RASDL المجلة الجزائرية لعلوم اللسان
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Item Interactions Homme-machine, Normes Discursives Et Pratiques Pragmatiques : Reflexions épistémologiques Sur L’intelligence Artificielle Et La Diversite Linguistique(Revue algérienne des sciences du langage (RADSL), 2026-06-10) Azzouzi TarekLe développement des systèmes d’intelligence artificielle conversationnelle transforme progressivement les pratiques langagières numériques. Les agents conversationnels reposent sur des modèles de langage capables de produire des réponses cohérentes dans plusieurs langues. Dans ce contexte, l’interaction entre l’utilisateur et le système algorithmique constitue un terrain d’observation pour la linguistique, la pragmatique et la sociolinguistique. Cet article propose une réflexion épistémologique sur les normes discursives et les mécanismes pragmatiques dans les interactions homme-machine. L’analyse s’appuie sur des travaux récents consacrés aux modèles de langage multilingues, à la diversité linguistique et aux usages pédagogiques de l’intelligence artificielle. À partir du corpus avec des agents conversationnels, le texte met en évidence certaines régularités discursives dans les dialogues générés par l’IA et met en avant les écarts entre standardisation linguistique et pluralité des pratiques langagières. The development of conversational artificial intelligence systems is gradually reshaping digital language practices. Conversational agents rely on language models capable of generating coherent responses in multiple languages. In this context, the interaction between users and algorithmic systems provides a valuable field for linguistics, pragmatics, and sociolinguistics. This article offers an epistemological reflection on discursive norms and pragmatic mechanisms in human–machine interactions. The analysis draws on recent studies on multilingual language models, linguistic diversity, and pedagogical uses of artificial intelligence. Based on the corpus of interactions with conversational agents, the text highlights recurring discursive patterns in AI-generated dialogues and points out gaps between linguistic standardization and the diversity of language practicesItem Le Pouvoir Socialisateur De L’intelligence Artificielle Chez Les étudiants De Langue Française(Revue algérienne des sciences du langage (RADSL), 2026-06-10) Taguida Abla; Mammeri DikraAyant conscience des enjeux liés aux développements technologiques continus en matière d’intelligence artificielle et de la place que celle-ci ne cesse de gagner dans le processus de socialisation des langues étrangères, cette étude exploratoire cherche à examiner les perceptions linguistiques des étudiants de français à l’égard du pouvoir socialisateur de l’IA et de sa fonction comme levier de renforcement de leurs compétences langagières plurilingues. Cette contribution propose un aperçu des représentations sociolinguistiques produites par l’intégration de l’IA en abordant des questionnements liés à l’extension des contextes socialisateurs traditionnels. À travers une analyse qualitative d’entretiens semi-directifs auprès de dix étudiantes de langue française inscrites à l’université Chadli Bendjedid, El Tarf, il s’avère que les représentations des sujets varient en fonction du mode et des contextes socialisateurs en langue française. Abstract Aware of the challenges linked to continuous technological developments in artificial intelligence and its ever-increasing role in the process of foreign language socialization, this exploratory study seeks to examine the linguistic perceptions of French language students regarding the socializing power of AI and its function as a lever for strengthening their multilingual language skills. This contribution offers an overview of the sociolinguistic representations produced by the integration of AI by addressing questions related to the expansion of traditional socializing contexts. Through a qualitative analysis of semi-structured interviews with ten French language students enrolled at Chadli Bendjedid University, El Tarf, it appears that speakers' representations vary according to the mode and context of socialization in French. Aware of the challenges linked to continuous technological developments in artificial intelligence and its ever-increasing role in the process of foreign language socialization, this exploratory study seeks to examine the linguistic perceptions of French language students regarding the socializing power of AI and its function as a lever for strengthening their multilingual language skills. This contribution offers an overview of the sociolinguistic representations produced by the integration of AI by addressing questions related to the expansion of traditional socializing contexts. Through a qualitative analysis of semi-structured interviews with ten French language students enrolled at Chadli Bendjedid University, El Tarf, it appears that speakers' representations vary according to the mode and context of socialization in FrenchItem توظيف التعلم العميق في تعليمية اللغة العربية حاسوبيا بإدراج مخرجات الذكاء الاصطناعي(Revue algérienne des sciences du langage (RADSL), 2025-12-27) بلعزوي سليمةدخل الذكاء الاصطناعي في كافة المجالات المعرفية بصور متباينة، ومن بين هذه العلوم الهندسة اللغوية؛ التي تعمل على بناء نسق تعليمي وفق نماذج مدروسة سلفا، ويمكن تحديد توصيفات لسانية لمعالجة وضعيات تعليمية بطريقة آلية، ويتم ذلك لكون الذكاء الاصطناعي نتاج استثمار المنطلقات اللسانية العرفانية، في مجال معالجة اللغات الطبيعية بطريقة آلية، وتوظيف النتائج المتحصل عليها في مجالات عديدة، منها تعليمية اللغات بطريقة آلية. ومن المقاربة الإجرائية لتعليمية اللغات في كافة صورها سواء مكتوبة على شكل نصوص، أو مسموعة على شكل كلام منقول، أو مقروءة على شكل نص منطوق؛ كل ذلك يتم بشكل آلي، بغية الوصول إلى التعلم العميق، ولا يحدث ذلك إلا بتوظيف الشبكات العصبية الاصطناعية في كتابة الخوارزميات المضبوطة؛ والتي توظف آليتي التحليل، والتوليد المنطقي والمعالجة الآلية للغة المتعلمة بشكل حاسوبي، فما هي الآليات الدقيقة لمعالجة اللغات الطبيعية عموما؟ خصوصا في مجال نمذجة اللغة العربية حاسوبيا، ومن بين هذه البرامج تحليل المشاعر آليا، وتصنيف النصوص الكترونياً، وهل توصلت برامج حوسبة اللغة العربية آليا إلى مرادها؟ وختمت الورقة البحثية بضبط العلاقة بين التعلم الذاتي والتعلم العميق، مع إضافة بعض التوصيات التي من شأنها نجاعة تعليمية اللغة العربية وفق معطيات الذكاء الاصطناعي. الكلمات المفتاحية: التوصيف، الذكاء الاصطناعي، التعلم الآلي، الشبكات العصبية، التعلم العميق Artificial intelligence enters all fields of knowledge in different ways, and among these sciences is linguistic engineering. Which works to build an educational system according to pre-studied models, and linguistic descriptions can be determined to address educational situations in an automated manner. This is done because artificial intelligence is the result of investing in cognitive linguistic principles in the field of processing natural languages in an automated manner, and employing the results in many fields, including language teaching in an automated manner. From the procedural approach to teaching languages in all their forms, whether written in the form of texts, heard in the form of transmitted speech, or read in the form of spoken text; all of this is done automatically, in order to achieve deep learning, and this can only be done by employing artificial neural networks to write precise algorithms. Which employs the mechanisms of analysis and logical generation of the learned language in a computer-based manner? What are the precise mechanisms for processing natural languages? Especially in the field of computer modeling of the Arabic language, automatic sentiment analysis, and in electronic text classification? How did Arabic language computing programs automatically achieve their goal? This is what the research paper seeks to understand.Item Performance Of Neural Machine Translation Tools In Translating Arabic Non-diacritised Terms: A Case Study Of Algerian Family Code(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Stiti AnesThis paper aims to evaluate the output of three machine translation tools that rely on the neural approach and artificial intelligence, it seeks to measure the performance of these tools in rendering Arabic non-diacritised legal words extracted from the Algerian Family code written originally in Arabic. To achieve this, a sample of 10 passages containing Arabic non-diacritised terms was selected, the criteria of selecting the passages was based on containing words having multiple meanings according to varying diacritics put on their letters. The samples were given to three different neural machine translation tools to be translated from Arabic to English, the results were then compared according to the error-rate of each tool. The case study showed varying results for the three machine translation tools, it demonstrated the ability of machine translation in disambiguating the correct meaning of Arabic terms from context even with the absence of diacritical marksItem Impact De L’intelligence Artificielle Sur L’enseignement/apprentissage Des Langues : Potentialités Pédagogiques Et Enjeux éthiques(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Bouzid DzairIl est certain que les intelligences artificielles génératives transforment pleinement le paysage éducatif en offrant des opportunités inédites, bien que non exemptes de défis. Devenu un outil incontournable, ce nouvel outil constitue une ressource précieuse pour les enseignants et les apprenants, facilitant tant la transmission des savoirs que l’enrichissement des pratiques pédagogiques. Cependant, ces mutations technologiques incessantes suscitent d’importantes interrogations lancinantes pour le didacticien/praticien. Cette étude propose une analyse critique de l’introduction de l’IA dans l’enseignement/apprentissage des langues, en explorant ses usages dans la rédaction académique, la préparation de cours et la définition d’objectifs pédagogiques. Une évaluation des atouts et limites est convoquée afin d’interroger et mesurer les implications éthiques qui en découlent. Enfin, des cas pratiques viennent en fin de cet article cette réflexion. The rise of generative artificial intelligence is transforming the educational landscape by offering unprecedented opportunities—though not without challenges. Having become an indispensable tool, this new technology serves as a valuable resource for both teachers and learners, facilitating knowledge transfer and enriching pedagogical practices. However, this technological revolution raises significant questions on didactic, evaluative, ethical, and social levels. Our study provides a critical analysis of AI’s contributions to language teaching and learning, exploring its applications in academic writing, lesson planning, and the design of learning objectives. We assess its strengths and limitations while examining the resulting ethical implications