مجلات اللغة العربية وآدابها
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Item Le Tutorat Universitaire à L’ere Du Numérique : Une Expérience Personnelle Sur Moodle à L’université De Chlef(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Talbi Sidi MohamedCet article rend compte d’une expérience personnelle sur le tutorat effectuée avec les étudiants de troisième année Licence au Département de Français à l’Université de Chlef. De façon précise, il présente les différentes prestations tutorales mises à la disposition des étudiants dans le cadre de la matière Etude de textes littéraires. Dans un premier temps, nous exposerons la pratique tutorale d’un point de vue pratique et juridique. Par la suite, nous entamerons notre expérience du tutorat hybride avec nos étudiants. Après cela, nous avancerons quelques recommandations pédagogiques susceptibles de rendre efficaces les prestations tutorales en contexte universitaire algérien. Au terme de cette réflexion, il s’avère important de signaler que le tutorat hybride présente des opportunités d’échanges favorables entre tuteur et tutoré en développant chez l’étudiant des compétences émotionnelles et un esprit de partage. This article describes a personal experience with tutoring provided to third-year undergraduate students in the French Department at the University of Chlef. Specifically, it presents the various tutoring services available to students in the Literary Texts Study subject. First, we will present the tutorial practice from a practical and legal perspective. We will then begin our experience of hybrid tutoring with our students. After that, we will put forward some pedagogical recommendations likely to make tutorial services effective in the Algerian university context. At the end of this reflection, it is important to point out that hybrid tutoring presents opportunities for favorable exchanges between tutor and tutee by developing emotional skills and a spirit of sharing in the studentItem Experience-based Analysis Of Hybrid Tutoring For University Instructors At Batna 1 University(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Aouar DallelA pedagogical assistance program for instructors with a B2 level in English has been developed by Batna 1 University as part of continuous changes to improve the use of English in Algerian higher education. While preserving the quality of education in their respective disciplines, this hybrid tutoring strategy seeks to support teachers in delivering their courses in English. The descriptive analysis in this study, which is based on interviews with eleven Batna1 University subject-matter participating teachers (session 2023–2024), emphasizes the contribution of tutoring to the uptake and modification of English-medium instruction (EMI). According to the results, the majority of teachers believe that hybrid tutoring is crucial for organizing their classes, increasing their self-assurance, and making the switch to EMI easier. These findings are consistent with a number of studies that highlight the necessity of focused assistance to guarantee EMI's success in postsecondary education. To address the difficulties of teaching their subject matter in English, all participants emphasize the need for long-term hybrid tutoring. In the end, this study emphasizes the value of customized hybrid tutoring as a pedagogical support system, guaranteeing a seamless transition to EMI and opening the door for additional research into more varied and individualized methodologiesItem Master’s Dissertation Writing In The Chatgpt Era: Redesigning Policy And Assessment In Higher Education(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Silhadi LyndaThe integration of generative AI into academic writing has introduced new complexities in supervision, assessment, and the ethical dimensions of research production. This study investigates how EFL Master’s students use generative AI (Gen AI) tools during the dissertation writing process and examines the cognitive and academic consequences of such use. It also explores potential solutions to the challenges posed by Gen AI, drawing on insights from both students and teachers. Data were collected through student and teacher questionnaires and supervision-based reports. The participants included 52 Master’s students who defended their dissertations during the June–July 2025 session, and 15 teachers who supervised and/or examined these dissertations. Findings reveal that Gen AI tools were employed at nearly every stage of the dissertation process, including tasks traditionally expected to be performed by students themselves, such as summarizing literature and discussing findings. This extensive reliance led to cognitive offloading, which negatively impacted students’ intellectual development and critical thinking. Teachers also expressed academic concerns, often disapproving of work they perceived as overly AI-dependent. Students, in turn, acknowledged limitations in using Gen AI, such as AI hallucinations and the loss of personal voice and writing style. The study further highlights the absence of clear guidelines on the ethical use of Gen AI in academic writing and the lack of effective assessment methods for distinguishing between human- and machine-generated content. To address these challenges, the findings call for the inclusion of core principles such as transparency, responsible AI use, and a balance between human effort and machine assistance. In addition, AI-resistant assessment strategies are recommended, including enhanced questioning during oral defenses and greater reliance on supervisors' reports that track students’ progress over time. This study contributes to the evolving discourse on AI in higher education by emphasizing the need for responsible integration and strong, integrity-focused assessment practicesItem Analyse sociolinguistique d’une nouvelle écriture en arabe algérien : cas du roman « Fahla » de Rabeh SEBAA(Revue algérienne des sciences du langage (RADSL), 2025-12-27) ZEROUALI NafissaNotre article qui s’inscrit dans le champ de la sociolinguistique, s’intitule « Analyse sociolinguistique d’une nouvelle écriture en arabe algérien, cas du roman Fahla de Rabeh SEBAA ». Cette recherche s’articule autour des questions suivantes : quels sont les procédés sociolinguistiques mis en œuvre par Rabeh SEBAA dans sa nouvelle écriture romanesque ? / Quel est l’objectif de l’auteur d’avoir choisi l’arabe algérien comme la langue de son roman ? Pour ce faire, nous avons dégagé d’une part les différents procédés sociolinguistiques adoptés par l’écrivain au sein des divers passages du roman et d’autre part, il s’agit de révéler l’intention de l’écrivain d’avoir pris l’initiative d’écrire dans un code linguistique particulier tout en s’appuyant sur l’interprétation des réponses de l’entretien que nous avons mené avec l’écrivain. Our dissertation falls within the field of sociolinguistic, it’s entitled «sociolinguistic analysis of a new writing in algerian arabic, case of Fahla npvel by Rabeh SEBAA ». this research revolves around the following questions : what are the sociolinguistic processes implemented by Rabeh SEBAA in his new novel writing ? / what is the author’s objective in choosing algerian arabic as the language of his novel ? . to answer these questions, we have identified on the one hand the different socilinguisticprocesses adopted by the writer within the various passages of the novel and on the other hand, it’s question of revealing the intention of the writer to have taken the initiative to write in a particular linguistic code while relying on the interpretation of the answers of the interview that we conducted with the writerItem Advancing English Medium Instruction in Algerian Higher Education: The Effect of Adaptive Pedagogical Strategies on Teacher Academic Performance and Student Engagement(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Maroua RogtiSome teachers may face difficulties in engaging with English Medium Instruction (EMI) courses including the shift from using their native language to run disciplinary courses in English. These issues prompt many scholars to adapt strategies for training and assisting EMI teachers’ performance in EMI courses. The current literature on the training and support of teachers in executing EMI pedagogy has received inadequate attention. The deficiency of research on preparing educators for EMI pedagogy has resulted in a notable gap in the literature. This study aims at examining teachers and students’ common challenges in pursuing EMI courses and their impact on their academic performance and engagement. The study employed a quantitative design with a sample of 14 EMI teachers and 60 undergraduate students enrolled in engineering courses. The design involved conducting pre- and post-test experiments and a self-report questionnaire after engaging in the courses. The participants were divided into a CG =30 and an EG=30 receiving the treatment. Findings indicated that EG students and teachers increased their engagement and academic performance prior to implementing adaptive strategies in EMI courses. Indeed, challenges associated with the EMI courses such as inadequate teaching materials and insufficient classroom interactions decreased only after employing adaptive solutions, including alternative textbooks, selfreflection skills, technological devices, and the first language. Therefore, implementing EMI programs is challenging, necessitating teacher development, institutional support, and effective student self-directed and peer learning strategies. In addition, the adaptive strategies utilized by students and teachers provide insights into how other EMI courses could enhance their adaptation.Item "UN BAGAINDI C'EST UN BAGAINDI" : QUAND LE JEU LANGAGIER FAÇONNE L'IDENTITE EN LIGNE A BATNA.(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Soraya MAMMERICet article interroge, à travers une étude de cas exploratoire, les pratiques langagières en ligne d'un groupe restreint d'étudiants de français de l'université de Batna (Algérie) et leur fonction dans la construction identitaire. Dans un contexte de mutations sociolinguistiques rapides, exacerbées par les interactions numériques, l'écrit numérique devient un observatoire privilégié pour saisir les dynamiques du "parler jeune" local. Loin d'être de simples écarts à la norme ou des jeux linguistiques éphémères, nous posons l'hypothèse que ces usages créatifs constituent des ressources interactionnelles de construction identitaire. La problématique centrale est donc de déterminer comment, et avec quels moyens linguistiques, les étudiants façonnent, négocient et affirment une identité batnéenne spécifique dans l'espace numérique. L'étude mobilise un double cadre. Sur le plan théorique, elle s'inscrit dans la sociolinguistique urbaine (Bulot, 2004 ; Calvet, 1999) et l'analyse du discours numérique (Paveau, 2017), en considérant le langage comme un acte d'identité et de présentation de soi. Sur le plan méthodologique, une analyse de discours qualitative a été menée sur un corpus de conversations authentiques (groupe de Messenger). L'analyse se concentre sur les phénomènes d'alternance codique (arabe dialectal, français, anglais), l'inventivité lexicale (ex: « bagaindi ») et les débats métalinguistiques. Les résultats démontrent que la créativité langagière n'est pas anarchique mais suit une logique précise. Elle fonctionne comme un mécanisme en trois temps : elle puise dans les ressources d'un sociolecte jeune plurilingue, elle s'adapte aux contraintes et potentialités de l'écrit numérique (concision, expressivité), et elle vise la négociation des appartenances. L'étude révèle notamment que l'affirmation de l'identité locale passe par des stratégies de distinction (et de gestion des disparités lexicales, comme en témoignent les débats sur la signification du terme « bagaindi ») tout en s'articulant à une identité jeune globale et connectée, illustrant une identité hybride. En définitive, le « parler jeune » batnéen en ligne n'est pas seulement un reflet, mais un puissant outil de négociation et d'affirmation de soi, façonnant activement ce que signifie être jeune et batnéen aujourd'hui. This article examines, through an exploratory case study, the online language practices of a small group of students of French at the University of Batna (Algeria) and their function in identity construction. In a context of rapid sociolinguistic changes, exacerbated by digital interactions, digital writing has become a prime vantage point for grasping the dynamics of local "youth speech." Far from being mere deviations from the norm or ephemeral linguistic games, we hypothesize that these creative usages constitute interactional resources for identity construction. The central research question is therefore to determine how, and by what linguistic means, students shape, negotiate, and affirm a specific Batnean identity in the digital space. The study employs a dual framework. Theoretically, it is situated within urban sociolinguistics (Bulot, 2004; Calvet, 1999) and digital discourse analysis (Paveau, 2017), viewing language as an act of identity and self-presentation. Methodologically, a qualitative discourse analysis was conducted on a corpus of authentic conversations (Messenger group). The analysis focuses on code-switching phenomena (dialectal Arabic, French, English), lexical inventiveness (e.g., "bagaindi"), and metalinguistic debates. The results demonstrate that linguistic creativity is not anarchic but follows a precise logic. It functions as a three-step mechanism: it draws on the resources of a plurilingual youth sociolect, it adapts to the constraints and potentialities of digital writing (conciseness, expressiveness), and it aims for the negotiation of belonging. The study notably reveals that the affirmation of local identity involves strategies of distinction (and the management of lexical disparities, as evidenced by debates on the meaning of the term "bagaindi") while simultaneously articulating with a global and connected youth identity, illustrating a hybrid identity. Ultimately, Batnean online "youth speech" is not merely a reflection, but a powerful tool for negotiation and self-affirmation, actively shaping what it means to be young and Batnean today.Item المصطلح القرآني وترجمته إلى اللّغة الانجليزيّة: مصطلح الفرقان أنموذجا(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2025-06-04) قادري, خديجةةاإلنجليزيةمع تقف ّ موضوع هذهاملداخلةكما هوموسوم فيالعنوانهوترجمةاملصطلحالقرآني إلىالل فسيرعلى ّ الت رجمةواختيارات املترجم ملقابالت تلك املصطلحات ّ ةالت ّ عملي ّ غةالهدف.وألن ّ في الل املصطلحات عتبر ُ ت ّصٍّ علم خا مفتاحا لكلّ املصطلحاتالقرآني وفهم ص ّ بها، ف ةمفتاح فقه ّ الن القرآن الكريم. ةمقارنة ألمثلةمنترجم ّ فيدراسةتحليلي اتمعاني القرآن، إلى ةمسألةترجمةاملصطلحالقرآنيّ ّ تتناول هذهالورقةالبحثي ة. ّ فسيرفي هذه العملي ّ ة ودوركتب الت ّ غة اإلنجليزي ّ الل وقد رسا اختيارنا على مصطلح "الفرقان راسة ّ " أنموذجا للد كونه من ا جديدا ّ صالقرآني معنا اصطالحي ّ ها الن َ كسب َ يأ ّ ةالت ّ املصطلحاتالقرآني .وقد أفضت راسةإلىأهميةوضرورةالرجوع ّ هذهالد ة ّ غةاإلنجليزي ّ ن من التعبيرعنها بوضوح فيالل ّ مك ّ إلىكتبالتفسيرلفهم دالالتاملصطلحالقرآني بشكل دقيق، للت . ة: ّ كلماتمفتاحي املصطلح القرآني، ترجمة معاني القرآن، التفسير، ترجمة املصطلح القرآني. The topic of this study is the translation of Quranic terminology into English, with a focus on tracing the impact of Tafsir on the translation process, and the way translators choose equivalents for these terms in the target language. Since terminology serves as a key to understanding any specialized field, Quranic terminology, in particular, is the gateway to comprehending and interpreting the Quranic text. Through an analytical and comparative study of selected examples from Quranic translations, this research paper examines the translation of Quranic terms into English and the role of Tafsir in this process. We have selected the term "Al-Furkân" as a case study, as it is one of the Quranic terms that has acquired a new specialized meaning within the Quranic discourse. The findings of this study underscore the importance and necessity of referring to Tafsir books to understand accurately the meanings of Quranic terms, enabling their clear and precise expression in English.Item المصطلح الأدبي بين الترجمة والتعريب(قراءة نقدية في قاموس السرديات لجيرالد برنس)(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2025-06-04) مسلم, إشراقيُعد التعريب أحد أهم الآليات التي يُلجأ إليها للتعامل مع الوافد الغربي من مصطلحات، غير أن كثيرا من أهل المجامع اللغوية يرون فيه قضاء على فاعلية اللغة العربية وإخلالا بنظامها، ولذا اشترطوا عدم النزوع إليه إلا مكرهين، إلا أننا إذا نظرنا من زاوية أخرى ألفينا المعرَّب يتميز بالعالمية وبالعمق الناتج عن كونه لفظا صادما، وبين هذا وذاك و في ظل هذا التضارب ارتأينا الوقوف على واقع عملية نقل المصطلح الأدبي من خلال قراءة في قاموس السرديات المترجم من قِبل "السيد إمام" لنرى نسبة اللجوء إلى آلية التعريب وإلى أي مدى أثبتت هذه الطريقة حصافتها أو العكس، وعليه فإن الورقة البحثية تحاور الإشكالية الآتية: ما هو واقع المصطلح الأدبي المنقول إلى الثقافة العربية؟Arabization considered one the most important mechanisms used to deal with Western understanding in terms of terminology, however many linguistic academics see it as an end to the effectiveness of the Arabic language and a violation of its system, thus having stipulated not to resort to such methods except when obliged. Looking from another angle we find the arabized term being distinguished universally with a newfound depth resulting from it being coined all of a sudden, and between this and that and in light of this linguistic clash, we decided to resort to the process of transferring the literary term through via a reading of the narrative dictionary translated by “Sayyid Imam” In order to see the percentage of usage of the Arabization mechanism, and to what extent this method has proven its prudence or vice versa, and accordingly, the research paper discusses the following problem: What is the reality of the literary terms that have been transferred to the Arab culture؟Item التغيرات الدلالية في النص القرآني المترجم إلى الإنجليزية سورة الرحمن اُنموذجا(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2025-06-04) مولاي, فتيحةتُعدّ الترجمة آلية من آليات المثاقفة والحوار الحضاري، ومن أخطر ميادينها ترجمة النص القرآني. فكيف تُوظَّف لنقل دلالاتِ نصّ محكم البنية لا تُوظّف فيه أصغر لبنة عشوائيا؟ كيف يمكن للترجمة أن تحافظ على ميزاته الخاصة صوتيا وتركيبا ودلاليا؟ وإلى أيّ مدى يمكن أن تخونه؟ نحاول في هذا المقال الإجابة عن هذا من خلال دراسة عيّنة من ترجمتين إنجليزيتين؛ ترجمة "عبد الله يوسف بيكتال" و"محمد مارمادوك.". نهدف في هذا المقال إلى دراسة التغيرات التي تطرأ على النص المترجم إلى الإنجليزية على المستوى الصوتي. ومن خلال مناقشة بعض التغيرات الدلالية. وتوصّل البحث إلى أن النص العربي يتسم بميزة خاصة، وهي ارتباط صفات أصواته بدلالاته، فاذا ما ترجم إلى صوت لآخر في لغة أخرى يختلف عنــــــه كليا من حيث الصفة و المخرج ...الخ سيفقد الارتباط الذي بينه والدلالة حتما ومن ثَمَّ الميزة الفنية الخاصة بلغة القرآن. ومن ثمّ فقدان النص الهدف للأثر النفسي لجرس الأصوات وإيقاعها الخاص جدا. Translation is one of the mechanisms of cultural exchange and civilizational dialogue, and one of its most critical fields is the translation of the Quranic text. How can translation be employed to convey the meanings of a text with a precise structure, where not even the smallest element is used randomly? How can translation maintain the specific characteristics of the text in terms of sound, structure, and meaning? To what extent can it betray these features? This article attempts to answer these questions through the study of two English translations: those by Abdullah Yusuf Ali and Muhammad Marmaduke. The goal of this article is to examine the changes that occur in the translated text at the phonetic level, as well as to discuss some of the semantic changes. The research concludes that the Arabic text has a unique feature, which is the connection between the qualities of its sounds and their meanings. When translated into the sound system of another language, which is fundamentally different in terms of qualities and articulation, the link between sound and meaning will inevitably be lost, and thus, the distinct artistic feature of the Quranic language will be lost as well. Consequently, the target text will lose the psychological impact of the specific sound and rhythm it carriesItem أهمية النقد الترجمي في الترجمة بين اللغات(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2025-06-04) بلحداد, إيمانتسعى الدراسةإلى تبيان فاعليةالنقد الترجمي في عمليات الترجمةبين اللغات املختلفة، بفعل أنها إستر اتيجية تقوم على فعل النقد والتقويم للترجمات السابقة ويمكن االعتداد بها في عملية الترجمة، وهذا ما يفيد املترجمين البشريين في نقل نصوص وثقافات األمم عبر األجيال وتكوين جيل مثقف واع. وبهذا من املقترحات التي سجلتها في األخير هي استخدام تقنيات حديثة حاسوبيةلتطويرالنقد الترجمي إلى نقد ترجمي رقمي تفاعلي، وذلك بعد تثبيت تطبيقات مالئمة ملثل هذا العمل األ دبي القويم، والعمل على تطوير استر اتيجياتها باستمرار، بما يفيد الطلبة والباحثين في مجال الترجمة والنقل والتفاعل بين األمم والحضاراتالعربيةوالغربيةفيمختلف النواحيالعلميةوالثقافيةوالسياسيةوحتىاالقتصادية. The study seeks to show the effectiveness of translation criticism in translation operations between different languages, by being a strategy based on the act of criticism and evaluation of previous translations and can be considered in the translation process, and this is what benefits the human translators in the transfer of texts and cultures of nations across generations and the formation of an educated and educated generation. Thus, one of the proposals I recorded in the end is the use of modern computer techniques to develop translation criticism to interactive digital translation, after installing appropriate applications for such a righteous Dubai work, and working to develop their strategies continuously, in a way that benefits students and researchers in the field of translation, transportation and interaction between nations and civilizations Arab and Western in various scientific, cultural, political and even economic aspects.