مجلات اللغة العربية وآدابها
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Item Analyse Comparative Des Fonctions Linguistiques Des Verbes « être » En Français Et « Kāna » En Arabe Chez Les étudiants De Deuxième Année Licence En Français Langue étrangère à L'université De Souk-ahras, Algérie(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2025-06-04) Atafi, Imane; Bahloul, NoureddineCet article met l’accent sur les fonctions du verbe « être » en français et du verbe « kāna » en arabe en tant que copule, auxiliaire et verbe plein. L'étude se base sur les productions écrites des étudiants de 2ème année licence en FLE afin d'identifier les usages récurrents de ces verbes et de comprendre leurs différences en fonction des contextes linguistiques et des contraintes syntaxiques propres à chaque langue. L’analyse révèle que « kāna », lorsqu’il est suivi d’un verbe conjugué, joue un rôle essentiel dans la structuration temporelle et aspectuelle des actions en arabe, tandis que « être » en français est principalement utilisé comme copule pour exprimer des états ou des descriptions. L'article met également en lumière les divergences linguistiques entre les deux langues, tout en explorant la maîtrise et l’utilisation de ces verbes par les étudiants dans des contextes narratifs. This article focuses on the functions of the verb “être” in French and the verb “kāna” in Arabic, specifically as a copula, auxiliary, and full verb. The study is based on the written productions of second-year undergraduate students in FFL to identify the recurring uses of these verbs and to understand their differences in relation to the linguistic contexts and syntactic constraints specific to each language. The analysis reveals that “kāna,” when followed by a conjugated verb, plays a crucial role in the temporal and aspectual structuring of actions in Arabic, while “être”in French is primarily used as a copula to express states or descriptions. The article also highlights the linguistic divergences between the two languages, while exploring how students grasp and employ these verbs in narrative contexts. This article focuses on the functions of the verb “être” in French and the verb “kāna” in Arabic, specifically as a copula, auxiliary, and full verb. The study is based on the written productions of second-year undergraduate students in FFL to identify the recurring uses of these verbs and to understand their differences in relation to the linguistic contexts and syntactic constraints specific to each language. The analysis reveals that “kāna,” when followed by a conjugated verb, plays a crucial role in the temporal and aspectual structuring of actions in Arabic, while “être”in French is primarily used as a copula to express states or descriptions. The article also highlights the linguistic divergences between the two languages, while exploring how students grasp and employ these verbs in narrative contexts.Item The Importance Of Shadowing In Teaching Arabic Expressive Reading(المجلة الجزائرية لعلوم اللسان - كلية اللغة العربية وأدابها - جامعة الجزائر 02 أبو القاسم سعد الله, 2025-06-12) Boulaares, DjemaiThis study investigates shadowing as an effective method for teaching Arabic expressive reading skills to intermediate learners. In shadowing, learners imitate the speech patterns of native speakers, significantly improving fluency, pronunciation, rhythm and expressiveness. Quantitative analysis revealed significant improvements in reading skills, with gains in natural pacing and pronunciation of difficult phonemes. Qualitative data highlighted increased confidence and a deeper understanding of prosodic elements such as intonation and stress. However, variability in progress suggests that shadowing may be more effective for learners with strong auditory processing skills. While short-term improvements were evident, questions were raised about the long-term retention of these skills without ongoing practice. The findings suggest that when integrated into the classroom, shadowing is a valuable tool for language teachers. Future research should explore the effects of shadowing at different proficiency levels and in other contexts over extended periods. This study highlights the potential of shadowing as a holistic approach to language learning, bridging the gap between listening and speaking and providing learners with a route to authentic language useItem Diagnostic De La Dyslexie Au Maroc : A Propos De 4 Cas.(المجلة الجزائرية لعلوم اللسان - مخبر اللسانيات وعلم الإجتماع اللغوي وتعليمية اللغات - كلية اللغة العربية وأدابها- جامعة الجزائر02- أبو القاسم سعد الله, 2022-06-17) بويا, يونس; Bouya, YounesCette recherche est une étude empirique visant à réaliser et à tester une batterie de diagnostic de la dyslexie auprès de 4 élèves marocains arabophones. Nous nous sommes interrogés comme problématique de recherche sur l’utilité de cette batterie d’évaluation et sur ses capacités à évaluer et à orienter les élèves ayant ce trouble. Composée de 39 items évaluant empiriquement tous les mécanismes intervenants dans la lecture, l’évaluation à 7 variables a réussi à confirmer l’existence de ce trouble auprès de deux élèves avec un écart type de 4,28 avec le groupe témoin. De ce fait, les défaillances du mécanisme de la lecture en arabe sont précisées et confirment le trouble phonologique avec d’autres morbidités présentes. Sur les 7 niveaux ( oral, mnésique, arithmétique, cognitif, psychométrique, stock sémantique, et phonologique) testés , notre étude ne contredit pas la littérature existante en d’autres langues. Elle pourra donc préciser et orienter les aménagements pédagogiques au sein de l’école marocaine inclusive. This research is an empirical study aiming at realizing and testing a diagnostic battery of dyslexia with 4 Arabic-speaking Moroccan students. The research question was the usefulness of this assessment battery and its ability to assess and guide students with this disorder. Composed of 39 items empirically assessing all the mechanisms involved in reading, the 7-variable assessment succeeded in confirming the existence of this disorder in two students with a standard deviation of 4.28 with the control group. Thus, the failures of the reading mechanism in Arabic are specified and confirm the phonological disorder with other morbidities present. On the 7 levels (oral, memetic, arithmetic, cognitive, psychometric, semantic stock, and phonological) tested, our study does not contradict the existing literature in other languages. It will therefore be able to specify and orient the pedagogical arrangements within the inclusive Moroccan school.Item أهميّة التحليل التقابلي وتطبيقه في تعليمية التراكيب اللغوية لغير الناطقين بالعربية لدى الطلبة الصينيين(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2022-12-17) سابح, دوب; وانغ, بي وويهدف هذا البحث إلى بيان أهميّة التحليل التقابلي في تعليم اللغة العربية لغير الناطقين بها في الجامعات الصينية، وذلك بدراسة تقابلية للتراكيب اللغوية بين العربية والصينية، كما يبحث في سُبُل استعمال التحليل التقابلي، ومدى حضوره في تعليمية التراكيب العربية لدى الطلبة الصينيين، ويقف على المشاكل التي قد تواجه الطلبة الصينيّين في تعلُّم العربية نتيجة الاختلاف بين اللغتين، لذلك فهو ينطلق من إشكالية مفادها: ما مدى أهميّة التحليل التقابلي في تعليم العربيّة للطلبة الصينيّين؟ وهل يؤدِّي هذا المنهج الأهداف التعليمية في تعليم العربية في الجامعات الصينية This research aims to demonstrate the importance of contrastive analysis in teaching Arabic to non-native speakers at Chinese universities, by a contrastive study of linguistic structures between Arabic and Chinese, It examines the ways of using contrastive analysis, and the extent of its attendance in the teaching of Arabic structures among Chinese students, and stands on the problems that Chinese students may face in learning Arabic because of the difference between the two languages, therefore, it stems from the problem: How important is contrastive analysis in teaching Arabic to Chinese students? Does this curriculum fulfill the educational objectives of teaching Arabic in Chinese universities?