الدوريات والمجلات الأكاديمية
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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 Esp For Administrative Sciences(Faculté des Langues Etrangères. Université d'Alger 2 Abou El Kacem Saadallah, 2009-12-30) Aouni, Belaid; Benabadji, SouhilaToday, English for specific Purposes can be regarded as one of the most important areas of teaching English as a Foreign Lnaguage. ESP has had a long time to grow and so one would expect the ESP community to have a clear understanding of the programme and perspectives of ESP. How is the field of ESP ciwed and interpreted by the ESP community ?Item The Effects Of Task-based Language Teaching On Grammar Consciousness-rasing(Faculté des Langues Etrangères. Université d'Alger 2 Abou El Kacem Saadallah, 2009-06-15) Abderrahim, FaridIn this paper we will examine the place of grammar in language teaching, the rationale for CR, the fundamental of TBLT and will exlain how integrating the two in grammar consciousness-raising tasks ( GCRTs) can prove to be worthwhile in certain contexts, more particulary in our context of teaching first year students of English.Item The Learning/teaching Of Reading Comprehension(Faculté des Langues Etrangères. Université d'Alger 2 Abu al-Qasim Saadallah, 2020-06-30) Saidi, GhizlèneThis paper attempts to demonstrate the contribution of cognitive psychology and schema theory to the teaching/learning of an L2 skill notably reading comprehension. The involvement of cognitive psychology and particularly schema theory in reading comprehension is not new. Indeed, ever since the shift from a behaviourist to a cognitivist view of how languages are learned in the 1970’s, the interdisciplinarity between linguistics, language teaching/learning and psychology emerged. This shift marked a new era for interdisciplinary research involving linguistics, language teachers and psychologists who worked together to provide a full picture of how languages are learned.