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 = 'L’apport de La Lecture à La production Écrite'; document.write(linkifyHtml(str, options)); ]]> Reading]]> writing]]> written production]]> rewriting]]> text]]> reading comprehension]]> Reading]]> writing]]> written production]]> rewriting]]> text]]> reading comprehension]]> The Contribution of Reading to the Written Production
In our modern society, writing occupies a prominent place in Arabic first and then in FFL. In fact, writing serves us in our daily lives: shopping list, email writing, exam, writing, copy, of a cooking recipe, photo caption, invitation. As the common base reminds us (Ministry of Education), writing and reading conditions access to all areas of knowledge and the acquisition of all skills. The mastery of writing, reading and writing has become so essential. The importance given to writing and more specifically to writing, is due in particular to the fact that it is given a plurality of functions. Indeed, if today writing has a dominant function of communication, it also allows the memory conservation (to help the memory or the memorization, to prevent forgetfulness, to overcome the distraction). It meets the needs of the organization of administrative and commercial exchanges (displays, price lists), it is an important vector of cognitive, epistemological and technological development: it makes it possible to develop reflexive capacities by distancing reality and action, and directs by genres or types of writing, the way of perceiving, thinking and structuring the surrounding world as well as the human beings. Thus, making a diagram on the operation of an electric light bulb or developing a table ordering the words according to their nature (determiner, noun, adjective, etc.,) has a strong impact on the apprehension and understanding of these phenomena. Writing plays a major role in the access to knowledge, culture and the profession, insofar as a significant part of knowledge and culture is transmitted via writing and that many professional gestures involve writing (document to fill out, fax or e-mail to send, notices to go through) we can add that writing allows self- expression in different ways. As a result, reading has a positive influence on writing and especially in a FFL teaching-learning situation because most literary genres encountered in reading can be the starting point for a writing project (tale, story of origins, legends, fiction science, detective story, travelogue, fable, play …). The role of the teacher consists in leading his learners to production by gradually relying on the texts read by inviting learners to extend or complete a text or to transform it into a narrative or theatrical text. As he can lead them to write a dialogue or a description intended to fit into a story or to extend it. In this sense, imitation, diversion are the bases of the work of writing, with reference to literary texts. The use of prototypes must be permanent, either to identify characteristics likely to guide the implementation of the project or to answer questions. Any writing project can be extended by an editing project of the completed text; this is an opportunity for students to learn about the production of a text. On the basis of tehse facts, we can say that writing requires reading and comprehension of the written words. In fact, reading and writing are systematically linked, as more than one researcher has stated, whether in didactics or in the science of education. Today the scientific study of writing, whether working on writers' manuscripts or psychological analyzes has shown the importance of reviewing the text and making changes. Having permission to strike out on papers does not exempt the writer from thinking before writing: these are not the same modifications that take place depending on whether the text is forged in thought or rewritten under the influence of literary research, or erasures are considered as a trace of the creative journey, the official instructions in the syllabus highlight rewriting to propose the remodeling of the text to reproduce it, possibly its reorganization, which leads us to think that a reflection on writing seems obligatory and in particular at university in the module of the writing. However, the syllabus and official texts quite clearly distinguish writing as an activity and training aqdequate to linguistic production and security in space and time. In this regard, the reflection and practice of the written production activity could be divided into four periods which correspond to four ways of considering learning to write and to four denominations of students’ writing: writing, written expression, writing production and rewriting. These modalities are not mutually exclusive in most classes, several of them. This paper focuses on these issues with a particular emphasis on the correclation reading- wrinting.]]> 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 = 'Bouazri, Fatiha'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 140-155]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/809/677]]> 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/809]]> 10.52919/translang.v13i2.809]]> 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 = 'Linguistic Landscape and Language Planning'; document.write(linkifyHtml(str, options)); ]]> linguistic landscape]]> public space]]> strategy]]> hidden agenda language policy]]> planning]]> management]]> Linguistic landscape, henceforth LL, is made up of public and private signs i.e.; the language(s) displayed in public space. It has recently been researched by scholars from different disciplines concerned with issues of languages in contact phenomenon which is rather a case of written languages in contact. Two factors intervene in its development. The first factor falls within the official language agencies responsible of language use and regulations while the second includes individuals, and private institutions using language(s) purposefully for their own objectives escaping the control of the authorities and thus taking the freedom of rule violation as a creative way of communication. As a field of language research it mostly deals with the sociology of language, and more particularly, language policy and planning, but it is also considered as a resource for language learning and as a place of contested identities and language conflicts and hidden language agendas. Thus, necessity rises to consider LL not only as a strategy for language management but also as the key place where it must take place. It is for these very reasons that the main objective of the present article focusses on exploring LL as a strategy of language planning and management because the bottom-up individual and private agencies constitute the active agents in issues of language use, maintenance, and promotion.]]> 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 = 'Boukreris, Louafia'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 44-50]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/808/673]]> 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/808]]> 10.52919/translang.v13i2.808]]> 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 = 'Profession interprète'; document.write(linkifyHtml(str, options)); ]]> Translation]]> interpretation]]> competences]]> sub-competences]]> dictionary]]> Translation]]> interpretation]]> competences]]> sub-competences]]> dictionary]]> The profession of the interpret
In order to better understand the profession of interpreting, it is necessary to clear up the terminological confusion between the terms “interpreting” and “interpreting”. Indeed, the choice between these two terms is very important, because behind this choice stand out very different attitudes. This research focuses on the terminological confusions relating to the term: interpreter. Then we define the profession of translator and interpreter based on the various lexicographic works and associations. We end our work with a review of the skills required in interpretation. We have noticed that the simultaneous effort model requires more effort than the consecutive one, due to the interweaving of operations and the coordination necessary to share attention and resources. Through this research, we would like to highlight the different definitions of this profession as well as the very complex aspects of the interpreter, the origin of the term and finally give a small overview of the skills required to perform this act in the best conditions. possible.]]> 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 = 'Sidjilani, Faiza'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 29-36]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/807/676]]> 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/807]]> 10.52919/translang.v13i2.807]]> 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 = 'Children Second Language Acquisition Pre-elementary and Elementary Level'; document.write(linkifyHtml(str, options)); ]]> Teaching]]> learning]]> adequate]]> second language (L2)]]> acquisition]]> methodology]]> efficiency]]> process]]> background]]> structures]]> meaning]]> children]]> This article deals with child’s second language acquisition and learning within the scope of the very early stages of school system. Normally, children learn language through their everyday social environment. In other words, from everyday language use with parents at home and outside home. To teach a foreign language to children, however, takes a little more effort. If one is teaching a child between 4 and 10, one will need to collect kid-friendly materials and get in understanding to how children use languages in appropriate methodology which corresponds to children’s needs. Thus, our proposal takes into account some basic principles that allow the child and get him ready to learning process. We will also focus on the parents’ and teachers’ role for acquiring an efficient background in his preparatory stages. So, how soon can one begin before introducing L2 instruction at school and how can this be reached in the teaching / learning process?]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = 'Yekhlef, Zoulikha'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 107-118]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/806/675]]> 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/806]]> 10.52919/translang.v13i2.806]]> 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 = 'Secondary School English Textbooks as a Resource for Citizenship Education in the Algerian Context'; document.write(linkifyHtml(str, options)); ]]> Civic values]]> citizenship]]> textbook]]> syllabus]]> curriculum]]> The present research work attempts to explore the potential relevance of foreign language course books to instill civic values into students in the Algerian educational settings. To that end, the study has opted for a critical and systematic analysis of the syllabi and contents of English secondary school education textbooks with a special reference to the nature of topics to which pre-tertiary students are exposed. The results of the analysis reveal clearly the adequacy and suitability of such teaching/ learning materials to help spread civic values among students. We might say that citizenship education is more than learning a book. It has to be underpinned by spreading its values and demystifying its concepts. Schools and teachers play a critical role in helping new generations become responsible citizens; however, their efforts must be matched with good practices from the other members of society. Otherwise, all they struggle to build within schools will be in vain.]]> 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 = 'Ziad, Khalid'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 13 No 2 (2014): Traduction et Langues Volume: 13 Numéro: 02 / Décembre 2014; 119-130]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v13i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2014-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/805/674]]> 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/805]]> 10.52919/translang.v13i2.805]]> var options = { attributes: { rel: 'nofollow', title: 'click to open', }, className: '', format: { url: function (value) { return value } }, ignoreTags: ['a'], validate: { url: function (value) { return value; } } }; var str = '“La digitalización del proceso de traducción “ La Tecnología al servicio del Traductor no Especializado en el ámbito Empresarial'; document.write(linkifyHtml(str, options)); ]]> Translation and new technologies]]> Virtual resources]]> business translator]]> digitilization]]> parallel translation]]> Translation and new technologies]]> virtual resources]]> business translator]]> digitization]]> parallel translation.]]> "The digitization of the translation process” Technology at the service of non-specialized translators in the business field
Today, the world is undergoing a series of developments at different levels, particularly in information and communication technologies, these media have had an important impact on the spread of foreign languages, therefore, on the ease of translation. administrative information to facilitate the communication process, in fact, the translation has taken great advantage, experiencing an automatic aspect characterized by time-saving efficiency that this type of automatic translation can provide and in many circumstances in the business world agrees a contemporary character to the translation under the name of parallel translation.]]> 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 = 'Mahmoudi , Imane Amina'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 9 No 1 (2010): Traduction et Langues Volume 9: Numéro: 1/Août 2010 ; 19-31]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v9i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2010-08-31]]> Copyright (c) 2010 TRANSLANG]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/803/672]]> 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/803]]> 10.52919/translang.v9i1.803]]> 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 = 'De la Logistique au Supply Chain Management'; document.write(linkifyHtml(str, options)); ]]> supply]]> chain management]]> epistemological]]> movement]]> origin]]> diverse]]> supply]]> chain management]]> epistemological anchoring]]> movement]]> origin]]> diverse]]> From Logistics to Supply Chain Management A Necessity of Transition
The objective of this article is to reveal the double aspect of supply chain management, both operational and strategic. Through this research work, we will try to make a general approach aiming at an epistemological anchoring of the concept raised, while trying to highlight its movement in order to demonstrate its foundation and its diversity of origin. We carried out at the end of our theoretical analysis, a general study on the theoretical approach of the management of the supply chain according to the criteria resulting from the characteristics of evolution of this concept, bringing a particular lighting to the latter. In relation to our subject, the contribution of our study lies in the contribution of elements aimed at redirecting the reflection around the SCM, and in highlighting the imminence of the transition from standard logistics to an integrated management of logistics, by integrating information and communication technologies, within a logic of inter-organizational cooperation, based on trust, integrity and commitment.]]> 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 = 'Ferrahi, Abdelhakim'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 241-250]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/683/564]]> 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/683]]> 10.52919/translang.v15i2.683]]> 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 = 'Ferdinand de Saussure und europäischer Strukturalismus'; document.write(linkifyHtml(str, options)); ]]> Structuralism]]> language]]> grammar]]> signifier]]> linguistic structuralism]]> Course in general linguistics]]> Structuralism]]> language]]> grammar]]> signifier]]> linguistic structuralism]]> Course in general linguistics]]> Ferdinand de Saussure and European Structuralism
Structuralism, even restricted to its original field, the analysis of language; does not, strictly speaking, constitute a community of doctrine such as the history of grammar may have known in the near or more distant past. It is characterized rather by the sharing of a set of very general principles which can orient or inflect research in different directions: attention was paid to the signifier in an attempt to account for language in terms of pure combinatory reflection on the form in linguistic phenomena. It was taking into account the diversity of codes and norms that regulate language (written and oral skills). Moreover, this methodological and epistemological orientation of linguistic structuralism ensures real continuity from F. de Saussure; the course in general linguistics proposes a reflection on the most general conditions of possibility of a knowledge of languages. To sum up, we can say that European structuralism has played a significant role in the development of linguistics. Thanks to his representative Ferdinand de Saussure who contribute massively to the shaping of modern linguistics]]> 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 = 'Boufaden, Abderrahim'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 84-89]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/682/562]]> 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/682]]> 10.52919/translang.v15i2.682]]> 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 = 'Der Sprachpluralismus und die Sprachpflege in Algerischen Theater: Der Fall des Theaterstückes „El Ajouad“ von Abdelkader Alloula'; document.write(linkifyHtml(str, options)); ]]> Language maintenance]]> High standard language]]> mother tongue]]> contribution of artists and writers.]]> Linguistic Pluralism and Language Maintenancein the Algerian theatre: The case of the play "El Ajouad" by Abdelkader Alloula
This article is primarily intended as a linguistic contribution within the large and diverse complex of Alloula's research, including literary, linguistic and theater results.Brecht is one of the central figures in international theater history, both as a theater practitioner and playwright and as an important theoretician and aesthetician. He had a strong influence on the German language and had an effect on it. Thanks to this dual competence as a practitioner and a theoretician, Brecht presents an extremely interesting subject of investigation.The well-known Algerian dramaturge Abdelkader Alloula was inspired by Brecht. He said this publicly in a conversation with university teacher and researcher Mhamed Djellid(Oktober 1985 ; 10):“Brecht was and remains a role model in my work through his theoretical writings and his artistic work. I will even say that he is my spiritual father and better still my friend and my faithful companion”.Like Brecht, Abdelakder Alloula worked on the Algerian language so creatively, cultivated it so passionately and nurtured it from the soil of the standard written language. In the piece "El Ajouad" there is a lot to say and also to learn about this language work.]]> 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 = 'Mokadem, Fatima'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 7 No 1 (2008): Traduction et Langues Volume 7: Numéro: 1/Décembre 2008; 70-80]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v7i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2008-12-31]]> Copyright (c) 2008 TRANSLANG]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/802/671]]> 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/802]]> 10.52919/translang.v7i1.802]]> 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 = 'Fases de la evaluación'; document.write(linkifyHtml(str, options)); ]]> Evaluation]]> teacher]]> student]]> program]]> test]]> communicative activities]]> Evaluation]]> teacher]]> student]]> program]]> test]]> communicative activities]]> Evaluation Phases
The subject of evaluation is very extensive and needs a lot of research to be treated satisfactorily. Since evaluation allows us to modify and redirect the entire teaching-learning process, this requires us to know everything related to this task: its objectives, its characteristics, its different types and its resources, in order to know how and when the teacher can evaluate their students. If each teacher evaluates their students in the three parts of the course, surely all the negative connotations that are made of the evaluation will be eliminated and the development of the student's level in the different facets of their learning process can be clearly noted, and the most fundamental thing is to make students understand that the most important thing is the knowledge they acquire in their educational training and not the grades they get in each subject.]]> 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 = 'Maati Beghdadi, Halima'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 18-22]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v15i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2016-12-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/681/563]]> 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/681]]> 10.52919/translang.v15i2.681]]>