The University of Chlef Journals
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Using Cross-Linguistic-Cultural Interferences as a Means for Meaning Negotiation in Classroom Discourse
No full textThe process of encoding and decoding discussions about the nature of discussed meaning is affected by items from the previous learned languages, which means that the negotiation of meaning carried implied in cross-linguistic transfers and so for cultural interferences affects how learners interpret the negotiated foreign locutions. A sample of twenty adult students from The Center of Intensive Teaching of Languages (CEIL) at Ibn Khaldoun University of Tiaret (Algeria) was the subjects of observations, interviews, and experiments during our investigation into this phenomenon. Through treatment, discussion, and analysis of the data collected in the district of Tiaret (Algeria), we were able to gain a deeper comprehension of the topic under investigation. Later advances led to the conceptualization of the phenomenon\u27s constituent elements. This made it possible for us to classify its elements by figuring out how the researched structure affected the adult learners\u27 abilities to learn foreign concepts in the target language, as well as how frequently and at what rate it occurred. The degree to which the previously learned languages have an impact on meaning negotiation depends critically on how these concepts are interpreted
Translating Literary Texts Between Cultural Aspect and the Recipient’s Importance
No full textThis research paper is based on the translation of the literary text between the cultural dimension and the importance of the recipient. Since the history of translation studies has witnessed the three prominent turns, the cultural and social dimension has become the pillar of each translational activity, as the translator cannot proceed without returning to these two dimensions in order to obtain a translation that balances the basic elements of both the source text and the target text, including the linguistic and cultural elements. Through this intervention, we aim to highlight some of the concepts that are relevant to the field of our research, such as receiving translations in the target social culture and the difference between taking this element into account and ignoring it. That is why our study is divided as follows: The theoretical aspect of its concepts and everything related to it in order to avoid any form of wrong practice on the reality of the cultural and social dimension for the target recipient, especially since the translation of a literary text is one of the most difficult types of translation that requires the translator’s high skills. As for the practical aspect of the study, it relies on the comparative descriptive approach of literary texts translation reality under the sociological turn of translation studies. We will highlight the examples that we will extract from Mohamed Dib’s novel and analyze them to reach the results of this recent shift in the translation field and answer its main problem: What is the element of receiving translations in the target social culture? What are the difficulties of translating the literary text between the cultural dimension and the target recipient
Perspectives about U-Learning in the Oral Expression Class: Facts and Fiction
No full textAmongst the four language skills, the speaking proficiency grows to surface as the most significant to be mastered, not only for educational purposes but for extra-educational aspirations as well. Speaking is a life handiness that requires full training and complete preparation. Hence, being able to express one’s thought fully and clearly, especially in front of a mass, has become one field of interest of personal development trainers. In the specific context of EFL classes, enhancing students’ speaking mastery has always been an integral part of FL training. The rapid technological developments have facilitated the changing over of the teaching skill from sole reliance on the teacher to reference to authentic data. Language laboratories are supposed to be a miniature of the bigger native speakers’ community, so if they were further consolidated with a net connection they would smooth the teaching of oral expression skills. Technology is the medium through which access to genuine instances of the FL is realized. The research seeks out checking the pros and cons of combining technology-based applications with the classroom realities; it relies on the use of a students’ Likert scale and a teachers’ interview. The findings of the interview proved that FL teachers in Algeria are totally aware of the vitality of mixing up U-Learning with the classroom traditional teaching for better enhancement of the quality of speaking skill. However, they explained that it is still theory rather than real practice because of a collection of inconveniences. The students’ scale showed that the latter are ready to exploit technological tools for bettering their oral expression skills. It showed as well that they rely on some applications but they declared that they lack perseverance, said very helpful to achieve the required goal
Virtual Classes and EFL Students’ Linguistic Performance; Case Study of Engineering Students at Imam Abdulrahman bin Faisal University
No full textThis study identified the perceptions, attitudes, and difficulties that university students encountered to better understand how EFL virtual classrooms affected their language performance. In order to test the study\u27s hypotheses, 124 engineering college students were given a three-section questionnaire comprising 29 statements, and 15 of them were also interviewed. All participants signed up for the English-language online writing composition course. The study\u27s findings indicate that the participants had varying opinions about how virtual EFL classes affected the improvement of their linguistic ability. Additionally, the results showed that students only partially preferred this method of learning because they had to deal with a variety of concerns, including technological difficulties, inadequate instruction and training, financial commitments, workload pressure, and limited access to the internet. In order to properly employ virtual courses in the teaching of EFL, it is strongly advised that the aforementioned issues be fixed. This case study contributes to the body of research by focusing on a situation where there is a dearth of empirical data regarding EFL learners\u27 perceptions of English learning. To understand why this disparity evolved, additional studies in this area are needed
Translation as a tributary of the comparative literature
No full textThe work focus the important role of translation in the relations between peoples and the cultural and civilizational exchange between them, in addition to its role in comparative literature aimed to removing barriers between languages and ideas, without losing personality or civilizational identity and assimilation into the culture of others or excessive admiration for foreign literature, in addition to the need to pay attention to aspects of Multiple translation based on the goals of the translation itself, how to choose the materials to be translated, the translator’s qualifications, the specifications of the reader for whom we are translating, the criteria for judging the translation, and others. As well as realizing the important role of translation in relations between peoples and the cultural and civilizational exchange between them, and calling for the need to pay attention to translation in all its aspects, especially in terms of objectives, how to choose the materials to be translated, the qualifications of the translator, the relationship of the translated text to the original from which it was translated, and the specifications of the reader we are translating. and the criteria for judging the translation, and determining whether the translation is a private work or a public service
Academic Writing for French Language Programs: Undergraduate students in Malawi as a Case Study
No full textThe transition from secondary school to university in Malawi necessitates the implementation of purposeful academic skills courses that are intervention oriented. These courses are aimed at equipping students with the necessary competencies, particularly in the domain of academic writing. Given that Malawi is an anglophone nation, these courses predominantly concentrate on enhancing students’ writing abilities within the context of the English language. Nonetheless, it is worth noting that certain academic institutions in Malawi also admit students who are enrolled in French programs or are pursuing French courses. This underscores the importance of developing academic skills training programs tailored to the requirements of French courses. In the present study, we hypothesize that none of the Malawian universities where French programs/courses are offered have courses specifically designed for the acquisition of academic writing skills for the French language. Given this context, the present article attempts to ascertain the assertion of the lack of courses specifically designed for academic writing in French and explores how students acquire and develop the academic writing skills in French in the Malawian university. Data for the study was collected through an online questionnaire Journal of Languages & Translation Vol 04/Issue 01 /January 2024 01-23 Beaton Galafa, Mtende Wezi Nthara & Madalitso David Mulingo 2 distributed to students enrolled in French programs or courses at three higher education institutions in Malawi: University of Malawi, Mzuzu University, and Domasi College of Education. The findings of this study, organized into various thematic categories, provide valuable insights into the realm of academic writing for French language studies within the context of Malawian universities.
 
Historical discourse as evidence of violence: middle year 3 textbook
No full textThis article strives to highlight the vocabulary relating to the discourse of violence through the historical narrative of testimony. Through the school manual of the 3rd middle year, we will try to make an inventory of texts of this kind of speech, by focusing our analysis on a historical text whose vocabulary depicts the real suffering of the Algerian people from the repression of French colonialism. The objective of this analysis is to try to understand the role of the exploitation of the discourse of violence as testimony in the awareness of the learner of the 3rd year average. The analysis of the historical text revealed to us that this kind of discourse allows the FFL learner to better soak up his history and national identity
Croisement d’écritures et identités maghrébines au cinéma français: « Un prophète » et « Fatima »
No full textThe aim of this article is to address the written form of language significantly integrated into certain films, in order to demonstrate the relevance of studying this mode of expression for an integral understanding of the filmic discourse. The proposed methodological approach will start from the recognition of the multimodal nature of cinematic discourse from a semio-pragmatic consideration of fictionalisation, while at the same time demonstrating the significant relevance of written text integrated at the same level as other modes and media of communication and expression in the multi-faceted discourse that all films constitute. From this perspective, the taxonomic analysis of the \u27text-written\u27 mode, a mode with a hybrid reality (text-image and text-code), in the films Un prophète (J. Audiard) and Fatima (Ph. Faucon) highlights the importance of taking into account the written manifestations of languages in order to broaden the view of the configuration of North African presences in French cinematographic discourse and in the French society represented therein.Cet article a pour objectif d’aborder la forme écrite de la langue intégrée de manière significative dans certains films dans le but de démontrer la pertinence de l’étude de ce mode d’expression pour une compréhension intégrale du discours filmique. L’approche méthodologique proposée partira de la reconnaissance de la nature multimodale du discours cinématographique depuis une considération sémio-pragmatique de la fictionnalisation. Il s’agit de démontrer en même temps la pertinence significative du texte écrit intégré au même niveau que d’autres modes et médias de communication et d’expression dans le discours à nature multiple que tout film constitue. Depuis cette perspective, l’analyse taxonomique du mode « texte-écrit », mode à réalité hybride (texteimage et texte-code), dans les films Un prophète, de Jacques Audiard, et Fatima, de Philippe Faucon, relève de l’importance de tenir compte des manifestations écrites des langues pour élargir le regard porté sur la configuration des présences maghrébines dans le discours cinématographique français et dans la société française y représentée
Eastern Soul on Western Soil: Identity Crisis in Mohsin Hamid’s The Reluctant Fundamentalist: Eastern Soul on Western Soil: Identity Crisis in Mohsin Hamid’s The Reluctant Fundamentalist
No full textIn more ways than one, literature can be viewed as a contributor to transcultural studies inasmuch as it provides a set of new perspectives on perceiving culture and collective identity. In this context, diasporic literature comes to the fore as an increasingly popular and relevant literary genre that discusses such issues in artistic and creative ways. Diaspora is a term broadly attached to the set of fictional works that explore the dilemmas, struggles, and pursuits of misfit characters in foreign cultures. Mohsin Hamid’s well-acclaimed novel, The Reluctant Fundamentalist (2007), is among the best illustrations of this. The latter is a bildungsroman taking place at the highly delicate phase of pre- and post-9/11 attacks. The novel follows a Muslim Pakistani man’s journey toward the construction of an identity, and a loss thereof, thereby evoking inquiries about Americanness, fundamentalism, and Otherness. To this end, the present paper seeks to trace the growth of the protagonist’s culturally conflicted consciousness, while simultaneously reading it as an allegory to the map of colonialism’s collective consciousness. A textual analytical study is conducted from the postcolonial prism to conclude that individual identity aligns with the collective one regardless of the nature of cultural circumstances surrounding the less powerful subject
Enhancing EFL Learners’ Communicative Skills through Dramatisation of Lessons
No full textDramatisation breathes vitality into the realm of language learning, transcending mere vocabulary to engage the entire learner - their body, mind, emotions, and senses. This research explores the integration of drama within language instruction and its profound impact on students\u27 speaking proficiency. Studies consistently highlight that enacting lessons not only bolsters fluency but also instills a sense of confidence in learners. As students step into various roles and articulate lines, their language skills undergo marked improvement, rendering their speech more natural and expressive. This newfound confidence serves as a catalyst, empowering students to actively participate in classroom discourse and embrace English communication with enthusiasm. Even for those initially hesitant to voice their thoughts, the immersive experience of dramatisation provides a safe haven. The playful nature of role-play alleviates apprehensions, enabling even the most reserved learners to find their voice and connect with their peers on a deeper level. Furthermore, the empathetic exploration of diverse perspectives inherent in dramatisation enriches students\u27 spoken English with nuance and emotion. Beyond immediate language proficiency, dramatised lessons foster positive attitudes towards learning, injecting an element of enjoyment and excitement into the language acquisition process. By engaging in creative expression, learners not only acquire language skills but also develop a genuine passion for linguistic exploration. In essence, the integration of dramatisation into language instruction serves as a powerful tool for guiding students towards achieving proficiency in a language. Its multifaceted benefits extend beyond the classroom, shaping learners into confident, expressive communicators with a profound appreciation for the intricacies of language and culture