7.Faculty of Literature and Languages_Seminars

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An Analysis on the Construction and Translation of Metaphor in Biology
(University of Eloued, 2022-03-08) TOUAT Kahina
This research paper is intended to shed new light on metaphor that has been perceived for a long time as a device of ornament and embelishment mainly used in expressive texts. More recently, metaphors have found fertile ground in scientific texts in which they are employed to explain abstract ideas and processes and give an account of scientific phenomena and experiences. For this reason, we thought it convenient to devote this research to the analysis of metaphors in scientific discourse to see how they operate and conceptualize ideas and if their function and connotations can be maintained in the target text or their translation emplies some specific adjustments on the source text. To this end, special reference will made to Newmark’s taxonomy and strategies in addition to Shuttleworth’s analysis of scientific metaphor ; some samples from the scientific journal Scientific American will also be presented.
Chomsky's Generative Transformational Grammar and its Implications on Language Teaching
(University of Eloued جامعة الوادي, 2016-03-07) DJERIBIAI, Adel
The relationship between language and mind has had a considerable interest and research among psychologists and language specialists alike. This relation is often regarded as being intricate due to the nature of language itself and the difficulty of studying the mind as a subject matter. The present contribution attempts to highlight and explain the interrelationship between human language and the mind on the basis of Noam Chomsky's works (namely, 1957,1968) focusing on generative linguistics and innateness. In this respect, this paper sheds light on the implications of Chomsky's cognitive views of language on the teaching / learning of English as a Foreign Language (EFL). It also suggests some pedagogical implications so as to alleviate, if not, eradicate some of the problems encountered by the pedagogical couple (the language teacher and the learner).
Cognition, Memory Types, Functions, and Language Learning Strategies
(University of Eloued جامعة الوادي, 2016-03-07) Hamada, Hacene
What does the mind consist of and how does it function? Does the mind lead our learning process towards perfection? Cognitive psychologists attempt to structure the organisation of our mind into cognitive levels, mental processes, and memory types purposefully, not for the sake of distinction but for the sake of comprehensiveness, in order to help us understand how our mind functions. Thus, this paper attempts to answer the above stated questions and provide an overview of the major concerns of information processing in cognitive theory in order to demonstrate that short term, long term, dynamic, active, working memory and episodic, semantic tacit memory types are not distinctive parts but correlative interdependent mental processes that come into play when we are performing our daily learning strategies. Remembering our ‗first day at school‘, recalling when one learns the meaning of ‗honesty‘ or how one ‗takes notes in a lecture‘ without paying attention to spelling and handwriting are all examples of complex mental processes and tasks that are generated by memory types. Exploiting these mental processes and memory types in pedagogical settings provides teachers with strategy based instruction techniques and learners with language learning strategies.
Cognitive Factors Influencing Second Language learning
(University of Eloued جامعة الوادي, 2016-03-07) GHEDEIR BRAHIM, Mohammed
Second language learners are different. It is proved that they learn with different speed and different results. The general factors that influence second language learning according to Ellis (1985) are intelligence and aptitude, and cognitive learning styles. This paper aims in the first place to elaborate cognitivism and its implications to the second language learning by analyzing the three views on second language acquisition (the behaviorist view, the innatist view, and the interactionist view). In the second place, the present study describes language proficiency and the influence of cognition on second language acquisition. Then the study sheds light on intelligence and aptitude, and cognitive learning styles as key cognitive factors influencing second language (L2) learning.
colloque international Numérisation du monde de l’enseignement-apprentissage et généralisation de l’usage des TIC
(University of Eloued جامعة الوادي, 2019-12-04) departement des lettres et langue Françaises
Résumé de l’argumentaire Pour des besoins divers, nul et nul part ne sont aujourd’hui à excepter ou à être loin de cette technologie numérique de l’information et de la communication: ce qu’on a souvent convenu d’abréger T.I.C, dont l’omniprésence a envahi de façon significative tous les secteurs économiques, sociaux ou culturels, dont l’école, comme espace d’enseignement-apprentissage, n’en est certes pas exception. Or, si la technologie numérique connait une évolution géométrique, pour l’enseignement-apprentissage, le pari jeté sur le dos des spécialistes, des chercheurs et des intéressés sera majeur quant aux réflexions sur les choix, les méthodes, les approches, les théories, les stratégies, des procédures, les moyens, les supports et les outils qui pourraient garantir le parallélisme qui répondrait aux besoins, aux objectifs et aux finalités didacto-pédagogiques tout en se servant du numérique. Sans qu’il soit bien entendu question de pour ou contre, c’est à cette tentative de conciliation, d’adaptation et de parallélisme entre le domaine d’enseignement/apprentissage et le monde numérique, que nous invitons, dans le cadre de ce colloque, les contributeurs de différents niveaux et statuts: chercheurs, enseignants, personnels, cadres et praticiens dans les domaines numérique/enseignement-apprentissage, à construire et à enrichir un discours scientifique ouvert et certainement multidisciplinaire, basé sur des études, des travaux empiriques, des expériences du domaine, des rapports et des états des lieux du contexte d’enseignement-apprentissage, qu’il soit algérien ou étranger. Nous ambitionnons dès lors que ce colloque soit un espace d’intercommunication ouverte où se renforcent les efforts des spécialistes pour enrichir leurs débats dont l’objectif est de rendre de l’enseignement-apprentissage en mesure d’accompagner les paris et les défis d’un monde numérique en accélération spectaculaire لتلبية احتياجات مختلفة، لم يعد في المعمورة فردا مستثنى أو مكان ما في العالم بمعزل عن هذه التكنولوجيا الرقمية للمعلوماتية والاتصال التي غزت بشكل كبير جميع القطاعات الاقتصادية والاجتماعية والثقافية، التي من ضمنها المجال المدرسي، كفضاء لممارسة للتعليم والتعلم. فمع هذا التسارع المذهل للتكنولوجيا الرقمية التي تغزو مدارسنا، يزداد الرهان والتحديات الملقاة على عاتق المتخصصين والباحثين والأطراف المعنية في مجال التعليم والتعلم، وذالك للبحث في الخيارات وتطوير الأساليب والمناهج والنظريات و الاستراتيجيات والإجراءات ووسائل الدعم والأدوات التي من شأنها أن تضمن التوازي بين تسارع التطور الرقمي الهائل وحاجيات وأهداف وأغراض ومقاصد المجال التعليمي التربوي. وبعيدا عن أن نطرح جدلية مع أو ضد الرقمية في المدرسة، فإن هذا الملتقى يعد دعوة لمحاولة التوفيق والتكييف والتوازي بين مجال التعليم ـ التعلم والعالم الرقمي ، والتي ندعو من خلالها الباحثين المشاركين على مختلف مستوياتهم ومجالات بحثهم: من أساتذة جامعيين مختصين، معلمين، مديرين وممارسين وخبراء في مجال التعليم الرقمي، إلى إثراء خطاب علمي مفتوح مستندا إلى دراسات وتجارب علمية وخبرات ودراسات حالات وتقارير ميدانية في مجالات التعليم والتعلم وعلاقته بالرقمية ، سواء كانت هذه الدراسات تخص المدرسة الجزائرية أو غيرها. لذلك نأمل أن يكون هذا المؤتمر فضاءً مفتوحًا للتحاور حيث تبذل جهود المتخصصين لإثراء البحوث الهادفة التي من شانها أن تجعل من مجال التعليم والتعلم قادرًا على مسايرة رهانات وتحديات الرقمية وتسخيرها لخدمته.
Constructivist Theories of Piaget and Vygotsky: General Teaching Implications
(University of Eloued جامعة الوادي, 2016-03-07) Kouicem, Khadidja; Kelkoul, Nachoua
There are many different learning theories that can be used to help guide a teaching/ learning process. Constructivism is one theory that explains how people might acquire knowledge and learn. The theory suggests that people construct their own understanding and knowledge of the world by testing ideas and approaches based on their prior knowledge and experience. Jean Piaget and Lev Vygotsky are two eminent figures in the cognitive development (development of constructivist theories). While there are similarities between the theories of Piaget and Vygotsky, differences exist, and those differences are critical to the understanding and application of the theories in educational settings and have great impact on the teaching methods. We can distinguish therefore between cognitive constructivism which is about how the individual learner understands things, in terms of developmental stages and learning styles, and the social constructivism, which focuses on how meaning and understanding grow out of social encounters.
Didactique de la traduction scientifique ; enjeu et démarche en temps du développement technologique
(University Of Eloued جامعة الوادي, 2022-03-08) Lebekia N
Une fois il y a communication entre les personnes, que cela plaise ou non, le phénomène de la traduction doit continuer à se manifester. Ainsi qu’avec le développement rapide du domaine scientifique, le défi de la traduction scientifique est devenu crucial. L’apparition vaste de nouveaux domaines scientifiques tels que la génétique, la biologie moléculaire, etc … a étendu la demande. Au même temps le travail des traducteurs scientifiques sont devenu plus compliqué et le chalenge de la traduction scientifique a marqué un très haut niveau. Donc l’apprenti traducteur doit recevoir une formation initiale approfondie en sciences et en langues étrangères, mais elle nécessite bien-sûr également une maitrise parfaite de la langue maternelle. Il doit également poursuivre une formation tout au long de sa carrière afin de progresser continuellement dans ces domaines professionnels particuliers. Il est nécessaire d’améliorer continuellement sa propre science, les outils et méthodes utilisés, la capacité des bonnes pratiques. Chaque type de document a son propre code, ses méthodes, ses méthodes de traitement et ses contraintes. Le domaine de la science évolue rapidement, ce qui nécessite à rester toujours à jour. « D’autant qu’avec le développement de la science, de nouveaux mots et de nouvelles données peuvent apparaitre, comme l’explique MarilèneHaroux Stanley ».
Difficulties in Translating Medical Terms from English into Arabic
(University of Eloued, 2022-03-08) BOUKHEMIA Zahira
This paper deals with the difficulties experienced by translators and the hurdles they face when translating medical texts. It starts by defining the “Term” and giving the difference between “Term” and “Terminology” as well as the way that scientific terms are coined. Moreover, it gives an overview of “Arabisation”, its issues and reasons and proves how “Standardisation” is very important. Furthermore, the research demonstrates the special language characteristics and shows the dissimilarity between the “Glossary” and “Dictionary”. Thus, the study was carried out on “Medical Terms” in which it reveals how the term is composed (the root, the prefix, the suffix and the linking letters) and what does each part mean. Besides, it shows how to analyse the medical term and indicates the strategies used for translating medical terms. Therefore, the research ends with analysing the translation of some medical terms taken from a book written by Professor Mike Dixon entitled (Understanding Breast Cancer) and translated by Hanadi Mazboud
The Efficiency of Implementing the Interpretive Perspective in Teaching English in Algeria Case of Middle and High School Textbooks
(University of Eloued جامعة الوادي, 2016-03-07) Betka Rezig, Nadia
The Algerian English textbooks designed for middle and high school levels present the cultural information about the foreign language speaking communities through an interpretive perspective or a trans-cultural information using universal categories of human behavior and the learner is expected to relate and interpret the information and evaluate it. If the learner is not provided with a key to interpret phenomena with the local culture, the interpretive approach outcomes can not be fulfilled and the learner will be introduced to much knowledge without learning a specific information. Following Vygotsky‘s view on learners‘ Proximal Zone Development, the teaching of second and foreign languages should implement a task based curriculum to introduce information and to generate learners‘ cognitive abilities being problem solvers rather than passive learners. The interpretive perspective presents a wide range of varied cultural information but it must be supported with tasks and exercises that can develop learners‘ critical thinking that prepares them for more advanced knowledge at university level; for instance, in learning literature. The present study presents data gathered from a questionnaire administered to first year university English learners and a language proficiency test (written and oral) they sat for. The two research instruments were used respectively, to collect data on English learners‘ attitude towards English and its culture as well as the main deficiencies that these learners present as far as critical skills such as comparison, interpretation, analysis and opinion gaps are concerned. The results showed that English learners arrive at university carrying a positive attitude towards the English culture though they recognize the excessive differences between the local and the foreign language cultures and present a serious deficit in cultural critical skills visible through their achievement in the oral and written tests.
Enhancing Technology for a better Cognitive Capacity in Learners
(University of Eloued جامعة الوادي, 2016-03-07) Benchennane, Djamila
Since the mid-1990s, the digital revolution is mainly appeared as an opportunity to have access to cultural content. Scientists have been seeking ways to increase students‘motivation in learning; there is no better way than integrating new Technologies in the educational system.The best way to improve approaches to the learning / teaching, is to use new technologies: the fast development of new media technologies (such as VCD, DVD, DTV, MP5, PlayStations, Visual Presenter, PowerPoint, Internet and Intranet) has begun to usher in new approaches to classroom management. The teachers have to learn to adapt themselves to this new revolution in media technologies with reference to the designing and teaching of cultural studies course.This paper seeks ways this enlargement of the space expressions of individuals has extended the effect techniques of technological tools. Furthermore, this article aims at including the role of technology and suggests some strategies to improve our ways/ styles of lives to make a good use of this technology without forgetting the domain of teaching to make the class an enjoyable place where the learner loves to go to properly develop knowledge / skills. We will thus focus on education since we must provide our learners with relevant and contemporary experiences that allow them to successfully engage with technology and prepare them for a better grasp of languages. No one denies that learners are motivated and fully engaged in the learning process when concepts and skills are underpinned with technology. As far as the practical side is concerned, we will share our experience in using ICT‘s in the classroom and for a better way to be more objective, we will discuss the questionnaire administered to 2nd year LMD system to know their view points about this issue i.e. learning through technology. Finally, some recommendations will be provided so as to motivate learners and make of the classroom an enjoyable place to learn.
The Impact of Using Literature on Foreign Language Learning Development The Case of Third Year Secondary School (Biskra)
(University of Eloued جامعة الوادي, 2016-03-07) BENDAHMANE, Messaouda
Linguistics and literature are two interwoven domains though they seem different. They play a major role in one‘s (foreign) language learning process. In the 20th century, the relationship between linguistics and literature has changed and became more interesting to know that they can, together, enhance language learning/teaching. The development of the communicative approaches to language learning, the aim of language learning was to encourage the communicative competence in the foreign language, so that students would have the opportunity to express their ideas in the target language. Teaching literature can provide assistance in language learning as it makes teaching/ learning linguistic features easier and motivating. Using literary texts in teaching the assigned language forms is, then, of vital importance as it provides learners with authentic and cultural material for language learning and encourages their cognitive and communicative processes. In this paper, we shall shed light on two arguments for teaching literature in the foreign language class. 1. Literature helps in language acquisition through inferencing and narratives that suit students‘ cognitive development; 2. It gives access into the target culture and facilitates its potential contact with the learners‘ culture.
The Impact of Working Memory Capacity on Listening Comprehension (Case Study: Second Year LMD Students, Department of English, Guelma University)
(University of Eloued جامعة الوادي, 2016-03-07) Boumaza, Hadjer
The present study aims at investigating the impact of EFL Working Memory Capacity on Listening Comprehension. Since listening comprehension is considered as a necessary skill for the overall mastery of English, students should have efficient working memory capacity in listening comprehension in order to master the foreign language the way natives do. Therefore, we hypothesize that raising second year students‘ as well as teachers‘ awareness of the impact of working memory capacity in listening comprehension enhances their performance in listening comprehension of the English language.
Implication of Concrete Materials for Error Correction to Develop Oral Accuracy among Young Middle School EFL Learners
(University of Eloued جامعة الوادي, 2016-03-07) HEBIRET, Sara
In the processes of teaching and learning in general and correction of errors in particular, middle school EFL teachers are expected to focus on what Piaget calls “concrete operations” by offering clear and simple explanation of the target linguistic knowledge through the utilization of visuals (e.g., colored papers, pictures, flashcards), and the aim is principally to foster better understanding, memorization, and retention. This study undertakes to explore the nature of the strategies the middle school EFL teachers utilize in their correction of errors, and their immediate effects on the pupils’ ability develop the overall oral accuracy. The final results reveal that the observed teachers of English (n=3) from Bachir Ben Nacer Middle School in the Wilaya of Biskra (from the three grade levels): (a) provide verbal correction on the air without using board work or flashcards; (b) offer difficult and incomprehensible corrective input, which seems to be beyond the pupils’ capacities; and (c) correct via interruption. As for stimulated recall interviews, the findings indicate that those procedural techniques do not appear to sit well with the pupils’ cognitive abilities and even their wants, which undermines the viability of corrective feedback.
L'APPROCHE COGNITIVE DE L'APPRENTISSAGE
(University of Eloued جامعة الوادي, 2016-03-07) BASSI, Med EL Hadi
L'enseignement via la traduction dans le département de français à l'Université d'El Oued : enjeux et perspectives
(University Of Eloued جامعة الوادي, 2022-03-08) BADI Kenza
Résumé La présente recherche s’inscrit dans le cadre de la didactique de la traduction ainsi de que la didactique de FLE, elle porte essentiellement sur l’enseignement-apprentissage de FLE par le biais de la traduction. La thématique en question a toujours été sujet de polémique dans les différents débats portant sur le processus d’apprentissage de langues étrangères. En partant de ce constat, nous allons démonter la place accordée à la traduction et ce, à travers les pratiques enseignantes ainsi que son influence sur le processus d’enseignement-apprentissage de FLE. Pour ce faire, nous avons effectué un entretien avec des enseignants exerçant au département de français à l’université d’El Oued. Abstract This research is part of the didactics translating as well as the didactic of French as a foreign language; it focuses on the teaching and learning of FFL through translating. The subject in question has always been the subject of controversy in the various debates on the learning process, On the basis of this observation; we will take a look at the place accorded to translation through teaching practices and its influence on the teaching-learning process of FFL. To this end, we conducted an interview with teachers working in the French department at El Oued University.
La traduction techniques :ses démarches et ses stratégies
(University Of Eloued جامعة الوادي, 2022-03-08) SI TAYEB Nacera
Dans notre Communication, qui s’intitule « les techniques et les démarches de la traduction technique », nous allons braquer notre projecteur sur le processus de la traduction technique ainsi que ses techniques , et ce en se référant à deux théoriciens qui sont Paul Horguelin et Christine Durieux qui ont évoqué dans leurs articles et ouvrages la traduction technique avec abondance. Malgré la place sine qua non qu’occupe la traduction technique, elle demeure un mystère pour les étudiants en traduction. C’est pourquoi nous avons décidé d’axer notre travail sur les concepts qui sont en corrélation avec elle. Au cours de notre recherche nous allons nous interroger sur : - Les phases de la traduction technique ainsi que les techniques employées pour réaliser une traduction technique optimale ? Quel est le rôle de la recherche documentaire dans la traduction technique? Aide t- elle le traducteur à surmonter les entraves qu’il rencontre ou non ?
. Le Document historique à l’épreuve de la Traduction et de la Pluridisciplinarité Traduire la torture blanche et physique Dans « la Question » d’Henri Alleg et sa Traduction en langue arabe par Albert Farhat
(University Of Eloued جامعة الوادي, 2022-03-08) MOHAMED BEN ALI Samira
Relevant de la traduction spécialisée, et dans son rapport avec les sciences humaines, la traduction des documents historiques se veut une opération très délicate qui pose des problèmes particuliers liés à son fondement épistémologique, pluridisciplinaire, factuel et contextuel. Au-delà des difficultés lexicales, structurales et sémantiques, le traducteur est souvent confronté à des défis liés à la nature même du document historique, son message, la densité des informations qu’il transmet à son public et le risque d’une éventuelle décontextualisation/ déformation de sa portée. La traduction des documents historiques demeure un champ peu exploré et/ ou cerné par les études traductologiques en comparaison avec les autres disciplines des sciences humaines et les champs de la traduction spécialisée en général. En Algérie, l’historien Abou El Kacem Saâdallah, en est le pionnier, on lui doit plusieurs études critiques, historiques et traductologiques ainsi que des traductions d’œuvres historiques en la langue arabe qui témoignent de sa forte contribution à la sauvegarde de tout un patrimoine au service de la mémoire collective algérienne et de son Histoire millénaire. Nous tenterons à travers notre contribution d’étudier les modalités de la traduction d’un document historique d’une importance capitale pendant la guerre de libération en Algérie. Il s’agit de « la Question » d’Henri Alleg- célèbre journaliste et historien engagé dans la lutte algérienne anticoloniale- publié aux éditions Minuit en 1958 et traduit par Albert Farhat en 2003. Le document rédigé dans des conditions extrêmes et en cachette dans la prison Barberousse (actuellement Serkadji) a contribué à dénoncer la torture pratiquée par l’armée française au monde pendant la guerre de libération. Nous étudierons dès lors, comment le traducteur a-t-il appréhendé la question de la torture blanche et physique dans un contexte autre que celui du document source et de son auteur, quelle était la stratégie qu’il s’est fixé pour rendre compte de la portée du document source au poids historique incontournable, et dans quelle mesure la traduction se rapproche-t-elle de son intentionnalité et de son historicité ou bien s’en éloigne-t-elle et pour quelles raison? Des questions auxquelles nous tenterons de répondre et qui nous permettront d’évaluer les stratégies traductives au confluent de plusieurs champs disciplinaires et de deux époques différentes.
Le français chez les étudiants algériens : Qu‟en est-il vraiment ?
(University of Eloued جامعة الوادي, 2016-03-07) RAMDANI, Fatiha; SADOUNI, Rachida
La présente communication a pour objet l‘enseignement du français dans l‘université algérienne. Elle se penche particulièrement sur la détérioration de niveau dans cette langue, au sein des étudiants. En outre, notre communication se veut une réflexion sur les facteurs induisant ce constat, et cherche, par la même occasion à proposer des méthodes et techniques pour remédier à cette situation. Nous tenterons, donc, dans cette intervention de situer la langue française dans la société algérienne, d‘introduire son statut, à la fois contradictoire et durable. Par ailleurs, nous nous étalerons sur l‘enseignement de cette langue dans les universités algériennes, en prenant en considération, bien sûr, le contexte plurilingue des étudiants algériens. Cette communication a pour thème essentiel l‘enseignement/apprentissage
Learner’s Mental Model and the need for the Creative Teacher
(University of Eloued جامعة الوادي, 2016-03-07) MEGA, Afaf
This paper endeavors to shed light on the learner’s mental model, its importance in understanding the learner’s mental representation regarding his learning experience. Sometimes, the wrong mental model might lead to wrong interpretations and wrong future decisions which might hinder the learning situation as a whole. Therefore, the presence of the creative teacher to deal with the learner’s mental model is crucial as he inquires and seeks for alternatives to solve the learning problems. On the light of this, our paper is divided into two main parts; in the first, we will discuss the importance of knowing learner’s mental model for both the teacher and the learner and the role of the creative teacher in dealing with it. Whereas in the second part, which will be practical, we will test second year students’ mental models regarding oral expression class using one of the measuring tools to come up in the end with some results and recommendations
Les enjeux de la traduction des textes en sciences humaines et sociales : une analyse de la traduction française du texte Problem Solving and Analytical Skills
(University Of Eloued جامعة الوادي, 2022-03-08) Kossivi Apélété Gninevi
Résumé La traduction des textes en sciences humaines et sociales soulève une série de questions en termes de transferts conceptuels, terminologiques et exige du traducteur un ensemble de compétences qui vont bien au-delà de l’expertise purement linguistique. Outre des compétences rédactionnelles et purement linguistiques, une certaine connaissance des concepts et des termes techniques est l’une des nombreuses qualités requises du traducteur des sciences humaines et sociales. Partant de ce constat et s’appuyant sur divers exemples tirés de notre traduction de ce texte, cette présentation s’attache à montrer les défis liés à la traduction des textes en sciences humaines et sociales avant d’aborder les divers choix stratégiques que nous avons adoptés pour résoudre les problèmes Abstract The translation of texts in the humanities and social sciences raises a series of issues in terms of conceptual and terminological transfers and requires the translator to have a set of skills that go well beyond purely linguistic expertise. In addition to purely linguistic and writing skills, knowledge of concepts and technical terms is one of the qualities required of the humanities and social sciences translator. Based on this observation and using various examples from our translation of this text, this presentation focuses on the challenges of translating texts in humanities and social sciences before discussing the various strategic choices we have adopted to solve the problems.

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