var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Exploring the English language teachers’ perceptions of plagiarism: The case of Algerian Universities'; document.write(linkifyHtml(str, options)); ]]> Academic dishonesty]]> Plagiarism]]> Teachers’ perceptions]]> Academic dishonesty is an alarming issue in higher education which spreads increasingly into the academic discourse community. As such, the present study is concerned with the exploration of university English language teachers’ perceptions towards what might most bring about plagiarism among their students. The study attempted to figure out, through the teachers’ academic experiences regarding plagiarism, the main reasons behind students’ inclination to approach this issue at Algerian Universities. This piece of research helps to awake both the teachers and students’ vigilance in response to plagiarism as one of the most alarming acts of academic dishonesty, and, consequently, to diminish this academic corruption. To achieve the aim of the study, the researcher used an English language teachers' questionnaire adapted from a study conducted by Rezanejad & Rezaei (2013). A sample of eighty university English language teachers from Saida University and other Algerian universities were selected to respond to the questionnaire. However, only 36 copies of the questionnaire were filled out and returned. The results of the present research indicated that Algerian university English teachers believe that their students had different reasons for plagiarism but they mostly plagiarize because of their bad command of the language and easiness of plagiarism.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Makhlouf, Abdelkader'; document.write(linkifyHtml(str, options)); ]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Mehdaoui, Amaria'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 87-96]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/724/602]]> 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/724]]> 10.52919/translang.v15i1.724]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = '« ¡Un clásico que nunca falla ! ». Ingeniería lingüística y degustación : la invención como estrategia psicosociodinámica en el trinomio alemán-inglés-español (DE-EN-ES)'; document.write(linkifyHtml(str, options)); ]]> Linguistic engineering]]> psychosocial- dynamics]]> Interculturality]]> Communication Translation]]> Interpretation]]> Linguistic engineering]]> psychosocial- dynamics]]> Interculturality]]> Communication Translation]]> Interpretation]]> A Timeless Classic! Linguistic Engineering and Gastronomy: Invention as a Psychosociodynamic Strategy in the German-English-Spanish Trinomial (DE-EN-ES)
The aviation industry has always been recognized for its focus on the customer experience, and airline menus are a faithful reflection of this commitment. This study highlights that these menus not only offer a wide variety of gastronomic options but also employ linguistic engineering techniques to persuade and entice passengers into making specific choices. By analyzing the menus of Lufthansa, Air Canada, and Iberia on the PUJ- YYZ-AMS-FRA route in December 2022, some of the most common strategies used in linguistic engineering were identified. For instance, German menus from Lufthansa are characterized by their rigor in nominalization and brand exposure, suggesting that the company uses food as a means to promote its brand and differentiate itself from competitors. On the other hand, Air Canada's English menus deliberately use adjectives to convince customers to choose specific options. The same technique applies in the Spanish text of Iberia, where inventions and exclamations are used to tempt passengers into selecting specific culinary choices. It is interesting to note how these strategies are premeditated and strategically applied in the linguistic engineering of airline menus. The way this type of persuasion is linguistically expressed also varies according to the language, suggesting that airlines adapt their techniques to the cultures and linguistic expectations of their customers. Ultimately, this study emphasizes that linguistic engineering is a powerful tool for companies seeking to persuade customers and enhance their overall experience. While this work focused on the menus of the mentioned airlines at a specific moment, similar dynamics are likely to be found in other texts and diverse media. Therefore, linguistic engineering provides an opportunity for companies to develop more effective persuasion and marketing strategies. The application of these strategies can not only improve original texts but also be valuable in the field of transcreation, a highly functional branch in language translation and interpretation. These tacit strategies provide insights that can be considered as an autonomous method to enhance communication and customer satisfaction.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Kozanda, Dominik'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 22 No 1 (2023): Traduction et Langues Volume : 22 Numéro : 01 / June 2023; 160-178]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v22i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2023-06-30]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/934/788]]> application/pdf]]> spa]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/934]]> 10.52919/translang.v22i1.934]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Designing an ESP Course for Engineers in SAMSUNG Engineering Work Site in Timimoun'; document.write(linkifyHtml(str, options)); ]]> ESP]]> skill development]]> means]]> material]]> human]]> resources]]> evaluation]]> It is not an overstatement to claim that the field of English for Specific Purposes (ESP) has made a great jump in Algeria in the last decade. Moreover, designing an ESP course is one of the important steps in ESP. Entitled “Designing ESP Course for Engineers”, this work aims at designing a course targeted to engineers in SAMSUNG ENGINEERING WORK SITE in TIMIMOUN. Among the main problems encountered by both teachers and engineers is the lack of adequate and appropriate ESP courses and the lack of English language teachers in general and ESP teachers in particular. The study is based on analyzing the needs of the target group (Engineers), and the evaluation of a course. The needs analysis in this action research has been conducted using different tools. The results of the study show that almost all participants (engineers) need an ESP course, with the predominant needs which are speaking and listening first, followed by reading, writing and translation as a fifth skill. They also need vocabulary related to their specific knowledge in order to deal with their jobs. Moreover, this study suggests to take into account the learners’ needs, their level, the degree of motivation and the evaluation of the students’ performances throughout the course as well as the evaluation of the ESP course itself.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Boubekeur, Lahcen'; document.write(linkifyHtml(str, options)); ]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Benyelles, Radia'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 107-124]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/723/601]]> 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/723]]> 10.52919/translang.v15i1.723]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Identidad nacional en Blacksad mediante la cultura marítima: análisis sobre las influencias del Atlántico y el Mediterráneo: LINEBMLCM'; document.write(linkifyHtml(str, options)); ]]> Black-Criminal Literature]]> Contemporary Comic]]> Comparative Literature]]> North American culture]]> Southern European culture]]> Black-Criminal Literature]]> Contemporary Comic]]> Comparative Literature]]> North American culture]]> Southern European culture]]> National identity in Blacksad through maritime culture: analysis on the influences of the Atlantic and the Mediterranean: LINEBMLCM
Since its origins, the noir-criminal genre has produced debate on the national question in its narrative. Developed in the United States after the war, its adaptation to the european market led to the copy of american affairs, although it soon wanted to incorporate national themes. The debate continues to this day, and the Blacksad comic is proof of this. By spanish authors, published in the french-belgian market, and characterized as north american hard-boiled fiction, the discussion generated deals with their affiliation to one or another culture. In order to provide new perspectives, we want to incorporate recent studies on the mediterranean black novel into the narrative in Blacksad, to consider where the gaze of the character and its authors points. For this reason, our analysis consists of exposing the state of the question on the debate instituted around the comic, and inquiring into the cultural aspects that have determined its character, as it is a product where three different aspects converge. The three societies present in the discussion, in turn, are conditioned by thoughts born from looking towards the sea, being able to distinguish the influence of the Atlantic and the Mediterranean, which bathe the countries in ideological brawl: The United States with respect to the first; France and Spain for the second. Each one has developed a different line towards the genre that concerns us, the noir-criminal narrative, and although no one denies the birth of this literature by the north american hard-boiled, nor the influence of the french market to revive the genre even towards new media, such as comics, Spain seems to lose importance in the matter. The appearance of the previously mentioned mediterranean black novel offers new arguments to outline the treatment of culture in the work, which will be analyzed by referring to works consecrated in this narrative, with the goal of estimating to what extent the national and the homeland in the Blacksad series, more specifically, in the works included in his “color cycle”. In these comics, the plots derive from essential issues of the genre in its american aspect, but the treatment and character coincide with attitudes presented in the mediterranean narrative, which arose in response to the stereotypes of the genre. For this reason, the germ to debate about the homeland of the work is developed through examples, which rekindle the debate beyond propaganda, and allows us to delimit the extent to which the importance of culture, original and acquired, influences artistic creation and literature.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Benguigui, Daniel Romero'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 22 No 1 (2023): Traduction et Langues Volume : 22 Numéro : 01 / June 2023; 132-158]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v22i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2023-06-30]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/933/787]]> application/pdf]]> spa]]> info:eu-repo/semantics/article]]> info:eu-repo/semantics/publishedVersion]]> Peer-reviewed Article]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/933]]> 10.52919/translang.v22i1.933]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Diagnose der Schwierigkeiten zum Schreiben einer wissenschaftlichen Arbeit im Fachbereich technische Wissenschaften'; document.write(linkifyHtml(str, options)); ]]> Writing]]> scientific work]]> language]]> diagnosis]]> difficulties]]> Writing]]> scientific work]]> language]]> diagnosis]]> difficulties]]> Diagnosing the Difficulties of Writing a Scientific Paper in the Field of Technical Sciences
Writing a scientific paper is a process divided into three phases, each consisting of several steps: understanding, preparation and elaboration. The university teacher who is called upon to translate specialized texts should always strive to take responsibility and improve basic knowledge of the language (or languages) of specialty in which he is called to exercise his jurisdiction in the areas he has invested, and to pass it on to his students to prepare them for specialized technical reading and writing. One need only shows the students how to conduct a literature search effectively and how to use it profitably. No one can properly translate an academic paper from or to a specific language without first learning the target language; in particular, the vocabulary, which reveals both the knowledge and the basic knowledge of the subject and is even a starting point of any knowledge of the development process, and yet it is the central component of any knowledge representation. The writer of a scientific paper must take the necessary step back to analyze his own practice of writing, because one must know how to write and even write precisely and objectively. For this he must read and know how to read. Understanding what one reads depends on one's ability to decipher the linguistic signs and interpret their meaning. In order to be able to transfer knowledge related to reading, writing and translation of academic works, the teachers themselves must first acquire these skills. If the teaching of general translation comes to imparting know-how, then teaching for the acquisition of technical languages is reduced to a way of communicating this knowledge. To be more precise, it learning, recognizing what to learn, and learning how to learn. The teaching of technical languages necessarily requires the design of a pedagogy or an original learning model. The purpose of this paper is to show the importance of mastering the language skills with the appropriate specialized terminology and the need for teaching writing in order to obtain a valid scientific work. This article is supplemented by a diagnosis of the most common problems in writing scientific papers of master's and PhD students and lecturers who face various problems in communicating and presenting the results of their research.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Nemdili, Ali'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 227-233]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/722/599]]> 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/722]]> 10.52919/translang.v15i1.722]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Du translingue comme post-monolinguisme. Subvertir le maternali(ngui)sme dominant pour légitimer la minorité spanglish'; document.write(linkifyHtml(str, options)); ]]> Code-mixing]]> Giannia Braschi]]> Linguistic hybridity]]> Liquid language]]> Puerto Rico]]> Code-mixing]]> Giannina Braschi]]> Linguistic hybridity]]> Liquid language]]> Puerto Rico]]> About Translingual as Post-Monolingualism. Subverting the Dominating Mothertongue to Legitimize the Spanglish Minority
The puertorican cultural identity was forged between American colonialism and the previous secular Spanish rule, but now Puerto Rico is a free state associated to the United States. The circular migratory flows between the two territories allowed the consolidation of a consistent Hispanic community in the surroundings of New York, the newyorican one, living at the crossroad between two ethnic groups, two languages. Thus, the prolonged contact of English and Spanish led to the development of a new linguistic code: Spanglish. This transcends the phenomena of bilingualism, diglossia and code-switching, placing the speakers in a linguistic continuum and eluding the notions of mother tongue and foreign language, dominant and minor language. Starting from the subversion of the concept of mother tongue, this essay explores the discursive and linguistic strategies by which the Puerto Rican writer Giannina Braschi in her "Yo-Yo Boing"! legitimates Spanglish. If mother tongue shapes the ontological identity from birth, language fluid contributes to the deconstruction of language as identity belonging. Language is a liquid object: polyphonic, dialogic and conative because it addresses to recipient, its arbitrariness makes it polyhedral and it is a representation of the multiple facets of identity. Our research, dealing with the geopolitical frictional context of the borderland between United States and Latin America, problematizes the location of a non-canonised literature employing linguistic hybridity as a marker of dominant identity. In fact, in-between linguistic politics is not bilingual, but translingual; it posits a post-national and post-conflictual ideology and transculture's linguistic porosity makes monolingualism obsolete, affirming translingualism as post-monolingualism. Post-monolingual being is the one who has freed himself from dependence on the "langue" making the "parole" the means of expression of his logos. Hybridity allows to make the dominant the dominated, that is why Giannina Braschi writes in her foreign language and not in her mother tongue, she writes in minor language in order to promote it, dominant language becomes the dominated one.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Cavallari, Santa Vanessa'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 22 No 1 (2023): Traduction et Langues Volume : 22 Numéro : 01 / June 2023; 111-131]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v22i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2023-06-30]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/932/786]]> 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/932]]> 10.52919/translang.v22i1.932]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université'; document.write(linkifyHtml(str, options)); ]]> Teaching strategies]]> learning strategies]]> classroom practices]]> teaching of FLE]]> writing comprehension]]> empowerment]]> tutoring]]> Teaching strategies]]> learning strategies]]> classroom practices]]> teaching of FLE]]> writing comprehension]]> empowerment]]> tutoring]]> Teaching/Learning Strategies in the Teaching of French as a Foreign Language at University
The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Achab, Djamila'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 154-159]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/721/600]]> 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/721]]> 10.52919/translang.v15i1.721]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Jacques Derrida et Souleymane Bachir Diagne La Traduction comme trahison'; document.write(linkifyHtml(str, options)); ]]> Translation]]> Betrayal]]> Deconstructi on]]> Contamination]]> Orality]]> Translation]]> Betrayal]]> Deconstructi on]]> Contamination]]> Orality]]> Jacques Derrida and Souleymane Bachir Diagne : Translation as Betrayal
Traditional Western thought finds its rise from logocentrism. The latter establishes a link of identity between the word and the thing. The resulting translation is a reflection of accuracy. It is this approach that Derrida deconstructs. The deconstructive scheme requires that there is no addressee and therefore “must be translated”. As a consequence, the translator will never exhaust a work. There will always be emptiness and lack. The translation is always unfaithful. It is neither a neutral reception nor a simple reproduction of a text. Nor is it the original restitution of meaning. To translate a work is to mourn its originality. For Derrida, translation is “an operation intended to ensure its survival as a work”. This survival of the work “lives more and better, above its author”. It is this survival that makes the translator a traitor because the meaning crumbles in the semantic transfer. Obviously, meaning is never transmitted in the same way. He still suffers betrayal. The latter makes translation an event. The event is erased, because it only happens by repeating itself and altering itself. This approach is the foundation of Souleymane Bachir Diagne’s thinking. For him, translation is celebrating plurality; it is “in a way imagining a happy Babel”. By drawing on African anthropology, by analyzing orality and the implications of its transcription, Souleymane Bachir Diagne believes that the fidelity of the translation comes from its betrayal. We cannot have a pure translation. This logic breaks completely with nationalism. The translation “contributes to the task of realizing humanity, and even better: it identifies with it”. Against the “clash of civilizations”, translation as betrayal establishes a “dialogue of cultures”. The Senegalese thinker thus thinks that it is thanks to translation that one can “say in one’s own language, the culture of the other”. Translation is “the ability to take all languages together and think about what their coexistence might mean”. This is where the Monolingualism of other by Jacques Derrida takes on its importance. This work is part of a deconstruction of language as a property and no doubt as a natural home. “I only have one language and this is not mine, my own language is a language that cannot be assimilated to me. My language, the only one I can hear myself speaking, is the language of the other”. Therefore, no pure language. This one suffers the effect of contamination. Therefore, for Bachir Diagne, the act of translating “finds two languages, two cultures’’. To translate is therefore to betray the origin and linguistic purity.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Ondoua, Hervé Toussaint'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 22 No 1 (2023): Traduction et Langues Volume : 22 Numéro : 01 / June 2023; 92-110]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v22i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2023-06-30]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/931/785]]> 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/931]]> 10.52919/translang.v22i1.931]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Autonomes Lernen und Übersetzungskompetenz bei algerischen Deutschstudierenden: Zustand und Perspektiven'; document.write(linkifyHtml(str, options)); ]]> Autonomous learning]]> translation competence]]> German course in Algeria]]> translation difficulties among German students in Algeria]]> Techniques for improving translation competence]]> Autonomous learning]]> translation competence]]> German course in Algeria]]> translation difficulties among German students in Algeria]]> techniques for improving translation competence]]> Autonomous Learning and Translation Competence Among Algerian Students Learning Deutsch: current situation and prospects
This article entitled "Autonomous Learning and Translation Competence Among Algerian Students Learning Deutsch: current situation and prospects" consists in studying, explaining and analyzing the role and influence of autonomous learning on the improvement of translation skills, in order to make these learners aware of the importance of this new approach and also to improve their level in translation. The introduction of this article contains the relationship of autonomous learning as a culture with translation competence development as a goal and its existence among our students. The first part is theoretical, allowed us to explain the essential concepts relevant to this theme. The second point is analytical, it dealt with the learning techniques used by our students and their impact on acquisition of the competence of translation. The third aspect is empirical, it studied the various lexical, syntactic and stylistic gaps in the translation instances discussed and the ways of dealing with them. As concluding remarks, we can say that most of our students do not have the culture of self-learning. For this reason, their Level in translation tasks is not satisfactory and thereby they find difficulties to achieve the desired goals. In order to solve these problems, it is necessary to coordinate the efforts of both students and teachers in order to improve translation skills.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Nouah, Mohamed'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 1 (2016): Traduction et Langues Volume: 15 Numéro: 01 / Août 2016; 29-39]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/720/598]]> 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/720]]> 10.52919/translang.v15i1.720]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Traduire les cultures : quelles stratégies pour traduire l’intraduisible au sein des œuvres littéraires africaines?'; document.write(linkifyHtml(str, options)); ]]> Approaches]]> Multilingualism]]> Problems of translation]]> Translation studies]]> Transmission]]> Approaches]]> Multilingualism]]> Problems of translation]]> Translation studies]]> Transmission]]> Translating Cultures: Which strategies for the translation of untranslatable terms in African literary works?
Among the problems that surface in the field of translation, untranslatability is one of the most acrimonious to deal with. It is not only a question of terms that are not translated, but of terms that are retranslated over time, and which divide authors and translators. Sometimes, this leads to the omission of important terms that convey messages which are keys to the understanding of the works. We notice the plurality of African works aiming to defend their language-cultures and whose authors adopt a heterolingual language composed of their native languages and Western languages. This creates untranslatable terms that challenge the most skilled translator. Since these languages are not standard languages, many questions arise, such as whether all the untranslatable terms are rendered in the target language? If not, how do translators handle these untranslatable terms? Are there specific approaches to render them? These are the different questions we will address in our article. First, we will present the different cases of untranslatable terms in African literary works. After, we will talk about the cultural wealth they represent. Finally, we will propose some translation approaches that would make it possible to translate cultures without obstructing the knowledge they contain.]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Gerard, Adzalo Kossi'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 22 No 1 (2023): Traduction et Langues Volume : 22 Numéro : 01 / June 2023; 80-91]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v22i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2023-06-30]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/930/784]]> 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/930]]> 10.52919/translang.v22i1.930]]>