160 10 8556 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Abbas, Mourad Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource Intra-sentential code-switching in the bi -/multilingual commercial signage of the city of Bouira:testing the MLF and 4-M models of Myers-Scotton and Jake The present article is part of academic research focusing on the sociolinguistic relationships that may exist between alternate uses of languages and urban commercial enunciation. These relationships turn out, in fact, to be complex, problematic, but also motivating in the context of commercial signage in the city of Bouira, particularly with regard to intra-sentential language contacts. Thus, we will try throughout this article to study the socio-linguistic practice called intra- sentential code-switching at the level of some texts of bi -/multilingual commercial signs spotted in this city. To do this, and after selecting statements, each of which represents an alternation of two intra - order linguistic codes, we will then transpose the two models of American linguists Myers-Scotton and Jake: the model " MLF "(Matrix Language Frame) and its extension the Model "4-M" (Four types of Morphemes). The crucial objective will be to reveal how linguistic hierarchy and morphematic distribution are manifested by distinct linguistic structures, segments or elements (syntactic, lexical, etc.). Moreover, the application of the two models in question has allowed us to better understand the linguistic, social, psychological, commercial, etc. functions and motivations related to the phenomenon of intra-sentential code-switching. Finally, these functions and motivations, related to the heterogeneity of linguistic and morphematic participation of alternating codes, seemed extremely disparate to us but also congruent taking into account the socioloinguistic singularities of the speaking traders and those of their city, the city of Bouira. This city perceived as an Arabo (Berber) urban entity in the Northern center of Algeria. Le présent article s’inscrit dans le cadre des recherches académiques s’intéressant aux rapports sociolinguistiques qui peuvent exister entre les usages alternés des langues et l’énonciation commerciale urbaine. Ces rapports s’avèrent, en fait, complexes, problématique, mais aussi motivants dans le contexte de la signalétique commerciale de la ville de Bouira, notamment en ce qui a trait aux contacts des langues d’ordre intra-phrastique. Ainsi, nous allons tenter tout au long de cet article d’étudier la pratique socio- langagière dite alternance codique intra-phrastique au niveau de quelques textes d’enseignes commerciales bi-/plurilingues repérées dans cette ville. Pour ce faire, et après avoir sélectionné des énoncés dont chacun représente une alternance de deux codes linguistiques d’ordre intra-, il sera question ensuite de transposer les deux modèles des linguistes américaines Carol Myers-Scotton et Janice L. Jake : le Modèle « MLF » (Matrix Language Frame) et son extension le Modèle « 4-M » (Four types of Morphemes). L’objectif crucial sera de révéler comment la hiérarchie linguistique et la répartition morphématique se manifestent par les structures, segments ou éléments linguistiques distincts (syntaxiques, lexicales, etc.) appartenant respectivement aux codes linguistiques alternés. Par ailleurs, l’application des deux modèles en question nous a permi de mieux appréhender les fonctions et motivations linguistiques, sociales, psychologiques, commerciales, etc. relatives au phénomène de l’alternance codique intra-phrastique. Enfin, ces fonctions et motivations, liées à l’hétérogénéité de la participation linguistique et morphématique des codes alternés, nous a parues extrêmement disparates mais aussi congruentes tenant compte des singularités socioloinguistiques des commerçants locuteurs et celles de leur ville, la ville de Bouira. Cette ville perçue comme une entité urbaine arabo (berbéro)phone du Centre nordique de l’Algérie. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/258 10.52919/translang.v20i2.258 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/258/185 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 218-245 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource urban sociolinguistics City of Bouira intra-sentential code-switching MLF model 4-M model bi-/multilingual commercial sign sociolinguistique urbaine ville de Bouira alternance codique intra-phrastique modèle MLF modèle 4-M enseigne commerciale bi-/plurilingue Title A name given to the resource Alternance codique intra-phrastique dans la signalétique commerciale bi-/plurilingue de la ville de Bouira : Mise à l’épreuve des modèles MLF et 4-M de Myers-Scotton et Jake Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Saridaki, Evanthia Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource Sociological approaches to translation have been developed on the theoretical basis that translation is an activity that is closely affected by social parametres. Gambier, in his article “Pour une sociotraduction” (2006) stresses that the problem regarding the interrelationship between Translation and Sociology dates back to the establishment of Translation Studies as a scientific field. In addition, Toury (1999) claims that translation is mostly a socio-cultural activity stressing the nature of norms as social categories that are crucial factors in the socialization process of translation. The aim of this paper is to examine the connection between the scientific domain of Translation with Sociology and its impact on the practice of translation. In other words, it intends to offer a framework of reflection on the applications of sociological theories to the translation process and pose basic questions on the nature of translation as “a socially - oriented activity” (Hermans, 1997). Such an approach aims at investigating the implications of the social role of the translator for translator training. At first, the interdisciplinary nature of translation is discussed, mainly in relation to Sociological Studies. Within this framework, some basic sociological theories that had an impact on Translation Studies and the translation phenomenon are briefly analyzed. The research also touches upon the issue of how to integrate the social dimension of translation into translator training programs so that students get sensitized regarding the translator’s role as a “social mediator”. More specifically, some methodological approaches on how to teach the notion of socialization of translation in a translator training program have been suggested. The main conclusion that is drawn is that the social element cannot be regarded as detached from the translation phenomenon. This implies that if we neglect social practices, the branch within Translation Studies called “Sociology of translation” will simply outsource the problem of methodology. Les approches sociologiques de la traduction ont été développées sur la base théorique que la traduction est une activité étroitement affectée par des paramètres sociaux. Gambier, dans son article « Pour une sociotraduction » (2006) souligne que le problème de l'interrelation entre traduction et sociologie remonte à la constitution de la traductologie comme discipline scientifique. En outre, Toury (1999) affirme que la traduction est principalement une activité socioculturelle soulignant la nature des normes en tant que catégories sociales qui sont des facteurs cruciaux dans le processus de socialisation de la traduction. L'objectif de cet article est d'examiner le lien entre le domaine scientifique de la traduction et la sociologie et son impact sur la pratique de la traduction. En d'autres termes, il entend offrir un cadre de réflexion sur les applications des théories sociologiques au processus de traduction et poser des questions fondamentales sur la nature de la traduction comme « une activité socialement orientée » (Hermans, 1997). Une telle approche vise à étudier les implications du rôle social du traducteur pour la formation des traducteurs. Dans un premier temps, la nature interdisciplinaire de la traduction est discutée, principalement en relation avec les études sociologiques. Dans ce cadre, quelques théories sociologiques fondamentales qui ont eu un impact sur la traductologie et le phénomène de la traduction sont brièvement analysées. La recherche aborde également la question de savoir comment intégrer la dimension sociale de la traduction dans les programmes de formation des traducteurs afin que les étudiants soient sensibilisés au rôle du traducteur en tant que « médiateur social ». Plus précisément, des approches méthodologiques sur la manière d'enseigner la notion de socialisation de la traduction dans un programme de formation de traducteur ont été proposées. La principale conclusion qui en est tirée est que l'élément social ne peut être considéré comme détaché du phénomène de traduction. Cela implique que si l'on néglige les pratiques sociales, la branche au sein de la traductologie appelée « Sociologie de la traduction » externalisera simplement le problème de la méthodologie. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/256 10.52919/translang.v20i2.256 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/256/209 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 139-148 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource interdisciplinarity Translation Studies Sociology translator training translaGtor as social mediator interdisciplinarité traductologie sociologie formation de traducteur traducteur comme médiateur social Title A name given to the resource The translator’s social environments: an interdisciplinary coexistence of Translation and Sociological Studies Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Bin Saran, Abdullah Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource استقلالية المتعلم لاكتساب اللغة الأجنبية صعب. تتناول هذه المقالة شكلاً من أشكال استقلالية المتعلم الذي يحرر نفسه من المشاكل القائمة على التعلم الذاتي ويمكن ممارستها بسلاسة في سياق التعلم الخاص، وبالتحديد في المنزل. المساهمة هي دليل لأولئك الذين يرغبون في تعلم لغة أجنبية بشكل مستقل، وخاصة للطلاب في الجامعات. ومع ذلك، فإن حاملي مفهوم الاستقلالية هم المعلمون، لأنه ليس كل المتعلمين في الممل كة العربية السعودية قادرين على اكتشاف استراتيجيات استقلالية المتعلم بأنفسهم. يجب أن يكونوا على دراية باستقلالية المتعلم من قبل المعلم، التعلم الذاتي للغات في الممل كة العربية السعودية تحت جميع الظروف يعتمد على المعلم الذي يعزز الاستقلالية. لذلك، يبدو أن التدريب الإضافي ضروري لجميع المعلمين حتى يتمكنوا من التعرف على الإجراءات العملية لتطوير استقلالية المتعلم في هذا الشكل، وبهذه الطريقة فقط يمكن نشر هذه الفكرة وتنفيذها. يمكن تكييف استقلالية المتعلم بشكل جيد للغاية. لذلك، أرى أن التعلم المستقل في الثقافات الأخرى، التي لا تعاني من مشاكل ثقافية، يمكن استخدامها بشكل أفضل وبقدر الإمكان. المتطلبات الأساسية لذلك هي الدافع الجوهري للمتعلم ودور تعزيز الاستقلالية للمعلم. Autonomous learning of cultural concepts from Deutsch to Saudi Arabic The motivation for the present article is my own experience in relation to autonomous German learning at the King Saud University in Riyadh. Treating this method scientifically and showing its central role in the language learning process in theory and practice were the reason to deal with this learning concept. Since autonomous learning in foreign language lessons is a multifaceted topic in language acquisition research, it is dealt with in this thesis taking into account Saudi cultural concepts. The contribution consists of two parts: The first part deals with the concept of “autonomous learning” and its fundamental aspects. The role of autonomy in foreign language teaching is discussed in detail, and the term “autonomous learning” is presented on the basis of the work of some authors. For this purpose, similar terms are defined that are directly related to the topic being dealt with. Then learning theories on which learning autonomy is based are discussed. Finally, the concept of “autonomy” for intercultural learning is described, and finally, autonomy and culture are brought into the discussion. The aim of this part is to present the idea of autonomy in foreign language teaching as a relevant learning method, to clarify its role within the learning theories and to discuss in detail its function and appropriateness in relation to the learning situation, namely the culture in which autonomous learning takes place. The second part of the article deals with the possibility of autonomous German learning in Saudi Arabia. After describing the importance of the German language in Saudi Arabia, three influential factors in foreign language teaching are named: the role of teacher, motivation and textbooks. These three key factors never work in isolation, they only work in context. The motivational factor and the textbooks are not functional without the teacher. Therefore, the role of the teacher as a preparatory and supportive center of learner autonomy is presented and treated. The debate about autonomous learning, its learning theories, its adaptability to the culture, its appropriateness in the Saudi learning context and finally the autonomy-promoting factors deal with the possibility of autonomous learning of German outside of class. Therefore, in conclusion, a practice-oriented learner autonomy in learning the German language is presented, which is based on my own learning methods and experiences. Since learning a language is based on the mastery of four skills, I try to substantiate each individual skill with examples. It shows how the learners at institutional learning locations, namely universities, can learn the German language independently outside of the classroom despite various inhibitions and learning blocks, although the idea of autonomy does not contradict the main features of Saudi culture. Autonomous learning of cultural concepts from Deutsch to Saudi Arabic The motivation for the present article is my own experience in relation to autonomous German learning at the King Saud University in Riyadh. Treating this method scientifically and showing its central role in the language learning process in theory and practice were the reason to deal with this learning concept. Since autonomous learning in foreign language lessons is a multifaceted topic in language acquisition research, it is dealt with in this thesis taking into account Saudi cultural concepts. The contribution consists of two parts: The first part deals with the concept of “autonomous learning” and its fundamental aspects. The role of autonomy in foreign language teaching is discussed in detail, and the term “autonomous learning” is presented on the basis of the work of some authors. For this purpose, similar terms are defined that are directly related to the topic being dealt with. Then learning theories on which learning autonomy is based are discussed. Finally, the concept of “autonomy” for intercultural learning is described, and finally, autonomy and culture are brought into the discussion. The aim of this part is to present the idea of autonomy in foreign language teaching as a relevant learning method, to clarify its role within the learning theories and to discuss in detail its function and appropriateness in relation to the learning situation, namely the culture in which autonomous learning takes place. The second part of the article deals with the possibility of autonomous German learning in Saudi Arabia. After describing the importance of the German language in Saudi Arabia, three influential factors in foreign language teaching are named: the role of teacher, motivation and textbooks. These three key factors never work in isolation, they only work in context. The motivational factor and the textbooks are not functional without the teacher. Therefore, the role of the teacher as a preparatory and supportive center of learner autonomy is presented and treated. The debate about autonomous learning, its learning theories, its adaptability to the culture, its appropriateness in the Saudi learning context and finally the autonomy-promoting factors deal with the possibility of autonomous learning of German outside of class. Therefore, in conclusion, a practice-oriented learner autonomy in learning the German language is presented, which is based on my own learning methods and experiences. Since learning a language is based on the mastery of four skills, I try to substantiate each individual skill with examples. It shows how the learners at institutional learning locations, namely universities, can learn the German language independently outside of the classroom despite various inhibitions and learning blocks, although the idea of autonomy does not contradict the main features of Saudi culture. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/255 10.52919/translang.v20i2.255 Language A language of the resource deu Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/255/208 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 85-110 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource autonomous learning motivation listen speak read write autonomous learning motivation listen speak read write التعلم الذاتي الدوافع المعلم المتعلم للغات الاستماع الحديث القراءة والكتابة Title A name given to the resource Autonomes Lernen des Deutschen unter Berücksichtigung saudischer kultureller Konzepte Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Hodáková, Soňa Ukušová, Jana Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource The paper focuses on improving cognitive skills and interpreting performance in university education of future interpreters. In empirical research, the authors analyzed cognitive and interpreting performance of students (n = 60) in order to determine whether the quality of their performance is more influenced by predispositions in the form of specific cognitive skills or practical interpreting training in the short to medium term. The research sample consisted of students in the 3rd year of the bachelor’s (N=28) and 1st year of the master’s studies (N=32) in translation and interpreting. The research analyzed students’ performance in the d2 test of attention (overall performance, accuracy, error rate and fluctuation), cognitive process regulation test (multitasking - task combining the addition test and listening span task) in both consecutive and simultaneous interpreting, taking into account the length and extent of practical interpreting training of students of individual levels of study. We assumed that interpreting performance, and thus the ability to regulate cognitive skills, is improved with training. Overall, master’s students of all language combinations achieved on average higher score in consecutive interpreting than bachelor’s students. The results show that master’s students performed better in consecutive interpreting as well as in the cognitive processes regulation test, which significantly correlates with consecutive interpreting. On the other hand, bachelor’s students performed better in simultaneous interpreting, and they had also higher scores in the CPRT addition test, which significantly correlates with simultaneous interpreting. These results suggest that students’ interpreting performance is likely to be more influenced by their cognitive performance (and thus certain predispositions) than by training and experience to the extent and length offered by university education. When the difference of participants’ experience in interpreting is relatively small, their interpreting performance is probably more influenced by personal predispositions (e.g. performance of working memory in complex, cognitively demanding tasks, ability to cope with stressful situations, level of motivation) than by training. These personal predispositions will presumably develop in individuals during their interpreting practice, while this development is likely to be (under the same conditions) more intense in participants with better ability to regulate cognitive processes who are therefore likely to perform better, after acquiring certain amount of experience, in consecutive interpreting than their colleagues with a weaker ability to regulate cognitive processes. From the overall perspective, it can be states that the extent and length of practical experience in interpreting, which is offered by university studies in the form of interpreting seminars at bachelor’s and master’s level, are sufficient to practice basic modes, procedures and strategies and provide graduates with a basic set of interpreting skills. Nevertheless, in the longer term, it will be crucial how future interpreters will further develop their individual skills in practice. It can be assumed that cognitive and personal preconditions, drawing the starting line for further education and development, will also play an important role in this process. L’article se concentre sur l’amélioration des compétences cognitives et des performances en interprétation au cours de la formation universitaire des futurs interprètes. Dans une recherche empirique, les auteures ont analysé la performance cognitive et la performance en interprétation des étudiants (n = 60) afin de déterminer si la qualité de leurs performances est davantage influencée par des prédispositions sous forme de compétences cognitives spécifiques ou la formation pratique à l’interprétation à court et moyen terme. L’échantillon était composé d’étudiants en 3ème année de licence (N=28) et 1ère année de master (N=32) en traduction et interprétation. La recherche se penchait sur l’analyse des performances des étudiants au test d2 d’attention (performance globale, précision, taux d’erreur et fluctuation), au test de régulation des processus cognitifs (CPRT) (multitâche - tâche combinant test d’addition et tâche d’empan d'écoute), en interprétation consécutive ainsi que simultanée, en tenant compte de la durée et l’étendue de la formation pratique à interprétation des étudiants de chaque niveau d’études.Nous avons supposé que la performance en interprétation, et alors la capacité à réguler les compétences cognitives, s’améliore lors de l’entraînement. Dans l'ensemble, les étudiants en master de toutes les combinaisons linguistiques ont obtenu en moyenne des scores plus élevés en interprétation consécutive que les étudiants en licence. Les résultats montrent que les étudiants en master ont obtenu de meilleurs résultats en interprétation consécutive ainsi qu'au test de régulation des processus cognitifs, qui est significativement corrélé à l’interprétation consécutive. De l’autre côté, les étudiants en licence ont obtenu de meilleurs résultats en interprétation simultanée et ils ont également obtenu des scores plus élevés au test d’addition CPRT, qui est significativement corrélé à l’interprétation simultanée. Ces résultats suggèrent que les performances des étudiants en interprétation sont susceptibles d’être davantage influencées par leurs performances cognitives (et donc certaines prédispositions) que par la formation et l’expérience dans la mesure et la durée offertes par la formation universitaire. Lorsque la différence d’expérience des participants en interprétation est relativement faible, leur performance en interprétation est probablement plus influencée par des prédispositions personnelles (par exemple, performance de la mémoire de travail dans des tâches complexes et exigeantes sur le plan cognitif, capacité à faire face à des situations stressantes, niveau de motivation) que par la formation. Ces prédispositions personnelles se développeront vraisemblablement chez les individus au cours de leur pratique d’interprétation, alors que ce développement est susceptible d’être (dans les mêmes conditions) plus intense chez les participants ayant une meilleure capacité à réguler les processus cognitifs et alors susceptibles d’être plus performants, après avoir acquis une certaine quantité de expérience, en interprétation consécutive, que leurs collègues ayant une plus faible capacité à réguler les processus cognitifs. D’un point de vue global, on peut dire que l’étendue et la durée de l’expérience pratique en interprétation, qui est offerte par les études universitaires sous forme de travaux dirigés d’interprétation aux niveaux licence et master, sont suffisantes pour pratiquer les modes, procédures et stratégies de base et fournir les diplômés avec un ensemble de compétences de base en interprétation. Néanmoins, à plus long terme, il sera crucial comment les futurs interprètes développeront davantage leurs compétences individuelles dans la pratique. On peut supposer que les conditions préalables cognitives et personnelles, qui tracent la ligne de départ de la poursuite de l’éducation et du développement, joueront également un rôle important dans ce processus. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/254 10.52919/translang.v20i2.254 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/254/184 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 23-47 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource attention cognitive skills consecutive interpreting interpreting training simultaneous interpreting attention capacités cognitives formation a l'interprétation interpretation consécutive interpretation simultanée Title A name given to the resource The Impact of Training on Cognitive and Interpreting Performance in the Short and Medium Term Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Seddiki , Aoussine Date A point or period of time associated with an event in the lifecycle of the resource 2009-12-31 Description An account of the resource Translation of Arabic grammatical terms into French The Arabic language currently receiving language receives a fair amount of terms every day from European languages, especially French and English. The terminological transfer to Arabic is at the center of research work which is still topical. This is confirmed by the number of articles, books and theses devoted to this subject. Many linguistic texts have been translated into Arabic over the past two decades. This situation confirms the liveliness of Arabic. It naturally depends on how you look at the cup: half full or half empty. It seems to me that it is extremely interesting to analyze this phenomenon of transfer in both directions, to take a critical look at exporting languages, in our case French, in the face of Arabic scientific terminology and to identify common rules of functioning.The choice is limited; it mainly concerns the sciences of language and naturally grammar, a discipline that constitutes a real contribution of Arab grammarians to the evolution of linguistic theories in the world.This article proposes a debate on the translation of Arabic grammatical terminology into French. Terminology is at the center of the problem of translating scientific and linguistic texts into Arabic.I would like to address here the problem of the translation of Arabic grammatical terms into French. At a time of multilingualism and globalization, it is important to deal with this theme in order to avoid constraints in terms of translation. The terminology seems to be the one that needs the most attention and it is really difficult to find ready-made solutions. In the practice of translation, its specificities are often not taken into account. Proposals reduce such a complex operation to a simple listing where equivalents written in French do not necessarily correspond to the same conceptual content in Arabic.  L 'arabe actuellement langue réceptrice reçoit une bonne quantité de termes tous les jours des langues européennes, notamment le français et l’anglais. Le transfert terminologique vers l'arabe se situe au centre des travaux de recherche qui sont toujours d'actualité. Ceci est confirmé par le nombre d'articles, de livres et de thèses consacrés à ce sujet. Beaucoup de textes linguistiques ont été traduits vers l’arabe lors des deux dernières décennies. Celte situation nous confirme la vivacité de l’arabe. Cela dépend naturellement de quelle manière on regarde la coupe : ù moitié pleine ou ù moitié vide.Il me semble qu’il est extrêmement intéressant d'analyser ce phénomène de transfert dans les deux sens, de porter un regard critique sur les langues exportatrices', dans notre cas le français, face à la terminologie scientifique arabe et dégager des règles communes de fonctionnement.Le choix est limité ; il concerne principalement les sciences du langage el naturellement la grammaire, discipline qui constitue une contribution réelle des grammairiens arabes à l’évolution des théories linguistiques dans le monde.Cet article propose un débat sur la traduction de la terminologie grammaticale arabe vers le français. La terminologie se trouve au centre du problème de la traduction des textes scientifiques et linguistiques vers I 'arabe. Je souhaiterais aborder ici la problématique de la traduction des termes grammaticaux arabes vers le français. A l'heure du multilinguisme et de la globalisation, il est important de traiter cette thématique afin d'éviter des contraintes au plan de la traduction. La terminologie semble être celle qui nécessite le plus d’attention et il est vraiment difficile de trouver des solutions toutes faites. Dans la pratique de la traduction ses spécificités ne sont souvent pas prises en compte. Des propositions réduisent une opération aussi complexe à un simple listage ou des équivalents rédigés en français ne correspondent pas forcément aux mêmes contenus conceptuels en arabe. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/438 10.52919/translang.v8i1.438 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/438/347 Rights Information about rights held in and over the resource Copyright (c) 2009 TRANSLANG Source A related resource from which the described resource is derived Traduction et Langues; Vol 8 No 1 (2009): Traduction et Langues Volume 8: Numéro: 1/ Décembre 2009; 29-35 2600-6235 1112-3974 10.52919/translang.v8i1 Subject The topic of the resource Translation of grammatical terms linguistic terms transfer from Arabic to French. Traduction des termes grammaticaux termes linguistiques transfert de l’arabe vers le français. Title A name given to the resource La Traduction des termes grammaticaux arabes vers le français Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Ben Brahim, Hamida Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource Civilization according to Malek Bennabi: possibilities of his discourse in the Renaissance Malek Bennabi (1905-1973) is retained in the Muslim culture of the twentieth century as a thinker of civilization and rebirth (Renaissance). Now, are they first of all Islamic concepts? It turns out that Bennabi, notably through his work Les conditions de la renaissance, deals with European civilization and, moreover, with a strong Christian charge; the Muslims being decadent since the year 37 of the Hegira (the battle of Çiffin). On the other hand, his point, not relevant to any possible argument; his words are no longer an argumentation but a story. Because, in the final analysis, the theme of civilization and rebirth has no support in the constituent discourse of Islam. Therefore, the question arises: is the Bennabian discourse possible? Given the tenuity of its two themes in the Islamic corpus, our hypothesis is that no and that this topical ideal only introduced the arbitrariness of other men, notably El Afghani and the arbitration of Western ideologists for what is worth and what does not apply to Muslims. Finally, it is a treatise of which one of the rare references to Islam (Koran, s. Thunder, verse 11) is ultimately a biased reading because of its decontextualization. Which ends with a definitive change of scenery from the Bennabian topical. Malek Bennabi (1905-1973) est retenu dans la culture musulmane du XXe s. comme penseur de la civilisation et de la renaissance. Or, d'abord s'agit-il de concepts islamiques ? Il s’avère que Bennabi, notamment à travers son œuvre Les conditions de la renaissance, traite de civilisation européenne et par surcroît à forte charge chrétienne ; les musulmans étant décadents depuis l’an 37 de l’hégire (la bataille de Çiffin). D’autre part, son propos, ne relevant d’aucune argumentation possible ; son propos ne constitue plus un discours mais un récit. Parce que, en dernière analyse la thématique de civilisation et de la renaissance n’a pas d’appui dans le discours constituant de l'Islam. Par conséquent, il y a lieu de s’interroger : le discours bennabien est-il possible ? Vu la ténuité de ses deux thèmes dans le corpus islamique, notre hypothèse est que non et que cet idéal topique a seulement introduit l’arbitraire d’autres hommes, notamment El Afghani et l’arbitrage d’idéologues occidentaux pour ce qui vaut et ce qui ne vaut pas pour les musulmans. Enfin il s’agit d’un traité dont l’une des rares références à l'Islam (Coran, s. Le tonnerre, verset 11) est endéfinitive une lecture biaisée à cause de sa décontextualisation. Ce qui se conclut par un dépaysement définitif du topique bennabien. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/253 10.52919/translang.v20i2.253 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/253/183 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 264-275 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource Alienation discourse El-Afghani politics problematic renaissance Aliénation discours El-Afghani politique problématique renaissance Title A name given to the resource La Civilisation selon Malek Bennabi : des possibilités de son discours dans La Renaissance Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Taddarth, Assma Date A point or period of time associated with an event in the lifecycle of the resource 2019-12-31 Description An account of the resource This study investigated the effects of a corrective feedback (CF) training course on the beliefs of two groups –experimental and control- of 14 Algerian French as a foreign language (FFL) pre-service teachers. The research instruments included a five Likert-scale questionnaire and a focus group interview. Each of the two instruments was administered for the two groups before the training started and immediately after it ended. Data were analysed descriptively. Findings demonstrated the effectiveness of the CF course. For the experimental group there was an obvious shift toward more positive beliefs about immediate CF and more negative beliefs about recasts. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/434 10.52919/translang.v18i2.434 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/434/345 Source A related resource from which the described resource is derived Traduction et Langues; Vol 18 No 2 (2019): Traduction et Langues Volume : 18 Numéro : 02 / Décembre 2019; 8-35 2600-6235 1112-3974 10.52919/translang.v18i2 Subject The topic of the resource Corrective feedback teacher beliefs teacher training recasts prompts formation des enseignants reformulation-représentations des enseignants rétroaction corrective Title A name given to the resource Changing Pre-service Teachers' Beliefs about Oral Corrective Feedback through a Training Course Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Carine, Omar Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource يتناول هذا المقال أهمية الزّنة الثقافيّة في المرسلة الشعرية على وجه التحديد والدور الذي تؤديه الثقافة في عملية الترجمة أي على صعيد نقل الوقع الثقافي عينه للقارئ الهدف. لهذه الغاية ينقسم البحث إلى قسمين الأوّل تنظيري والثاني تطبيقي.أمّا القسم التنظيري فينطلق من تعريف الثقافة أبرز عناصرها ّ ومن ثم تعريف الترجمة بهدف استبيان العلاقة القائمة 308 بين هذا الثنائي. ّ يتطرق البحث بعدها إلى تسليط الضوء على الدور الذي تؤديه العناصر الثقافية آنفة الذكر في تسهيل أو تصعيب عمل المترجم عند نقل الوقع الثقافي للمرسلة الشعرية، كما يقترح الباحث عيّنة من الاستراتيجيات التي وضعها أهل الاختصاص بهدف إرشاد المترجم ومساعدته خلال عمليّة التّرجمة.أمّا الشق التطبيقي فيستهلّه الباحث بدراسة للنسخة ّ ولا أكثر المترجمة من قصيدة " لا أقل " للشاعر الفلسطيني محمود درويش واستنتاج المنهج الذياتّبعه مترجمها الشاعر والمترجم الفلسطيني الأصل فادي جودة وبالتالي تحديد موقفه هل كان من أهل المصدر أم من أهل الهدف. Cultural Transfer in Poetic Translation This paper consists of an attempt to highlight the importance of cultural impact in poetry, in addition to the significant part it takes during the translation process, more precisely its equivalent delivery to the target reader. To attain the sought purpose, this research paper was separated into two sections: one being theoretical and the other practical. The theoretical section starts off by defining culture and its most significant elements, then moves on to defining translation in hopes of revealing the link between this pair. This paper proceeds to shed some light on the role that these previously stated cultural elements play in facilitating or impeding the translator’s task of transferring the poem’s cultural impact. Moreover, the author of this paper then proposes a sample of many strategies suggested by professionals to further guide the translator and assist him in his task. As for the practical section, it consists of a study regarding Palestinian poet Mahmoud Darwish’s “No More and No Less” and its translation procedures and strategies used in translated English version done by Fady Joudah, translator and poet of Palestinian origins; thus, allowing the translator’s stance to be revealed: whether he was source-oriented or sought the target reader. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/252 10.52919/translang.v20i2.252 Language A language of the resource ara Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/252/719 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 307-324 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource Culture difficulties of translating poetry Translation strategies reader translator cultural الثقافة صعوبات الترجمة الشعرية استراتيجيات الترجمة القارئ المترجم الوقع الثقافي Title A name given to the resource نقل المرسلة الثقافية في النص الشعري Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Rouba, Amina Bendali, Hacine Mohamed Cherif Date A point or period of time associated with an event in the lifecycle of the resource 2019-12-31 Description An account of the resource يعتبر التكييف في الترجمة ممارسة لطالما اعتبرها البعض إعادة تأليف أو محاكاة للأصل. أما عن هذه الدراسة، فإنها تتطرق إلى التكييف من منظور أنه استراتيجية شاملة قد يلجأ إليها المترجم في مجال الترجمة السمعية البصرية عامة وفي نقل الفيلم الوثائقي خاصة؛ حيث أنها تتمحور حول الأشكال التي قد يتخذها التكييف الشامل كاستراتيجية، لا كمجرد تقنية يمكن توظيفها للتعبير عن بعض المواقف التي قد تغيب في اللغة والثقافة المنقول إليهم، وذلك من خلال عرض لمحة عامة عن هذا المفهوم بغرض تحديد ماهيته وخصائصه، ثم تقديم مخطط يعكس تطبيق هذه الاستراتيجية على ترجمة هذا النوع من النصوص. Adaptation in the translation of documentaries The aim of this paper is to bring more clarity to the real nature of the adaptation concept, which has long been perceived as only a form of rewriting or an imitation of the original. The study is mainly focusing on the different forms that adaptation could take as a global strategy in the specific field of audiovisual translation, more precisely in the transfer of documentary films, a practice which goes beyond the simple technique of translation, generally used in specific cases. Hence, an overview of the concept will be provided to determine its definition, and so a scheme demonstrating how could adaptation be applied as a strategy in translating audiovisual texts, principally in translating documentaries. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/432 10.52919/translang.v18i2.432 Language A language of the resource ara Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/432/342 Source A related resource from which the described resource is derived Traduction et Langues; Vol 18 No 2 (2019): Traduction et Langues Volume : 18 Numéro : 02 / Décembre 2019; 154-171 2600-6235 1112-3974 10.52919/translang.v18i2 Subject The topic of the resource Audiovisual translation documentary explicitation global adaptation simplification strategy الاستراتيجية التبسيط التصريح الترجمة السمعية البصرية التكييف الشامل الفيلم الوثائقي Title A name given to the resource التكييف في ترجمة الفيلم الوثائقي Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Rechid, Naima Diaf, Fatima Zahra Date A point or period of time associated with an event in the lifecycle of the resource 2021-12-31 Description An account of the resource حاولت هذه الورقة البحثية أن تكشف عن مدى تأثير ارتداء ال كمامة على تلقي تلميذ المرحلة الابتدائية للرسالة التعليمية الشفهية بطر يقة سليمة خلال نشاط فهم المنطوق، مع تبيين طبيعة المعوقات التي قد تواجه تحقيق الأهداف التعليمية المرجوة من هذا النشاط في ظل الإجراءات الصحية المفروضة. وتنبع أهمية الموضوع من تسليطه الضوء على قطاعي عد من أكثر القطاعات تضررا من جائحة فيروس كورونا)كوفيد-19( وهو قطاع التعليم، والذي يعيش وضعا يستدعي طرح عدة ساؤلات على صعيد العملية التعليمية -التعلمية، تتعلق بمدى قدرة المعلمين على تحقيق أهدافهم التعليمية في ظل الالتزام بارتداء ال كمامة، إضافة إلى انشغاله بمرحلة تعليميةت عد ركيزة التعليم في المراحل اللاحقة. وقد قسمنا هذه الورقة إلى أربعة عناصر رئيسة؛ تطرقنا في العنصر الأول إلى مفهوم التواصل التعليمي، وبينا في العنصر الثاني أطراف التواصل في العملية التعليمية وأهم خصائصها، وأبرزنا في العنصر الثالث أهم خصائص الرسالة الشفهية،أم ا في العنصر الرابع فحاولنا ال كشف عن طبيعة المعوقات التي يمكن أن تعيق تلقي الرسالة الشفهية وفهمها واستيعابها استنادا إلى المعطيات النظرية المقدمة في العناصر السابقة، ثم ختمنا الورقة بأهم النتائج المتوصل إليها، مشفوعة ببعض التوصيات. Obstacles to receiving the oral educational message in light of the Corona pandemic(Covid-19): Understanding the oral in primary education as example This research paper attempt to reveal the impact of wearing a mask on the primary school student’s receiving of the oral educational message in a proper manner during the verbal comprehension activity. We also indicate the obstacles that may face the achievement of the desired educational goals from this activity. The importance of this topic stems from shedding light on a sector that is considered one of the sectors most affected by the Corona Virus (Covid-19) pandemic, which is the education sector. This situation calls for raising several questions at the level of the educational-learning process, related to the teachers’ ability to achieve their educational goals in light of The imposed health measures, especially the obligation to wear a mask, in addition to his preoccupation with an educational stage that is the pillar of education in the later stages. We have divided this paper into four main components; In the first element, we touch on the concept of educational communication, in the second element we explain the communication parties in the educational process and their most important characteristics, in the third element we highlight the most important characteristics of the oral message. Finally, we try to reveal the obstacles that could impede receiving, understanding and assimilating the oral message based on the theoretical data provided in the previous elements. We conclude this paper with the most important findings, accompanied by some recommendations. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/251 10.52919/translang.v20i2.251 Language A language of the resource ara Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/251/181 Source A related resource from which the described resource is derived Traduction et Langues; Vol 20 No 2 (2021): Traduction et Langues Volume : 20 Numéro : 02 / Décembre 2021; 276-287 2600-6235 1112-3974 10.52919/translang.v20i2 Subject The topic of the resource Oral educational message educational communication utterance understanding COVID-19 الرسالة التعليمية الشفهية التواصل التعليمي فهم المنطوق كوفيد-19 Title A name given to the resource معوقات تلقي الرسالة التعليمية الشفهية في ظل وباء كورونا)كوفيد-19(: فهم المنطوق في مرحلة التعليم الابتدائي أنموذجا Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article