Traduction et Langues

Instrumentation et instrumentalisation du document vidéo en classe de FLE : exemple d’une séquence didactique

Jonathan Broutin — 2023-12-31

Instrumentation and Instrumentalization of The Video Document in FFL Class: Example of a didactic sequence

The primary objective of the research is to showcase, by employing a didacticization instance involving an authentic video document, the considerable significance, and the valuable contributions of the theory of instrumental genesis in comprehending and analyzing this intricate process. This study accurately delineates the stages involved in didacticization, emphasizing that it results from a dual-faceted process of instrumentalization and instrumentation. Within the realm of instrumentalization, the didactician strategically appropriates the video document for didactic purposes by activating their cognitive schemas. This transformative act turns the video into an instrument – a didactic sequence laden with the teaching strategies envisioned by the designer. Various factors stimulate the activation of these schemas within the designer's strategic repertoire, including age, didactic representations, experiential background, and personal history. The intricate interplay of these elements shapes the didacticization process, highlighting the dynamic nature of instructional design. Simultaneously, the research delves into the instrumentation process, which is contingent upon the inherent nature and content of the video document, as well as the educational level and sociocultural characteristics of the learners. This dual-process framework sheds light on the multifaceted dimensions of didacticization, encompassing both the cognitive processes of the didactician and the contextual elements influencing the instructional material. By elucidating these two interconnected processes, the research aims to raise awareness among didacticians, fostering introspection and self-evaluation for designers of didactic sequences utilizing video support. In an era marked by the diversification and modernization of methods for creating and disseminating video materials, the study posits that its analytical approach to the process of instrumental genesis remains pertinent and applicable, even in the context of contemporary distribution formats such as videos generated by artificial intelligence. Moreover, the research contends that within the domain of FFL (French as a Foreign Language) didactics, this theoretical framework can be harnessed to scrutinize the learner's assimilation process of the didactic sequence and the ensuing knowledge acquisition after the completion of the instructional activity. In essence, the research underscores the enduring relevance and adaptability of the theory of instrumental genesis in the evolving landscape of instructional design and technology.

Ne rien avoir ou ne rien être, au gré des variations : une analyse de l’œuvre Nous qui n’étions rien de Madeleine Thien (trad. Catherine Leroux) en tant que « nouveau » roman historique

Myriam Legault-Beauregard — 2023-12-31

Various Variations from Having Nothing to Being Nothing, an Analysis of Madeleine Thien’s Do Not Say We Have Nothing (and its French Version) as a “New” Historical Novel

Traditionally, historical novels have been subjected to various negative preconceptions and have often been categorized as lowbrow. Despite their popular and commercial success, authors of such novels rarely win prestigious literary awards. However, 'Do Not Say We Have Nothing,' a historical novel by Madeleine Thien published in 2016, was critically acclaimed and received high praise, winning two major Canadian prizes— the Scotiabank Giller Prize and the Governor General’s Literary Award for Fiction. It was also shortlisted for the Man Booker Prize. Its French translation, 'Nous qui n’étions rien,' also gained significant recognition, as Catherine Leroux, Thien’s translator, was awarded a Governor General’s Literary Award for the French version in 2019. The novel has been translated into thirteen other languages, another significant sign of consecration. In this paper, two questions will be explored. Firstly: what characteristics of 'Do Not Say We Have Nothing' (and of its French translation 'Nous qui n’étions rien') explain its critical success? Secondly: do these characteristics match those of the 'new' historical novel? 'New' historical novels are here understood as well-documented, complex, and intertextual works that started to appear in the 1980s and tend to break away from the tradition of historical novels based on bewildering action and detailed descriptions, often written in plain language. A general finding is that the appreciations of the juries of two important English-language literary prizes in Canada, as well as many reviews published in different journals and magazines, mention that the book’s complexity and the reflections it prompts are two major positive aspects of the novel. As for the writing itself, whereas Thien’s style has been deemed 'simple,' consistent with traditional historical novels, Leroux’s version does not appear to be as accessible. Nevertheless, it was lauded by critics and the Governor General’s Literary Awards jury. It is worth asking if this more formal and literary style was not seen as an additional strength by the French institution and reviewers. A brief analysis of fiction works winning major prizes in Canada in the years prior to and following 'Do Not Say We Have Nothing' has also been conducted and seems to indicate that historical novels tend to win more prizes in English Canada than in French Canada.

Quelques repères d’une traductologie productive

Carmen-Ecaterina Ciobâcă — 2023-12-31

A Few Guidelines for Productive Translation Studies

The paper is based on the concept of “productive Translation Studies”, understood as a science of translation anchored in the present and designed to help both translators and translation scholars. To provide some directions for productive Translation Studies, the paper starts with a diachronic analysis of the discipline. The field acquired its autonomy in the 80s when it was no longer considered a branch of linguistics. Nevertheless, translation scholars have manifested some hesitations in the past and there are aspects to be rectified. To establish the aim and methodology of the discipline, a clear definition of translation (both as a process and as a product) is needed. In addition, the nature of Translation Studies should be discussed: whether they are a scientific field or a branch of humanities and to what extent they are interdisciplinary. This historical overview is also used to discuss the “ages” of Translation Studies, as defined by Jean-René Ladmiral. Thus, prescriptive Translation Studies fix some general principles of a “good” translation and have a theoretical nature; descriptive Translation Studies rely on comparative and contrastive methods, analysing translation as a product; inductive Translation Studies aim at discovering what happens in the translator’s mind and are not developed yet; productive Translation Studies are connected to the reality of the market and provide methodological principles to translators and translation scholars to facilitate their work. In the final part of the paper, the author describes several strategies to be followed by contemporary Translation Studies. One step is to put an end to the scientific hesitations of the past and to have a coherent approach. Then, the debate concerning translation dichotomies (such as the possibility or impossibility of translation, faithfulness, and unfaithfulness in translation, translating form or translating meaning) should be left behind because it is unproductive. Connecting theory and practice and putting in contact with translators and translation scholars is another objective. Translation critics should give up the sacralization of the source text: in fact, any approach should put the translator on center stage to empower him/her. A double approach – psychological and sociological – may be needed to understand the translator’s choices: the psychological approach is based on the Theory of Sense, while the sociological analysis takes into consideration the constraints of the market. New technologies should become a topic of research. Also, translation studies should be rendered into various languages to disseminate new ideas and trends.

Aspects innovants des métonymies dans le discours quotidien de Brazzavillois

Arsène Elongo — 2023-12-31

Innovative Aspects of Metonymies in Brazzavillois' Everyday Discourse

This article examines the innovative aspects of metonymies in the everyday speech of Brazzavillois residents, who live in an environment influenced by both the French language and local languages. The primary goal of the study is to discern the network of metonymies in oral communication and to identify the stylistic reasons for their expressive use in Brazzaville French.The chosen methodology involves compiling a corpus sourced from recordings, posters, and various daily uses related to the professional and linguistic habits of the Brazzaville community. Data selection criteria prioritize relevance and qualitative value. Utilizing this corpus, we applied the linguistic components criteria and the implicit approach developed by Catherine Kerbrat-Orecchioni (1998), along with the ellipsis approach proposed by Michel Le Guern (1973). This application aims to elucidate the discursive implications of metonymy in everyday conversation, seeking to verify how metonymic expressions illuminate the subjectivity, culture, and language proficiency of the speaker. Furthermore, metonymies in oral communication hold implicit value as they allow for the examination of undisclosed informational content omitted by the speaker through ellipses. The ellipsis approach aids in analyzing metonymy as a process that accentuates the container, with the content being elliptically placed by the speaker based on communication needs, intending to magnify a salient element of metonymic adjacency. Our anticipated results are expected to confirm that metonymy actively contributes to the semantic innovation of French in the Brazzaville context. This is attributed to its discursive techniques, particularly the containing/content relationship, which remains a decisive factor in semantic evolution and polysemy. Additionally, metonymy, being a figure of everyday life, permeates various domains such as family, professional settings, religious language, and even in journalism. It is commonly employed in familiar discourse, the realm of transportation, educational institutions, and commercial communication. This usage often arises from the application of verbs like 'pay' and 'buy,' where the content is replaced by the container (e.g., the bottle replaces the gas, and the invoice replaces the company). In conclusion, our findings indicate that metonymy in oral communication is not merely a tool for aesthetic language creation; rather, it emerges as a phenomenon driving linguistic innovation. It adds new layers of meaning to verbs like 'buy' and 'pay' within the specific context of Brazzaville, contributing to a diatopic variation of French in Africa.

La bande dessinée dans les manuels scolaires Tunisiens : étude de son rôle dans l’apprentissage linguistico-culturel

Khaled Ochi — 2023-12-31

Comics in Tunisian School Textbooks: Study of its role in linguistic and cultural learning

Comics, also referred to as graphic novels, have enjoyed widespread popularity as a form of entertainment for people of all ages over many years. However, in recent times, they have garnered recognition not only as a source of entertainment but also as an effective tool for teaching and learning foreign languages and cultures. In Tunisia, where French is taught as a foreign language (FLE), school textbooks play a pivotal role in foreign language and cultural education. The content of these textbooks is expected to align with specific pedagogical and cultural standards. Consequently, the inclusion of comics in FLE textbooks in Tunisia prompts inquiries into their appropriateness concerning pedagogical objectives and adherence to Tunisian cultural norms. To address these inquiries, a study was undertaken to scrutinize the role of comics as a tool for linguistic and cultural learning in Tunisian FLE textbooks. The study comprised two main parts. The initial part concentrated on diverse modalities of incorporating comics into foreign language teaching and learning. Previous research has demonstrated that comics serve as effective tools for imparting various language skills and cultural aspects of a foreign language. They facilitate the acquisition of vocabulary, grammar, and syntax, while also aiding in the understanding of cultural facets, such as social interactions, customs, and traditions. Moreover, comics contribute to creating an enjoyable and interactive learning environment, fostering critical thinking skills among learners. The second part of the study delved into the linguistic and cultural messages conveyed by comics in Tunisian FLE textbooks, as well as their reception by learners. The analysis, conducted through an analytical and descriptive approach, sought to address the following questions: How are comics utilized in Tunisian FLE textbooks for linguistic and cultural learning? What cultural messages do they convey, and how are these messages perceived by learners? In conclusion, this study underscores the potential of integrating comics into Tunisian FLE textbooks as a potent tool for teaching foreign languages and cultures. Comics offer an engaging and interactive approach to improving language skills and deepening cultural understanding. Through the incorporation of comics into language education, educators can establish a dynamic learning environment that enhances learners' linguistic proficiency and cultivates a nuanced appreciation of diverse cultures.

Le statut mono ou bi-phonématique des prénasales en Ulund

Diamilatou Marone — 2023-12-31

Monophonematic or Biphonematic Status of Prenasals in Ulund

The manɟaku group is a linguistic group that so far includes 15 dialects: ucuur, uɟool, utufan, ubok, ubuj, ujang, uciban-ukan, usiis, uteer, useerar, ulëkës, ubo- mat, uñoob-utam, uyu and ulund. The ulund language of the manɟaku group is taken as a sample in this inquiry. Its speakers call each other the Balund. The latter are thought to be originated in Guinea Bissau, and their main area of concentration is in pəlund, from which the name of the language's speakers is derived. The Balund began migrating from Guinea Bissau to Senegal in colonial times, due to the abuse they suffered in Portuguese lands. They settled in the southern part of Senegal, notably in the Ziguinchor and Kolda regions. It should be noted that despite their distinguisehd Islamization, the Balund remain very attached to their language and are close to their ancient cults and traditions.Our knowledge of Ulund speech is fragmentary, focusing on specific aspects of the language such as the study of nominal classes, the study of the pronominal system, the study of the verb, etc. We note that there are no in- depth studies of the phonetic system, hence the motivation for the study of ulund complex consonants in this article. Consonants are articulations produced with a total or partial obstruction at any point in the vocal tract. Consonants are a highly heterogeneous set of sounds, both articulatory and acoustic. The type of constriction in the vocal tract distinguishes an occlusive consonant from a constrictive consonant. Occlusives are characterized by a silence resulting from the complete closure of the vocal tract (occlusion) at a well-defined point. The fricatives, among the constrictives, are characterized by aerodynamic frictional noises created by turbulent airflow at a point in the vocal tract, presenting a strong constriction at the place of articulation. The mi-nasals are combinations of oral consonants (occlusive or constrictive) + nasal consonants (consonant produced with the lowering of the soft palate).The question of the interpretation of prenasals in many languages, particularly African languages, has already been the subject of a multitude of analyses. This study, which is intended as a modest contribution, in no way claims to list all the specific features of the West Atlantic languages already studied. Our aim is rather to give an overview of what is already known in this field, focusing on the phonetic aspect, so that our young students, when describing a new language of the Niger Congo sub-group, are not obliged to invest a great deal of effort and time on questions which have already been dealt with and answered.

L’Adjectif qualificatif : étude Contrastive en Français et en Arabe

Christina Samir Fekry — 2023-12-31

The Adjective: Contrastive Study in French and in Arabic

The lexical morpheme, variable in gender and number through linguistic agreement (AGR) or declension, holds a crucial position in the two inflected languages under examination: Arabic, an Afro-Asiatic language of the Semitic family, and French, a Romance language with synthetic characteristics. This study draws inspiration from the works of eminent linguists, including Blachère and Gaudefroy-Demombynes (1975), Béchade (1994), Al-Hakkak (1996), and others. It also incorporates insights from contrastive studies, a linguistic branch that emerged in the 1950s to enhance the teaching and learning of foreign languages by addressing language interference through the exploration of inter-linguistic structural differences. This study, designed to assist learners and translators in comprehending the affinities and deviations between French and Arabic, delves into the use of adjectives in context. It particularly focuses on the qualifying adjective as a discourse component falling within the class of apparent nouns, in contrast to implicit nouns. This lemma or lexical unit serves to describe, characterize, specify, and indicate certain properties of animate or inanimate beings. It represents the grammatical class bestowing identity upon a person, animal, or object, attaching a positive, negative, or neutral label that imparts a value judgment. In French, the qualifying adjective encompasses various types, including relational, nominal, compound, verbal, and syntagmatic. In Arabic, it takes on verbal and denominative forms, assimilated to the verb. Morphologically, French features prefixed, suffixed, and unsuffixed adjectives, while Arabic presents adjectives crafted from a multitude of forms. Regardless of the linguistic context, the qualifying adjective, matching in gender and number the noun or pronoun to which it refers, can assume multiple functions within morphosyntactic structures. It can act as an epithet, whether anteposed or postposed, with graphic, phonic, strict, or floating agreement or concord (instances of inflection), serve as an attribute linked to the subject by a copular verb, or be affixed. Additionally, qualifying adjectives can convey varying degrees of intensity using phrasal adverbs or adverbs of comparison.

Les prépositions en Créole Casamançais

Noël Bernard Biagui — 2023-12-31

Prepositions in Casamance Creole

If nouns, verbs, and adjectives can manifest indications of person, plurality, or negation, and recognize that adverbs, at the very least, may bear the mark of negation, a distinct category of words emerges that is impervious to both inflection and derivation. This specific class, known in traditional and ancient grammar as prepositions, falls within the broader category of relators or connectors. These elements serve to distinctly mark syntactic relationships in statements by delineating the nature of the relationship between a determiner and a determined. The study of prepositions, in general, has been the focus of several investigations resulting in typological models often excluding data from Creoles, with Casamance Creole being a notable example. Born from interactions between Portuguese and African languages during the 16th to 19th centuries, Casamance Creole forms a linguistic group with the Portuguese Creole of Guinea Bissau, sharing a significant portion of its history until 1886 when Casamance was ceded. Historically, Creole served as the primary lingua franca in the city of Ziguinchor and adjacent areas from at least the 17th century until the years following Senegal's independence. Subsequently, it has continued to thrive as a first language in specific districts of Ziguinchor (Santhiaba, Boudodi, etc.) and surrounding villages (Adéane, Sindone, etc.). Approximately 20,000 speakers, mainly from Christian communities such as Bainounk, Mandjak, and Mancagne, use Creole as their first or second language in Casamance. Additionally, the language is spoken in other regions of Senegal and among the Casamance diaspora abroad. From a typological perspective, Casamance Creole exhibits characteristics often cited to describe it as a language belonging neither to the Atlantic group nor to the Mandé family. This article not only presents a detailed description of prepositions in Casamance Creole from morphological, syntactic, and semantic viewpoints but also contributes valuable insights to the typology of isolating languages. Isolating languages, as opposed to inflectional languages (agglutinating, synthetic) and polysynthetic languages, open up particularly intriguing lines of thought.

Syntaxe et signifiance de la parole conative dans la poésie Africaine Francophone

Cissoko Saran épouse Coulibaly — 2023-12-31

Syntax and Meaning of Conative Speech in Francophone African Poetry

For those with an interest in African poetry, particularly Francophone poetry, several distinctive features underlie its originality and authenticity. These encompass rhythm, symbolism, and poetic imagery, serving as fundamental markers of the dominant poetic function within poetic discourse. These elements are inevitable considerations in any analysis, be it poetic or stylistic, of literary texts. Poetry in Africa, and conceivably beyond, undoubtedly serves a pragmatic, or more precisely, pragma-enunciative function, often obscured and overshadowed by the omnipotent poetic function—the quintessential literary function. In practical terms, the pragma-enunciative function of a poetic text is revealed through its conative nature. Essentially, poetry is a form of discourse inherently directed towards otherness, intended for an audience. Even when masquerading as an introspective work originating from the soul, ostensibly focused inward to express emotions in a context of heightened lyricism, poetry is fundamentally a conative expression. This characteristic is intrinsic to African poetry, with conative speech representing an indispensable aspect that may even be considered the ultimate purpose of the unavoidable poetic function of language. It is undeniable that elements such as rhythm, symbol, and poetic imagery, along with other aesthetic devices in verbal creation, serve as means of captivating and elevating the discourse, enabling the poet to construct a message aimed at captivating and stirring the reader. Nearly every aspect of the poem contributes to transforming it into a communication from self to other, essentially constituting second-person poetry. Conative speech, in the context of poetry, also assumes an incantatory function, a concept championed by Roman Jakobson, involving the conversion of an absent or inanimate "third person" into the recipient of a conative message. In the realm of French-speaking African poetry, conative speech holds literary, pragmatic, communicative, psychological, and cultural significance, among other dimensions. It is an indispensable component of African poetry, enhancing its illocutionary or even perlocutionary nature. Consequently, a nuanced examination of the syntax of this speech, especially its unconventional or unexpected elements

L’image de l’Arabe dans la Série Netflix Messiah : analyse dialogique

Chafik Kherbache — 2023-12-31

The Image of The Arab in Netflix Series Messiah: Dialogical analysis

This study falls within the purview of discourse analysis and seeks to propose nuanced interpretations regarding the portrayal of Arabs in Hollywood cinema. Initially characterized by negative stereotypes, this image undergoes a partial rehabilitation in the Netflix series Messiah. The investigation aims to scrutinize both representations by analyzing specific sequences from the series, which premiered on the Netflix platform on January 1, 2020. The series revolves around the return of the Messiah, linked to eschatology, portraying him as a savior in conflict zones addressing desperate people in Arabic, notably in Syria, West Bank, and the Al-Aqsa Mosque. The doctrinal theme of the Messiah's return sparks significant impact in spirituality and theology, eliciting diverse discussions and interpretations. Employing a qualitative approach rooted in the principles of nominational dialogism, this study identifies stereotypical representations often ingrained in Hollywood's conventional beliefs. It achieves this by scrutinizing parameters of categorization and enunciation in interactions involving Arab characters such as Jibril Hassan, Samer, Sheikh Zaid, the Imam, and others.The study results shed light on two contrasting images of Arabs. Firstly, Sheikh Zaid embodies the stereotype of an extremist and violent Arab, perpetuating long- standing clichés. Secondly, Jibril Hassan represents the image of a vulnerable and easily manipulable Arab, adding a layer of complexity to the overall representation. By delving into these subtleties, this research seeks to challenge and transcend the conventional depictions of Arabs in Hollywood cinema. Its objective is to foster a deeper understanding of the intricacies associated with these characters, moving beyond the limiting and one-dimensional portrayals often disseminated by mainstream media. The ultimate aspiration is to contribute meaningfully to the ongoing dialogue regarding the representation of diverse cultures and identities in popular entertainment, such as Hollywood, which wields significant influence over public perceptions. Drawing on Jullien's perspective on alterity, the study advocates understanding others through their unique viewpoints rather than imposing our own. Applied to Hollywood's portrayal of Arabs, this approach encourages a shift beyond stereotypes toward a nuanced appreciation of Arab identity and cultural richness. Such an approach promotes deeper cultural empathy and challenges prevailing, simplistic narratives in global cinema and media.

Transitivity System and Ideological Framing in News Headlines Reporting Gender-based Violence in Nigeria

Samuel Akindeji Akinmusuyi — 2023-12-31

Gender-based violence, encompassing domestic abuse, sexual assault, and femicide, remains an enduring and widespread issue in Nigeria. This study aims to examine the transitivity system and ideology present in news headlines reporting gender-based violence in Nigeria. While adopting Halliday and Matthiessen’s (2014) Ideational Metafunction of Systemic Functional Linguistics (SFL) as the theoretical framework, the study uses content analysis method which includes both qualitative and quantitative approaches in the analysis of the data. 20 news headlines each published between May and August, 2022 on the official websites of two prominent mainstream media in Nigeria – The Punch and Nigerian Tribune – are purposively selected for this study, making a total of 40 news headlines. The analysis of transitivity system in The Punch online news revealed that thirty (30) processes are employed in the twenty (20) news headlines depicting crime committed against women in Nigeria selected from the newspaper. Twenty-nine (96.7%) of these processes are material process, while one (3.3%) is behavioural process. The prevailing occurrence of material process is also evident in the news headlines selected from Nigerian Tribune. In Nigerian Tribune, twenty-five (25) processes are deployed across the twenty (20) selected news headlines; material process appears twenty-four times (96%), while verbal process appears only once (4%). The dominant use of material process in the selected news headlines permits both media houses – The Punch and Nigerian Tribune – to identify and describe various physical and violent actions that were taken against Nigerian women, and also to identify actions taken by the law enforcement agencies to ensure justice for the victims of crime. The analysis further highlighted a representation of gender roles and power dynamics by revealing that all the material processes which are related to violence, such as ‘rape’, ‘shot’, ‘abducts’, ‘kills’, and ‘punches’, are linked with the male. Hence, men are portrayed as perpetrators of violent crimes while women are represented as the victims; women are portrayed as vulnerable, gang-raped, raped, shot, killed and stabbed. It was also discovered that women, along with related entities, are often used in news headlines to perform the participant role of goal, thereby implying an ideological representation that positions women as susceptible targets of violent crimes. This study therefore concludes that Nigerian media outlets primarily deploy material processes and goal participant roles of the transitivity system to present an amplified and sensational portrayal of various physical and aggressive actions inflicted upon women and young girls in Nigeria.

The Morphosemantics of Complex Numbers

Perpetual Usenbo — 2023-12-31

This paper discusses the morphology and semantics of numeral expressions in Ẹdo – a language spoken in Nigeria. Previous studies outlined the mathematical principles which underlie the numeral system of this language. However, those studies have long lists of numeral expressions; usually, these studies spread the lists of expressions across different volumes of a textbook. The present study was, therefore, designed to find more concise ways of describing the numeral system of the language. This is significant because the study attempts to capture the same generalisations using inferences from linguistics. Its findings can be applied in translation practice and the development of materials for language teaching and learning. The research used both descriptive and theory-based analyses. Descriptive analyses rely on theory-neutral terms commonly employed in language studies. The theoretical framework adopted was the Principle of Compositionality. This principle implies that the relation between form and meaning is not arbitrary. It states that the meanings of complex words come from their structure, as well as a combination of the lexical and grammatical meanings of constituents in such words. Data was collected through interviews, participant observation, and content analyses of existing studies. The analysis revealed that the language derives complex numerals via compounding and desentencialisation. Compounding is a morphological process that combines two free word forms to create a new word; the output word may/may not have the same meaning as the input forms. Desentencialisation is a process that joins all the words in a sentence. The proposition remains the same, but the constituents in the sentence lose their independent status and function as one word. In terms of their semantics, the data showed the meanings of complex numerals are composed of the meanings of their constituents. This study contributes to linguistic theory as the analysis affirms the precepts of semantic composition and its usefulness in morphosemantic analyses. Although the principle behind meaning composition has been widely criticised, this study finds it is correct. The principle applies when there is a direct relationship between complex words and the meaning of their constituent parts.

Savoirs de référence : quelle transposition dans les contenus d’enseignement-apprentissage du FLE au secondaire algérien ?

Bouache Nasredine — 2023-12-31

Reference Knowledge: What transposition in the teaching-learning contents of FLE to Algerian Secondary School?

To secure inclusion in FLE (French as a Foreign Language) school textbooks for secondary education, the scholarly knowledge embedded in the textual approach undergoes a dual process of transposition. Initially, this reference knowledge is externally transposed into curriculum material designed for teaching. This external transposition is succeeded by an internal transposition, where the transposed content becomes the subject of learning. This article aims to scrutinize the didactic transposition process of this knowledge. By tracking its integration into the teaching-learning materials of this educational cycle (curricula and textbooks), the study seeks to assess how the knowledge is valued and employed to foster authentic reading experiences. The investigation primarily involves examining the progression of this knowledge through synoptic tables and glossaries (1st, 2nd, and 3rd AS), coupled with an analysis of questions presented in the margins of the assigned texts. This dual approach facilitates a comprehensive understanding of how this knowledge is formulated and legitimized. A secondary objective is to gauge any disparities between the theoretical principles of transposition and their actual application in curriculum and textbook development. The study's findings shed light on the destiny of this reference knowledge and the constraints imposed by certain pieces of information on the construction of text meaning. Some knowledge, owing to its sheer volume, appears to have garnered more assured recognition, tending to stabilize effectively in practice. Conversely, the impact of other knowledge, derived from the same reference theories, remains ambiguous and does not consistently contribute to shaping the meaning of texts. Their current utilization suggests a marked simplification and resultant impoverishment during reading activities, reducing them to mechanical processes focused on a few textual elements. This often occurs without engaging in a critical examination of the textual content and the formulation of interpretations. Consequently, the study advocates a reassessment of the openness championed by this textual approach. It suggests reconsidering the legitimacy granted to various methods of accessing texts, emphasizing the need for a more nuanced and articulated approach.

Towards a Historical Approach to Translation in Translator Education

Evanthia Saridaki — 2023-12-31

Academic programs across disciplines often require a foundational knowledge of history as an essential component for earning degrees in various areas of expertise. In the context of translation programs, the history of translation may either be offered as a distinct and separate course or integrated into practical translation courses. Since the 1980s, scholars in the field of translation have recognized the significance of historical research and have actively developed methods and theoretical approaches to establish this as a discipline in its own right. Presently, there is an abundance of material on the history of translation, accompanied by a concerted effort to construct a historiography specific to the field. Despite the vast array of bibliographic resources available, one notable lacuna in Translation Studies pertains to effectively introducing the historical dimension of translation to students who may grapple with comprehending this extensive body of theoretical knowledge and understanding the contribution of a historical approach to the act of translating. This article seeks to illuminate strategies for familiarizing students with the historical dimension of translation within the framework of a translation history course. The overarching aim is to underscore how translation history can contribute to students' development of a robust theoretical background on the translation phenomenon while enhancing their practical skills. Additionally, the paper explores the potential resistance students may harbour toward the perceived utility of a historical approach in addressing practical translation issues. Furthermore, the discussion delves into the role of Bibliographies of Translation Studies, which collate scholarly publications on translation, as comprehensive academic tools essential for systematizing existing yet often fragmented knowledge in this specific scientific domain. The research methodology employed is theoretical exploration, focusing on concepts such as history and historical research in translation, the objectives of a translation history course, and the design of course content along with methods for assessing student performance. The fundamental conclusion drawn is that the historical approach to translation is intricately connected to the act of translating, emphasizing the need to integrate translation history into translator training at higher education institutions. The recommendation is to offer translation history as a standalone course within translator training programs, featuring clearly defined goals and a strong orientation toward the practical aspects of translation. The envisioned objective of a "History of Translation" course is not only to address students' knowledge gaps but also to instill curiosity and research skills, fostering a lifelong learning mindset crucial for translation practice. Such an approach is anticipated to cultivate a "translation culture" among learners, contributing to the development of their self-awareness and enhancing their standing as professionals in the translation industry.

Innover pour apprendre la langue étrangère : Traduire le numérique en gestes didactiques via les plateformes

Leila Bouchebcheb — 2023-12-31

Innovating to Learn the Foreign Language: Translating digital into didactic gestures via platforms

Information and Communication Technologies for Information (ICT) play a crucial role in language learning within the constructivist didactic context. This perspective encompasses not only learning itself but also acquiring the ability to learn, interact, and train effectively. The Ecole Normale Supérieure de Constantine has actively collaborated with educational and ministerial units, engaging in program restructuring to integrate ICT within a constructivist pedagogical framework. In this approach, learning is viewed as a socially situated phenomenon, and the interaction between the instructor and the learner is considered a social aspect of both knowledge and skill acquisition in the teaching/learning process. The utilization of ICT in higher education is gaining increasing attention. This study focuses on online training systems that bring together sixty teachers who have undergone ICT training over various periods. These initiatives aim to reshape traditional teaching practices and teacher behaviours, fostering a path towards "learning to learn" that diverges from conventional approaches. To assess the reality on the ground and understand ongoing educational projects that integrate ICT, the study delves into the collective efforts within the Ecole Normale Supérieure of Constantine. Conducted as part of teacher training in ICT usage, the study investigates the integration of ICT into face-to-face teaching through remote platforms, exemplified by making online courses available on the Moodle platform. The primary objective is to incorporate ICT into students' training programs through innovative practices, emphasizing the development of technological skills such as PowerPoint usage, document sharing, blog creation, forum participation, and utilization of the platform's messaging system. As both a trainer and trainee, having participated in various ICT programs, I find it imperative to analyze the teacher training process to assess the effectiveness of implemented innovations. Teachers expressed satisfaction with the opportunity to participate in the training program, highlighting the development of previously unfamiliar technological skills. Innovation in ICT is directly associated with positive changes in learning outcomes, introducing socio- pedagogical modes of interaction that redefine the roles of both teachers and students. This shift enables them to adeptly appropriate new technological tools, emphasizing the transformative impact of ICT in the educational landscape.

La carte conceptuelle : un soutien au transfert des apprentissages métalinguistiques

Yousra Meliani — 2023-12-31

The Concept Map: A Support for Learning Transfer

Based on the concept mapping technique, our research endeavors to experimentally address the challenges encountered by candidates taking the Baccalaureate exam, specifically related to their ability to employ interdisciplinary knowledge while inferentially processing texts in French as a foreign language (FLE). The study intersects two disciplines: French as a Foreign Language (FLE) and History courses in the first language (L1). Employing a three-phase action research approach—commencing with a pre-test involving a text recall task, followed by collaborative concept map design using the PREP technique (Langer, 1982-1984) as a metacognitive experience, and concluding with a post-test to validate our approach—we aim to surpass the limited capacity of working memory and facilitate in-depth processing of textual information. By incorporating the concept map into our experimental approach, we aim to simulate "reflection on cognition," aligning with the training in internal monitoring—a central goal in any educational institution. Our initiative addresses linguistic challenges arising from the mental transition between the first language (L1) and the second language (L2), with a particular focus on challenges associated with mental translation. Situated within a plurilingual context involving Classical Arabic (L1) and the second language, French (FLF), we seek to visualize the linguistic interactions occurring during information processing through schematic organization and hierarchization. Resulted revealed that the use of concept maps substantially supports strategies related to analogical reasoning and high-level text processing. This approach significantly enhances learners' lexical repertoire by shaping organizational strategies and facilitating the storage of conceptual knowledge, streamlining retrieval processes. While concept maps undeniably bolster language skills, our research goes beyond this acknowledgement. It not only highlights the positive impact of integrating concept maps for language skill improvement but also emphasizes the untapped potential for even greater significance and promise. The instructional intervention has shed light on specific elements educators should consider to optimize outcomes. As a tool for facilitating transfer learning, the concept map has proven significant, albeit not without some negative transfers. Adjusting teaching strategies based on individual student needs and characteristics is essential to harness the full potential of this approach.