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 = 'Evaluating the Communicativeness of Pronunciation Activities within the ELT Textbook At The Crossroads'; document.write(linkifyHtml(str, options)); ]]> communicativeness]]> oral communication]]> pronunciation]]> speaking]]> teaching]]> The present research paper seeks to inquire into one of the skills related to the productive aspect of oral communication, namely pronunciation. The aim is to assess the communicative value allotted to pronunciation in the prescribed textbook, to weight its status in at the Crossroads and the extent to which it is used to foster communication, and to examine the methodology underlying the handling of pronunciation and its user-friendliness. An evaluation grid is designed based on the reviewed literature of communication criteria, the competences synthesised in communicative language ability, the three aspects of context, integration and interaction that make up the representative language, and the constituting elements of pronunciation. The evaluation also addresses the degree of interaction and integration of the teaching of pronunciation with other skills and aspects of language learning. The results show that communication is of minimal concern. Instead, a prescriptive and almost textbook-centred approach predominates. Learners are learning more about the features of the pronunciation of the English language than really learning pronunciation.]]> 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 = 'Belkheir Bouhadjar, Fethi'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 205-216]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v14i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2015-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/801/670]]> 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/801]]> 10.52919/translang.v14i1.801]]> 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 TIC Comme Outil de Transformation des Comportements Cognitifs et Pédagogiques'; document.write(linkifyHtml(str, options)); ]]> Didactics]]> pedagogy]]> training]]> communication]]> ICT]]> cognitivism]]> Didactics]]> pedagogy]]> training]]> communication]]> ICT]]> cognitivism]]> ICT as a Tool for Transforming Cognitive and Pedagogical Behaviors
The teaching of French has been renewed significantly in the last decades. A critical examination of traditional teaching has called everything into question: objectives, conceptions, methods, means used and dynamics of the language class, role and training of teachers, programs, examinations. Starting from a fact stating the relative failure of the old methods, a more constructive work has been undertaken, but this effort of elaboration is far from being achieved. It is important to point out that at the beginning one of the reasons which favored the renewal of pedagogy is the change in the educational conception. Indeed, men of the 21st century seek understanding, through the study of languages, which is oriented more towards multilingual communication. But at what price and with what means? It is true that technological advances have contributed enormously to the educational renewal, enabling teachers to see a wide range of technical means at their workplace that have helped to modernize their work and whose use has opened the way to a lot of new solutions. Degrémont refers to "language industries" as all technical products and activities such as computers, access to information technology, machine translation, dictionary, or electronic mail. What is called "multimedia". These means call for automatic processing of languages, with a view to improving pedagogy. When didactics take hold of these technical means, they adjust them to each teaching discipline : one speaks thus of tools of teaching French, tools of teaching mathematics ... The question which imposes itself here, is to which extent ,these Technical means or ICT, have contributed to the transformation of cognitive and pedagogical behavior? The issues raised in this paper will receive answers in accordance to the perspectives adopted.]]> 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 = 'Ghellab, Halima'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 229-240]]> 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/680/561]]> 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/680]]> 10.52919/translang.v15i2.680]]> 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 = 'Globalization, Language Planning, and the Future Prospect of English in Algeria'; document.write(linkifyHtml(str, options)); ]]> globalization]]> language policies]]> education]]> English in Algeria]]> nationalism]]> The classification of Algeria as a Uni-modal or Multi-modal nation is dependent on the particular group involved. Yet, the language decisions are made on the basis of nationalism rather than nationism, and besides the educational objectives of the Algerian School, the curriculum as a whole, has been molded to inculcate and engender feelings of nationalism as a counter to ethnicity. Needless to say, in multilingual contexts, language policies (whether explicit or implicit) often reflect a power relationship and serve a particular ideology. It is to this end that the school is important as part of the overall policy, because it reinforces the values, attitudes, and policies promoted by the state. However, in the light of the globalization process and to fully participate in the economic, professional, scientific and technological arenas respectively, a good working knowledge of the English language imposes itself de facto. What the future prospect of English in Algeria bearing in mind that an excellent command of it is very likely to lead to technological advancement, economic development and commercial expansion. The answer to this question will form the general lay-out of the present article.]]> 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 = 'Benmoussat, Smail'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 7-12]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v14i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2015-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/800/669]]> 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/800]]> 10.52919/translang.v14i1.800]]> 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 = 'Wirtschaftsdeutsch in Algerien: Perspektive für den algerischen universitären DaF-Unterricht'; document.write(linkifyHtml(str, options)); ]]> German as a foreign language]]> specialized foreign courses]]> specialized language]]> Germanic studies]]> Business German]]> professional life]]> German as a foreign language]]> specialized foreign courses]]> specialized language]]> Germanic studies]]> Business German]]> professional life]]> Business German in Algeria: Perspectives for Algerian University Deutsch classes
In the teaching of foreign languages, the acquisition of the specialized language has now become a necessity. The important position of foreign languages in the world of work opens up many perspectives for the learner of these languages. In this sense, Business German should be more important in the context of studying German as a foreign language at the Algerian university. The labor market constantly demands graduates with technical and linguistic language skills. With the presence of German companies in Algeria, Algerian Germanists with language skills in Business German will have the opportunity to sink into these companies. In the unit “German specialized language GSL” learners can acquire knowledge of technical German, namely Business German to meet the requirements of these companies. As a result, it can be stated that the LS (Langue de spécialité) lessons in German studies in Algeria should prepare the students not only for the teaching profession, but also for aspects of economic life. Technical language teaching in this context requires more hours of its own. Companies now see the importance of foreign language skills in their employees to ensure and expand the success of their company, which allows foreign speakers to penetrate these companies. The aim of offering business German courses is to provide students with the conditions on the labor market and to present important sources of information about the German economy in German. The focus of the lessons can be collected empirically using the results of the market analyses. As a result, Business German could become independent and be introduced as a separate subject as part of the German studies at the Algerian university. As for the choice of topics, content, goals and other curricular issues of this learning process could apparently be inspired to be discussed by the academics with the participation of the companies operating in the country.]]> 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 = 'Brahim, Khaled'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 107-117]]> 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/679/560]]> 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/679]]> 10.52919/translang.v15i2.679]]> 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 = 'Allgemeine Überlegungen zur Entwicklung Sprechkompetenz'; document.write(linkifyHtml(str, options)); ]]> Speaking]]> competence]]> media]]> social forms]]> typology activities]]> Speaking]]> competence]]> media]]> social forms]]> typology activities]]> General considerations for developing speaking skills
In recent years, the development of communication skills has been recognized as a central goal of foreign language teaching (FU). This tendency was accentuated in the course of so-called communicative didactics in newer DaF syllabuses, curricula and textbooks. For the learner, however, the learning objective “oral communication” remains an existing challenge in German lessons, especially since speaking and listening skills are closely linked. Both together determine the degree of verbal ability to act, i.e. the "communicative competence". Furthermore, the development of speaking skills relates to other skills. Listening and speaking in class are the two actions that should be realized through communication; Speaking and writing are two productive skills, they appear in the classroom as mediators and target activities. Tharough this paper, it is clearly stated that the speaking skill has an important place in methods of teaching a foreign language, especially mediation. Speaking alone is not enough, the teacher should contribute other sub-skills to promote speaking skills. The use of the media serves as an opportunity to develop speaking skills among students. Also, social and exercise forms should also be used in speaking. Henceforth, learning speaking is a target in foreign language classroom situations which should take into consideration. The acquisition of such a skill should be emphasized through media use. Some factors contribute to the development of oral competence, namely social and other typology activities which were discussed in this research paper.]]> 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 = 'Beghdadi, Fatima'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 49-60]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v14i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2015-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/799/668]]> 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/799]]> 10.52919/translang.v14i1.799]]> 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 = 'Textlinguistik und Textualität'; document.write(linkifyHtml(str, options)); ]]> textual linguistics]]> textuality]]> text]]> language]]> linguistics]]> text type]]> text genre]]> textual linguistics]]> textuality]]> text]]> language]]> linguistics]]> text type]]> text genre]]> Text Linguistics and Textuality
In this article, it is a question of textual linguistics. Meanwhile, first are numerous theoretical works on textual linguistics. This will help us to define and characterize their particularities. It is therefore advisable to give a slightly broader overview of the terms and concepts of textual linguistics. In this article we want to deal more systematically and in more details with the text sentence. We will clarify the question of what a text is and what features characterize texts. We will first consider the concept of textuality, the criteria are also described. Next, we deal with the terms text type and text typology. After presenting some basic notions of text linguistics, let's try to summarize the main points of this article. As a young discipline, text linguistics belongs to applied linguistics. The article focuses then upon theoretical considerations on text linguistics, i.e. basic concepts, points of view of linguists. In doing so, we focus on textuality criteria, which play an extremely important role in text analysis. So here lies the presentation of textuality criteria, so that we rely on some well-known linguists, notably Beaugrande&Dressler (1981) who, in their influential Introduction to Textual Linguistics, have proposed a text definition in which they classify texts using seven criteria from the so called non-texts. Texts are situational and culturally shaped acts of communication that have both extra-linguistic and intra- linguistic characteristics. These are closely related. Text types are also considered in this work. Accordingly, it could be stated that text linguistics has emerged as a modern scientific discipline in order to capture and describe the subject of study "text" in its content and formal aspects, but also shown the difficulty of an exact concept of text type, especially in the pre- theoretical use of this term.]]> 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 = 'Anes, Isma'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 37-46]]> 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/678/559]]> 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/678]]> 10.52919/translang.v15i2.678]]> 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 = 'Dialectal Arabic, MSA and Formal Education in Algeria'; document.write(linkifyHtml(str, options)); ]]> mother-tongue]]> education]]> MSA]]> Dialectal]]> Arabic]]> cognitive development]]> The present paper addresses issues related to the effect that the abrupt shift from the mother tongue to the school language impacts on the quality of Algerian children’s formal instruction and the difficulties they face in primary school. The diglossic character of today’s Arabic appears to be problematic as it hampers the intellectual progress and the cognitive development of the child. To clarify the point, the study compares the intellectual development that the Algerian learner goes through with that of English or French children who are not faced with the same difficulties at school as their respective native tongues are not very distant from the standard forms. A number of 3 to 5-year-old children were observed in a kindergarten where they got progressively acquainted with Standard Arabic, particularly in its spoken form, while playing, singing and drawing. This early immersion proved to be of valuable assistance for their academic achievement when they reached school age.]]> 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 = 'Dendane, Zoubir'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 100-107]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v14i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2015-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/798/666]]> 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/798]]> 10.52919/translang.v14i1.798]]> 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 kulturelle Einfluss auf das gesellschaftliche Verhalten und die kognitive Wahrnehmung der Menschen'; document.write(linkifyHtml(str, options)); ]]> Foreign language]]> language]]> culture]]> cultural influence]]> culture models]]> culture schemes]]> Foreign language]]> language]]> culture]]> cultural infuence]]> culture models]]> culture schemes]]> Cultural Influence on Human Social Behavior and Cognitive Perception
The intercultural facet of language influences the social behavior and human cognitive perception. In the course of the socialization process, individuals acquire a mother tongue, a value system, a world view and a way of behaving. They are influenced and deeply shaped by the culture in which they grow up. This culture will determine their behavior, their worldview and their perceptions or their personality and identity. This fact entails that successful intercultural communication requires both linguistic as well as cultural competence. The aim of this paper is to shed light on the intercultural influence of human social behavior and cognitive perception. It can be concluded that due to increasing mobility and international exchange, intercultural encounters have become a reality in our world today. These encounters between people from different cultural contexts often bring difficulties for the members of different communities with different cultures. These intercultural interactions do not always lead to mutual understanding despite language proficiency. They lead under certain circumstances to conflicts because the existing divergences among interlocutors in terms of prejudices, attitudes, value judgements. In order to behave correctly and appropriately in such situations, one needs intercultural competence. The cultural influence on human social behavior and cognitive perception is striking in intercultural encounters. Forms of greeting, eating habits and behaviors are culture-related. All humans eat because it is a biological need, but what do they eat? when do they eat? and how they eat? differs from a culture to another. Therefore, cultural knowledge is of central importance in a foreign language lesson. Cultural studies can be a bridge between language and culture. Elements about the target culture can be used to build a bridge between the cultures and reduce prejudices. This is the only way to break down stereotypes and preconceived notions and to raise the students’ consciousness about cultural aspects of a particular language.]]> 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 = 'Ouanteur, Abdelhamid'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 137-148]]> 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/677/558]]> 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/677]]> 10.52919/translang.v15i2.677]]> 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 = 'Investigating Language Contact Situation in Algeria'; document.write(linkifyHtml(str, options)); ]]> Language contact]]> Code switching]]> Borrowings]]> Bilingualism]]> This article attempts to describe the linguistic situation in Algeria from the perspective of language contact as Algerians use languages that are genetically unrelated. The language situation in Algeria is an open issue. Even if it is agreed that Arabic is the mother tongue of almost all Algerians (except for Berbers), the contact situation has imposed the implantation of borrowings and expressions from other languages, mainly French, the legacy of the colonizer. The method of investigation is based on short recordings from daily life. The data obtained illustrate the language dynamics among Algerian speakers and reveal, on the other hand, estimation on the parts of speech that are most borrowed.]]> 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 = 'Negadi, Mohamed Nassim'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 14 No 1 (2015): Traduction et Langues Volume: 14 Numéro: 01 / Août 2015; 145-150]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v14i1]]> University of Oran 2 Mohamed Ben Ahmed]]> 2015-08-31]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/797/667]]> 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/797]]> 10.52919/translang.v14i1.797]]> 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 = 'Das mobile Lernen, M- Learning “im Unterricht'; document.write(linkifyHtml(str, options)); ]]> M-learning]]> scope of M-learning]]> didactic and pedagogic implications.]]> M-learning]]> scope of M-learning]]> didactic and pedagogic implications]]> Mobile learning, M-learning” in the classroom
Mobile learning is defined as a way to access learning resources and content from any mobile device. Learners can have access to learning materials and learning support anywhere and anytime. It seeks to make use of the ubiquity and unique capabilities of mobile devices to make course materials available to students and to create new kinds of learning experiences that help students access input. With mobile learning there are no limits of time and place, it respects the desire and freedom of learners and for me mobility means not only spatial mobility but also temporal independence. This paper stresses the importance of M-learning and sheds light on its advantages and features, such as multifunctionality, connectivity, personalisation, diversity, flexibility and accessibility, providing collaborative learning and efficiency.]]> 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 = 'Alam, Halima'; document.write(linkifyHtml(str, options)); ]]> Traduction et Langues; Vol 12 No 2 (2013): Traduction et Langues Volume 12: Numéro: 2/ Décembre 2013; 5-11]]> 2600-6235]]> 1112-3974]]> 10.52919/translang.v12i2]]> University of Oran 2 Mohamed Ben Ahmed]]> 2013-12-31]]> Copyright (c) 2013 TRANSLANG]]> https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/676/557]]> 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/676]]> 10.52919/translang.v12i2.676]]>