Didactics are of paramount importance in the field of academic education thanks to the value added by the awareness of students about their role in the process of teaching and learning. The didactics are divided into several branches distinguished from each other by the aspects of the relationship between the teacher and the taught discipline. Being aware of the elements of the didactical situation in translation lessons undoubtedly facilitates to the teacher to master the translation lesson and achieve the objectives assigned to it.

This study sheds the light on translation strategies used by the French Orientalists, Perron and Seignette, in rendering into French the famous Maliki jurisprudence summary, known as the Mukhtasar of Khalil Al-Jundi. It also aims at exploring their tools, as well as examining how they served the colonizer’s ideology throughout their translation works.

The present study is part of our research in translation didactics and addresses, through a practical example, the contribution of discourse analysis, and, more precisely, the analysis of latent content, to translation. It detects the levels on which are located the elements to be analyzed. Our goal is to design an analysis model for translation. A model will follow the nature of the act of translating and the needs for the development of translation skills.

The adverb is a polymorphic syntactic notion, ready for salient reflections in attested natural languages. This fact of language with fairly diverse uses from the point of view of linguistic combinations generates levels of semantic-linguistic and discursive complexity. For this purpose, the present study is limited to the cases of adverbs of intensity in the contrasting systems of Arabic and French. This study, then, is a reflection on the intensity / intensification connection, which accounts for the degree of gradation induced by the adverbs of intensity.

As a result to the establishment of Translation as a new academic independent field of study, the number of relative notions and terms has augmented, and Translation Didactics has been established to look for the suitable means to form translation students. The present study is interested in determining the relationship between translation terms and Translation Didactics, and the role of the former in the latter. This issue led us to investigate the extent of mastery of this terminology in Algerian translation classes.

Many researchers have studied the Quranic Story, but they only focused on features, which have to do with the Prophetic call and all what it tries to provide people with, such as wisdom, giving the example as well as directing and guiding the human behavior. However, the Quranic Story encompasses some important narrative elements that would make it subject to theorizing. Previous researchers have ignored the main narrative characteristics, which characterize the miraculous Quranic Story. This is briefly the rationale behind research on the Quranic Story through the Story of ‘Solaimane’ (Peace Be Upon Him) in order to answer the following three questions: 1.Can we talk about a Narrative Theory that would help us make a special theory for the Quranic Story? 2.What are the general features, which characterize the Quranic Story?. Can translation preserve the meaning and narrative elements of the Quranic Story?

This article examines a translation from Spanish into Arabic of the study carried out by the Chilean linguist, philosopher and sociologist, Cristián Santibáñez (“Metaphors and Argumentation: Status and Function of Conceptual Metaphors in Argumentative Mechanism,” published in Chilean Revista Signos Magazine (2009). The translation starts by giving a brief summary of the study, mainly about the manner conceptual metaphors function, then its analysis from the perspective of argumentative practice. The author concludes that in order to manage with the cognitive metaphorical analysis, the argumentative perspective is strongly needed.

The strategy in our study ‘Terminological Translation’ holds two aspects: theoretical and practical. The translator is in situation of assimilation and representation of the specialized terms. The latter require, particularly, translational, conceptual as well as terminological competences. This situation appears, mainly, in the practice of the translation and moves away from the perpetual requirements of the dictionary. Dictionaries are qualified, by certain authors, as ‘source of errors’. We will try to show that the terminological translation is carried out in specialization and through training and formation.

This article examines a translation from Spanish into Arabic of the study carried out by the Chilean linguist, philosopher and sociologist, Cristián Santibáñez (“Metaphors and Argumentation: Status and Function of Conceptual Metaphors in Argumentative Mechanism,” published in Chilean Revista Signos Magazine (2009). The translation starts by giving a brief summary of the study, mainly about the manner conceptual metaphors function, then its analysis from the perspective of argumentative practice. The author concludes that in order to manage with the cognitive metaphorical analysis, the argumentative perspective is strongly needed.

The translation competence surpasses pure language competence as it involves cognitive competence that enables the translator to produce a target language text for a source language text according to equivalence requirements. The aim of this paper is to present the fundamental role of translation activities in the process of translation competence acquisition throughout the translator training. The first part is devoted to the concept of «translation competence» under which an overview of research on translation competence and its acquisition is detailed. It subsequently deals with the translation activity types and the objectives related to each of them. The paper also provides examples of how to design translation activities for the translator training curricula that centre on the translation competence development and establish guidelines to meet students’ needs and match the requirements of the labour market.

The integration of translation in the process of language teaching aims to explore a foreign language in relation with the mother tongue in order to identify the gaps and similarities that exist between two different language systems, which could lead to the linguistic enrichment. Consequently, the search for equivalents is problematic, especially in the case of two languages and two different cultures, such as French and Arabic. In this research, we tried to identify the learners’ difficulties and competences of a foreign language, in this case, French and the effort made during the translation operation through exercises on translation units. In doing so, we analyzed a corpus that we built from an experiment conducted in the department of letters and foreign languages at the University of Tiaret. The results show that the translation from the target language (the receptor language) to the source language has fewer negative transfers compared to the translation from the source language (Arabic) to the target language (French), given the complexity of the foreign language and the lack of mastery of the rules governing it.

Is methodology necessary for teaching literature? Does literature need theories? Is it fair to push students to see the text through the eyes of others? Does student need autonomy in understanding the text? The text is a mine, where the reader tries to dig and probe inside the multilayered structure of its depth. The more you dig and disturb its quietness and quietude, the more you discover unexpected elements, which are hidden under its sediments. Which meaning do we get from reading? Is it of the text, or the author, or the teacher or the student? Interpretation is not a logical process that looks at variations at different levels of meanings. Frequently, it cannot be done without free intentional process of meaning regeneration. The reader/the teacher recreates a story through his reading: this story cannot be labeled as the author‘s: the text is beyond any grasp. So, what do we teach of/from the text? Where does meaning lie? What parameters can we use to find the relevant key to penetrate the text and decipher its meaning(s)?

The present paper studies and analyses the translation of stories achieved in the framework of the PTAM (Projet de Traduction Algérie-Moldova). It commits itself to deal with the difficulties and challenges of such an academic collaboration between Algerian and Moldovan students, using new technologies. Our paper tends to dissect the content of the exchanges of original stories between students who belong to different linguistic and cultural spheres, in order to see the extent into which the intercultural exchange between them was successful. Similarly, this paper will analyze the translations in Arabic and Romanian of the stories respectively exchanged. In other words, this paper analyzes language as a cultural vector in international telecollaboration. Therefore, this paper is an opportunity to highlight the translation difficulties that have occurred in the context of the PTAM, as well as the techniques used by the students to render in their official language, and to adapt into their original culture, a text that bears the linguistic and cultural mark of the Other.

Code switching is a whispered phenomenon that results from languages in contact and in which the juxtaposition of these languages is intentional and purposeful. Generally speaking, code switching refers to the alternate use of more than two languages by speakers in a discourse, and it concerns only bilingual and multilingual societies. The phenomenon of code switching has, undoubtedly, attracted the attention of many writers, linguists and researchers in the field. Various studies have been made to investigate and scrutinize the occurrence, the reasons and the functions of code switching. This work aims at scrutinizing the reasons for code switching to Arabic in EFL classes as perceived by students. The data analysis is essentially based on Appel and Muysken?s (2006) six functions of code switching and Malik?s (1994) ten reasons for code-switching. The study is conducted at ENSC (école normal supérieure) in Constantine. Findings have shown that code switching occurs in EFL classes mainly to serve referential, expressive, directive and poetic functions.

Our study turns around the nature of translation between the theoretical and practical sides. Theoretical studies of translation are found to be used in translation practice, and thus, we have shown the sides that must be respected and taken into consideration. This is on the one hand. On the other hand, we have pointed out the problem of untranslatability, where the translator finds himself facing uncommon, complex and complicated words and expressions absent culturally into the target language. We are intending to transfer thoughts, knowledge, and art from a conceptualized world of the source to other of the target. Some examples are used for illustration.

In the present research paper we seek to analyze the translation of the Pidgin English as a second language In the African Anglophone novel into Arabic. Such hybrid texts seem to cause serious difficulties for the translator who doesn’t find the solution in the translation studies’ traditional concepts like equivalence and interpretation For this reason, we try through this study to reveal the validity of the postcolonial approach of translation which asserts that translation studies should be extended to take in consideration the heterogeneity and the unequal nature of languages. Also to suggest a specific translation strategy that can deal with the hybrid nature of the source text as much as possible.

The present study is a conceptual review of the Genetic system. . Our work falls within the framework of the linguistic criticism of Genetic work through his book Palimpsestes, published by Le Seuil, Paris, in 1982. This study is carried out through the concept of textual transcendence between the central translation of the Syrian, critic Mohammed Khair al-Beqai and the Moroccan critic Mokhtar Hosny. This modest attempt is done within the light of the fragmented individual and institutional efforts, as well as the problem of the instability of terms in the mother tongue. Therefore, what is the justification for such a translation if the new vision of the translator is not fulfilled?

Doctors usually use specialized medical language that is clear, precise and objective, but they resort sometimes to medical euphemisms for specific purposes such as reducing the shock impact on patients and their families as well as keeping the window of hope open. The use of euphemism in medical field is subject to wide controversy, some support its use considering the human and social dimensions, while others reject it entirely on the grounds that the patient must be told the truth which is part of the respect of the noble medical professions’ ethics. Amidst support and opposition debate, the translator finds himself faced with a large number of euphemised expressions that he should convey, even if they seem ambiguous, notably the specialized ones which are difficult to understand by the recipient. Thus, how does the translator, who is required to understand the message and make it understood, deal with these euphemisms? Should he adhere to the features of medical language, preserve the ambiguity of euphemism or seek to highlight its meaning in order to facilitate the message understanding in this sensitive field?

In this article, we propose to analyze the morpho-semantic structure of the Arabic metalinguistic terminology proposed from French. For this fact, we will present here, the analysis of certain cases which consists in checking the semantic adequacy of each translation compared to the other. We use this contrastive approach to present the definitional content of each term in French, followed by two corresponding translation in Arabic. We tried to vary the examples according to the translation procedures adopted. The objective is to account for the interpretability of each of the two translations for a source term compared to the meaning that it conveys

This study is related to the advertising translation of commercial and road signs. Our analytical and descriptive approach is lead on five photographed samples. We tried to answer the main issue which focuses on linguistic and stylistic errors of translation due to a word for word transfer from a foreign language. These errors have undoubtedly socio-cultural and socio-economic impacts. The functional aim of the translation and the discourse analysis showed that the Arabic language holds its own linguistic and stylistic means to express a particular message in the context of enunciation and in the context of situation. For didactic prospects we intended to take advantage of these findings by proposing pedagogic applications that should take the discourse analysis and the skopos of any translation as main objectives. In a professional view, we pointed out that the linguistic part of the public advertising displays should be considered seriously by entrusting any public translation to conscientious translators.

Research on Qur’an terms has long been interested in its semantic and syntactic sides. Likewise, translation turned necessary when the Holy Quran reached the hands of Muslims and non-Muslim professionals in linguistics and religion. The Holy Quran translations in their turn were at the basis of many researches when minimal terms translations proved distinct. This research paper aims at finding out the origins of the differences that concern both semantics and grammar. When conducting a comparative and analytical study on terms extracted from the Quran, it had been revealed that the exegesis is the main cause of the distinct meanings given by translators to a single term. As far as the syntactic aspect of the term itself is concerned, it is admitted that context as well as the translator’s style are almost responsible

Any translation is subject to mental processing. In a literary text, this processing is very problematic. Words and expressions that vehicle such transfer do not (re)produce the source faithfully. The received image could be perceived and conceived differently because of language suggestiveness. Undoubtedly, Cognitive Process of thinking is helpful in understanding and actualizing thoughts into words and expressions. But how could it be with metaphor? Is it transferrable? Are we able to reproduce and transfer the same image from the source to the target? Metaphor is shaped and mapped within the culture that produces it, but differences in culture become the clue of the problem. The way to conceptualise and perceive is dialogically related to the degree of differences and similarities of the SLT (Source Language Text) and TLT (Target Language Text).

The present paper aims to investigate the role of translation activities as a comprehensive tool for the acquisition of the technical English language, clarifying confusing aspects, enriching specialized vocabulary and improving the knowledge of language and Technical background as well. First, an overview of the latest research into the implementation of translation activities in the ESP class will be provided. Then, the methodological developments in this area will be explored by focusing mainly on the factors to consider while preparing translation activities, the types, purposes and benefits of the suggested activities. Toward the end of the paper, a framework of research methodology for teaching technical vocabulary and technical writing will be presented.

This research paper highlights the links between memory, representation and creativity in the translation process, and the advantages that could be taken of the advances made in the fields of cognitive sciences, artificial intelligence, cognitive linguistics, cognitive psychology and philosophy, in the academic and professional training of translators. We discuss through this study the relationship between translation teaching and the aforementioned cognitive disciplines, the role of cognitive competence in comprehension, the types of memory and its functions in the translation process, the training of the translator’s memory and assimilation through practice, and the aspects of creativity in translation.