498]]> 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/609]]> 10.52919/translang.v11i2.609]]> 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 = 'التراكيب الجائزة في النحو الواجبة في البلاغة'; document.write(linkifyHtml(str, options)); ]]> rhetorical structures]]> grammatical rules]]> Grammatical rules]]> rhetoric rules]]> due structure]]> Grammatical structures]]> rhetorical structures]]> grammatical rules]]> rhetoric rules]]> due structure.]]> Non-requisite Structures in Grammar compulsory in Rhetorics
Syntax in grammar requires joining the word to the word to form the sentence or speech that improves silence. In this research paper, the researcher conducts a comparative study between the intended purposes of the sciences of grammar and rhetoric, to conclude in the end that every combination that is permissible in grammar is a duty in rhetoric, because rhetoric chooses an article for each station.Rhetoric is related to eloquence, and eloquence means eloquence and manifestation, and appearance does not accept anything that contains ambiguity or ambiguity. From the eloquence in the noble verse, the neighbor and the neighbor (them) are attached to an omitted word, not to the mentioned word (sahih), and the waw is omitted before {they are the enemy}. Even if a caller in the army called out, or a beast broke loose, or a lost man sang: they thought it was a trap for them. And the definition of “the enemy” indicates that they are complete in enmity. If this name came as an unfamiliar one, it would denote one race of the enemy and not the whole race.Thus, we find that every combination that is permissible in grammar is obligatory in rhetoric, because rhetoric chooses an article for each station.]]> 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 = 'منصوري , ميلود'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 223-232]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v11i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2012-12-31]]> Copyright (c) 2012 TRANSLANG]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/608/497]]> application/pdf]]> ara]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/608]]> 10.52919/translang.v11i2.608]]> 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 = 'الحوار في شعر عمر بن ربيعة'; document.write(linkifyHtml(str, options)); ]]> Omar bin Rabia]]> internal dialogue]]> artistic dialogue]]> artistic techniques]]> Omar bin Rabia]]> internal dialogue]]> artistic dialogue]]> artistic techniques.]]> Dialogue in the Poetry of Omar Bin Rabia
Whatever the poet is imitating others, he has a peculiarity that makes him unique during his imaginary imitations that he wears by his experiences selected from his reality, and as a culmination of this individual peculiarity of ancient Arabic poetry in its cognitive parts, we look at the element of “dialogue” in the poetry that Omar bin Abi Rabia employed and used as a means In most of his poems, he intended to reach his goal in the closest way, and by resorting to double linguistics in poetry, achieving at least two functions: the first is to draw close to the common people, and secondly, the poet took the admiration of the linguists who admitted to him the correctness of his language, so they protested his verses against some grammatical rules, and if this is the case with The ancient historians of Arabic literature in the modern era made him one of the great poets.With such a dialogue, the poet makes us in a position to follow the events, and wait for the director’s result after the critical dangers represented in the fear of the girl’s family, if his case is exposed, and victory over everyone when he emerges safely from the predicament, and it is not excluded that what he wanted will be achieved in the end, as it is natural To follow in his performance of juveniles the path of both physical and psychological integrity, but in many cases he departs from this easy path, to the weight of the strange word, especially when he resorts to natural or bodily descriptions,By resorting to double linguistics in poetry, the poet has achieved at least two functions: the first of which is to draw close to the common people, so they praise him, and draw close to him by narrating his poetry. Rather, singers sang about it, such as Ibn Aisha, Ibn Sirij, and others. They protested with a few verses against some grammatical rules, and if this was the case with the ancients, then historians of Arabic literature in the modern era made him one of the heads of the great poets. Complete parts, and Abbas Mahmoud Al-Aqar, Omar bin Abi Rabia, the poet of spinning, and the author of the book (And Is the Moon Hidden)? and others.]]> 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 = 'سكران, عبد القادر'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 211-222]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v11i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2012-12-31]]> Copyright (c) 2012 TRANSLANG]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/607/496]]> application/pdf]]> ara]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/607]]> 10.52919/translang.v11i2.607]]> 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 = 'Some Principles on the Practice of the Receptive and Productive Skills in Teaching Translation'; document.write(linkifyHtml(str, options)); ]]> Receptive skills]]> productive skills]]> teaching translation]]> speaking]]> writing]]> listening]]> reading]]> focus on language]]> grammar]]> function]]> vocabulary]]> classroom management]]> This current paper deals with some principles on the practice of the receptive and the productive skills in teaching translation. The integration of the four skills is based on two basic elements. The first is based on the language whereas the second covers the major points in the application of the skills. Thus, our interest in this paper takes, s into account the focus on the language. We try to outline the basic linguistic aspects such as grammar, function, vocabulary and pronunciation. Moreover, we focus on the integration of the receptive and the productive skills during translation process. So, to what extent can a successful methodology be fruitful and helpful in facilitating the task in the application of the four skills adequately?]]> 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 = 'Yekhlef, Zoulikha'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 202-210]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v11i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2012-12-31]]> Copyright (c) 2012 TRANSLANG]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/606/495]]> application/pdf]]> eng]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/606]]> 10.52919/translang.v11i2.606]]> 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 réforme de 2003 et son impact sur la citoyenneté à travers le manuel de français de la 3A.S. dans son édition de 2007 État des lieux'; document.write(linkifyHtml(str, options)); ]]> Textbook]]> society]]> Algerian school]]> axiological values]]> puposes]]> citizen]]> openess to the world]]> tragedy]]> Textbook]]> society]]> Algerian school]]> axiological values]]> purposes]]> citizen]]> openness to the world,]]> tragedy.]]> The 2003 reform and its impact on citizenship through the 3in its 2007 edition: State of Arts
The national tragedy that Algeria experienced exposed all the shortcomings of the Algerian school of the time and thus revealed the deep reasons for the crisis that shook the Algerian society. This tragedy also and above all marks the failure of the axiological values advocated by national education. Values which are nevertheless very present throughout all the official literature - ministerial circular, educational documents, programs, - but which deserve to be revisited to define the true profile of the Algerian citizen of tomorrow as wanted by the Algerian school through the design of new textbooks. These didactic tools born from the 2003 reform work to train the Algerian of tomorrow, an Algerian resolutely open to the world. This examination will also make it possible to question the legitimacy and the aims of an education which determine the content to be offered. An education in citizenship could then impose itself and thus constitute the only guarantee of a resolutely modern society. The work we have done has shown that overall the axiological values are present in this Algerian textbook even if they are not treated in the same way.The recommended axiological values should naturally fit into our school textbooks which are inspired by the action-oriented approach? This is the case with this manual. However, it is permissible to question the ability of our teachers to apply it properly. How many revolutionary approaches have experienced bitter failure for lack of being properly applied in class practices? The implementation in secondary education in 2003 of the new program resulting from the education reform will lead teachers to assume new educational responsibilities. Moreover, with the introduction of these new values, they will have to intervene in this new disciplinary field of citizenship education. that's why“The initial and continuing training of teachers must therefore take into account a series of factors ranging from the acquisition of theoretical foundations to the development of intellectual skills through the practice of effective learning strategies. » However, this action-oriented approach - an ideal framework for realizing this objective which, according to Christian Puren, is to train the learner to become a real social actor - has not yet managed to penetrate language classes because of the reluctance displayed by teachers who apprehend any didactic innovation that may disturb them. It is high time to remedy this situation.At the end of this brief analysis, we take the liberty of proposing these few avenues of research for better management of axiological values in the language classroom.]]> 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 = 'Touati, Mohammed'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 195-201]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v11i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2012-12-31]]> Copyright (c) 2012 TRANSLANG]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/605/494]]> application/pdf]]> fra]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/605]]> 10.52919/translang.v11i2.605]]> 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 = 'Reflections as a major socio-pedagogical component to teaching development'; document.write(linkifyHtml(str, options)); ]]> Secondary schools]]> teaching]]> reflection]]> learning]]> outcomes.]]> Reflective teaching as a bottom-up process of learning teaching is said to be articulated all over the world, but in Algeria. This has led to a fatalistic apathy which has made teachers, in secondary schools, turn nonchalant and perform an insipid teaching. It is believed then that if a teacher never questions the goals of his teaching and never reflects on his teaching practices, can, in no way, achieve positive learning outcomes. It is truism that teaching at the level of secondary schools must be backed up by an instructional methodology which is dished out by managers and teachers have to follow blindly what is imposed on them. However, if they remove themselves from jadedness and make reflections on their daily teaching practices and get rid of awkward ones, their teaching will, by all means, turn to be effective and achieve better results. This paper clearly describes teaching in our secondary schools and highlights the positive effects of the concept of reflection if undertaken by these teachers.]]> 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 = 'Semmoud, Abdellatif'; document.write(linkifyHtml(str, options)); ]]> 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 = 'Azzouz, Omar'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 11 No 2 (2012): Traduction et Langues Volume 11: Numéro: 2/Décembre 2012 ; 182-194]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v11i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2012-12-31]]> Copyright (c) 2012 TRANSLANG]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/604/493]]> application/pdf]]> eng]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/604]]> 10.52919/translang.v11i2.604]]>