This article is a translation, into Arabic, of the first part of the first chapter of Histoire de ma Vie, an autobiography by Fadhma Aït Mansour Amrouche, published in 1968 by François Maspéro, Paris. It is preceded by a letter written by Fadhma to her son Jean, where she asked him to publish her autobiography. Then, the author of this article stated an adapted version of the epilog of the book, where Fadhma asked her daughter Taos to work on the publication of the manuscript. Finally comes the translation of the first part “My Mother” of the first chapter « The path to School ».

The present study aims at exploring the effect of enhancing English as a foreign language students’ self-esteem on their spoken production skills. This work is mainly concerned with determining first year students’ psychological and linguistic classroom behaviors and the obstacles that lessen their engagement in English as a foreign language oral classroom at the University of Badji Mokhtar- Annaba. It also attempts to shed light on the role of self-esteem enhancement programs in ameliorating both students’ self-esteem and their oral production. The present research also offers a set of useful pedagogical implications.

The phenomenon of retranslation is as old as the phenomenon of translation itself. However, research on retranslation has only started to attract scholarly attention recently. It is well clear that various literary works are being translated and retranslated all the time. However, the real motives and reasons behind that are still relatively unexplored. One prevalent answer to that is encapsulated in the work of Antoine Berman (1990), who claims that first translations are domesticated, lacking, and are marked with what he called =inherent failure‘, while subsequent retranslations are foreignized, accurate, and close to the original. The dynamic move from deficient first translations to great accomplished retranslations has been consolidated into what is now called in Translation Studies as the Retranslation Hypothesis (RH), mainly the underlying assumption that first translations of a given source text (ST) are domesticated while later retranslations are foreignized. Despite the recent scholarly interest in retranslations and the RH, this phenomenon has only been investigated by a handful of researchers. Therefore, conducting further in-depth studies on retranslations and testing and assessing the validity of the RH in empirical and systematic settings is, hence, of the utmost importance. These studies will greatly help gain better understanding of the dynamics of the complex phenomenon of retranslation and unravel the very nature of this unique and significant intercultural activity.

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.

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.

Linguistic and translation publications face multifarious problems in meaning relevance due to the lack of substantial dictionaries of the field. Besides, there is no real term equivalence in Arabic for meaning transfer. This fact causes different difficulties in finding the right meaningful term in Arabic.

It goes without saying that one significant aspect of intercultural communication which often escapes one?s notice is negotiation. Alongside with its important geopolitical location, Tanger has always been, since a long time, a considerable site for such intercultural negotiation. That Tanger has witnessed and received different cultural elements makes of it a preferable subject-matter for many travelers, story-tellers, anthopoligists and researchers of different cultural background. So, its geographical position has transformed it into a particular contact zone wherein interesting intercultural activities have taken place, the most important of which is intercultural translation. However, an emerging global cultural economy has opened an attention-grabbing room for reflection about how intercultural translation is shaped and shapes globalization. In this vein, this paper seeks to unveil the poetics and politics of intercultural translation within the global age, with a particular emphasis on American Translations of Moroccan Culture of Tanger during the 1950?s through 1970?s.

It is impossible to imagine our lives without screens of television, cinema or smart phones in particular, wherever we go, we are followed by its bright colours, resonant voices and fabricated sentences in such a way that attracted the attention of everyone who watched them in its home country or in other countries, and therefore their producers had to translate them into different languages of the world to reach the largest number of recipients and achieve additional profits, as a result of the existence of different languages, audiovisual translation has emerged as an urgent need to enjoy foreign audiovisual productions; the translator stood speechless in front of these audiovisual discourses that consist of several elements ranging from iconography and language, written and oral. These characteristics would complicate his work and oblige him to study them in-depth to be able to transfer their semantic, cultural and social dimensions as it is from the original language to the target language. Among the most important concepts that are closely related to audio-visual translation is the concept of several audiovisual codes, the concept of prefabricated orality, the concept of multimodality, the concept of constrained translation and the concept of synchronization.

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.

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.

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)?

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.

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 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 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.

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 research paper is subscribed under a research group working on ‘Developing translation competence, an empirical study and modern approaches, university of Algiers2. We aim to highlight the importance of the competency-based approach in Translation, mainly by developing translation competence. We attempt also to raise the teachers’ awareness of and adaptation with the adopted approaches by the teaching organisms in Algeria in order to attain the expected aims from the learning process.

This paper tries to explore third year students? attitudes towards writing a composition in English as a foreign language to give insights into how they feel, think and behave vis-a-vis writing; and more importantly, to show the relationship between these attitudes and learners? level of achievement in this skill. To test my hypotheses, a questionnaire was administered to 3rd year students along with a short interview with the writing teacher of the investigated group. In addition to that, a quantitative analysis was undertaken. The paper demonstrates that students have a negative attitude towards writing a composition in English, and this has a negative effect on their level of achievement.

Terminology, which is a science related to other fields of Language Sciences, is nowadays of a major importance in shaping students to become future terminographers-translators. During their studies, the learners face several issues resulting from the teaching of bilingual terminology. From the analysis of these issues, we will attempt, in this research, to suggest some methodological processes based on our professional experience, in order to insure a better transmission of the lecture’s content. Finally, we will make some recommendations in order to try to improve the teaching-learning process of bilingual terminology.

The aim of this practical study is to shed the light on the translation procedures employed by André Du Ryer Sieur de Malzaire, the first translator of the Quran into French in 1647, by confronting some Quranic verses with the target text, and determine the motives, finalities and ideological aspects of his translation, through the analysis of the paratextual elements.