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var str = 'Beitrag der Sprechanlässe zur Entwicklung der Sprechkompetenz bei algerischen Deutschlehrerstudenten';
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]]>
Sprachlernspiele Sprechfertigkeit Hören]]>
Leseverstehen]]>
Sprechen Schreiben]]>
Language Learning Games]]>
the four Skills]]>
Listening]]>
Reading]]>
Speaking]]>
Writing]]>
Im Deutsch als Fremdsprachenunterricht(DaF) spielen die vier Fertigkeiten eine wesentliche Rolle, wobei sich die meisten Lehrwerke auf die verbale Kommunikation stützen, sodass Hörverstehen und Sprechen im Vordergrund stehen.Dieser Arbeit beschäftigt sich mit der Problematik der Entwicklung der Sprechfertigkeit. In Bezug auf die Unterrichtsbeobachtungen an algerischen Universitäten lässt sich vermuten, dass der algerische Germanistiklerner Schwierigkeit hat. Ausdrucksmittel und Redeabsichten in angemessenen Sprechsituationen zu gebrauchen, Wir gehen davon aus, dass ein Lehrwerk interessant sein kann, wenn es eine Variation von Sprechanlässen enthält, damit die Lerner die Möglichkeit haben, sich im Unterricht in unterschiedlichen Kontexten in der Zielsprache bzw. auf Deutsch zu äußern. Die neuen Lehrwerke, die im Referenzrahmen konzipiert sind, bemühen sich, den Lernstoff aus der Perspektive der Lerner zu Überprüfen.Die Sprechanlässe in den Lehrwerken spielen eine bedeutende Rolle zur Entwicklung der Sprechkompetenz. Dies bedeutet für den Fremdsprachenunterricht, dass das Sprechen nicht nur intensiv trainiert werden sollte, sondern vor allem, dass adäquate Übungen bzw.Die Sprechanlässe sind in den meisten Lehrwerken in verschiedener Form dargestellt. Der Lerner kann sich durch das Bild sowohl frei und spontan äußern als auch angehalten werden, bestimmte sprachliche Mittel zu verwenden.Die Ergebnisse können im Unterricht bearbeitet und analysiert werden. Solche Aufgaben sind im DaF -Unterricht gut geeignet, denn sie leisten einen großen Beitrag zur mündlichen Produktion von Sprache. Vielfältige Sprechanlässe werden bei der Vorbereitung. Durchführung und Auswertung von Interviews gegeben.]]>
Impact of Speaking Situations on the Development of Speaking Skills among Algerian Students of German
In German as a foreign language teaching (DaF), the four skills play an essential role, whereby most textbooks are based on verbal communication, so that listening comprehension and speaking are in the foreground.This article deals with the problem of the development of speaking skills. In relation to the lessons observed at Algerian universities, it can be assumed that the Algerian learner of German has difficulties. To use means of expression and intentions to speak in appropriate speaking situations, we assume that a textbook can be interesting if it contains a variety of speaking situations. So that the learners have the opportunity to approach different contexts in the target language or in German to express themselves. The new textbooks, which are designed as frames of reference, strive to examine the learning materials from the perspective of the learner.The speaking prompts in the textbooks play an important role in the development of speaking skills. For foreign language teaching, this means that speaking should not only be practiced intensively but above all that adequate exercises or speaking situations are presented in various forms in most textbooks. The learner can use the image to express himself freely and spontaneously and be encouraged to use certain linguistic means.The results can be processed and analyzed in different classes. Such tasks are well suited in DaF classes because they make a major contribution to oral language production. A variety of speaking opportunities are used in preparing, conducting and evaluating interviews.
]]>
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var str = 'Beghdadi , Fatima';
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]]>
Traduction et Langues; Vol 7 No 1 (2008): Traduction et Langues Volume 7: Numéro: 1/Décembre 2008; 18-22]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v7i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2008-12-31]]>
Copyright (c) 2008 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/396/311]]>
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/396]]>
10.52919/translang.v7i1.396]]>
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var str = 'Le changement de catégorie en Traduction';
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]]>
translation]]>
transposition]]>
translation methodology]]>
equivalence]]>
foreign language]]>
Traduction]]>
transposition]]>
methodologie de la traduction]]>
équivalence]]>
étrangère]]>
Category Change in Translation
Translation Theory and Contrastive Linguistics (CL) are two fields of Applied Linguistics. Translation could thus be seen as an application of contrastive linguistics. In addition to other translation processes such as literal translation, adoption, and borrowing, among others, the problem of transposition, modification, equivalence, and changes in word classes will be discussed in this paper. Transposition - also known as word exchange - is considered one of the best-known methods for translation into German. The different analysis methods are Comparability and Equivalence, which are the crucial points of the translation theory. CL shows the differences and the equivalence between two languages in order to facilitate foreign language learning.]]>
La Théorie de la Traduction et la Linguistique Contrastive (LC) sont deux domaines de la linguistique appliquée. La traduction pourrait ainsi être considérée comme une application de la linguistique contrastive. A côté d'autres procédés de traduction tels que la traduction littérale, l'adoption, l'emprunt, entre autres, il sera ici surtout question du problème de la transposition, la modification, l’équivalence et des changements de classe des mots. La transposition - aussi appelée échange de mots - est considérée comme l'une des méthodes les plus connues en allemand en matière de traduction. Les différents procédés d'analyse sont : la Comparabilité et l’Equivalence qui est donc le point crucial de la théorie de la traduction. La LC ne fait que montrer les différences et les correspondances entre deux langues surtout dans le but de faciliter l'apprentissage des Langues Etrangères.]]>
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var str = 'Lachachi , Djamel Eddine';
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]]>
Traduction et Langues; Vol 7 No 1 (2008): Traduction et Langues Volume 7: Numéro: 1/Décembre 2008; 7-17]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v7i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2008-12-31]]>
Copyright (c) 2008 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/395/310]]>
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/395]]>
10.52919/translang.v7i1.395]]>
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var str = 'إشكالية ترجمة الشعر: محمود درويش نموذجا';
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]]>
Poetic translation]]>
Mahmoud Darwish]]>
interpretation]]>
reception]]>
culture]]>
Arabic / French.]]>
Traduction poétique]]>
Mahmoud Darwich]]>
interprétation]]>
réception]]>
culture]]>
arabe / français.]]>
Mahmoud Darwich est probablement l'un des auteurs les plus difficiles à aborder, peut-être parce qu'il s’agit d'un personnage complexe. Poète politique ? Poète de la résistance ? Poète de l'exile ? A la grande surprise de Darwich, ses poèmes ont été politiquement interprétés par le public français. Cette déception répétée de voir son public faire de son oeuvre une lecture politique là où elle ne s'y prêtait pas, nous pousse à poser cette question : Comment donc présenter Darwich ? Et quelle image le lecteur français devrai-il avoir de lui au milieu d'un tas de clichés dont foisonnent les articles de presse ? Et enfin comment aborder la traduction poétique en générale ?]]>
The issue of poetry translation: MahmoudDarwish as a model
Mahmoud Darwich is probably one of the most difficult authors to be approached, perhaps because he is a complex character. Political poet? Poet of resistance? Exile poet? Much to Darwich's surprise, his poems were politically interpreted by French audiences. This repeated disappointment to see his public make of his work a political reading where it did not lend itself to it, pushes us to ask this question: How then to present Darwich? And what image should the French reader have of him in the midst of a heap of clichés abounding in press articles? And finally how to approach poetic translation in general?]]>
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var str = 'دندان , صبرينة';
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]]>
Traduction et Langues; Vol 6 No 1 (2007): Traduction et Langues Volume 6: Numéro: 1/Décembre 2007 ; 94-103]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v6i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2007-12-31]]>
Copyright (c) 2007 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/393/309]]>
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/393]]>
10.52919/translang.v6i1.393]]>
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var str = 'مفردات القران الكريم بين الترجمة الحرفية والترجمة التفسيرية صيغتا "ضحك، ضاحكا"- نموذجا';
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]]>
Quranic lexis]]>
literal translation]]>
interpretive translation]]>
expressions]]>
Quranic lexis]]>
literal translation]]>
interpretive translation]]>
expressions]]>
Le transfert de tout texte de la langue maternelle vers une langue seconde peut entraîner une distorsion. Cela signifie qu'il déforme ses significations et perd certaines de ses caractéristiques, et désormais le lecteur le reconnaît à peine. Les théoriciens s'accordent presque à l'unanimité pour dire que l'acte de traduction doit viser principalement le transfert de la langue étrangère vers la langue maternelle du traducteur. Certains considèrent même que ce type de tâche de traduction est la seule qui mérite d'être qualifiée de traduction et que le passage de la langue maternelle à la langue étrangère n'est pas seulement un processus d'imitation, comme le dit la chercheuse française E. Laveault dans son livre "Fonctions de la traduction dans l'enseignement des langues".Le sujet de cet article s'inscrit dans le domaine du transfert des significations du texte coranique, entre le transfert abstrait de son vocabulaire et le transfert de l'interprétation correcte de ses significations vers une langue seconde, autre que l'arabe.]]>
The vocabulary of the Noble Qur’an between literal and exegetical translationsForms "laugh, laughing" as a model
The transfer of any text from the mother tongue to a second language may cause distortion. This means that it distorts its meanings and loses some of its features, and henceforth the reader hardly recognizes it. Theorists almost unanimously agree that the act of translation should aim mainly at transferring from the foreign language into the translator’s mother tongue.Some even consider that this type of translation task is the only one that deserves to be described as translation and that transferring from the mother tongue to the foreign language is not only a process of imitation, as the French researcher E. Laveault says in her book "Functions of translation in languages teaching”.The subject matter of this paper falls within the field of transferring the meanings of the Qur’anic text, between the abstract transfer of its vocabulary and the transfer of the correct interpretation of its meanings to a second language, other than Arabic.]]>
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var str = 'منصوري, خيرة';
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]]>
Traduction et Langues; Vol 6 No 1 (2007): Traduction et Langues Volume 6: Numéro: 1/Décembre 2007 ; 85-93]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v6i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2007-12-31]]>
Copyright (c) 2007 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/392/308]]>
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/392]]>
10.52919/translang.v6i1.392]]>
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var str = 'المصطلح النقدي بين الدقة والاضطراب';
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]]>
Terminology]]>
borrowing]]>
analogy]]>
translation]]>
accuracy]]>
deviation.]]>
Terminologie]]>
emprunt]]>
analogie]]>
traduction]]>
exactitude]]>
déviation.]]>
Nous devons souligner, premièrement, que "le terme" ou "convention" est une question à laquelle les anciens Arabes prêtaient une grande attention, et ils étaient soucieux de "mettre la terminologie, et l'adéquation entre leurs connotations linguistiques et idiomatiques", et ils se préoccupaient de sa traduction et de sa transmission. Le prêt par emprunt est très ancien, depuis la révélation du Noble Coran, et nous en avons une leçon : « Les anciens ne niaient pas l'existence du terme arabisé dans la langue, et ils reconnaissaient son caractère étranger dès le début. .” Ils avaient des moyens de creuser et de formuler le terme, notamment le cadre, l'analogie, la dérivation, la traduction, la métaphore, la génération et l'arabisation. Cet article met en lumière le terme critique entre exactitude et déviation, arrivant à la conclusion de la nécessité d'unifier le terme arabe (en minimisant la différence et l'écart au moins), au service de la langue arabe et de ses sciences, en prenant soin de la traduction et de ses règles, et la rigueur dans l'application d'une doctrine linguistique unique, l'établissement d'un ensemble unifié de connaissances arabes pour les concepts, les définitions et la terminologie, et la relance de l'activité des sociétés arabes existantes et l'ouverture de succursales spécialisées dans les pays arabes. Pour finir, quelques recommandations ont été suggérées pour traiter la question de la terminologie, à savoir la corrélation entre le concept et son sens, la nécessité de la structure phonémique et morphologique de la langue à laquelle le terme est transmis ainsi que l'accès du terme sens sans préjugés.]]>
Critical term between accuracy and disorder
We have to point out, firstly that “the term” or “convention” is an issue to which the ancient Arabs paid great attention, and they were concerned with “putting terminology, and the appropriateness between their linguistic and idiomatic connotations,” and they were concerned with its translation and transmission. The loan by borrowing is very old, since the revelation of the Noble Qur’an, and we have a lesson in it, “The ancients did not deny the existence of the Arabized term in the language, and they acknowledged its foreignness from the beginning.” They had meant excavating and formulating the term, most notably, setting, analogy, derivation, translation, metaphor, generation, and Arabization. This paper sheds light on the critical term between exactitude and deviation, arriving at the conclusion of the necessity of unifying the Arabic term (minimizing the difference and the gap at least), in the service of the Arabic language and its sciences, by taking care of translation and its rules, and strictness in applying a single linguistic doctrine, establishing a unified Arab knowledge bulk for concepts, definitions, and terminology, and reviving the activity of Arab societies. existing, and opening specialized branches in the Arab countries. To end up, some recommendations were suggested to treat the issue of terminology, namely the correlation between the concept and its meaning, the necessity of the phonemic and morphological structure of the language to which the term is transmitted as well as the access of the term meaning without prejudice.
language to which the term is transmitted as well as the access of the term meaning without prejudice.]]>
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var str = 'برونة , محمد';
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]]>
Traduction et Langues; Vol 6 No 1 (2007): Traduction et Langues Volume 6: Numéro: 1/Décembre 2007 ; 77-84]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v6i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2007-12-31]]>
Copyright (c) 2007 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/391/307]]>
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/391]]>
10.52919/translang.v6i1.391]]>
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var str = 'البعد الثقافي في روايات نجيب محفوظ';
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]]>
literary translation]]>
cultural element]]>
Naguib Mahfouz]]>
untranslatability.]]>
traduction littéraire]]>
élément culturel]]>
Naguib Mahfouz]]>
intraduisibilité.]]>
Cet article analyse les problèmes culturels qui apparaissent dans les traductions des romans de l'écrivain égyptien Naguib Mahfouz, lauréat du prix Nobel en 1988, premier écrivain arabe et seul à ce jour, à être couronné par une si haute distinction officielle. Enfant de Kahn El Khalil, quartier populaire du vieux Caire, Les ruelles, les impasses et les passages « Hawari » de ce lieu constituent la trame topographique de ses romans les plus universels. Sa connaissance intime des quartiers populaires et du tissu social en ont fait un formidable témoin de cette ville fascinante qu'est le vieux Caire. L'article démontre que certains traducteurs ne se sont pas bien rendu compte de l'importance du contexte culturel dans la détermination de la signification du texte dans la langue source. Ces problèmes traductionnels sont, sans aucun doute susceptibles d'altérer ses œuvres et de réduire le plaisir que les lecteurs en escomptent. En dépit de nombreuses erreurs de traduction qui ont parfois touché le sens, la traduction de ses œuvres a permis au monde entier de découvrir le talent de cet écrivain incomparable.]]>
The cultural dimension in the novels of Naguib Mahfouz
This article analyzes the cultural problems that appear in the translations of the novels of the Egyptian writer Naguib Mahfouz, winner of Nobel Prize in 1988, the first Arab writer and the only one to date, to be crowned with such a high official distinction. Child of Kahn El Khalil, a popular district of old Cairo, the alleys, dead ends and "Hawari" passages of this place constitute the topographic framework of his most universal novels. His intimate knowledge of popular neighborhoods and the social fabric made him a formidable witness to this fascinating city that is Old Cairo.The article demonstrates that some translators have not fully realized the importance of cultural context in determining the meaning of the text in the source language. These translational problems are undoubtedly likely to alter his works and reduce the pleasure that readers expect from them. Despite numerous translation errors that have sometimes touched the meaning, the translation of his works has allowed the whole world to discover the talent of this incomparable writer.]]>
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var str = 'بلقاسمي , حفيظة';
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]]>
Traduction et Langues; Vol 6 No 1 (2007): Traduction et Langues Volume 6: Numéro: 1/Décembre 2007 ; 69-76]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v6i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2007-12-31]]>
Copyright (c) 2007 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/390/306]]>
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/390]]>
10.52919/translang.v6i1.390]]>
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var str = 'Difficultés Rencontrées dans la Traduction des Termes à caractères Historique et Culturel du Russe vers l’Arabe';
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]]>
Translation]]>
the language of history]]>
equivalence]]>
ambiguity]]>
Arabic/Russian transfer.]]>
Traduction]]>
le langage de l’histoire]]>
équivalence]]>
ambiguïté]]>
transfert Arabe/Russe.]]>
Difficulties Encountered in the Translation of Historical and Cultural Terms from Russian into Arabic
Our country has opted for a diversified language policy, which aims to teach foreign languages and promote them within Algerian society. However, an important question arises, it is how to pilot this language policy at the level of public educational institutions on the one hand. On the other hand, how can the teaching of modern languages be improved? how to make the teaching of these languages more flexible? This is the painful and difficult task of teaching and of course it is with the help of translation, which means the use of translation as a fundamental and necessary tool in the teaching of foreign languages.]]>
Notre pays a opté pour une politique linguistique diversifié, qui vise à enseigner les langues étrangères et de les promouvoir au sein de la société algérienne. Cependant, une question importante se pose, c’est la manière de piloter cette politique linguistique au niveau des institutions pédagogiques publiques d’une part. D’autre part, comment améliorer l’enseignement des langues vivantes ? comment assouplir l’enseignement de ces langues ? C’est la tache pénible et difficile de l’enseignent et bien sûr c’est à l’aide de la traduction, qui veut dire l’usage de la traduction comme outil fondamental et nécessaire dans l’enseignement des langues étrangères.]]>
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var str = 'Benyamina , Habib';
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]]>
Traduction et Langues; Vol 6 No 1 (2007): Traduction et Langues Volume 6: Numéro: 1/Décembre 2007 ; 65-68]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v6i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2007-12-31]]>
Copyright (c) 2007 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/389/305]]>
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/389]]>
10.52919/translang.v6i1.389]]>
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var str = 'Étude comparative des Somatismes Russes et Algériens';
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]]>
Somatisms]]>
somatic language]]>
communication]]>
verbal communication]]>
non-verbal communication]]>
primary meaning]]>
secondary meaning]]>
Somatismes]]>
langage somatique]]>
communication]]>
communication verbale]]>
communication non verbale]]>
signification primaire]]>
signification secondaire]]>
Comparative Study of Russian and Algerian Somatisms
Turn taking makes it possible to transmit information through the words and sentences that we pronounce. The transmission of information can also be done without saying a single word, that is to say by bodily attitude (gestures, mimicry, silence, postures, facial expressions, tone of voice, clothing, etc.), that is what is called non-verbal communication or somatic language.It is important to point out that today many underestimate the meaning of non-verbal communication. The understanding of non-verbal language is very important, it does not stop at facial expressions, rather it is the combination of all expressions, bodily, behavioral, clothing expressions and the understanding of human nature.The present study of somatic languages remains incomplete, and only constitutes a small outline for a future more in-depth comparative study of Russian and Algerian or other somatics. So, to your actions but also pay attention to your actions!]]>
La prise de parole permet de transmettre des informations par l’intermédiaire des mots et des phrases que nous prononçons. La transmission des informations peut être faite aussi sans dire un seul mot, c’est-à-dire par l’attitude corporelle (gestes, mimiques, silence, postures, expressions faciales, ton de la voix, vêtements…), c’est ce qui est appelé la communication non verbale ou le langage somatique.]]>
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var str = 'Boudehir , Tahar';
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]]>
Traduction et Langues; Vol 6 No 1 (2007): Traduction et Langues Volume 6: Numéro: 1/Décembre 2007 ; 58-64]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v6i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2007-12-31]]>
Copyright (c) 2007 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/388/304]]>
application/pdf]]>
fra]]>
info:eu-repo/semantics/article]]>
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Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/388]]>
10.52919/translang.v6i1.388]]>
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var str = 'Le Culte de l’Intraduisible';
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]]>
Translation]]>
Untranslatable]]>
Sacralization]]>
Poetics]]>
Language]]>
Speech]]>
Traduction]]>
Intraduisible]]>
Sacralisation]]>
Poétique]]>
Langue]]>
Parole]]>
The Cult of the Untranslatable
Untranslatability is not only characteristic of language or of the diversity of cultures, it is often inherent in convictions, even in literary and philosophical pride, rejecting from the outset any possibility of translating, moreover, it was the spearhead of linguistic theories refuting all interlinguistic communication and banishing the idea of translation from literary genres.The notion of untranslatability has for a very long time been weighed down with prejudices of a philosophical nature cultivated by the proponents of the ineffable. These confined themselves to enclosing authoritative classical works in a kind of ivory tower and therefore relegating from the theoretical point of view any act of translation. Paradoxically, the works of Horace or Homer have only been appreciated through translations, not to say 'profanations,' which have had the certain merit of reincarnating the spirit of the authors of the originals.We concluded that Mechonnic's approach, which appears to be a poetics of translation excluded, what we consider as the extension of the two old ones (form/meaning theses), literalism and pragmatism. Conversely, the deconstructuralist philosophical approach embodied in the works of J. Derrida rules out any possibility of translation based on meaning and its unstable aspect and subject to multiple interpretations. An absent meaning and therefore at least partially untranslatable. In doing so, Derrida proposes another name to qualify this passage from one language to another: transformation, a term which already sets the limits of a possible fidelity and therefore of an authentic translatability. However, Derrida's poststructuralist vision clearly stands out from the rigor encountered in Mechonnic's work, which starts from a negation of translation but from a criticism of the method of approach to the translation of literary texts. It is in the same perspective of Derrida that we want to place our study because we believe that untranslatability has always been a consequence of a choice of method which, in the absence of rationalism, accuses languages and their specificities whereas these offer multiple possibilities of expression which approximately relegate the untranslatable to theoretical delirium. This optimism that we hope to maintain is part of a new approach that starts not from a negation of translation but from an
language. This is to say that untranslatability is nothing other than reasoning that precedes translating it. As soon as the action is taken, there is no longer any question of evoking this pseudo axiom which cannot go hand in hand with practice. It would be more rational and positive, in our opinion, to speak of the concept of loyalty.
analysis of a state of affairs, namely the source text and that of the target]]>
L’intraduisibilité n’est pas seulement le propre du langage ou de la diversité des cultures elle est souvent inhérente à des convictions voire à un orgueil littéraire et philosophique rejetant d’emblée toute possibilité du traduire de surcroît, elle fut le fer de lance des théories linguistiques réfutant toute communication interlinguistique et bannissant l’idée de la traduction des genres littéraires.]]>
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var str = 'Kaddour, Othmane';
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]]>
Traduction et Langues; Vol 6 No 1 (2007): Traduction et Langues Volume 6: Numéro: 1/Décembre 2007 ; 45-51]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v6i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2007-12-31]]>
Copyright (c) 2007 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/387/303]]>
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/387]]>
10.52919/translang.v6i1.387]]>
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var str = 'L’exploitation du récit en FLE : approche linguistique et didactique';
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]]>
Discursive genre]]>
type of text]]>
action]]>
skill]]>
methodology]]>
Genre de discours]]>
type de texte]]>
action]]>
compétence]]>
méthodologie]]>
Exploitation of narrative in FLE: linguistic and didactic approach
Training to act is the main objective of a language course. The teaching content is generally designed to meet a need for action on the part of the learner. In the case of active methodologies using authentic documents, the targeted action is deferred: students are read, for example, literary texts to prepare them, later in society, to continue to maintain distance contact with the target culture language. The so- called action-oriented approach aims to prepare the learner to use the language to act in everyday communication situations. We move from methodologies centered on the use of literary genres (classified by type of text: narration, description, dialogue) to approaches centered on the reference to texts circulating in ordinary communication, classified by genres of speech]]>
Former à agir, tel est l’objectif principal d’un cours de langue. Les contenus d’enseignement sont, généralement, conçus de manière à pouvoir répondre à un besoin d’agir chez l’apprenant. Dans le cas des méthodologies actives par documents authentiques, l’action visée est différée : on fait lire, par exemple, aux élèves des textes littéraires pour les préparer à continuer, plus tard en société, à maintenir un contact à distance avec la langue culture-cible. L’approche dite actionnelle se donne comme objectif de préparer l’apprenant à utiliser la langue pour agir dans des situations de communication courantes. On passe de méthodologies centrées sur le recours aux genres littéraires (classés par type de textes : narration, description, dialogue) à des approches centrées sur la référence aux textes circulant dans la communication ordinaire, classés par genres discursifs.]]>
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var str = 'Chemkhi, Mansour';
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]]>
Traduction et Langues; Vol 19 No 1 (2020): Traduction et Langues Volume : 19 Numéro : 01 / Août 2020; 102-115]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v19i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2020-08-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/386/302]]>
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/386]]>
10.52919/translang.v19i1.386]]>