bluuebunny/crossref_metadata_2025_split huggingface dataset:
Quelques repères d’une traductologie productive
Authors: Ciobâcă Carmen-Ecaterina 
Published: February 2024

A Few Guidelines for Productive Translation Studies
The paper is based on the concept of “productive Translation Studies”, understood as a science of translation anchored in the present and designed to help both translators and translation scholars. To provide some directions for productive Translation Studies, the paper starts with a diachronic analysis of the discipline. The field acquired its autonomy in the 80s when it was no longer considered a branch of linguistics. Nevertheless, translation scholars have manifested some hesitations in the past and there are aspects to be rectified. To establish the aim and methodology of the discipline, a clear definition of translation (both as a process and as a product) is needed. In addition, the nature of Translation Studies should be discussed: whether they are a scientific field or a branch of humanities and to what extent they are interdisciplinary. This historical overview is also used to discuss the “ages” of Translation Studies, as defined by Jean-René Ladmiral. Thus, prescriptive Translation Studies fix some general principles of a “good” translation and have a theoretical nature; descriptive Translation Studies rely on comparative and contrastive methods, analysing translation as a product; inductive Translation Studies aim at discovering what happens in the translator’s mind and are not developed yet; productive Translation Studies are connected to the reality of the market and provide methodological principles to translators and translation scholars to facilitate their work. In the final part of the paper, the author describes several strategies to be followed by contemporary Translation Studies. One step is to put an end to the scientific hesitations of the past and to have a coherent approach. Then, the debate concerning translation dichotomies (such as the possibility or impossibility of translation, faithfulness, and unfaithfulness in translation, translating form or translating meaning) should be left behind because it is unproductive. Connecting theory and practice and putting in contact with translators and translation scholars is another objective. Translation critics should give up the sacralization of the source text: in fact, any approach should put the translator on center stage to empower him/her. A double approach – psychological and sociological – may be needed to understand the translator’s choices: the psychological approach is based on the Theory of Sense, while the sociological analysis takes into consideration the constraints of the market. New technologies should become a topic of research. Also, translation studies should be rendered into various languages to disseminate new ideas and trends.
Aspects innovants des métonymies dans le discours quotidien de Brazzavillois
Authors: Elongo Arsène 
Published: February 2024

Innovative Aspects of Metonymies in Brazzavillois' Everyday Discourse
This article examines the innovative aspects of metonymies in the everyday speech of Brazzavillois residents, who live in an environment influenced by both the French language and local languages. The primary goal of the study is to discern the network of metonymies in oral communication and to identify the stylistic reasons for their expressive use in Brazzaville French.The chosen methodology involves compiling a corpus sourced from recordings, posters, and various daily uses related to the professional and linguistic habits of the Brazzaville community. Data selection criteria prioritize relevance and qualitative value. Utilizing this corpus, we applied the linguistic components criteria and the implicit approach developed by Catherine Kerbrat-Orecchioni (1998), along with the ellipsis approach proposed by Michel Le Guern (1973). This application aims to elucidate the discursive implications of metonymy in everyday conversation, seeking to verify how metonymic expressions illuminate the subjectivity, culture, and language proficiency of the speaker. Furthermore, metonymies in oral communication hold implicit value as they allow for the examination of undisclosed informational content omitted by the speaker through ellipses. The ellipsis approach aids in analyzing metonymy as a process that accentuates the container, with the content being elliptically placed by the speaker based on communication needs, intending to magnify a salient element of metonymic adjacency. Our anticipated results are expected to confirm that metonymy actively contributes to the semantic innovation of French in the Brazzaville context. This is attributed to its discursive techniques, particularly the containing/content relationship, which remains a decisive factor in semantic evolution and polysemy. Additionally, metonymy, being a figure of everyday life, permeates various domains such as family, professional settings, religious language, and even in journalism. It is commonly employed in familiar discourse, the realm of transportation, educational institutions, and commercial communication. This usage often arises from the application of verbs like 'pay' and 'buy,' where the content is replaced by the container (e.g., the bottle replaces the gas, and the invoice replaces the company). In conclusion, our findings indicate that metonymy in oral communication is not merely a tool for aesthetic language creation; rather, it emerges as a phenomenon driving linguistic innovation. It adds new layers of meaning to verbs like 'buy' and 'pay' within the specific context of Brazzaville, contributing to a diatopic variation of French in Africa.
L’Adjectif qualificatif : étude Contrastive en Français et en Arabe
Authors: Samir Fekry Christina 
Published: February 2024

The Adjective: Contrastive Study in French and in Arabic
The lexical morpheme, variable in gender and number through linguistic agreement (AGR) or declension, holds a crucial position in the two inflected languages under examination: Arabic, an Afro-Asiatic language of the Semitic family, and French, a Romance language with synthetic characteristics. This study draws inspiration from the works of eminent linguists, including Blachère and Gaudefroy-Demombynes (1975), Béchade (1994), Al-Hakkak (1996), and others. It also incorporates insights from contrastive studies, a linguistic branch that emerged in the 1950s to enhance the teaching and learning of foreign languages by addressing language interference through the exploration of inter-linguistic structural differences. This study, designed to assist learners and translators in comprehending the affinities and deviations between French and Arabic, delves into the use of adjectives in context. It particularly focuses on the qualifying adjective as a discourse component falling within the class of apparent nouns, in contrast to implicit nouns. This lemma or lexical unit serves to describe, characterize, specify, and indicate certain properties of animate or inanimate beings. It represents the grammatical class bestowing identity upon a person, animal, or object, attaching a positive, negative, or neutral label that imparts a value judgment. In French, the qualifying adjective encompasses various types, including relational, nominal, compound, verbal, and syntagmatic. In Arabic, it takes on verbal and denominative forms, assimilated to the verb. Morphologically, French features prefixed, suffixed, and unsuffixed adjectives, while Arabic presents adjectives crafted from a multitude of forms. Regardless of the linguistic context, the qualifying adjective, matching in gender and number the noun or pronoun to which it refers, can assume multiple functions within morphosyntactic structures. It can act as an epithet, whether anteposed or postposed, with graphic, phonic, strict, or floating agreement or concord (instances of inflection), serve as an attribute linked to the subject by a copular verb, or be affixed. Additionally, qualifying adjectives can convey varying degrees of intensity using phrasal adverbs or adverbs of comparison.
Syntaxe et signifiance de la parole conative dans la poésie Africaine Francophone
Authors: épouse Coulibaly Cissoko Saran , Goynougo Aboubakar 
Published: February 2024

Syntax and Meaning of Conative Speech in Francophone African Poetry
For those with an interest in African poetry, particularly Francophone poetry, several distinctive features underlie its originality and authenticity. These encompass rhythm, symbolism, and poetic imagery, serving as fundamental markers of the dominant poetic function within poetic discourse. These elements are inevitable considerations in any analysis, be it poetic or stylistic, of literary texts. Poetry in Africa, and conceivably beyond, undoubtedly serves a pragmatic, or more precisely, pragma-enunciative function, often obscured and overshadowed by the omnipotent poetic function—the quintessential literary function. In practical terms, the pragma-enunciative function of a poetic text is revealed through its conative nature. Essentially, poetry is a form of discourse inherently directed towards otherness, intended for an audience. Even when masquerading as an introspective work originating from the soul, ostensibly focused inward to express emotions in a context of heightened lyricism, poetry is fundamentally a conative expression. This characteristic is intrinsic to African poetry, with conative speech representing an indispensable aspect that may even be considered the ultimate purpose of the unavoidable poetic function of language. It is undeniable that elements such as rhythm, symbol, and poetic imagery, along with other aesthetic devices in verbal creation, serve as means of captivating and elevating the discourse, enabling the poet to construct a message aimed at captivating and stirring the reader. Nearly every aspect of the poem contributes to transforming it into a communication from self to other, essentially constituting second-person poetry. Conative speech, in the context of poetry, also assumes an incantatory function, a concept championed by Roman Jakobson, involving the conversion of an absent or inanimate "third person" into the recipient of a conative message. In the realm of French-speaking African poetry, conative speech holds literary, pragmatic, communicative, psychological, and cultural significance, among other dimensions. It is an indispensable component of African poetry, enhancing its illocutionary or even perlocutionary nature. Consequently, a nuanced examination of the syntax of this speech, especially its unconventional or unexpected elements
L’image de l’Arabe dans la Série Netflix Messiah : analyse dialogique
Authors: Kherbache Chafik , Touahria Brahim , Hassani Rima Aïda 
Published: February 2024

The Image of The Arab in Netflix Series Messiah: Dialogical analysis
This study falls within the purview of discourse analysis and seeks to propose nuanced interpretations regarding the portrayal of Arabs in Hollywood cinema. Initially characterized by negative stereotypes, this image undergoes a partial rehabilitation in the Netflix series Messiah. The investigation aims to scrutinize both representations by analyzing specific sequences from the series, which premiered on the Netflix platform on January 1, 2020. The series revolves around the return of the Messiah, linked to eschatology, portraying him as a savior in conflict zones addressing desperate people in Arabic, notably in Syria, West Bank, and the Al-Aqsa Mosque. The doctrinal theme of the Messiah's return sparks significant impact in spirituality and theology, eliciting diverse discussions and interpretations. Employing a qualitative approach rooted in the principles of nominational dialogism, this study identifies stereotypical representations often ingrained in Hollywood's conventional beliefs. It achieves this by scrutinizing parameters of categorization and enunciation in interactions involving Arab characters such as Jibril Hassan, Samer, Sheikh Zaid, the Imam, and others.The study results shed light on two contrasting images of Arabs. Firstly, Sheikh Zaid embodies the stereotype of an extremist and violent Arab, perpetuating long- standing clichés. Secondly, Jibril Hassan represents the image of a vulnerable and easily manipulable Arab, adding a layer of complexity to the overall representation. By delving into these subtleties, this research seeks to challenge and transcend the conventional depictions of Arabs in Hollywood cinema. Its objective is to foster a deeper understanding of the intricacies associated with these characters, moving beyond the limiting and one-dimensional portrayals often disseminated by mainstream media. The ultimate aspiration is to contribute meaningfully to the ongoing dialogue regarding the representation of diverse cultures and identities in popular entertainment, such as Hollywood, which wields significant influence over public perceptions. Drawing on Jullien's perspective on alterity, the study advocates understanding others through their unique viewpoints rather than imposing our own. Applied to Hollywood's portrayal of Arabs, this approach encourages a shift beyond stereotypes toward a nuanced appreciation of Arab identity and cultural richness. Such an approach promotes deeper cultural empathy and challenges prevailing, simplistic narratives in global cinema and media.
Savoirs de référence : quelle transposition dans les contenus d’enseignement-apprentissage du FLE au secondaire algérien ?
Authors: Nasredine Bouache 
Published: February 2024

Reference Knowledge: What transposition in the teaching-learning contents of FLE to Algerian Secondary School?
To secure inclusion in FLE (French as a Foreign Language) school textbooks for secondary education, the scholarly knowledge embedded in the textual approach undergoes a dual process of transposition. Initially, this reference knowledge is externally transposed into curriculum material designed for teaching. This external transposition is succeeded by an internal transposition, where the transposed content becomes the subject of learning. This article aims to scrutinize the didactic transposition process of this knowledge. By tracking its integration into the teaching-learning materials of this educational cycle (curricula and textbooks), the study seeks to assess how the knowledge is valued and employed to foster authentic reading experiences. The investigation primarily involves examining the progression of this knowledge through synoptic tables and glossaries (1st, 2nd, and 3rd AS), coupled with an analysis of questions presented in the margins of the assigned texts. This dual approach facilitates a comprehensive understanding of how this knowledge is formulated and legitimized. A secondary objective is to gauge any disparities between the theoretical principles of transposition and their actual application in curriculum and textbook development. The study's findings shed light on the destiny of this reference knowledge and the constraints imposed by certain pieces of information on the construction of text meaning. Some knowledge, owing to its sheer volume, appears to have garnered more assured recognition, tending to stabilize effectively in practice. Conversely, the impact of other knowledge, derived from the same reference theories, remains ambiguous and does not consistently contribute to shaping the meaning of texts. Their current utilization suggests a marked simplification and resultant impoverishment during reading activities, reducing them to mechanical processes focused on a few textual elements. This often occurs without engaging in a critical examination of the textual content and the formulation of interpretations. Consequently, the study advocates a reassessment of the openness championed by this textual approach. It suggests reconsidering the legitimacy granted to various methods of accessing texts, emphasizing the need for a more nuanced and articulated approach.
Innover pour apprendre la langue étrangère : Traduire le numérique en gestes didactiques via les plateformes
Authors: Bouchebcheb Leila 
Published: February 2024

Innovating to Learn the Foreign Language: Translating digital into didactic gestures via platforms
Information and Communication Technologies for Information (ICT) play a crucial role in language learning within the constructivist didactic context. This perspective encompasses not only learning itself but also acquiring the ability to learn, interact, and train effectively. The Ecole Normale Supérieure de Constantine has actively collaborated with educational and ministerial units, engaging in program restructuring to integrate ICT within a constructivist pedagogical framework. In this approach, learning is viewed as a socially situated phenomenon, and the interaction between the instructor and the learner is considered a social aspect of both knowledge and skill acquisition in the teaching/learning process. The utilization of ICT in higher education is gaining increasing attention. This study focuses on online training systems that bring together sixty teachers who have undergone ICT training over various periods. These initiatives aim to reshape traditional teaching practices and teacher behaviours, fostering a path towards "learning to learn" that diverges from conventional approaches. To assess the reality on the ground and understand ongoing educational projects that integrate ICT, the study delves into the collective efforts within the Ecole Normale Supérieure of Constantine. Conducted as part of teacher training in ICT usage, the study investigates the integration of ICT into face-to-face teaching through remote platforms, exemplified by making online courses available on the Moodle platform. The primary objective is to incorporate ICT into students' training programs through innovative practices, emphasizing the development of technological skills such as PowerPoint usage, document sharing, blog creation, forum participation, and utilization of the platform's messaging system. As both a trainer and trainee, having participated in various ICT programs, I find it imperative to analyze the teacher training process to assess the effectiveness of implemented innovations. Teachers expressed satisfaction with the opportunity to participate in the training program, highlighting the development of previously unfamiliar technological skills. Innovation in ICT is directly associated with positive changes in learning outcomes, introducing socio- pedagogical modes of interaction that redefine the roles of both teachers and students. This shift enables them to adeptly appropriate new technological tools, emphasizing the transformative impact of ICT in the educational landscape.
La carte conceptuelle : un soutien au transfert des apprentissages métalinguistiques
Authors: Meliani Yousra , Akmoun Houda 
Published: February 2024

The Concept Map: A Support for Learning Transfer
Based on the concept mapping technique, our research endeavors to experimentally address the challenges encountered by candidates taking the Baccalaureate exam, specifically related to their ability to employ interdisciplinary knowledge while inferentially processing texts in French as a foreign language (FLE). The study intersects two disciplines: French as a Foreign Language (FLE) and History courses in the first language (L1). Employing a three-phase action research approach—commencing with a pre-test involving a text recall task, followed by collaborative concept map design using the PREP technique (Langer, 1982-1984) as a metacognitive experience, and concluding with a post-test to validate our approach—we aim to surpass the limited capacity of working memory and facilitate in-depth processing of textual information. By incorporating the concept map into our experimental approach, we aim to simulate "reflection on cognition," aligning with the training in internal monitoring—a central goal in any educational institution. Our initiative addresses linguistic challenges arising from the mental transition between the first language (L1) and the second language (L2), with a particular focus on challenges associated with mental translation. Situated within a plurilingual context involving Classical Arabic (L1) and the second language, French (FLF), we seek to visualize the linguistic interactions occurring during information processing through schematic organization and hierarchization. Resulted revealed that the use of concept maps substantially supports strategies related to analogical reasoning and high-level text processing. This approach significantly enhances learners' lexical repertoire by shaping organizational strategies and facilitating the storage of conceptual knowledge, streamlining retrieval processes. While concept maps undeniably bolster language skills, our research goes beyond this acknowledgement. It not only highlights the positive impact of integrating concept maps for language skill improvement but also emphasizes the untapped potential for even greater significance and promise. The instructional intervention has shed light on specific elements educators should consider to optimize outcomes. As a tool for facilitating transfer learning, the concept map has proven significant, albeit not without some negative transfers. Adjusting teaching strategies based on individual student needs and characteristics is essential to harness the full potential of this approach.
Korelasi Self- Confident dengan Hasil Belajar
Authors: Isyanto Nur , Parhan Parhan , Ikhwan Subaiki , Haniefa Rifda 
Published: February 2024

Pasca pandemic, there are still many students who lack self-confidence in themselves. This lack of self-confidence, among other things, is usually caused by internal or external factors. And there are still student problems where the students are less responsible in lessons. This research was conducted at Al Ashriyyah Nurul Iman Parung Middle School, Bogor, with the aim of finding out whether there was relationship between self-confidence and the Arabic language learning outcomes of Al Ashriyyah Nurul Iman Parung Middle School students, Bogor.
The method used is a quantitative approach, using correlational techniques. The sample used in this research was a saturated sample using all 59 class VIII G students as research respondents. For data collection, researchers used instruments in the form of questionnaires for variable This is shown by the strength of influence or correlation coefficient of 0.523 at a confidence level of 95% (α = 0.05), while the magnitude of the influence or R-square coefficient of determination is 27.35, which means that self-confidence has an influence on learning outcomes. amounting to 27.35% and means the remaining 72.65% is determined by other factors. For the direction of influence or regression coefficient, Ŷ = 42.077 + 0.652.