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var str = 'Synchronie et Diachronie en Dialectologie';
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]]>
Linguistic variation]]>
synchrony]]>
diachrony]]>
linguistic norm]]>
dialectology]]>
variation linguistique]]>
synchronie]]>
diachronie]]>
norme linguistique]]>
dialectologie]]>
In my paper entitled Synchrony and diachrony in dialectology I will try to give a small overview of the different linguistic varieties before discussing the concepts of diachrony and synchrony which are both very closely related to the problems of dialectology. It will also be a question of the relationship between norm and linguistic variation, before concluding our reflection with a didactic point of view. I consider that the dialect can no longer be considered as a handicap to learning a foreign language or a second language. This involves research in sociolinguistics and which also concerns language acquisition to have ample information on the knowledge possessed by the pupils in relation to the different varieties and the way in which they will react to linguistic demands.]]>
Dans cet article intitulée synchronie et diachronie en dialectologie je vais essayer de donner un petit aperçu sur les différentes variétés linguistiques avant de discuter les concepts de diachronie et de synchronie qui sont tous deux en rapport très étroit avec les problèmes de dialectologie. Il sera aussi question des rapports ente norme et variation linguistique, avant de conclure notre réflexion par un point de vue didactique. Je considère que le dialecte ne peut plus être considéré comme handicap à l'apprentissage de langue étrangère ou la langue seconde. Ceci implique une recherche en sociolinguistique et qui concerne aussi l’acquisition du langage pour avoir d’amples informations sur les connaissances des élèves par rapport aux différentes variétés et la manière avec laquelle vont-t-ils réagir face aux exigences linguistiques. ]]>
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var str = 'Lachachi , Djamel Eddine';
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]]>
Traduction et Langues; Vol 4 No 1 (2005): Traduction et Langues Volume 4: Numéro: 1/Décembre 2005 ; 79-89]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v4i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2005-12-31]]>
Copyright (c) 2005 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/333/256]]>
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/333]]>
10.52919/translang.v4i1.333]]>
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var str = 'Traduction de presse et perceptions entre l'Occident et le Monde arabe post 9/11';
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]]>
Press translation]]>
perceptions]]>
Arab world]]>
West]]>
post 9/11]]>
Press translation]]>
perceptions]]>
Arab world]]>
West]]>
post 9/11.]]>
Press Translation and perceptions between the West and the Arab world post 9/11
There is a striking difference between perceptions of Arabs by Westerners and vice versa, which can be attributed to differences in representation in the media, which can cause bias on one side or the other. Media translation became particularly important after the attacks of September 11, 2001 and since it is generally an element of dissemination that can sometimes have a positive and sometimes a negative impact, I would like to examine the perspectives on media translations and the resulting cultural perceptions.Our study focuses on a selection of translated Arabic-language press articles. Our goal is to shed light on the differences between the perspective of media translation and the resulting perceptions.We have come to deduce that what is presented in the Western press nuances what is presented in the Arabic-speaking press. This does not concern all the Western press, of course, because we are now aware that it bends to the visions and editorial lines of its owners.The translation theorists quoted in our study speak of the transfer of meaning, of conveying a message, or replacing a text with another equivalent text, but the founding element of the act of translation is communication. Also, and although error is human, the professional translator cannot use it to justify a deviation from the meaning produced in the target text unless he clearly specifies it. The reader does not distinguish between the original author and the translator. Indeed, the author fades, leaving his place to the translator, who has the task of rendering the authenticity of the original text in the target language. For that, he will have to solve the problems, if they exist, and look for the meaning in the background, and in the inability to do both, he will have to inform the reader. Without wanting to exaggerate the importance of translation in the modern world, but also without forgetting that it is indispensable in many fields other than literature: commercial, political, legal, military, etc. where the interests at stake are often conflicting and where incomprehension and misunderstanding are likely to have considerable repercussions, we cannot insist on the role that translation can play, depending on whether it transmits or hides the message. Understanding between peoples can only arise from dialogue; however, with rare exceptions where people master several languages and express themselves on their themes in these languages, dialogue today passes through translation.]]>
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var str = 'Benaouda , Adila';
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]]>
Traduction et Langues; Vol 11 No 1 (2012): Traduction et Langues Volume 11: Issue 1/Août 2012; 83-97]]>
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/538/437]]>
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/538]]>
10.52919/translang.v11i1.538]]>
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var str = 'Apport civilisationnel Moyen Oriental durant la période médiévale';
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]]>
Civilizational contribution]]>
Middle East]]>
medieval West]]>
translation]]>
Arab thought]]>
Apport civilisationnel]]>
Moyen Orient]]>
l’Occident moyenâgeux]]>
traduction]]>
pensée arabe]]>
This article focuses on the Middle Eastern civilizational contribution during the medieval period. This contribution has been explained through the works of great scholars, historians, poets, and men of letters. In fact, the most common way by which the richness of Arab thought was brought within reach of the West was the translation into Latin of the Arab originals. Thus, we have come to the conclusion through this modest compilation of historical facts that Arab scholars had flourished during the Middle Ages and wrote a beautiful page on the contribution of Eastern civilization to the Middle Ages West. The figures quoted at the end lead to meditate on the eloquence and scope of Arab thought during this period.]]>
Cet article s’intéresse à l’apport civilisationnel Moyen Oriental durant la période médiévale. Cet apport a été explicité à travers des travaux de grands savants, historiens, poètes, hommes de lettres. Au fait, la voie la plus ordinaire par laquelle les richesses de la pensée arabe, mise à la portée de l’Occident a été la traduction en latin des originaux arabes. Ainsi, nous nous sommes arrivé à la conclusion à travers cette modeste compilation de faits historiques que les savants arabes avaient fleuri durant le moyen âge et écrit une belle page sur l’apport de la civilisation orientale à l’Occident moyenâgeux. Les chiffres cités à la fin incitent à méditer sur l’éloquence et la portée de la pensée arabe durant cette période.]]>
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var str = 'Klouch , Djilali';
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]]>
Traduction et Langues; Vol 4 No 1 (2005): Traduction et Langues Volume 4: Numéro: 1/Décembre 2005 ; 66-78]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v4i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2005-12-31]]>
Copyright (c) 2005 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/332/255]]>
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/332]]>
10.52919/translang.v4i1.332]]>
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var str = 'Linguistique contrastive et Traductologie Une relation dyadique et didactique';
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]]>
Linguistics]]>
contrastive]]>
translation studies]]>
divergence]]>
translation]]>
Linguistics]]>
contrastive]]>
translation studies]]>
divergence]]>
translation.]]>
Contrastive linguistics and translation studies: A dyadic and didactic relationship
This paper reflects on the dyadic and didactic relationship between contrastive linguistics and translation studies. Four questions will hold particular attention: the first is concerned with the differences between contrastive linguistics and translation studies, the second discusses the interdependence between contrastive linguistics and translation studies, the third is related to the use of translations for contrastive purposes, and the fourth one focuses on the use of contrastive studies for translation purposes.We concluded that this rapid overview could only touch upon a prodigiously vast subject which could be the subject of a monograph. Many other issues could have been raised; many other examples would have deserved our attention. Yet, we attempted to demonstrate that contrastive linguistics and translation studies are complementary, contrastive linguistics being the generator of a rather theoretical knowledge, while translation studies have the primary task of nourishing the debate on the transmission of knowledge, and professional know-how.]]>
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var str = 'Tarek, Benaissa';
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]]>
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var str = 'Namaoui , Abelkrim';
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]]>
Traduction et Langues; Vol 11 No 1 (2012): Traduction et Langues Volume 11: Issue 1/Août 2012; 55-68]]>
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/536/711]]>
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/536]]>
10.52919/translang.v11i1.536]]>
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var str = 'Interkulturelle Wortschatztechniken';
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]]>
Échange interculturel]]>
acquisition du vocabulaire]]>
techniques]]>
travail du vocabulaire]]>
manuel algéro-allemand]]>
Intercultural exchange]]>
vocabulary acquisition]]>
techniques]]>
vocabulary work]]>
Algerian-German textbook]]>
Malgré les nombreux résultats délivrés par la didactique interculturelle du vocabulaire, l'acquisition du vocabulaire reste l'une des principales difficultés des apprenants en classe d'allemand langue étrangère, en particulier dans les pays non germanophones. Dans cet article, j'essaie de recommander des moyens qui conduisent à un travail de vocabulaire efficace. Une attention particulière est portée à l'aspect interculturel de l'enseignement du vocabulaire. A l'aide de l'exemple du nouveau manuel d'allemand "L'allemand pour l'Algérie - Un manuel interculturel", élaboré par une équipe d'experts germano-algériens, il est montré comment un travail de vocabulaire interculturel peut être effectué. Le vocabulaire en tant que vecteur de culture est soumis à une constante variabilité. C'est précisément cette caractéristique qui mérite une attention particulière dans le processus de médiation et d'appropriation.Cette étude a montré que le point de vue de l'apprenant influence le choix du vocabulaire et le travail de vocabulaire. Comme nous l'avons vu, pour permettre aux apprenants de communiquer la facette interculturelle de la langue, il est nécessaire d'inclure des sujets dans la langue source. En même temps, il faut compter avec un vocabulaire individuellement différencié, qui, cependant, ne peut pas apparaître dans le manuel. Dans ce contexte, je préfère utiliser le critère de l'utilité, qui est tout aussi flou que celui de l'indispensabilité.
La sélection d'un vocabulaire minimum orienté vers l'apprenant doit contribuer au développement de l'échange interculturel d'informations et tenir compte des conditions sociales et culturelles de la langue cible et du pays. Des sujets tels que les festivals, les vacances, la famille, les loisirs et les coutumes s'avèrent fructueux dans ce contexte puisque la culture arabo-musulmane diffère considérablement de la culture occidentale dans ce domaine. Partant de cette idée, je suis favorable à l'opinion selon laquelle le minimum pour le stade initial, qui est généralement considéré comme plus ou moins certain dans les matériaux d'enseignement et d'apprentissage, devrait être spécifié de telle manière « que les unités lexicales soient omises et complétées par d’autres". Avec la subjectivation du vocabulaire plus objectivement choisi, le minimum devient plus ouvert et ne peut ni ne doit être dogmatiquement limité. Il doit également fournir un espace pour un vocabulaire déterminé intuitivement. D'autre part, les enseignants et les concepteurs de manuels, et plus encore les apprenants, ont besoin d'une certaine orientation quantitative.
Afin de montrer l'ouverture du minimum, je choisis le thème des fêtes/vacances. D'un point de vue interculturel, il convient d'inclure non seulement les mots qui appartiennent aux fêtes chrétiennes (Noël, Pentecôte, Pâques, Ascension, etc.), mais aussi ceux qui accompagnent les fêtes islamiques (Fête du Sacrifice, Ramadan, Mois de Jeûne, Fête des Prophètes, etc.). Toutefois, les unités lexicales qui ne répondent pas aux critères de sélection mentionnés doivent être supprimées ou remplacées.Certes, le manuel a aussi des limites en termes de sélection de vocabulaire. De cette manière, seul un minimum moyen peut être déterminé et enseigné, qui ne contient aucun vocabulaire différencié individuellement. Une autre limite concerne la mise à jour du vocabulaire sélectionné. Si nécessaire, cela ne peut se faire qu'en classe. Par conséquent, le concept de travail de vocabulaire interculturel ne peut être pris en compte que de manière limitée dans le manuel, c'est-à-dire que le manuel n'est qu'insuffisamment en mesure de garantir le transfert du vocabulaire aux conditions de vie et d'expérience personnelles des apprenants.
]]>
Despite the numerous results delivered by intercultural vocabulary didactics, the acquisition of vocabulary is still one of the main difficulties for learners in the classroom of German as a foreign language, especially in non-German-speaking countries. In this article, I try to recommend ways that lead to efficient vocabulary work. Particular attention is paid to the intercultural aspect of teaching vocabulary. Using the example of the new German textbook "German for Algeria - An intercultural textbook", which was developed by a German-Algerian team of experts, it is shown how intercultural vocabulary work can be carried out. The vocabulary as a carrier of culture is subject to constant variability. It is precisely this characteristic that should be given special consideration in the mediation and appropriation process.This study showed that the learner's perspective influences the choice of vocabulary and vocabulary work. As we have seen, in order to enable learners to communicate the intercultural facet of language, it is necessary to include topics in the source language. At the same time, one has to reckon with an individually differentiated vocabulary, which, however, cannot appear in the textbook. In this context, I prefer to use the criterion of usefulness, which is just as vague as that of as that of indispensability.The selection of a learner-oriented minimum vocabulary should contribute to the development of the intercultural exchange of information and take into account the social and cultural conditions of the target language and the country. Topics such as festivals, holidays, family, leisure time, and customs prove to be fruitful in this context since Arabic-Islamic culture differs significantly from Western culture in this area. Based on this idea, I am in favor of the opinion that the minimum for the initial stage, which is generally considered more or less certain in teaching and learning materials, should be specified in such a way "that lexical units are omitted and supplemented by others". With the subjectification of the more objectively selected vocabulary, the minimum becomes more open and cannot and must not be dogmatically limited. It must also provide space for intuitively determined vocabulary. On the other hand, teachers and textbook authors, and even more so learners, need a certain quantitative orientation.
In order to show the openness of the minimum, I choose the theme of festivals/holidays. From an intercultural point of view, not only those words should be included that belong to the Christian festivals (Christmas, Pentecost, Easter, Ascension Day, etc.), but also those that go with the Islamic festivals (Feast of Sacrifice, Ramadan, Fasting Month, Feast of the Prophets, etc.). However, lexical units that do not meet the selection criteria mentioned are to be deleted or replaced.Surely, the textbook also has limits in terms of vocabulary selection. In this way, only an average minimum can be determined and taught, which does not contain any individually differentiated vocabulary. Another limit relates to updating the selected vocabulary. If necessary, it can only be done in class. As a result, the concept of intercultural vocabulary work can only be taken into account to a limited extent in the textbook, i.e. the textbook is only insufficiently able to guarantee the transfer of the vocabulary to the personal living and experience conditions of the learners.
indispensability.]]>
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var str = 'Seddiki, Aoussine';
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]]>
Traduction et Langues; Vol 4 No 1 (2005): Traduction et Langues Volume 4: Numéro: 1/Décembre 2005 ; 43-56]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v4i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2005-12-31]]>
Copyright (c) 2005 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/330/253]]>
application/pdf]]>
deu]]>
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info:eu-repo/semantics/publishedVersion]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/330]]>
10.52919/translang.v4i1.330]]>
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var str = 'Enjeux socio-économiques de La traduction officielle';
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]]>
Legal framework]]>
socio-economic issues]]>
legislation]]>
official translation]]>
specialized translation]]>
Legal framework]]>
socio-economic issues]]>
legislation]]>
official translation]]>
specialized translation.]]>
Socio-economic issues of official translation
This research paper aims to reveal the embittered reality of the profession of official translator-interpreter in Algeria by stressing the drawbacks he/she suffers from, be it in terms of theoretical education or continuous training. The latter is necessary for the performance of this profession. Prerequisites for the practice of this job and its legal framework will be set by us. The absence of a status governing the profession is counter to any attempt to improve the status quo. We will look at the practice of the profession and its socio-economic issues, which we will try to deduce by analyzing the nature of the documents requested for translation, based on our professional experience in this field.Furthermore, we have found out that far from the stereotype that defines him or her in the traditional role of a linguist, the translator is a reliable link in the chain of local development, taking on an important part in all aspects of life. Thus, he/she can help in the field of socio-economic studies by providing clues and data on certain situations prevailing in a given geographical area at a given time. However, the importance of his/her role as an economic agent has not yet granted him/her the recognition that he/she deserves. Actually, he/she is still standing helpless in the face of the aporias that he/she must often manage alone with the means at hand.Finally, we conclude that the title of public officer confers on the official translator-interpreter a heavy legal but also economic responsibility.]]>
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var str = 'Hafir , Kahina';
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]]>
Traduction et Langues; Vol 11 No 1 (2012): Traduction et Langues Volume 11: Issue 1/Août 2012; 39-54]]>
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/535/435]]>
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/535]]>
10.52919/translang.v11i1.535]]>
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var str = 'Sprachstandstests Deutsch als Fremdsprache online';
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]]>
Tests de compétence linguistique en ligne]]>
Test général d'allemand langue étrangère]]>
TestDaF]]>
Tests de langue de l'IIK.]]>
Online language proficiency tests]]>
General Placement Test for German as a Foreign Language]]>
TestDaF]]>
Language tests of the IIK.]]>
Avec Internet et ses diverses possibilités, le test/évaluation interactif des compétences en langues étrangères, ici dans le domaine de l'allemand comme langue étrangère/langue seconde, a trouvé son chemin relativement tôt dans ce média. Au départ, ce sont les éditeurs d'allemand langue étrangère et langue seconde qui ont mis à disposition sur Internet des tests de compétence linguistique en versions imprimées avec les livres appropriés pour mieux répartir les apprenants dans les groupes linguistiques appropriés, mais les écoles de langues, les instituts de formation continue et d'autres les établissements ont rapidement emboîté le pas. Les sites Internet ont rendu les tests de langue disponibles pour impression afin de mieux classer leurs apprenants. Cet article se concentre ensuite sur les tests de compétence linguistique en ligne et donne une brève description de certains tests, à savoir DIALANG et Testpodium. Cela conduit au fait que la brève description des différents programmes devrait montrer la prétention et la réalité des tests de compétence linguistique assistés par ordinateur ou sur Internet, qui, avec un certain nombre d'autres programmes, sont certainement qualifiés de tests de diagnostic et de placement.]]>
With the Internet and its diverse possibilities, the interactive testing/assessment of foreign language skills, here in the field of German as a foreign language/second language, found its way into this medium relatively early. At first it was the publishers for German as a foreign language and second language who made language proficiency tests available in printed versions on the Internet with the appropriate books to better allocate learners to the appropriate language groups, but language schools, further education institutes and other institutions quickly followed suit Internet sites made language tests available for printing in order to better classify their learners. This article focuses then on online language proficiency tests and gives a brief description of some tests, namely DIALANG, and Testpodium. This leads to the fact that the brief description of the various programs should show the claim and reality of computer-assisted or internet-based language proficiency tests, which, with a number of other programs, definitely qualify as diagnostic and placement tests.]]>
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var str = 'Hahn, Martin';
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]]>
Traduction et Langues; Vol 4 No 1 (2005): Traduction et Langues Volume 4: Numéro: 1/Décembre 2005 ; 36-42]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v4i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2005-12-31]]>
Copyright (c) 2005 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/329/252]]>
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/329]]>
10.52919/translang.v4i1.329]]>
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var str = 'Comment Traduire Les Concepts Évolutifs ? À la recherche d’une théorie unifiée ou d’une métathéorie en traductologie';
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Epistemic vigilance]]>
translation studies]]>
scientific research]]>
translation]]>
systemic translation]]>
Epistemic vigilance]]>
translation studies]]>
scientific research]]>
translation]]>
systemic translation.]]>
How to Translate Evolutionary Concepts? In search of a unified theory or a metatheory in translation studies
The development of epistemic vigilance in the context of research requires attention to content and reasoning, an application of each of the theories and their contributions in particular fields, and a reconsideration of procedures according to actual, recent, evolving and complex research. The new epistemological paradigms make it necessary to stop to reconsider the evolution in the translation studies and to undertake at the same time a reflexive and profound analysis of one's vision of man, time and space, of the translator, of the process and of the interpretation with a cognitive, psychological, social and translational vision. Each theory has its own version and specific vision of translational reality, and according to model-dependent realism, this diversity is acceptable and experiential. But the same situation can be apprehended, revisited and modelled in different ways, each using different fundamental elements and concepts. From then on, the notions change, the systemic concepts are activated, and the issues are also explained differently with the mobilization of a set of new knowledge and procedures to respond to and explain translational situations.]]>
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var str = 'Hadj Aissa , Zohra';
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Traduction et Langues; Vol 11 No 1 (2012): Traduction et Langues Volume 11: Issue 1/Août 2012; 21-38]]>
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/534/434]]>
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/534]]>
10.52919/translang.v11i1.534]]>
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var str = 'Westöstlicher Seiltanz';
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]]>
Médiation culturelle]]>
conflit Est-Ouest]]>
funambule]]>
traduction]]>
littérature traduite germano-arabe]]>
Cultural mediation]]>
East-West conflict]]>
tightrope walking]]>
translation]]>
German-Arabic translated literature]]>
On se demande comment et pourquoi la littérature arabe vient en Allemagne dans le cadre d'échanges culturels, la communication de la littérature est une priorité particulière. Elle peut toucher un grand nombre de personnes et ouvre un accès privilégié à l'autre culture. Ce que pensent et ressentent les autres et comment les autres personnes, à quelles traditions ils se réfèrent et comment ils s'expriment - la littérature peut répondre à presque toutes ces questions. De plus, l'autre culture a son mot à dire directement, de sa propre source sans avoir à passer par des experts. Mais même la littérature n'erre pas d'elle-même entre les cultures, surtout quand les fossés entre les deux sont aussi profonds que la mer Méditerranée. Elle a besoin de passeurs, de pilotes, de médiateurs. Un travail qui, dans le cas de l'échange littéraire arabo-allemand, est au moins aussi délicat que celui du messager, parfois tenu pour responsable des nouvelles qu'il apporte. Normalement, la médiation de la littérature utilise les structures de libre marché d'un marché du livre qui fonctionne. Cela a non seulement des avantages financiers considérables ; les lois sur l'économie de marché jouent également le rôle de régulateur de la médiation. Si cela est déplorable dans certains cas, cela a le grand avantage d'être exempt d'idéologie, indépendant des préférences personnelles et mesurable par un critère objectif, à savoir la réussite économique.Toutes ces réglementations sont omises dans la communication de la littérature arabe aux pays germanophones et vice versa. Le flux financier des organes de médiation, notamment les éditeurs et les traducteurs, est actuellement sécurisé par le secteur public. Le marché ne peut pas se le permettre dans un avenir prévisible. Cet article tente d'apporter des solutions à ces problèmes. Une médiation qui survalorise son sujet (comme beaucoup d'Arabes non seulement critiquent sévèrement mais surestiment souvent grossièrement leur culture contemporaine) court un grand risque de finir par médiatiser les lacunes - et ainsi de faire plus de mal que de bien à son sujet. Dès lors, la prétendue solution au dilemme de la médiation, à savoir la multiplication des activités de médiation, recèle des écueils considérables. Chaque intermédiaire doit non seulement bien connaître son sujet, mais aussi évaluer de manière réaliste les limites de sa capacité à communiquer. La médiation culturelle dans le conflit Est-Ouest ne requiert pas des danseurs de rêve, mais des funambules.
]]>
One wonders how and why Arabic literature comes to Germany in cultural exchange, communicating literature is given special priority. It can reach a large number of people and opens up privileged access to the other culture. What and how other people think and feel, which traditions they fall back on and how they express themselves - literature can answer almost all of these questions. In addition, the other culture has its say directly, from its very own source without having to go through experts. But even literature does not wander between cultures of its own accord, especially when the rifts between the two are as deep as the Mediterranean Sea. It needs ferrymen, pilots, mediators. A job that, in the case of the Arabic-German literary exchange, is at least as delicate as that of the messenger, who is sometimes held responsible for the news he brings. Normally, the mediation of literature uses the free-market structures of a functioning book market. This not only has considerable financial advantages; the market economy laws also act as a regulator of mediation. If this is deplorable in some cases, it has the great advantage of being free of ideology, independent of personal preferences and measurable by an objective criterion, namely economic success.All of these regulations are omitted in the communication of Arabic literature to German-speaking countries and vice versa. The financial flow of the mediation bodies, especially the publishers and translators, is currently secured by the public sector. The market cannot afford this in the foreseeable future. This article attempts to bring solutions to these issues. A mediation that overvalues its subject (as many Arabs not only severely criticize but often grossly overestimate their contemporary culture) runs a great risk of ending up mediating the shortcomings - and thereby doing more harm than good to its subject. Therefore, the supposed solution to the mediation dilemma, namely the multiplication of mediating activities, harbors considerable pitfalls. Every intermediary should not only know his subject well, but also realistically assess the limits of his ability to communicate. Cultural mediation in the East-West conflict does not require dream dancers, but tightrope walkers.
but tightrope walkers.]]>
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var str = 'Weidner, Stefan';
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Traduction et Langues; Vol 4 No 1 (2005): Traduction et Langues Volume 4: Numéro: 1/Décembre 2005 ; 30-35]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v4i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2005-12-31]]>
Copyright (c) 2005 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/328/251]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
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Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/328]]>
10.52919/translang.v4i1.328]]>
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var str = 'Einige Bemerkungen über die deutsche Sprache zu Beginn des Dritten Jahrtausends im In- und Ausland';
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]]>
German language]]>
language and educational policy]]>
language change]]>
language maintenance and language promotion.]]>
German language]]>
language and educational policy]]>
language change]]>
language maitenance and language promotion]]>
Some remarks on the German language at home and abroad at the beginning of the third millennium
The aim of this article is to thoroughly examine the "German - Language of Ideas" campaign launched in 2010 as a project of the Federal Foreign Office together with its partners (Goethe Institute, German Academic Exchange Service, Central Office for Schools Abroad, Deutsche Welle, Institute for Foreign Relations and Pedagogical Exchange Service). A discussion of the reasons, causes and goals of this central focus of German foreign cultural and educational policy is presented and analyzed in this paper.The variety of language-promoting facilities allows us to look positively to the future. In my opinion it is important that they are aware that these efforts must be long-term and comprehensive so that interest in the German language can at least remains at the level attained, if not even grows.German is no longer a world language like it was in the 19th century, and that can no longer be undone. It was the most important scientific language, but in Eastern Europe it still seems to be one of the most popular foreign languages and it can be observed that it is also an important cultural language. Klaus Reichert, President of the German Academy for Language and Poetry, stated in his interview that in Germany itself there is an increasing number of brilliant German authors who have a Turkish, Arabic, Serbian, Croatian, Spanish or Italian background. When asked why they chose German, they have answered that there are opportunities in German that they don't have in their languages. It is also an interesting phenomenon that of the 20 authors who were on the list for the German Book Prize, nine had a background in other languages, and that it was Melinda Nadj Abonji, a Serbian-Hungarian who lives in Switzerland, who received the book award. According to Klaus Reichert, these are phenomena that show us that our assumptions and perceptions are right. If one dares to make a prediction, that German will also change as a result in the long term, these authors would of course bring a different language competency into the bring Germans in. The paper tackled among other aspects issues in relation to Language purism, language maintenance, and language promotion, the German language, and the educational policy adopted for Deutsch development.]]>
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var str = 'Marta, Czyżewska';
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Traduction et Langues; Vol 11 No 1 (2012): Traduction et Langues Volume 11: Issue 1/Août 2012; 6-20]]>
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/532/433]]>
application/pdf]]>
deu]]>
info:eu-repo/semantics/article]]>
info:eu-repo/semantics/publishedVersion]]>
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https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/532]]>
10.52919/translang.v11i1.532]]>