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var str = 'Semantiscbe Äquivalenzprobleme bei der Ubarsrtzung arabiselier Texte ins Deatwäe';
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]]>
Übersetzungsfragen]]>
Semantik]]>
Äquivalenzproblematik]]>
arabische Texte]]>
deutsche Übersetzung]]>
Translation matters]]>
semantics]]>
the problem of equivalence]]>
Arabic texts]]>
German translation]]>
Im Rahmen des vorliegenden Beitrags geht es mir vor allem darum, das Äquivalenzproblem mit dem wir dauernd beim Übersetzungsprozess konfrontiert werden, möglichst unter semantischem Aspekt zu analysieren und entsprechende Maßnahmen zur Vorbeugung möglicher Äquivalenzhindernisse bzw. zur Erreichung optimaler Übersetzungsergebnisse vorzuschlagen.]]>
Semantic Equivalence Problems when Translating Arabic Texts into German
In the context of this article, we are primarily concerned with analyzing the equivalence problem that we are constantly confronted with during the translation process, specifically from a semantic point of view, then we suggest appropriate measures to prevent possible equivalence obstacles to achieve optimal translation results.
]]>
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var str = 'Seddiki, Aoussine';
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]]>
Traduction et Langues; Vol 1 No 1 (2002): Traduction et Langues Volume 1: Numéro: 1/Décembre 2002 ; 34-38]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v1i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2002-12-31]]>
Copyright (c) 2002 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/278/196]]>
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/278]]>
10.52919/translang.v1i1.278]]>
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var str = 'Übersetzte arabische Literatur als Schüssel für fremde Mentalitäten';
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]]>
foreign culture]]>
Problem of reception]]>
Arabic literature]]>
literary texts]]>
Problem of reception]]>
foreign culture]]>
Arabic literature]]>
literary texts]]>
Translated Arabic Literature as a window to Foreign Mentalities: On the problem of the reception of foreign-cultural literature
This article is concerned with the structure of hermeneutic understanding in order to "guarantee within cultural traditions a possible action-oriented self-understanding of individuals and groups and a reciprocal foreign understanding of other individuals and other groups through translated literary texts. Through this study, it can be stated that regional knowledge. i.e. knowledge of the historical, political, economic, and cultural peculiarities of a people cannot express the "spiritual body of a nation's inner history". In order to achieve this, i.e. to make the mentality of a foreign culture recognizable, in the sense of v. Eichendorff's poetry. in our case, the literature of a people in which ways of thinking and feelings, thought content, and emotional content are congealed in contemporary North African literature. To provide such guidance. At the same time, it opens the view for certain deficits of the recipient, which have to be compensated if one does not want to remain on the surface of the foreign culture. In oriental countries, this includes the necessary knowledge of the basics of Islam and knowledge of myths and rites, which have become the language of fairy tales in particular. because the religious and the folk and superstition are the forces that motivate the everyday life of oriental peoples, which cause their life motivation. Such active forces always flavor the literature of peoples However, contemporary North African literature is not just a literature of self-expression by its authors. an attempt to find oneself spiritually at home, it is also a window on literature in the sense of Karl Dedecius, the main addressee of which is not only the local reader but above all the Foreigners, the Europeans, the French or the Spaniards, who often even provided the authors with the language and in whose language area many of the North African authors also live. So they produce their literature not only with a view to their own memories and experiences with their homeland but also with a view to the foreign country in which they live.
their own memories and experiences with their homeland, but also with a view to the foreign country in which they live]]>
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var str = 'Nayhauss, Hans-Christoph Graf v.';
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]]>
Traduction et Langues; Vol 1 No 1 (2002): Traduction et Langues Volume 1: Numéro: 1/Décembre 2002 ; 22-33]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v1i1]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2002-12-31]]>
Copyright (c) 2002 TRANSLANG]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/277/195]]>
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/277]]>
10.52919/translang.v1i1.277]]>
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var str = 'Local Languages Dynamics during COVID-19 Times in Cameroon';
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var str = 'Local Languages Dynamics during COVID-19 Times in Cameroon';
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]]>
languages]]>
dynamics]]>
COVID-19]]>
pandemic]]>
community]]>
new words]]>
langues]]>
dynamique]]>
COVID-19]]>
pandémie]]>
communauté]]>
nouveaux concepts]]>
This paper attempts to show that the surge of a world pandemic known as COVID-19 has allowed the local languages of Cameroon to supplant the official languages, English and French in their daily use to fight against the pandemic or to prevent the population from the threat. To reach the people at the grassroots, local languages have been used as the main channel. The pandemic is therefore looked at as a contributor to the dynamics of small languages, mainly in Cameroon, favouring their greater use for better communication and sensitisation. Relying on the community-based approach, triggered by personal observation and community involvement, the paper demonstrates that COVID-19 has allowed the enrichment of the local languages or national languages of Cameroon with new words, and has vivified their use in an environment where they are dominated by some world killer languages like English and French. The paper concludes that the dynamics of the local languages would also benefit a lot from an interconnectedness among language committees and health care specialists who will develop entangled discourses in the local languages to reach a larger majority of peoples at the grassroots, and by doing so, creating more new words that will perpetuate the lexical dynamics of the involved languages.]]>
Cet article vise à démontrer que la propagation de la pandémie mondiale à corona virus encore connue sous l’appellation COVID-19 a donné la possibilité aux langues locales ou nationales Camerounaises de supplanter les langues officielles, à savoir le français et l’anglais, dans leur usage quotidien dans la lutte contre la pandémie ou dans la sensibilisation de la population contre la maladie. Les langues locales ont été ainsi utilisées depuis l’avènement de la pandémie comme le moyen principal d’atteindre la grande masse de la population à la base. Dans cette perspective, nous pouvons considérer la pandémie à COVID-19 comme un adjuvant au dynamisme des langues minorées puisqu’elle contribue à favoriser une utilisation plus large des langues nationales en permettant de véhiculer la bonne information et de sensibiliser efficacement les populations sur la pandémie. En nous appuyant sur la l’approche communautaire sur laquelle se greffe l’observation personnelle et l’implication communautaire, l’étude démontre que l’avènement de la COVID-19 a favorisé l’enrichissement des langues locales camerounaises avec de nouveaux concepts. En outre, leur utilisation s’est vue vivifier dans un environnement où ces dernières sont largement dominées par les langues officielles que sont l’anglais et le français. L’article s’achève aussi sur la conclusion selon laquelle la dynamique des langues locales pourrait aussi bénéficier de l’interconnexion entre les comités de langue et les spécialistes de santé qui pourront développer des discours croisés dans le but d’atteindre davantage un plus grand nombre de la population à la base et ce faisant, créant de nouveaux mots qui perpétueront le dynamisme lexical des langues impliquées.]]>
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var str = 'Delmon, Djomeni Gabriel';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 111-119]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/272/219]]>
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/272]]>
10.52919/translang.v20i2.272]]>
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var str = 'Les pratiques de l’évaluation dans l’écrit académique Cas des conclusions de thèses de doctorat ès Sciences en FLE';
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]]>
academic writing]]>
engagement]]>
evaluation]]>
evaluatives subjectivèmes]]>
position]]>
الكتابة الأكاديمية - الالتزام]]>
écrit académique]]>
engagement]]>
évaluation]]>
position subjectivèmes évaluatifs]]>
الالتزام]]>
التقييم]]>
الموقف]]>
محددات المواقف الذاتية التقييمية]]>
الكتابة الأكاديمية - الالتزام]]>
تهدف هذه الدراسة إلى إلقاء الضوء على ممارسات التقييم في الكتابة الأكاديمية. ركز التحليل على عينة مكونة من خاتمة ثلاث أطروحات دكتوراه باللغة الفرنسية كلغة اجنبية للتمييز بين مختلف الممارسات التقييمية التي يستخدمها الباحثون في الكتابة الأكاديمية. يمكن لممارسات التقييم هذه أن تترجم وضع طالب الدكتوراه في كتاباته ويمكن أن تتخذ مظاهر مختلفة تختلف من دراسة إلى أخرى. و بالتالي، تساءلنا كيف تظهر هذه الممارسات التقييمية نفسها، لا سيما في خاتمة أطروحات الدكتوراه باعتبارها جزءًا من هذا النوع من الكتابة الأكاديمية حيث يعرض الباحث نتائجه ويحدد افاق وحدود بحثه. تم اللجوء إلى المنهج اللغوي التلفظي من خلال تحديد محددات المواقف التقييمية الذاتية الأكثر تكرارًا في الكتابة الأكاديمية وهذا من خلال تعريف الموقف في الكتابة الأكاديمية من قبل هيلاند حيث هناك أربع عناصر تحدد وضع طالب الدكتوراه في كتابته. أظهرت دراسة النتائج الثلاث أن ممارسات التقييم تتقارب من حيث الحكم والتقدير والالتزام. وفقًا لنظرية التقييم، يعتبر الحكم والتقدير شكلين من أشكال المواقف وهذا سمح لنا باكتشاف من خلال التحليل الذي تم إجراؤه أن هذين الشكلين من المواقف يمكن أن يكونا موجودين في الكتابة الأكاديمية بالإضافة إلى وجود محددات المواقف التقييمية الذاتية التي تتنوع وتختلف حسب طبيعة الدراسة.]]>
Evaluation Practices in Academic Writing: the case of the conclusions of doctoral theses in Science in FFL
This study aims to shed light on assessment practices in academic writing. The analysis focused on a sample made up of findings from three FFL science doctoral theses to distinguish the different practices used by researchers in academic writing. These evaluation practices can translate the position of the doctoral student in his writing and can take different manifestations that vary from one study to another. Thus, we wondered how these evaluative practices manifest themselves, particularly in the conclusions of doctoral theses as being the part of this type of academic writing where the researcher presents his results and identifies the perspectives and limits of his research. Recourse to the lexico-enunciative approach was made by identifying the most recurrent enunciative subjectivemes in academic writing and this by resorting to the definition of position in academic writing by Hyland where four elements define the position of the doctoral student. The study of the three findings has shown that evaluation practices converge in terms of judgment, appreciation and commitment. According to the appraisal theory, judgment and appreciation are considered as two forms of attitude and this allowed us to discover through the analysis carried out that these two forms of attitudes can be present in the academic writing as well as a presence of evaluative subjectives that varies according to the nature of the study.]]>
Cette étude vise à mettre en lumière les pratiques d’évaluation dans l’écrit académique. L’analyse s’est focalisée sur un échantillon composé de trois conclusions de thèses de doctorat ès sciences en FLE pour distinguer les différentes pratiques évaluatives adoptées par les chercheurs dans l’écrit académique. Ces pratiques d’évaluation peuvent traduire le positionnement du thésard dans son écrit et peuvent prendre différentes manifestations qui varient d’une étude à l’autre. Ainsi, nous nous sommes demandé comment se manifestent ces pratiques évalutives notamment dans les conclusions de thèses de doctorat comme étant la partie de ce type d’écrits académiques où le chercheur présente ses résultats et dégage les perspectives et les limites de sa recherche. Nous avons adopté une approche lexico-énonciative en relevant les subjectivèmes énonciatifs les plus récurrents dans l’écrit académique, et ce en ayant recours à la définition de position dans l’écrit universitaire par Hyland où quatre éléments définissent la position du thésard dans son écrit. L’étude des trois conclusions a montré que les pratiques d’évaluation convergent dans l’optique de jugement, d’appréciation et d’engagement. D’après la théorie de l’appraisal, le jugement et l’appréciation sont considérés comme deux formes d’attitude et cela nous a permis de découvrir à travers l’analyse effectuée que ces deux formes d’attitudes peuvent être présentes dans l’écrit académique ainsi qu’une présence des subjectivèmes évaluatifs qui varie selon la nature de l’étude.]]>
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var str = 'Abidi Saad, Houda';
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var str = 'Senoussi, Massika';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 203-217]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/271/222]]>
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/271]]>
10.52919/translang.v20i2.271]]>
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var str = 'A Bakhtinian Investigation of the Gendered Space as a Dystopian Chronotope in Atwood’s The Year of the Flood (2009)';
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]]>
Chronotope]]>
Dystopia]]>
Gendered space]]>
Margaret Atwood]]>
The Year of the Flood]]>
Chronotope]]>
Dystopia]]>
espace sexués]]>
Margaret Atwood]]>
the Year of the Flood]]>
This paper seeks to investigate the possibility of regarding gendered spaces as dystopian chronotopes in Margaret Atwood’s novel The Year of the Flood (2009). The current research attempts to examine the process through which spaces are stratified into gendered ones, characterized by a masculine supremacy and feminine inferiority. Following a geocritical approach, the spatial landmarks and references that are found in the novel are scrutinized in order to examine the process through which space is categorized on a gender basis. The temporal indicators of the chosen work are studied interchangeably with their accompanying spatial presentations using Mikhail Bakhtin’s views on the literary chronotope. This latter looks into how the configurations of time and space are represented through language and discourse. Finally, the present research concludes that gendered spaces presented in Atwood’s novel constitute dystopian chronotopes because they epitomize one of the manifestations of dystopia.]]>
Cet article cherche à étudier la possibilité de considérer les espaces sexués comme des chronotopes dystopiques dans le roman de Margaret Atwood, The Year of the Flood (2009). La recherche actuelle tente d'examiner le processus par lequel les espaces sont stratifiés en espaces genrés, caractérisés par une suprématie masculine et une infériorité féminine. Suivant une approche géocritique, les repères spatiaux et les références qui se trouvent dans le roman sont passés au crible afin d'examiner le processus par lequel l'espace est catégorisé selon le genre. Les indicateurs temporels de l'œuvre choisie sont étudiés de manière interchangeable avec les présentations spatiales qui les accompagnent en utilisant les vues de Mikhaïl Bakhtine sur le chronotope littéraire. Ce dernier s'intéresse à la manière dont les configurations du temps et de l'espace sont représentées à travers le langage et le discours. Enfin, la présente recherche conclut que les espaces genrés présentés dans le roman d'Atwood constituent des chronotopes dystopiques car ils incarnent l'une des manifestations de la dystopie.]]>
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var str = 'Selt Afaf, Djihad';
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var str = 'Berrahal, Fatiha Kaid';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 193-202]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/267/221]]>
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/267]]>
10.52919/translang.v20i2.267]]>
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var str = 'La Note du Traducteur comme Manifestation de la Dissonance Cognitive';
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]]>
Addition]]>
Cognitive dissonance]]>
Explicitation]]>
Translation process]]>
Dissonance cognitive]]>
Explicitation]]>
Note de traducteur]]>
Processus de traduction]]>
Translator’s Note as a Cognitive Dissonance Manifestation
The "translator's note" as a case of cognitive addition manifests itself as a translation technique, the use of which is motivated by the search for a consonant state, following a situation of cognitive dissonance generated by the disagreement with the source author, through the adoption of the mechanism called "cognitive addition". Thus, the analysis in the light of the psycho-sociological theory of cognitive dissonance, and the use of "translation notes" in a historical text, highlights the disagreement present between the meanings of the source text and the translator's thinking. Such an approach would shed light on a part of the psychological (cognitive) process in the translator's mind, through these spaces that he uses to make his intellectual presence felt.]]>
La "note du traducteur" comme un cas d'ajout cognitif se manifeste comme une technique de traduction, dont le recours est motivé par la recherche d'un état consonant, à la suite d'une situation de dissonance cognitive engendrée par le désaccord avec l'auteur source, et ce par l'adoption du mécanisme nommé "ajout de cognition". Ainsi, l’analyse à la lumière de la théorie psychosociologique de la dissonance cognitive, et le recours aux "notes de traduction" dans un texte historique, met en exergue le désaccord présent entre les sens du texte source et la pensée du traducteur. Une telle approche permettrait d'éclairer une partie du processus psychologique (cognitif) chez le traducteur, à travers ces espaces qu’il utilise pour marquer sa présence intellectuelle.]]>
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var str = 'Taibi, Mohamed Yassine';
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]]>
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var str = 'Boukhalfa, Mohamed Réda';
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]]>
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var str = 'Louli Boukhalfa, Nesrine';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 165-177]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/266/220]]>
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/266]]>
10.52919/translang.v20i2.266]]>
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var str = 'Les points de suspension : usages, typographie et prise en charge numérique';
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]]>
Citation]]>
computer encoding]]>
discourse]]>
ellipsis]]>
enumeration]]>
typography]]>
Citation]]>
codage informatique]]>
discours]]>
énumération]]>
points de suspension]]>
typographie]]>
Ellipsis: Uses, Typography and Digital Support
Since their first appearance, the ellipsis has conquered several domains: discourse, typography, bibliographical references… human-computer interfaces of modern computer applications. The mastery of this sign is not only the business of specialists but of a whole community: writers, readers and publishers. In English and French, the explosion of digital publishing has been accompanied by several tools on punctuation, mainly writing guides. In other languages, as in Arabic, these tools are not always available, especially on the Web; this is certainly due to the late use of Western punctuation, which did not really prevail in the Arabic text until the middle of the 20th century. Thus, Arabic-speaking writers/readers often use resources written for other languages. This is particularly true for the ellipsis, which has been used timidly in English and French since their first appearance at the end of the 16th century and the beginning of the 17th. This work looks at ellipsis from a practical point of view: the goal is to expose writers/readers to everything they need to be able to take advantage of this tool. The first question will be to gather definitions proposed in the three languages: French, English and Arabic. We then propose some of the uses of the ellipsis. On the signified level, there will be three essential uses common to all writers/readers: in discourse, in quotations and in enumerations. For uses in discourse, we bring and discuss cases of use in Arabic; both French and English having enough literatures. On the significant level, it will be a question of the forms attested in the literature and those currently chosen as standards. Finally, as a multiform sign, its digital support is also discussed.]]>
Depuis leur première apparition, les points de suspension ont conquis plusieurs domaines : discours, typographie, références bibliographiques… mêmes les interfaces homme-machine des applications informatiques modernes. La maitrise de ce signe n’est pas l’affaire des seuls spécialistes mais de toute une communauté : scripteurs, lecteurs et éditeurs. Dans ce travail, il s’agit de faire le point sur les usages et les formes typographiques multiples des points de suspension. Comme ponctuation du discours, un intérêt particulier est accordé à ses différents emplois en arabe. Comme signe multiforme, sa prise en charge numérique est également discutée.]]>
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var str = 'Mammeri, Mahmoud Fawzi';
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Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 246-263]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/262/218]]>
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fra]]>
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Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/262]]>
10.52919/translang.v20i2.262]]>
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var str = 'Intercultural Competence in a Translator Training Program: Exploring Students’ Self-Assessment and Perceptions';
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Intercultural competence]]>
translator training]]>
students’ perceptions]]>
students’ self-assessment]]>
translation competence;]]>
كفاءة الاتصال بين الثقافات]]>
تدريب المترجمون]]>
إدراك الطلبة]]>
تقييم الطلبة الذاتي]]>
كفاءة الترجمة]]>
تعد كفاءة الاتصال بين الثقافات غاية في الأهمية للمترجم ومن الضروري أن يتم تعزيزها وبشكل شامل من خلال البرامج التدريبية للترجمة الدراسي الإ أنه مستويات الطلبة ومدى ادراكهم لهذه ال كفاءة لاتؤخذ دائماً بعين الاعتبار عند القيام بتطوير البرامج التدريبية للترجمة، لذا تهدف هذه الدراسة لاستكشاف تقييم الطلبة الذاتي ل كفائتهم في التواصل بين الثقافات ومدى ادراكهم لذلك بالأضافة إلى كيفية قيام البرنامج التدريبي للترجمة والذي هو حالة الدراسة بتطوير كفاءة الاتصال بين الثقافات لدى الطلبة. تقوم الدراسة في البداية بتعريف مفهوم الثقافة ومكونات كفاءة الاتصال بين الثقافات بالاستناد على الدراسات السابقة ثم تقوم بتطبيق الدراسة على برنامج بكالوريوس كحالة دراسية باستخدام نوعين من الاستبانات، الأولى مصممة بواسطة مجموعة من الباحثين في مشروع يهدف إلى رفع كفاءة الاتصال بين الثقافات وكذلك لمعرفة مدى إدراك الطلبة لمفهوم كفاءة الاتصال بين الثقافات. وخلصت الدراسة بأن النتائج تشير إلى أن مستوى الطلبة في كفاءة الاتصال بين الثقافات جيد جداً ولديهم مستوى عالي من الإدراك لأهمية هذه ال كفاءة وكذلك أن برنامج البكالوريوس يقوم على تدريس هذه ال كفاءة بشكل أساسي، كما أن هذه النتائج تتوافق مع النتائج التي ً خرج بها المشروع الذي تمت الإشاره إليه سابقا مما يؤكد بأن برنامج البكالوريوس قد قدم عدد كافي من المقررات لتطوير هذه ال كفاءة كما أن الدراسة تقدم أدوات يمكن استخدامها من خلال الباحثين الآخرين لقياس التقييم الذاتي للطلبة في برامج دراسية أخرى.]]>
Intercultural competence is significant for translators and it needs to be emphasized in translator training programs through comprehensive inclusion. However, students’ perceptions and levels in this competence are not always taken into consideration in the development of translator training program. Therefore, this study aims to explore students’ self-assessment of their intercultural competence (IC) and their perceptions along with how the case-study program develop IC among students. First, it introduces the definition and components of IC based on the literature. Second, it investigates an undergraduate translation program as a case study and it uses two questionnaires, designed on Promoting Intercultural Competence in Translators project’s (PICT) identification of IC, to identify students’ IC and their perceptions of its significance. The results indicate a good level of students’ IC as well as high-level perception of the significance of IC and that the case-study program have a substantial inclusion of IC. In addition, the resuts are consistent with the results of PICT, which implies that the courses in the case study program in this study were sufficient to develop IC among students and emphasized the significance of IC to students. Also, the study offers tools which can be used by other researchers to self-assess the IC of students in different programs.]]>
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var str = 'M. Alenezi, Abdulhameed';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 8-22]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/261/217]]>
application/pdf]]>
eng]]>
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Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/261]]>
10.52919/translang.v20i2.261]]>
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var str = 'De la note du traducteur';
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]]>
Adaptation]]>
Equivalence]]>
Explicitation]]>
Linguistic]]>
Footnote]]>
Sociocultural]]>
Translation]]>
Adaptation]]>
Équivalence]]>
Explicitation]]>
Linguistique]]>
Note de bas de page]]>
Socioculturel]]>
Traduction]]>
From the Translator's note
The usefulness of the footnote in translation field is not a consensus. The aim of this paper is to highlight the need of arguments examination, using several examples, that would justify the employ of notes in the translation process. The main subject here offered an opportunity to be able for examination of the delicacy of the complex process during the translating operation. Furthermore, it is important to think on the challenges converged by the translators (the problem of footnote, adaptation, explicitation …).]]>
L’utilité de la note de bas de page en traduction ne fait pas consensus dans le domaine traductologique. Le présent article met en lumière la nécessité d’examiner, via des exemples, des arguments qui justifieraient le recours aux notes dans le processus traductif. Cette étude offre une nouvelle occasion de réflexion, sous un angle aussi bien linguistique que socio-culturel, sur la délicatesse du processus complexe de l’opération traduisante et sur les défis auxquels sont confrontés les traducteurs (les problèmes liés aux notes infrapaginales, à l’adaptation et à l’explicitation en traduction, entre autres).]]>
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 178-192]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/260/215]]>
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/260]]>
10.52919/translang.v20i2.260]]>
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var str = 'Investigating the Role of Multimodality in Promoting Algerian EFL Students’ Critical Thinking Skills Case Study: Third Year EFL Students at Biskra University';
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Critical Thinking Skills]]>
EFL Students]]>
Higher Order Thinking Skills]]>
Mode]]>
Multimodality]]>
Teachers]]>
الأساتذة]]>
الأسلوب]]>
الوسائط المتعددة]]>
طلاب اللغة الانجليزية كلغة أجنبية]]>
مهارات التفكير الأعلى]]>
مهارات التفكير النقدي]]>
هدفت هذه الورقة إلى التحقيق في دور الوسائط المتعددة في تعزيز مهارات التفكير النقدي لطلاب اللغة الإنجليزية كلغة أجنبية في الجزائر. إن الدور الحيوي لمهارات التفكير النقدي في التعليم يجعل مدرسين اللغة الإنجليزية كلغة الأجنبية يدمجون استراتيجيات مميزة في دروسهم لتعزيز استخدامهم من قبل الطلاب. ومع ذلك، فإن الإستراتيجية الأنسب هي تلك التي تعزز التفاعل بين المعلمين والطلاب. تتيح الوسائط المتعددة صنع المعنى والتفاعل بين الأفراد لأنها تغطي مزيجًا من الأنماط. هذا الأخير يساعد على مرونة التفاعل ومن ثم يمكن أن يعزز القدرات المعرفية. وبالتالي، يمكن اعتبار تعدد الوسائط استراتيجية قابلة للتطبيق تعزز مهارات التفكير النقدي لدى الطلاب. كان البحث مهما بحيث أنه حاول التحقيق في مدى قدرة هؤلاء الطلاب على استخدام مهارات التفكير النقدي. سعى كذلك لوصف دور تعدد الوسائط في تعزيز هذه المهارات بين طلاب اللغة الإنجليزية كلغة أجنبية. المنهج المعتمد في هذه الورقة هو الوصفي بحيث أن الباحث قد استخدم أداتين لجمع البيانات: استبيان ومقابلة. تم توجيه الاستبيان إلى أربعة أساتذة وإلى ثمانين طالب من السنة الثالثة من قسم اللغة الإنجليزية بجامعة بسكرة. ل كن المقابلة كانت موجهة فقط للأساتذة. وجد أن الطلاب مازالوا يواجهون صعوبات في استخدام مهارات التفكير النقدي وبالخصوص مهارات التفكير الأعلى. لقد فضلوا في الغالب تعدد الوسائط كإستراتيجية لتعزيز هذه المهارات وتقليل الصعوبات التي يواجهونها. أظهرت النتائج أن هناك إجابات متضاربة بين الأساتذة: من ناحية، أكدوا فائدة تعدد الوسائط في تعزيز مهارات التفكير النقدي لدى طلابهم، ل كن من ناحية أخرى قاموا بتطبيق إستراتيجية ثانية في تعزيز مهارات التفكير النقدي. لذلك، تمت التوصية بضرورة معرفة أسباب عدم استخدام الأساتذة لهذه الإستراتيجية على الرغم من أنهم أكدوا فائدتها فيما يتعلق بتعزيز مهارات التفكير النقدي من جانب الطلاب.]]>
This paper aimed at investigating the role of multimodality in promoting Algerian English as Foreign Language students’ critical thinking skills. The vital role of critical thinking skills in education makes English as foreign language teachers integrate distinctive strategies into their lessons to promote their use by students. However, the most suitable strategy is the one that enhances the interaction between teachers and students. Multimodality allows making meaning and interaction between individuals since it covers a mixture of modes. The latter assists the flexibility of interaction and then it can enhance cognitive abilities. Thus, multimodality can be considered as a workable strategy that fosters students’ critical thinking skills. This paper was important in the sense that it attempted to investigate the extent to which those students can use critical thinking skills, and to describe the role of multimodality in promoting them among English as Foreign Language students. The method adopted in this paper is descriptive one for which the researcher used two data gathering tools: a questionnaire and an interview. The questionnaire was administered to four teachers and eighty-third year students from the department of English, at Biskra University, but the interview was aimed only at the teachers. It was found that students still face difficulties in using critical thinking skills; basically, higher-order thinking ones. They mostly preferred multimodality as a strategy to promote these skills and to minimize the difficulties they faced. The findings showed that there were conflicting answers among the teachers: On the one hand they confirmed the usefulness of multimodality in promoting their students’ critical thinking skills, but on the other hand they implemented another strategy. Therefore, it was recommended to find out the reasons why this strategy was not used by teachers though they confirmed its usefulness regarding the promotion of critical thinking skills on the part of students.]]>
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var str = 'Bougherara, Rim';
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var str = 'Khaldi, Kamel';
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]]>
Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 149-164]]>
2600-6235]]>
1112-3974]]>
10.52919/translang.v20i2]]>
University of Oran 2 Mohamed Ben Ahmed]]>
2021-12-31]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/259/214]]>
application/pdf]]>
eng]]>
info:eu-repo/semantics/article]]>
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Peer-reviewed Article]]>
https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/259]]>
10.52919/translang.v20i2.259]]>