The University of Chlef Journals
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Humans and Artificial Intelligence Technology: Between Rejection and Acceptance
Get PDFتهدف الورقة البحثية إلى تتبع المراحل التي مرت بها الثورة الصناعية منذ فجر انطلاقها في القرن الثامن عشر الى أيامنا هذه والتي تميزت بتسارع الأبحاث التكنولوجية وأهمها الذكاء الاصطناعي. والذي تعود بداياته إلى خمسينات القرن العشرين. كما تهدف هذه الدراسة الى تحليل مبررات تخوف الانسان من الآلة بصفة عامة ومن الذكاء الاصطناعي على وجه الخصوص. وهي مسالة طبيعية ولها سوابق تاريخية
وفي المقابل تبرز الدراسة مزايا الذكاء الاصطناعي وآفاقه المستقبلية الواعدة لتخلص في النهاية إلى أن الذكاء هو سلاح ذو حدين بيد الدول التي تمتلك ناصية العلم والتكنولوجية؛ وانه أي الذكاء الاصطناعي من ابتكار الانسان ولا يمكن له أن يتفوق على الانسان.
بشكل عام، تقدم هذه الورقة البحثية نظرة شاملة للعلاقة بين البشر والذكاء الاصطناعيThe research paper aims to trace the stages that the industrial revolution went through from the dawn of its launch in the eighteenth century to the present day, which was characterized by the acceleration of technological research, the most important of which is artificial intelligence. Which dates back to the fifties of the twentieth century. This study also aims to analyze the justifications for human fear of machines in general and artificial intelligence in particular. It is a natural issue and has historical precedents
On the other hand, the study highlights the advantages of artificial intelligence and its promising future prospects, concluding in the end that intelligence is a double-edged sword in the hands of countries that possess the cornerstone of science and technology. Artificial intelligence is created by humans and cannot outperform humans,
Overall, this research paper provides a comprehensive overview of the relationship between humans and artificial intelligence
ESP Online Learning in the Post-COVID19 Pandemic Era: A Step towards Autonomy, Intercultural Competence and Critical Thinking
No full textThe closure of educational institutions across the globe due to the COVID-19 sanitary crisis has highlighted technology as the only tool to continue the teaching-learning activity. However, continuity should not be regarded as the sole objective of remote education. While initially conceived a measure to cope with the unprecedented disruptions, remote education revealed significant potential beyond education continuity and mere knowledge transmission. Throughout this paper, it is argued that technology-mediated education cannot be only used to continue curriculum delivery and transmit subject-knowledge, but also to develop students’ skills: autonomous learning, critical thinking, and intercultural communicative competence. The central argument is that ICTs, which have added another facet to language teaching/learning process, bring to the fore the necessity to link language mastery to autonomy, intercultural competence, and critical thinking. To this end, this study proposes an approach to ESP education based on the socio-constructivist learning theories. The principles of the proposed approach make it possible to reciprocally develop professional and life skills which are of high importance for future engineers. By aligning the socio-constructivist principles with the potentialities of ICT, this paper presents a research-informed perspective on enhancing ESP education in the digital age by making a shift in the perception of remote education from a temporary necessity to a valuable and permanent component of modern education; essential for fostering skill development and preparing Algerian engineering students for the challenges of the 21st century
Integrating CLIL into Algerian Tertiary Education: A Dual-focused Approach on Enhancing Teaching Methodology and Refining Translation Practices
No full textIn recent years, the global university rankings have highlighted the significance of student and teacher mobility, as well as the use of technology to facilitate virtual educational exchanges. As a result, there is an increased interest in specific programs and unique features that enhance internationalization in higher education, fostering competition between various institutions and countries. With globalization on the rise, Content and Language Integrated Learning (CLIL) is gaining significance at the tertiary level. This reflective work aims to examine the preconditions, facilitators and barriers to the implementation of CLIL in Algerian universities, to assess its impact on students\u27 learning outcomes, language proficiency and academic success, to analyse the difficulties and opportunities in different academic contexts, and to explore the most effective methods for integrating CLIL in different academic settings. Ultimately, the present work puts forward a number of recommendations to support the continued advancement of internationalization efforts and the cultivation of globally competent graduates who can thrive in diverse academic and professional environments.
 
The Impact of Parental Language Attitudes on Children\u27s Proficiency in Standard Arabic in an Algerian Context
No full textThis study examines how parental language attitudes and involvement impact children\u27s proficiency in Standard Arabic (SA) and the various factors influencing these views in Algeria, where Dialectal Arabic (DA) is the mother tongue. In this diglossic context, the linguistic challenges children face in school are critical educational concerns. The study employed a mixed-methods approach, administering a structured questionnaire to 132 randomly selected parents who met specific inclusion criteria, and utilized snowball sampling to further expand participant reach. Additionally, structured interviews were conducted with 11 primary school Arabic teachers, selected through purposive sampling to gather in-depth insights. All data collection occurred on online platforms, facilitating accessibility and participation. Quantitative data from the questionnaires were analyzed using frequency distribution and Spearman\u27s rank correlation to explore the relationship between parental attitudes and children\u27s proficiency in SA. Qualitative data from the interviews were analyzed through content and thematic analysis to uncover key themes and patterns. The findings revealed a significant positive correlation between favorable parental attitudes and higher proficiency levels in SA. Children whose parents hold supportive opinions toward SA and encourage its use at home, engaging them in SA-related activities, such as reading and assisting with homework, showed marked improvements in vocabulary, grammar, and confidence in using SA in various settings.
 
Bridging Languages: Innovations in Translation and Language Education
No full textThis paper has three primary objectives. First, it aims to examine how translation can enhance language comprehension by promoting a deeper understanding of both the source and target languages (Cook, 2010). Second, it attempts --to assess the impact of translation on language acquisition strategies, focusing on how various pedagogical methods incorporating translation affect learners\u27 ability to develop and apply language skills effectively (Malmkjaer, 2009). Lastly, the paper explores both the advantages and limitations of using translation in language instruction, evaluating its potential to improve learning outcomes while also identifying challenges and suggesting strategies to overcome them. Through these objectives, the paper aims to provide a thorough overview of translation\u27s role in language education and offer practical recommendations for enhancing teaching practices
Le discours humoristique et l’effet du risible dans Un homme, ça ne pleure pas de Faїza Guène
No full textThis article explores the role and function of humor in the literary work of Faïza Guène, focusing in particular on its complexity within the broader context of contemporary French-speaking literature. It delves into the linguistic and discursive mechanisms that generate humor, drawing on the theoretical frameworks of J. M. Moura and P. Charaudeau. These perspectives help to illuminate the fine and often ambiguous boundary between humor and seriousness, particularly in narratives that tackle sensitive social and cultural issues. The analysis centers on the character Mourad in one of Guène’s novels, who employs humor as both a survival strategy and a form of resistance. Through exaggerated language, irony, and sarcasm, Mourad navigates the challenges of his everyday life, including strained family dynamics, limitations on personal freedom, and societal expectations. His commentary on the lives of his sisters, Dounia and Mina—each of whom follows a distinct and meaningful path—reveals his internal conflicts and social frustrations, particularly regarding Dounia’s coerced conversion to Christianity. This situation becomes a point of departure for critiquing broader debates on religious identity and freedom in contemporary France. The article treats humor not merely as comic relief, but as a triadic interaction among the speaker, the audience, and the context. It shows how humor draws on shared expressions and cultural references, often blurring the boundaries between literary genres. Ultimately, Guène’s use of humor functions as both a critical mirror of society and a powerful narrative device for exploring identity, tradition, and resistance within marginalized communities.L’article propose une étude sur le fait humoristique chez Faïza Guène, en mettant en lumière la complexité de ce concept en littérature francophone. L\u27analyse s\u27intéresse aux mécanismes discursifs qui suscitent le rire, s\u27appuyant sur l’analyse du discours et la théorie énonciative développées par J. M. Moura et P. Charaudeau, tout en soulignant la frontière entre « l’autorité du sérieux » et l’humour. Dans le roman, Mourad, personnage principal, use de l\u27humour pour aborder les dynamiques familiales, les libertés individuelles et tenter d’appréhender les raideurs sociales. Il explore son propre parcours ainsi que celui de ses sœurs, Dounia et Mina, qui incarnent des choix de vie divergents mais déterminants. Le texte est subversif de par les discours caricaturaux de Mourad, qui dévoile son indignation face à l’intolérable christianisation de Dounia et sa résistance face à la liberté du culte en France. L’analyse de l’acte humoristique s’établit dans le cadre d’une « relation triadique » qui implique « pacte énonciatif », approche descriptive des situations énonciatives et procédés langagiers. L’article questionne également la portée du risible et conçoit une « construction collective » caractérisée par le déploiement d’un thésaurus linguistique communautaire, composé d’aphorisations sentencieuses et d’éléments intertextuels, conduisant à une esquive générique. À travers ces mécanismes humoristiques, le roman interroge la fonction libératrice de l\u27humour et son rôle dans la critique sociale. Le roman se présente comme un miroir à la fois risible et critique des mœurs sociétales, où l\u27humour devient un outil d’indignation et de réflexion sur l’identité et les traditions
Difficultés de la traduction des mots et expressions de l’arabe algérien (Darija) vers le français
No full textThe present study aims to shed light on the words, expressions and idioms that readers frequently come across while perusing Arabic-written novels related to Algerian popular literature, whose translations into French are too problematic. Here, “words, expressions and idioms that are part of the Algerian dialect” are the topic of discussion. This article’s purpose is to offer techniques, methods, strategies and approaches that can maintain the elegance, significance, impact and meaning of the aforementioned phrases and expressions. Through this research, the searcher also wants to enable translations of the words, expressions and idioms under discussion. He choses to conduct an analytical and critical assessment of the corpus. With this aim in mind, he has extracted a few samples from Abdelhamid BENHADOUGA’s novel “Rih Eljanoub” as well as their translations from “Le vent du sud,” which is the Molièrean translation of the aforementioned novel that was translated by Marcel Bois. He intended to offer alternative translations that he believes are appropriate and conservative given the meanings that the various terms and expressions that he is working with convey, in addition to his analysis and criticism of the current translations. The writer of this article is then prompted to pose the following queries: Can Arabic words, expressions and idioms that pertain to Algerian dialectal Arabic be translated into French? What steps can we take to prevent the weight of the target language (French) from destroying the impact and message that these words, expressions and idioms convey? He tries to address these queries in this article.La présente recherche a pour objectif de mettre la lumière sur les mots et expressions que le lecteur ne cesse de rencontrer quand il feuillette un roman portant sur la littérature populaire algérienne écrite en arabe, et dont la traduction vers la langue française s’avère trop compliquée. On parle ici de « mots et expressions faisant partie du dialecte algérien ». Le but de cet article est de proposer des méthodes et stratégies à même de préserver la beauté, l’impact et le sens desdits termes et expressions. On aspire également –à travers cette recherche- à rendre possible la traduction de ces termes et expressions. Dans le corpus, on a décidé d’opter pour une étude analytique et critique. Pour ce faire, on a extrait des exemples qu’on a sélectionnés du roman « Rih Eljanoub » de Abdelhamid BENHADOUGA ainsi que leurs traductions, prises du roman « Le vent du sud » -qui est la traduction de « Rih Eljanoub » en langue française- et dont le traducteur est Marcel Bois. Outre l’analyse et la critique des traductions, on a tenu à en proposer d’autres qu’on juge adéquates et conservatrices des sens que portent les divers termes et expressions sur lesquels on travaille. Ceci amène à poser les questions suivantes : Est-il possible de traduire les mots et expressions relevant de l’arabe dialectal algérien en français ? Comment procéder pour que l’impact et le message véhiculés par ces mots et expressions ne s’anéantissent pas face au poids de la langue cible (le français). Cet article tente de répondre à ces questions
“word”, “honour”, And Forced Marriages: Depiction Of Matrimonial Custom Of Pakistani Tribals In Bapsi Sidhwa’s The Bride
No full textThis discussion aims to investigate how tribal woman is maltreated in the name of “word” and “honour” depicted in Bapsi Sidhwa’s The Bride. It explains how the words, “word” and “honour” are given connotation to exploit the freedom and the basic rights of women in tribal areas of Pakistan. Further, the objective of this study is to highlight the peculiar traditional customs rampant in the tribal areas of Pakistan which results in early marriages, child marriages, as well as forced marriages. Living under patriarchal norms the tribal woman is leading a life of slavery. Either a tribal woman is forced to marry a person who is three times older than she or even sometimes she is forced to marry a person who has not yet reached the age of puberty. Majority of the tribal women accept their lot stoically but those who nourish the feelings of rebellion in their minds, they face gruesome consequences. The tribal don’t follow the constitution of the country, rather, they follow the man-made laws devised by their elders. In order to strengthen the discussion, on the one side, the textual fabrics of the novel will be untangled, on the other hand, the views of those researchers will be considered into account who have carried out their research on the tribal matrimonial traditions
Apprentissage du Vocabulaire en FLE dans un environnement Multimédia: une expérience avec Moodle
No full textVocabulary acquisition is a fundamental element in foreign language learning, underpinning other language skills such as listening, speaking, reading, and writing. In fact, it is often the limited number of words acquired that prevents many students from progressing in language learning and achieving communicative competence. The importance of vocabulary in teaching French as a foreign language varies considerably depending on the strategies adopted. In the digital age, with the wider and more intensive application of educational technologies, new opportunities arise to address the challenge of L2 vocabulary acquisition. This study aims to examine the impact of the features offered by the Moodle platform, specifically the Glossary and Quiz, on the learning and retention of French as a foreign language vocabulary. Our methodology is organized into three phases: the first involves determining learners\u27 language level and their proficiency with digital tools; the second involves the practical implementation of a course on Moodle; and the third aims to assess long-term vocabulary retention. Two months after the vocabulary course, the results of the summative assessment indicate good retention of the vocabulary studied (25% of the students in the sample had correctly retained 90% of the words studied). This demonstrates the effectiveness of the program and the approach adopted. In summary, the study presented confirms that the thoughtful adoption of multimedia tools in language learning and vocabulary acquisition is effective. Furthermore, it stimulates and increases learner motivation, offering a promising solution for differentiated instruction.L’acquisition du vocabulaire est un élément fondamental dans l’apprentissage d’une langue étrangère, sur lequel repose d’autres compétences linguistiques telles que les compétences d’écoute, d’expression orale, de lecture et d’écriture. En réalité, c’est souvent le nombre limité de mots acquis qui empêche de nombreux étudiants de progresser dans l’apprentissage des langues pour atteindre des compétences communicatives. L’importance du lexique dans l’enseignement du FLE varie considérablement selon les stratégies adoptées. A l’ère du numérique, avec l’application plus large et plus intensive des technologies éducatives, de nouvelles opportunités s’offrent pour relever le défi de l’acquisition du vocabulaire L2. Cette étude vise à examiner l’impact des fonctionnalités qu’offre la plateforme Moodle, précisément celle du Glossaire et du Quiz, dans l’apprentissage et la rétention du vocabulaire en FLE. Notre méthodologie s’organise en trois phases : la première consiste à déterminer le niveau linguistique des apprenants et leur degré de maitrise des outils numériques, la deuxième dans l’implémentation pratique d’un cours sur Moodle et la troisième a pour objectif de faire une évaluation sur la rétention du vocabulaire à long terme. Après deux mois de la fin du cours de vocabulaire, les résultats de l’évaluation sommative indiquent une bonne rétention du lexique étudié (25% des étudiants de l’échantillon ont retenu correctement 90% des mots étudiés). Ce qui démontre l’efficacité du dispositif et de la démarche adoptée. En somme, l’étude présentée confirme que l’adoption réfléchie d’outils multimédias dans l’apprentissage des langues et l’acquisition du vocabulaire est efficace. Par ailleurs, cela stimule et augmente la motivation des apprenants. Ce qui offre une solution prometteuse pour une pédagogie différenciée
Analyse mythocritique du crime au féminin dans Puisque mon cœur est mort et Nulle autre voix de Maïssa Bey
No full textThis article analyzes the novels Puisque mon cœur est mort and Nulle autre voix by MaïssaBey, where the female protagonists, driven by a desire for revenge, take criminal paths to seekjustice. Using a mythocritical approach, the study examines the violence of these heroines throughthemythical figures of Medea, Clytemnestra, Philomela, and the phoenix. The findings reveal thatMaïssa Bey reinvests these myths, both explicitly and implicitly, to explore female criminality, linking acts of revenge to themes of rebirth and resistance against social oppression. The articleconcludes that these mythological parallels shed light on the complexity of the characters\u27 motivations and enrich the understanding of female criminality in a literary contextCet article analyse les romans Puisque mon cœur est mort et Nulle autre voix de Maïssa Bey, danslesquels les protagonistes féminines, animées par un désir de vengeance, empruntent des cheminscriminels pour réclamer justice. En adoptant une approche mythocritique, l’étude analyselaviolence de ces héroïnes à travers les figures mythiques de Médée, Clytemnestre, Philomèleet duphénix. Les résultats révèlent que Maïssa Bey réinvestit ces mythes, aussi bien de manièreexplicite qu’implicite, pour explorer la criminalité féminine, associant les actes de vengeanceàdes thèmes de renaissance et de résistance face aux oppressions sociales. L’article conclut quecesparallèles mythologiques éclairent la complexité des motivations de ces personnages etenrichissent la compréhension de la criminalité féminine dans un contexte littérair