ABSTRACT: The concept of "the Other" is intensely present in the writings of Malika Mokeddem, manifesting as the foreigner, the close one, the lover, and the friend, whether as a central figure or a marginal one. This diverse representation contributes to varying perspectives and highlights the stance on the vital features of society, its human formations, hierarchical structures, and its political, social, and especially cultural systems in postmodern discourses. This research employs cultural criticism to observe the manifestations of the relationship with "the Other" in the novel "My Men" and the techniques that expose the implicit cultural patterns that direct this social hierarchy. The research findings reveal that the novel seeks to rearrange positions and distribute roles to place itself at a central point that moves the Other as a silent follower. In a further act of defiance, the work is not merely a fictional novel but an autobiographical one, expressing a strong desire to make this fiction a reality, thus challenging the political and religious authorities and the Arab social system. الملخص: يحضر الآخر في كتابات مليكة مقدم بشكل مكثّف فهو الأجنبي، وهو القريب والحبيب والصديق مركزا كان أو هامشا، واستثمار هذا الاستحضار المتنوّع يسهم في تنويع زاوية الرؤية، وإبراز الموقف من الملامح الحيوية للمجتمع وتشكيلاته البشرية، وبنياته التراتبية، ونظمه السياسية والاجتماعية وبخاصة الثقافية في الخطابات ما بعد الحداثية. وينطلق هذا البحث من مقولات النقد الثقافي هادفا إلى رصد تمظهرات علاقتها بالآخر في رواية "رجالي"، والفنيات التي عرّت بها الأنساق الثقافية المضمرة الموجِهة لهذه التراتبية الاجتماعية، وقد بيّنت نتائج البحث أنها كانت تعمد إلى إعادة ترتيب المواقع وتوزيع المهام، لتتموقع في مركز جوهري يحرّك الآخر كتابع مغيّب الصوت، وأنها إمعانا منها في التحدي لا تجعل العمل تخييلا روائيا بحتا بل عملا سيرذاتيا، معلنة رغبة قوية في جعل هذا التخييل بكل تفاصيله واقعا، تحقيقا لرغبة مناوشة السلطة السياسية والدينية، والمنظومة الاجتماعية العربية.

ABSTRACT: Translation, as a vector of communication between cultures and the transfer of knowledge, has evolved with the advent of machine translation, offering speed, efficiency and economy. However, this advance raises questions about its ability to match the precision and finesse of human translation, particularly in specialized fields such as legal or marketing. This issue raises fundamental questions about the cognitive capabilities of computers, their ability to grasp the meaning and context of a text, as well as the potential role of human translation in improving the quality of machine translations and resolving any ambiguities. RÉSUMÉ : La traduction, en tant que vecteur de communication entre cultures et le transfert de connaissances, a évolué avec l'avènement de la traduction automatique, offrant rapidité, efficacité et économie. Cependant, cette avancée suscite des interrogations quant à sa capacité à égaler la précision et la finesse de la traduction humaine, notamment dans des domaines spécialisés tels que le juridique ou le marketing. Cette problématique soulève des questions fondamentales sur les capacités cognitives des ordinateurs, leur aptitude à saisir le sens et le contexte d'un texte, ainsi que sur le rôle potentiel de la traduction humaine dans l'amélioration de la qualité des traductions automatiques et la résolution des ambiguïtés éventuelles.

With a ‘transhistorical’ approach and a ‘selective appropriateness’ of playtexts and literature traditions, this article muses on the confluence of society and dramatic expression. Drama, compared to novel writing and poetry, remains, as it has always been, a powerful tool of social critique. From Greek and ancient Chinese and Indian drama forms which meditated with both the heroic and downtrodden, to the contemporary world stage that ponders with highly diverse identities and politically charged world scene, playwrighting still maintains its dialogue with society and its ever-shifting trajectories. The article argues that, in response to a constantly changing human condition, drama can be subversive, counter-discursive, or revolutionary in impulse, as it can be produced as an aesthetic space to explore the convergence of intimate and social life forms, and reconcile division.

The 2022 governorship election in Osun State is one of the most discussed political developments in Nigeria and has only received passing coverage in national dailies. In this study, we explored the rhetorical and ideological strategies in selected political jingles used during the exercise. The investigation was based on the eclectic consideration of Aristotle’s rhetoric genres, Van Dijk's ideological structures and speech act theory. The descriptive qualitative study examined six campaign jingles broadcast on Rave 91.7 FM, including those of the All Progressive Congress (APC), the People's Democratic Party (PDP), and the Accord Party. The jingles were evaluated through pragmatic and critical discourse analysis lenses. The study revealed how rhetorical techniques such as negative other-representation of political opponents, foregrounding achievements through evidentiality, reliance on political ethos, allusion and appeal to citizens' plights, and appeal to voters' logic and reason were used in the examined jingles. It highlighted that the rhetorical categories were quoted in epideictic, deliberative and forensic persuasive frames, and were indexed by illocutionary acts of warning, advising, pleading, promising, assuring, disclaiming, rejecting, boasting, and praising. Overall, lexicalisation, comparison, actor description, inference, and disclaimer were employed to elevate the status of the in-group while diminishing the status of contending political parties, as the parties involved locked horns over the control of the state

ABSTRACT: Theatrical translation played a significant role in the development and promotion of a national and popular theater in colonial and postcolonial Algeria. Prior to and following the independence, Algerian artists utilized a universal repertoire of texts that were translated and adapted for the stage. However, the practice of theatrical translation has been largely overlooked in research and publishing circles due to its heavy reliance on artistic productions. This article aims to examine the trajectory of this experience, which has been widely practiced in the theater and stage worlds but remains poorly documented. Translation has served as a valuable tool for these artists to establish an identity and style within a challenging socio-political context, rather than simply serving as a gateway to the wider world RÉSUMÉ : La traduction théâtrale a joué en Algérie coloniale et postcoloniale un rôle majeur dans l’édification et la promotion d’un théâtre national et populaire. Les artistes algériens d’avant et d’après l’indépendance ont puisé dans le répertoire universel des textes qu’ils ont traduits et adapté en usant de la plus grande liberté. Pourtant, la traduction pour la scène était et reste encore fortement tributaire des productions artistiques, ce qui lui vaut un grand manque d’intérêt dans les milieux de la recherche et de l’édition. Cet article propose de retracer la trajectoire d’une expérience peu documentée bien que très pratiquée dans les milieux du théâtre et de la scène. Plus qu’une porte ouverte sur le monde, la traduction a été pour ces artistes un outil efficace pour se construire une identité et se forger un style dans un contexte sociopolitique souvent difficile.

ABSTRACT: The addition, deletion, replacement and displacement represent the fundamental writing operations of textual genetics; they are identifiable in the writings of writers as well as in those of students (Grésillon, 1994, 2008), and they remain the fruit of a metalinguistic reflection on writing (Fabre-Cols, 1987). It is, in fact, in relation to the work of Claudine Fabre-Cols (2002), who was interested in the rate of presence of each writing operation in the writings of schoolchildren, that we seek to understand how these operations are classified in the writings of young scribblers in the FLE class in Algeria. We analyzed genetically the writings produced by the young scribblers of 2nd year secondary to check the impact of the textual typology and the types of writing on the presence and the predominance of the operations of writing. RÉSUMÉ : L'ajout, la suppression, le remplacement et le déplacement, représentent les opérations d'écriture fondamentales de la génétique textuelle, elles sont repérables aussi bien dans les écrits des écrivains que dans ceux des élèves (Grésillon, 1994, 2008), elles demeurent le fruit d’une réflexion métalinguistique sur l'écrit (Fabre-Cols, 1987). C’est, en fait, par rapport aux travaux de Claudine Fabre-Cols (2002), qui s'est intéressée au taux de présence de chaque opération d'écriture dans les écrits des écoliers, que nous cherchons à comprendre comment ces opérations se classent dans les écrits des jeunes scripteurs en classe de FLE en Algérie. Nous avons analysé génétiquement les écrits produits par les jeunes scripteurs de 2ème année secondaire pour vérifier l'impact de la typologie textuelle et des types d'écriture sur la présence et la prédominance des opérations d'écriture.

Due to the importance of learners’ beliefs towards language learning success in general and grammar learning in specific, the present paper seeks to gauge EFL students’ beliefs about the different types of grammar instruction. To this end, a quantitative descriptive method was adopted, using a questionnaire administered to 95 Algerian EFL students who enrolled in the second year at the Department of English, Mohamed Khidher University. The findings revealed that the students have positive attitudes toward the role grammar plays in language learning; however, they express mixed reactions towards both inductive and deductive grammar instruction, where most of the participants prefer the direct deductive approach. Such findings drive us to propose a model based on the experiential learning theory to correct some EFL learners' misconceptions about their learning, a shift from a teacher-centered approach to a learner-centered approach, to promote learner autonomy.

ABSTRACT: This article, which falls within the framework of the teaching of foreign languages, approaches the issue of Algerian middle school learners’ lexis losses in the learning of the French language. We believe, like some authors such as Cavalla & al. (2014), Yang (2017), Haan (2020), and many others, that vocabulary retention depends heavily on how information is stored in memory. In this regard, we have designed and tested a mind map as a tool that can optimize the teaching of vocabulary. The strength of our contribution lies in the use of this tool in the internalization of a predetermined lexical structure. To test the effectiveness of our teaching approach, we carried out an experiment on two groups of middle school second year pupils, (experimental group and a controlled group). Tests of lexis recognition allowed showed the positive effect of the suggested approach, on the one hand, in the lexis background of the experimental group and, on the other, on their linguistic awareness and ability to retain words at short term, compared to the controlled group. RÉSUMÉ : Le présent article, qui s’inscrit dans le cadre de la didactique des langues étrangères, soulève le problème des déperditions lexicales dans l’apprentissage du français chez les élèves algériens du collège. Nous supposons, à l’instar de certains auteurs (Cavalla & al., 2014 ; Yang, 2017 ; Haan, 2020, entre autres), que la rétention du lexique dépend fortement de la manière selon laquelle l’information est structurée en mémoire. Dans cette optique, nous avons conçu et mis à l’épreuve du terrain une carte mentale comme outil susceptible d’optimiser l’enseignement du lexique. L’originalité de notre contribution réside dans l’utilisation de cet outil dans l’intériorisation d’une structuration lexicale prédéfinie. Afin de vérifier l’efficacité de notre démarche pédagogique, deux groupes d’élèves de la deuxième année moyenne ont participé à notre expérimentation (groupe expérimental et groupe témoin). Des tests de reconnaissance lexicale ont finalement permis de constater l’effet positif de la démarche proposée, d’une part, sur le développement du bagage lexical des élèves du groupe expérimental et, d’autre part, sur le développement de leur conscience linguistique et leur capacité de rétention des mots à moyen terme, par rapport au groupe témoin.

ABSTRACT: To properly evaluate terminology planning work in a particular field of knowledge, a terminology implantation study is necessary. In Tamazight, teaching is the most appropriate field for this kind of study. Indeed, the teaching of Tamazight, particularly in its first three levels under national education (primary, middle and secondary), is entirely provided in Tamazight. To evaluate and understand the process of implantation of terms, we have tried to show in this study the variables which slow down as well as those which contribute to the implantation of terms in Tamazight. To do this, we adopted a socioterminological approach. But before that, and to identify the implantation variables in Tamazight, we have tried to sketch a brief history of the implantation variables resulting from terminological surveys undertaken throughout the world. Also, to identify the quantitative variables and measure the coefficients of implantation of the terms, we opted for terminometry. AGZUL: Uẓu asnirman d asurif agejdan i d-tewwi ad yili deg yal taɣult akken ad nektazel aseggem asnirman. Di tmaziɣt, anagar aselmed i d-ibanen d taɣult iɣef nezmer ad nsenned tazrawt n wuẓu asnirman, acku yettili-d uselmed s tmaziɣt kan ladɣa deg yigzumen n usegmi aɣelnaw (aɣerbaz amenzu, alemmas d usnawi). Deg tezrawt-a, neɛreḍ ad d-nesken ama d imeskilen i d-izeggen d ugur ama d wid i d-idezzun deg wuẓu asnirman di tmaziɣt akken ad negzu taguri d wuẓu n yirman deg taɣult-a. Aya, s tallelt n usastan i d-nheyya d yiselmaden n tmaziɣt. D asami asnirmetti i neḍfer deg tezrawt-a. Dɣa, akken ad nessiweḍ ad d-naf imeskilen n wuẓu asnirman di tmaziɣt, neɛreḍ ad d-neglem imeskilen n wuẓu d yigmaḍ n tsastanin tisnirmanin deg umaḍal. I tifin n yimeskilen n tesmekta, nsenned ɣef tektiremt i wakken ad d-naf imuskiren n yirman.

ABSTRACT: Project-based learning is of great importance for German as a foreign language (DaF) instruction, as it allows learners to practice their language skills and intercultural competence in purposeful activities in a hands-on way. This article presents an innovative project for DaF instruction, in which DaF students from the German department of the University of Oran2 will translate and synchronize an episode of the Algerian series "Achour 10" into German. The challenge of taking on the roles of the characters in "Achour 10" and adapting the dialogues into German and then performing them synchronously is a challenge for students, but it is a practical way to promote individual competence development in a collaborative way. This oral presentation activity demonstrates the fluency and pronunciation of DaF students and encourages them to communicate cultural differences in a dialogue. This article describes the process of the different phases, as well as the strategies for implementing the project proposed by the teaching team. ZUSAMMENFASSUNG: Die Ausführung von Projektarbeiten ist für den DaF-Unterricht von einer großen Bedeutung, dadurch haben die Lernenden die Möglichkeit, ihre Sprachkenntnisse und ihre interkulturelle Kompetenz in zweckmäßigen Aktivitäten handlungsorientiert zu trainieren. In diesem Beitrag wird ein innovatives Projekt für den DaF-Unterricht vorgestellt, bei dem DaF-Studierende aus der Deutschabteilung der Universität Oran2 eine Folge der algerischen Serie „Achour 10“ ins Deutsche übersetzen und synchronisieren werden. Die Schwierigkeit die Rollen der Serie „Achour 10“ bzw. die Stimmen zu übernehmen und die ins Deutsche zu adaptieren und dann sie synchron zu spielen stellt in diesem Projekt eine Herausforderung für Studierenden aber eine praktische Weise die individuelle Kompetenzentwicklung in einer kollaborativen Weise zu fördern. Diese mündliche Präsentationsaktivität demonstriert die Geläufigkeit und Aussprache der DaF-Studierenden und fordert sie auf, kulturelle Besonderheiten in einem Dialog zu kommunizieren. Dieser Artikel beschreibt den Ablaufprozess der verschiedenen Phasen, sowie die Strategien zur Durchführung des Projekts, die vom Lehrerteam vorgeschlagen wurden.