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Partager le résultat de cette recherche Interroger des sources externesEnhancing students’ translation competence by implementing a contrastive analysis approach to language teaching for translation / Madjda Chelli
Titre : Enhancing students’ translation competence by implementing a contrastive analysis approach to language teaching for translation : (The case of second year students of translation, department of translation, Mentouri University-Constantine) Type de document : texte imprimé Auteurs : Madjda Chelli, Auteur ; Mokhtar Mehamsadji, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2011 Importance : 674 f. Format : 31 cm. Note générale : 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : language teaching translation linguistics and translation Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research work attempts to shed light on teaching language for translation. According to Malmkjaer (2004), though language skills are very prominent in translating, very little has been written about language teaching for translators. This is the case because, most of the time, translation teachers are not language teachers. Thus the subject still remains an issue requiring further theoretical attention as well as experimental exploration.
It is common sense that linguistic competence is the founding component of the translation activity; without a linguistic competence, no translation competence could be achieved. Far from engaging into a debate over whether to teach translation and language simultaneously or not, language enhancement, reinforcement or even teaching per-se became a fait accompli. Most translation courses whether they are international (at L’ESIT for instance) or national (in all our translation departments) comprise language modules as part of their curriculum.
In an undergraduate translation course which combines language with translation modules, it was assumed that these modules will support each other. In reality however, students' translations showed little sign of applying language knowledge to translation. Instead, students’ linguistic behavior in translation modules was incompatible with their linguistic behavior in language modules concerning previously learnt constructions.
Aware of the urgent need to disentangle this critical issue and to bring about a modest contribution to translation teaching, we embarked on highlighting the status of language teaching for translation in different translation teaching approaches. New trends of academic research have emerged to explore innovative lines of languageDiplôme : Doctorat en sciences En ligne : ../theses/anglais/CHE1309.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6124 Enhancing students’ translation competence by implementing a contrastive analysis approach to language teaching for translation : (The case of second year students of translation, department of translation, Mentouri University-Constantine) [texte imprimé] / Madjda Chelli, Auteur ; Mokhtar Mehamsadji, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2011 . - 674 f. ; 31 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : language teaching translation linguistics and translation Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research work attempts to shed light on teaching language for translation. According to Malmkjaer (2004), though language skills are very prominent in translating, very little has been written about language teaching for translators. This is the case because, most of the time, translation teachers are not language teachers. Thus the subject still remains an issue requiring further theoretical attention as well as experimental exploration.
It is common sense that linguistic competence is the founding component of the translation activity; without a linguistic competence, no translation competence could be achieved. Far from engaging into a debate over whether to teach translation and language simultaneously or not, language enhancement, reinforcement or even teaching per-se became a fait accompli. Most translation courses whether they are international (at L’ESIT for instance) or national (in all our translation departments) comprise language modules as part of their curriculum.
In an undergraduate translation course which combines language with translation modules, it was assumed that these modules will support each other. In reality however, students' translations showed little sign of applying language knowledge to translation. Instead, students’ linguistic behavior in translation modules was incompatible with their linguistic behavior in language modules concerning previously learnt constructions.
Aware of the urgent need to disentangle this critical issue and to bring about a modest contribution to translation teaching, we embarked on highlighting the status of language teaching for translation in different translation teaching approaches. New trends of academic research have emerged to explore innovative lines of languageDiplôme : Doctorat en sciences En ligne : ../theses/anglais/CHE1309.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6124 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité CHE/1309 CHE/1309 Thèse Bibliothèque principale Thèses Disponible
Titre : Teaching lexical collocations to raise proficiency in foreign language writing Type de document : texte imprimé Auteurs : Mounya Abdaoui ; Univ. de Constantine, Éditeur scientifique ; Hacene Hamada, Directeur de thèse Année de publication : 2010 Importance : 168 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale+01 cd Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Teaching Lexical collocations Language teaching Foreign language writing Proficiency Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère En ligne : ../theses/anglais/ABD1089.pdf Permalink : index.php?lvl=notice_display&id=4787 Teaching lexical collocations to raise proficiency in foreign language writing [texte imprimé] / Mounya Abdaoui ; Univ. de Constantine, Éditeur scientifique ; Hacene Hamada, Directeur de thèse . - 2010 . - 168 f. ; 30 cm.
01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale+01 cd
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Teaching Lexical collocations Language teaching Foreign language writing Proficiency Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère En ligne : ../theses/anglais/ABD1089.pdf Permalink : index.php?lvl=notice_display&id=4787 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ABD/1089 ABD/1089 Thèse Bibliothèque principale Thèses Disponible
Titre : دور الأغنية والموسيقى في تنشيط التفاعل اللفظي في مجال تعليمية العربية للأجانب المبتدئين : دراسة حالة فوج طلبة طنزانيين Type de document : texte imprimé Auteurs : محمود بدوي, Auteur ; عبد الله بوخلخال, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 346 ورقة. Format : 30 سم. Note générale : 2نسخ موجودة مكتبة المركزية
Langues : Arabe (ara) Catégories : Arabe
الأدب العربيTags : اللسانيات التطبيقية أغنية موسيقى التفاعل اللفظي طلبة الطنزانيين تعليمية العربية Chanson musique intéraction verbale étudiants Tanzaniens didactique de l'arabe song Music verbal interaction Tanzanian learners Teaching arabic Language teaching Index. décimale : 810 أدب عربي Résumé : Song and music are highly evocative. In the language classroom, they provide variety, fun, elegance, warmth and serenity. Creating a joyful and relaxing setting, they entertain the learner , speak to his emotions, sensations, dreams, childhood remembrances, capture his imagination as Piaf captured her elegant and handsome ”Milord” , the “Jolie” fruit salad charmed Bourville or the lovely Helene hypnotized Aznavour who, to warm her, burnt home furniture except the bed !.
Fascinated and spellbound by the beauty and strength of this thrilling, tasty and amusing musical discourse, terribly inspiring, always changing and colorful, the learner feels an irresistible desire to whisper his emotions, to communicate, to interact with his classmates.
Precisely, this research attempts to explore these astonishing potentialities of song and music, and their role in stimulating verbal interaction in the beginning foreign Arabic classroom where, surprisingly, these two wonderful pedagogical tools remain until now ignored.
Our hypothesis suggests that if song and music are used creatively, they would stimulate classroom interaction. To test this hypothesis, we exploited a variety of Algerian, Maghrebin and oriental songs and pieces of music with two Tanzanian learner groups, through twenty two sessions.
The analysis of the recorded learners interactions, the two interviews conducted with the first group and the questionnaire handed to the second one, attested the powerful evocative and stimulating role of song and music.
The communication, learning and discourse strategies used by our learners showed their deep involvement during classroom interactions.
In the light of these findings showing the successful interactional role of song and music ,we can say that our hypothesis is confirmed.
Diplôme : Doctorat en sciences En ligne : ../theses/arabe/ABAD4123.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10246 دور الأغنية والموسيقى في تنشيط التفاعل اللفظي في مجال تعليمية العربية للأجانب المبتدئين : دراسة حالة فوج طلبة طنزانيين [texte imprimé] / محمود بدوي, Auteur ; عبد الله بوخلخال, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 346 ورقة. ; 30 سم.
2نسخ موجودة مكتبة المركزية
Langues : Arabe (ara)
Catégories : Arabe
الأدب العربيTags : اللسانيات التطبيقية أغنية موسيقى التفاعل اللفظي طلبة الطنزانيين تعليمية العربية Chanson musique intéraction verbale étudiants Tanzaniens didactique de l'arabe song Music verbal interaction Tanzanian learners Teaching arabic Language teaching Index. décimale : 810 أدب عربي Résumé : Song and music are highly evocative. In the language classroom, they provide variety, fun, elegance, warmth and serenity. Creating a joyful and relaxing setting, they entertain the learner , speak to his emotions, sensations, dreams, childhood remembrances, capture his imagination as Piaf captured her elegant and handsome ”Milord” , the “Jolie” fruit salad charmed Bourville or the lovely Helene hypnotized Aznavour who, to warm her, burnt home furniture except the bed !.
Fascinated and spellbound by the beauty and strength of this thrilling, tasty and amusing musical discourse, terribly inspiring, always changing and colorful, the learner feels an irresistible desire to whisper his emotions, to communicate, to interact with his classmates.
Precisely, this research attempts to explore these astonishing potentialities of song and music, and their role in stimulating verbal interaction in the beginning foreign Arabic classroom where, surprisingly, these two wonderful pedagogical tools remain until now ignored.
Our hypothesis suggests that if song and music are used creatively, they would stimulate classroom interaction. To test this hypothesis, we exploited a variety of Algerian, Maghrebin and oriental songs and pieces of music with two Tanzanian learner groups, through twenty two sessions.
The analysis of the recorded learners interactions, the two interviews conducted with the first group and the questionnaire handed to the second one, attested the powerful evocative and stimulating role of song and music.
The communication, learning and discourse strategies used by our learners showed their deep involvement during classroom interactions.
In the light of these findings showing the successful interactional role of song and music ,we can say that our hypothesis is confirmed.
Diplôme : Doctorat en sciences En ligne : ../theses/arabe/ABAD4123.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10246 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité بدو/4123 بدو/4123 Thèse Bibliothèque principale Thèses Disponible
Titre : Cooperative learning as a motivational factor in enhancing students writing the case of second year EFL students at constantine university Type de document : texte imprimé Auteurs : Leila Zourez ; Univ. de Constantine, Éditeur scientifique ; Sa?d Keskes, Directeur de thèse Année de publication : 2010 Importance : 140 f. Format : 30 cm Note générale : Une disponible à la salle de recherche Une disponible au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Enhancing Second year EFL Motivational factor Students writing Language teaching Cooperative learning Constantine university Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/ZOU1076.pdf Permalink : index.php?lvl=notice_display&id=4764 Cooperative learning as a motivational factor in enhancing students writing the case of second year EFL students at constantine university [texte imprimé] / Leila Zourez ; Univ. de Constantine, Éditeur scientifique ; Sa?d Keskes, Directeur de thèse . - 2010 . - 140 f. ; 30 cm.
Une disponible à la salle de recherche Une disponible au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Enhancing Second year EFL Motivational factor Students writing Language teaching Cooperative learning Constantine university Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/ZOU1076.pdf Permalink : index.php?lvl=notice_display&id=4764 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ZOU/1076 ZOU/1076 Thèse Bibliothèque principale Thèses Disponible
Titre : EFL Teachers Attitudes and Beliefs toward the Implementation of E-Learning Type de document : texte imprimé Auteurs : Hana Nedjah ; Univ. de Constantine, Éditeur scientifique ; Hacene Hamada, Directeur de thèse Année de publication : 2010 Importance : 168 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale+01 cd Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : E-learning Language teaching EFL Teachers attitudes Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/NED1091.pdf Permalink : index.php?lvl=notice_display&id=4835 EFL Teachers Attitudes and Beliefs toward the Implementation of E-Learning [texte imprimé] / Hana Nedjah ; Univ. de Constantine, Éditeur scientifique ; Hacene Hamada, Directeur de thèse . - 2010 . - 168 f. ; 30 cm.
01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale+01 cd
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : E-learning Language teaching EFL Teachers attitudes Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/NED1091.pdf Permalink : index.php?lvl=notice_display&id=4835 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité NED/1091 NED/1091 Thèse Bibliothèque principale Thèses Disponible
