The University of Chlef Journals
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Translators are not alone: Contra-instrumentalism as a Sociological Paradigm to Audiovisual Translation
No full textIn 2021, the Netflix series « Squid Game » arouse controversy vis-à-vis the quality of the translation. Everyone blamed translators/subtitlers for their “unfaithful” and “misleading” translation. However, a look at Netflix’s translation requirements will provide us with an answer to this problem; translators are told what they should do. Hence, the present work aims at exploring the concept of “contra-instrumentalism” as suggested by Venuti (2019). A considerable number of translation assumptions and maxims are instrumentalized and believed to be facts. The fact that affects the way translation is received in the target culture. This paper focuses on four main points: what is meant by sociology of translation, why the need for a translation sociology, how translation sociology affects translation studies, and contra-instrumentalism as a sociological model of translation.The paper sketches out the main sociological models of translation from Bourdieu (1972), to Manttari (1984), to Toury (1995), to Chasterman (2007), etc. then; it explores the concept of contra-instrumentalism in translation, and the main challenges of investing such paradigm in the study of translation sociology. As case study, examples from associations and companies’ requirements to translators are explored. The main hypotheses of this study are: contrainstrumentalism is extremely insightful to the study of translation in the sense that it offers a wide range of methods and prospects; or it is highly complicated since it is connected to a set of concepts (hermeneutics, discourse analysis, semiotics, etc). A descriptive method is adopted regarding the research problem
Some Teaching Tips for Overcoming Challenges and conducting an Effective Online Assessment in Algerian Universities
No full textIn response to the corona virus COVID-19 pandemic, Algerian university rapidly moved from traditional to online assessment. Assessing EFL students in an online environment without preparation leads to several challenges for teachers and students. The lack or limited technical skills, slow and unreliable internet connectivity, teachers’ different levels in online language assessment literacy, differences in students’ levels in digital literacy, problems in grading and feedback, academic dishonesty and misconduct, are the main challenges. The objective of this research is to explore challenges hindering the process of online assessment at university, and providing suggestions and some teaching tips for the sake of overcoming these barriers and establishing effective online assessment. There is an urgent need to develop teachers’ online language assessment literacy. The attendance of specialized language assessment and testing conferences is beneficial for teachers. Developing students’ digital literacy is fundamental in enhancing online assessment. One of the basic roles attributed to the language teacher is raising students’ awareness of the unethical acts such as e cheating and plagiarism. Teachers need to receive in-service training focusing on online language assessment literacy. Online assessment in Algerian universities is still in its first steps, the above-mentioned challenges should be surmounted for the sake of putting remote assessment in its right pat
The Use of Online Self-Reflection to Teach Writing: The Case of Second Year ENSC Students
No full textThe introduction of online learning in the last two years offered learners the chance to develop their autonomy and compelled teachers to offer self-study activities that develop learners’ metacognition. One practice that allows students to take ownership of their learning is reflective writing. A sample of 27 students from the second year class of the Department of English at the ENSC were required to submit via email post-writing reflective journals wherein they describe, analyse, and evaluate their writing experience. This study analyses the content of the students’ self-reflection. It seeks to answer the following research questions: (1) To what extent are the students able to verbalize their thoughts about their writing processes and products? (2) How is this online practice beneficial for the students? To answer these questions, the content of the reflective reports has been quantitatively and qualitatively analysed in addition to the teacher’s experience and insight from this experience. The results showed that the students generated rich and varied content about their writing and developed their reflective ability throughout the year. It improved their metacognitive knowledge and their self-evaluation skills. Besides, sharing the reflective reports allowed students to feel closer to their teachers which relieved their fear from writin
Technology as a Mediator between the Teacher and the Learner in Fostering Educational Interaction
No full textThe relationship between the teacher and learner has always been an issue under investigation for a plethora of reasons, most important of which is the centrality of this relation in the teaching/learning process. Teachers’ characteristics and learners’ expectations are essential conditions for positive teacher-learner relations. This reciprocal relationship, known as interaction, can take a number of forms, and is fulfilled via various ways. EFL research greatly emphasizes the advantages of all types of educational interaction and more specifically teacherstudent interaction. The traditional form of the latter is classroom interaction which takes place face-to-face. However, the change that is taking place in our world has equally affected our EFL classrooms including the pedagogical practices as well as the materials and media used in teaching. The use of technology has recently become omnipresent in EFL classrooms, and it is used by both teachers and learners. Connecting with their teachers via technology using smart phones or computers, learners can be more engaged in learning and ready for collaboration and positive interaction. This paper aims to investigate EFL teachers’ awareness towards incorporating technology for interactional purposes relying on the questionnaire as a means of research. The findings reveal teachers’ support and positive attitudes towards the importance of technology for EFL teaching and learning
Exploring Algerian Teachers’ Digital Literacy under the CBA: Case of EFL Secondary School Teachers
No full textTeachers’ digital literacy has become a sine qua non in today’s educational landscape. However, the research on this critical skill remains relatively scarce, particularly considering the growing recognition of context’s pivotal role in shaping competencies. Besides, the existing body of literature highlights a concerning deficiency in integrating Information and Communication Technology (ICT) within English as a Foreign Language (EFL) classrooms under the CompetencyBased Approach (CBA). This study aims to explore EFL secondary school teachers’ digital literacy in the Algerian context, namely under the CBA. Using a mixed methods design and random clustered sampling, thirty-nine secondary school EFL teachers participated in this study. They filled out a questionnaire adapted from the DigCompEdu framework and partook in semi-structured interviews. Data analysis involved SPSS V22 for quantitative aspects and thematic analysis for qualitative insights. The results reveal a noticeable discrepancy between teachers’ overall digital literacy and their digital literacy within the CBA. This disparity is explained by the outdated curriculum which places minimal emphasis on digital competencies. Moreover, the numerous challenges that surround the CBA in the Algerian classroom undermine teachers’ development of their digital literacy. However, the study underlines the significance of project work as the optimum CBA component that motivates teachers to enhance their digital skills. Practical seminars and special digital literacy programs along with continuous updates to EFL curricula are needed to aid teachers in coping with the exponential evolution of technology within the education realm
The Challenge of Transfering The Cultural Dimension in the Literary Translation ‘’The Old Man and the Sea as example’’
No full textLiterary translation has always taken an important place in translation studies and has attracted the interest of researchers and scholars in the field. The cultural element transferfrom one language to another in the narrative domain presents many problems. We try to highlight it through this paper. Based on a corpus of multiple translations of Ernest Hemingway\u27s novel "The Old Man and the Sea" into Arabic. The novel contains many cultural references, especially those spoken by Santiago. Thus, We will try to answer the following questions:
- What strategies and techniques exist to transfer religious elements from English to Arabic in the context of literary translation?
- What are the most important difficulties and problems facing a literary translator when transferring a literary work into Arabic? With particular emphasis on cultural elements.
- Does the translator\u27s background and cultural environment influence his translation choices when dealing with cultural elements?
To answer these questions, we will study multiple examples of different translations of the novel: Through the diversity andthe plurality of backgrounds among translators, we try to draw the most important differences between translations and each translator\u27s way of dealing with every cultural element, healing the purpose of adopting one method of translation rather than anothe
Le rap français comme espace de l’apologie de la violence: à travers les mots : le cas de l’album « Nero Némésis» de Booba
No full textThis study focuses on verbal violence in rap. To do this, we will analyze the album \u27Nero Némésis\u27 from a sociolinguistic perspective, with a focus on aggressive, coarse, and impolite language. We will examine how such words are linked to the socio-economic and cultural dimensions of neighborhoods and communities often described as sensitive. Additionally, we will address the specificities of rap vocabulary, particularly various forms of linguistic incivilities (such as vulgarisms), which are prevalent in these songs. These terms are often associated with interethnic rivalries, money, drugs, as well as ongoing conflicts with local authorities and their representatives. This study highlights the inseparable link between the lexico-semantic choices of lyrics and the living conditions of the rappers. Linguistic incivilities appear to respond more to artistic needs than purely communicative purposes. The conflicts and quarrels expressed through the lyrics reflect the discomfort of young people and depict their reality through aggressive and provocative language.La présente étude porte sur la violence verbale dans les chansons de rap. Pour ce faire, nous analyserons l’album « Nero Némésis » sous un angle sociolinguistique en mettant l\u27accent sur les mots à contenu agressif, grossier et impoli. Nous examinerons comment de tels vocables sont liés aux dimensions socio-économiques et culturelles des quartiers et cités souvent qualifiés de sensibles. Nous aborderons également les spécificités du vocabulaire du rap, en particulier les différentes formes d’incivilités langagières (comme les vulgarismes), qui sont très présentes dans ces chansons. Ces termes sont souvent associés aux rivalités interethniques, à l’argent, à la drogue, ainsi qu’aux conflits interminables avec les autorités locales et leurs représentants. Cette étude met en lumière le lien indissociable entre le choix lexico-sémantique des paroles et les conditions de vie des rappeurs. Les incivilités langagières semblent répondre davantage à des besoins artistiques qu’à des fins purement communicatives. Les conflits et les querelles exprimés à travers les paroles reflètent le malaise des jeunes et dépeignent ainsi leur réalité à travers un langage agressif et provocateu
آليّات التّلاعب في ترجمة الخطاب السّياسي من منظور إدراكي- عرفاني
No full textي ظل العوملة وتعدد وسائل االتصال السمعية –البصرية وتغير األوضاع الجيو سياسية واالقتصادية أصبحت ترجمةالوقائع واألحداث الدولية ضرورة ملحة وخاصة الخطابات السياسية التي تمارس ضغطا وأثرا بالغا في تغيير املواقفوإتباع اتجاهات فكرية وأيديولوجية مختلفة. ولعل ما يهمنا في هذه الدراسة هو تبيانوقعفعل التالعبعلىمتلقي الترجمةمن منظور إدراكي-عرفاني وإسهامه في تحوير الرسائل األصلية وتغير أفاق االنتظار بتبني وجهات نظر مغايرة وكسبأصوات مؤيدة جديدة . إننا نهدفمن وراءدراستنا هذه تبيان أثر هذا املفهوم على ترجمةالخطاب السياس يوتبيان دورالترجمان بوصفهاملتحكم الرئيس ي في العمليةالتأويليةمن خالل توظيفهلجميعكفاءاتهاللغويةو اإلدراكية العرفانيةواملوسوعية والتواصلية والتي بدورها تجسد استراتيجيته التالعبية في التعامل مع الخطاب األصليWithin the enormous and continuous technological development, the multiplicity of Mass Mediaand the changing geopolitical and economic conditions, the translation of international events hasbecome an urgent necessity, especially political discourses that exert pressure and a great impacton changing attitudes and intellectual and ideological trends. The present paper attempts to showthe impact of the act of manipulation on the translation receiver from a conceptual -cognitiveperspective and its contribution to modify of the original messages and change the expectationshorizons by adopting different points of view and gaining new supportive voices. This study aims todemonstrate the impact of this concept on the translation of political discourse and to unveil the roleof the translator as the main controller in the interpretation process by employing all his linguistic,cognitive, encyclopedic and communication competencies, which in turn embody his manipulativestrategy in dealing with the original discourse
Translator as Cultural Mediator in Literary Translation
No full textThis paper studies the translation of cultural elements in literary texts. It determines what wemean by these elements, the role they play in literary texts and how they participate in makingliterary style. It explains the method the translator should follow to translate the elements fromone language to another, by shedding light on the results of literal translation and translationoriented to the receiver and his culture, taking into account similarities and differences that existbetween cultural elements. Then, we explain the decisions the translator should take: to be targetoriented, source-oriented translator or use both methods at the same time. In this later case, we’llshow how cultural mediation is done through translatio
Le sens et la fonction des proverbes intégrés dans le discours poétique kabyle: cas des textes chantés de Idir
No full textThe present article focuses on the meaning and function of some proverbs used in Idir\u27s sung poetry. In this article, we have chosen to talk about a single singer to only sketch our study of proverbs. That singer is Idir. We take him as a case in our research because, along with other Kabyle singers, he also immerses himself in the oral tradition and uses it in his sung text. In addition, the main reason that led us to choose this topic is the way Idir uses proverbs in his sung texts. We will try, through a corpus of proverbs, to penetrate the meaning that this singer gives to these proverbs in order to deduce whether it is the same when it is out of discourse or does it differ? To do this, we have chosen a set of proverbs from seven songs. This work on the association of two oral forms: proverbs and song could perhaps help us to redefine them, to distinguish them and/or to bring them closer together to better illustrate them in the collective and individual imaginary as well.Notre contribution porte sur le sens et la fonction de quelques proverbes employés dans la poésie chantée d’Idir. Dans cet article, nous avons choisi de parler d’un seul chanteur pour uniquement esquisser notre étude sur les proverbes. Ce chanteur est Idir. Nous le prenons comme cas de figure dans notre recherche car, avec d’autres chanteurs kabyles il s’imprègne lui aussi, de la tradition orale et en fait usage dans son texte chanté. En outre, la raison principale qui nous a poussées à choisir ce sujet c’est la manière dont Idir utilise les proverbes dans ses textes chantés. Nous tenterons via un corpus de proverbes de pénétrer le sens que donne ce chanteur à ces proverbes pour arriver à déduire si celui est le même quand il est hors discours ou bien diffère-t- il. Pour ce faire, nous avons choisi un ensemble de proverbes extraits de sept chansons. Ce travail sur l’association de deux formes orales (les proverbes et la chanson) pourrait peut-être nous aider à les redéfinir, à les distinguer et ou/à les rapprocher pour mieux les illustrer dans l’imaginaire collectif et individuel également