JournalThe Journal of Languages & Translation is an international biannual, peer-reviewed open-access Journal issued by the Laboratory of Information and Communication Technologies in the Teaching of Foreign Languages and Translation (TICELET), Faculty of Foreign Languages, Hassiba Benbouali University of Chlef Algeria. Journal of Languages & Translation is a distinguished journal committed to publishing high-quality and original research in English, Arabic, French, and Spanish. Covering the latest developments in linguistics, literature, and translation. the journal serves as a platform for scholarly exploration and advancement.
Caught in the Crosshairs: Pinpointing Child Language Brokering Across Ages A Theoretical Approach
Children can become “wards of the state”; however, how should one then view the parents and peers who rely on children to serve as their personal interpreters in vast arrays of situations? Could such persons be “wards of interpreter children”? Or, more accurately, do these children become “child language brokers”, as they are more commonly referred to Translation Studies? Child language brokers willingly and inadvertently step in as linguistic intermediaries across a sundry assortment of situations and environments. This begs the questions: (1) are all child language brokers equally proficient in thier interpreting tasks? (2) Is there an ideal age group that should be targeted for early exposure to interpreting training? This paper explores the phenomenon of child language brokering beyond the cultural lens by proposing theoretical frameworks for investigation. It also argues for recognizing interpreting ability as an indicator of multilingual talent and competence. The proposed investigations are grounded in a Translation Studies-approach and will employ methods such as Think Aloud Protocols (TAP), interviews, and interpretation “tasks” to assess the potential for interpreting or translation competency. Further, this paper also compliments research in Second Language Acquisition (SLA), demonstrating that an interdisciplinary relationship between Translation Studies and SLA could indeed be mutually meritorious.
Challenges and Opportunities of Incorporating Listening Activities in Online Learning Platforms
Online education is transforming educational systems worldwide. It has recently become an essential part of the process of teaching and learning. This shift has enabled greater access to learning opportunities and flexibility in how education is delivered. However, certain activities such as listening exercises have been neglected, despite their critical importance in English as foreign language learning. Listening skills are fundamental for language acquisition. They enable learners to understand spoken language, improve their pronunciation and vocabulary, and enhance their communication abilities. Hence, it is crucial to incorporate listening activities into language learning syllabi.This study intends to emphasise the importance of the incorporation of listening activities into online learning platforms to ensure a comprehensive and effective language learning experience in virtual environments. It aims to highlight the advantages and disadvantages of using online platforms such as Moodle in providing interactive listening activities and determining the efficiency of these activities in improving students’ listening comprehension, vocabulary retention, and pronunciation. To achieve this, an experimental approach was employed to examine the effects of using online platforms and listening activities on intermediate level learners. Many teaching tools were utilised such as PowerPoint presentations via videoconferencing sessions, videos and audios, and listening worksheets accompanied by online quizzes. The participants’ performance was evaluated through pre- and post-tests.The results indicate a significant improvement in listening comprehension and increased engagement among students. Nevertheless, challenges such as technological limitations and different levels of students’ motivation were also identified.This study, therefore, provides valuable insights for educators to address these challenges in order to optimise online learning experiences and improve students’ outcomes.
Cultural Contexts and Linguistic Complexities in the French Translation of Indian Folktales
The translation of Indian folktales into French requires delicate attention, as it involves linguistic and cultural adaptation. This work explores the various complexities, highlighting the persistent challenges encountered, particularly in terminology, the selection of suitable equivalents, and the cultural elements embedded within the folktales of Bihar, a state of Eastern India. The importance of this study lies in its focus on the challenging task of translating folktales rooted in cultural traditions, offering valuable insights into translation as an intercultural practice. This work provides strategies for translators to address cultural and linguistic hurdles. The significance of this work lies in its contribution to the broader understanding of translation as an intercultural activity. The present work contributes to the discussion on navigating cultural and linguistic aspects, thereby assisting translators in effectively managing the complexities. The primary objective is to summarize the stages involved in translating these folktales, identifying and analysing recurring challenges related to terminology, the selection of appropriate equivalents, and intercultural aspects. Descriptive and analytical methods were employed to scrutinize both linguistic and extra-linguistic aspects, revealing significant challenges, especially in the absence of direct equivalents in the target language. The findings emphasize the importance of employing culturally nuanced translation methods to retain the original text’s integrity while making it accessible to the target audience.
Autobiography and History in the Slave Narratives: The Case of Frederick Douglass’s The Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself
This article probes into the intricate interplay between autobiography and history within Frederick Douglass’s narrative, offering an in-depth exploration of how his personal experiences intersect with and sheds light on the broader sociopolitical landscape of Antebellum America. Through the use of a new historicist framework as inspired by Stephen Greenblatt’s critical approach and integrating Philippe Lejeune’s seminal concept of the “autobiographical pact,” this study foregrounds Douglass’s deliberate and strategic use of autobiography as a dual-purpose instrument, both for authentic self-expression and incisive social critique. The analysis pays particular attention to the challenges inherent in establishing a harmonious autobiographical pact between a Black writer and a predominantly white readership, especially regarding contentious issues of race, identity, and pervasive injustice. This article critically examines how Douglass grapples with the tensions between the subjective arena of personal memory and the objective realm of historical reality, demonstrating how his narrative actively shapes and is being shaped by the prevailing historical forces and power structures of his era. Through close textual analysis combined with rigorous historical contextualization, the study investigates the complex dynamics between individual agency and institutional oppression, highlighting Douglass’s narrative as a profound site where personal testimony confronts and resists established racism. Ultimately, this article sheds light on the enduring relevance and transformative power of Douglass’s storytelling, underscoring how his life story serves not only as a testament to personal resilience but also as a powerful act of historical witness and social resistance against the prevalent injustices of his time.
Dynamic Forces and Contained Energies: An Image Schematic Analysis of Kenyan Gen Zs
There is a growing need to describe Kenyan Generation Zs (Gen Zs). As a result, various terms have been devised to describe them. Some of these descriptions are metaphorical. Since metaphors pervade human language, these metaphorical descriptions offer unique insights but may also present challenges in interpretation due to the multiple meanings they can convey. It is against this backdrop that this study seeks to analyze the metaphors used to describe Kenyan Gen Zs. Image Schema Theory was employed to interpret data within Cognitive Linguistics paradigm. Data was collected through an interview schedule administered to 24 respondents purposively sampled on the basis of gender. The respondents provided terms that are commonly used to describe Kenyan Gen Zs. Conceptual Metaphor Theory was employed to identify the Kenyan Gen Z metaphors from the collected terms by mapping abstract concepts to concrete experiences. Eight metaphors were identified. The identified metaphors were subjected to the CONTAINER and the FORCE image schemas for analysis. The study reveals that image schemas are powerful tools for highlighting Gen Zs' activism as a dynamic energy seeking expression and change. The research concludes that metaphors are integral in understanding the dynamics of Kenyan Gen Zs.
English for Specific Purposes Teaching Practices: Teachers’ Perspectives
Globalisation has significantly impacted multiple spheres, with the educational sector being no exception. The increased prevalence of the English language as a lingua franca, which bridges the gap between native and non-native speakers, is a notable outcome of this global phenomenon. This level of proficiency has increasingly become a vital asset for individuals navigating complex academic and professional environments across various disciplines. In particular, non-English speakers frequently encounter linguistic and cultural barriers that can impede their pursuit of educational and career goals due to the inadequate proficiency of the target language. In response to these demands, English for Specific Purposes (ESP) has emerged as a specialised discipline designed to suit individuals’ specific needs. The present study investigates the current status of ESP teaching practices in Algerian universities, shedding light on the case of Ahmed Draia University of Adrar. In such an endeavour, the study included interviews with seven ESP teachers representing various academic departments, where English is a standalone or independent module within the same university. The participants were asked to react to and evaluate, as well as comment on, the current ESP practices in Algeria. ESP courses need to incorporate more practical and real-life contexts in Algerian universities to enhance learners’ communication skills and prepare them for future careers. The results obtained from the teachers’ interviews revealed critical insights into current ESP pedagogical practices and challenges within the Algerian university context. The findings revealed that effective delivery of ESP instruction in Algerian universities necessitates substantial modifications and reforms to enhance the outcomes for teachers and students. Teachers should continually participate in ESP training programs as part of their professional development.
English Proficiency Assessment and Writing Skills among Medical Students at the University of Tlemcen
Assessment plays a vital role in evaluating students’ academic performance, particularly in higher education contexts where language proficiency is essential for professional development. This study investigates the written performance of English for Medical Purposes (EMP) students at the University of Tlemcen, with a specific focus on assessment practices that contribute to enhancing students’ writing skills. The study aims to achieve two primary objectives: first, to explore the effectiveness of different assessment techniques in measuring writing proficiency; and second, to assess how writing-focused evaluations contribute to the development of academic language skills among medical students. A total of 108 students from three academic departments—Medicine, Pharmacy, and Dental Medicine—participated in the research. Data collection was carried out using a combination of student questionnaires and both formative and summative assessments. The evaluation included three types of assessment tools: multiple choice questions (MCQs), short open responses (QROC), and extended writing exams. The findings revealed strong student performance in MCQs, where 83.33% of participants provided correct answers. However, the writing exams exposed notable difficulties in grammar, spelling, and idea generation. In particular, 83.33% of the total written errors were related to spelling, and 55.56% of students experienced difficulties in organizing and expressing ideas effectively. These results underscore the need for more targeted writing assessments that can diagnose specific learner challenges and inform effective teaching strategies. The study concludes that the integration of varied assessment methods is essential for identifying linguistic weaknesses, supporting student learning, and ultimately improving writing proficiency in medical English contexts.
Identity Construction and Language in Literature: Leila Aboulela’s The Translator
This research seeks to shed light on the construction of identities in relation to the choice of language in literature in Leila Aboulela’s novel The Translator. It aims to cast light on the importance of language in constructing characters’ identities that oscillate between two distinct cultures. Hence, from a postcolonial perspective mainly the ideas of Bill Ashcroft, Gareth Griffiths and Helen Tiffin, the research shows that the author succeeds in transmitting Arab and Muslim culture in an English text through appropriation strategies by inserting code switching, glossing, syntactic fusion, translated and untranslated Arabic words and expressions, Quranic citations and Islamic references. Albeit the novel is written in English, it bears the characters’ Arab and Muslim identities. Aboulela’s The Translator exemplifies how appropriation functions as a means of reasserting “Other” identities within the dominant discourse of the former colonial language. In this regard, the choice of language is a marker of identity construction and cultural belonging inasmuch as it conveys the characters’ cultural values and religious orientations. In addition, through the protagonist Sammar, who is a translator, Aboulela translates cultural and religious practices of Arab and Muslim people in diaspora. Sammar, as her name denotes conversation, consolidates both Eastern and Western cultures. This union is reinforced with her marriage to Rae, a Scottish academic who converted to Islam. Thus, Aboulela’s The Translator portrays vividly Arab Muslim people’s situation in both Scotland and Sudan and endeavors to rectify misconceptions about Arabs and Muslims who have been portrayed as the “Other” in Western discourse. Consequently, the novel celebrates cross cultural communication, cultural diversity and mutual understanding in transcultural society.
Implementation of Task-based Language Teaching in EFL Context: Instructors’ Perceptions and Challenges
In many English as a Foreign Language (EFL) contexts, including Algeria, Task-based Language Teaching (TBLT) has been increasingly promoted as a potentially efficient approach to for English language instruction. Nevertheless, there is limited evidence regarding the instructors’ attitudes towards it in higher education and the challenges they face when implementing it in real classroom settings. Thus, the purpose of this paper is to explore the perspectives of instructors on TBLT use and to identify the main obstacles that hinder its effective incorporation in EFL tertiary contexts. To achieve this, both a survey and semi-structured interviews were conducted with a sample of forty-five university English instructors. The quantitative data were examined through descriptive statistics (frequencies, relative frequencies, means, and standard deviations), while the qualitative data were analysed using content analysis method. The results demonstrate that teachers hold favorable attitudes towards the implementation of TBLT due to their advanced comprehension of TBLT principles. However, they face challenges such as teaching large classes and assessing students’ performance in task-based activities. Therefore, recommendations are offered in light of the results to assist teachers implement TBLT more efficiently in EFL tertiary contexts. The study’s conclusions have various potential implications. The perception of TBLT by instructors significantly influences its implementation in the classroom. The favorable attitudes of teachers towards TBLT are essential for its effective implementation due to their crucial role in guiding and supporting students’ learning. Teachers’ attitudes may be enhanced by participating in continuous professional development programs, which would assist them in addressing the challenges of adopting TBLT in their classrooms.
Implementing Differentiated Instruction Strategies to Develop EFL Learners’ Intercultural Competence: Voices from an Algerian Secondary School Context
Developing intercultural competence (IC) is an important area in foreign language education to help learners communicate effectively and appropriately in both global and local contexts. In Algeria, several studies have focused on intercultural education at the tertiary level, whereas the secondary school context is still underrepresented. Therefore, this study aimed to enhance intercultural competence among twenty learners affiliated with the second-year foreign language stream by implementing differentiated instruction strategies. This investigation lasted for three months and adopted a single case study methodology. The classroom materials and tasks were designed according to Byram’s (2021) model of intercultural competence and Tomlinson’s (2001) pioneering pedagogical model of differentiated instruction which highlights that a variety of students’ needs requires the use of a variety of strategies and techniques in EFL classes to cover the three main curricular components: content, process, and product. The pedagogy is also responsive to learners’ readiness levels, interests, and learning profiles. Qualitative data were collected through teacher’s observation and learners’ reflective writing. The findings reveal that the differentiated classroom materials and tasks have improved secondary school learners’ intercultural attitudes as they showed openness and curiosity about other cultures. In addition to gaining intercultural knowledge, learners were able to compare and contrast cultural aspects, identify stereotypical and ethnocentric images about others and mediate between conflictual interpretation of phenomena. Finally, the study recommends that EFL secondary school teachers consider the richness and importance of targeting intercultural education through the implementation of differentiated instruction pedagogy to meet learners’ needs for enhancing their intercultural competence.
In-Service Teacher Training on English-Medium Instruction at Mohamed Cherif Messaadia University, Souk Ahras
This study investigates the effectiveness of in-service teacher training on English-Medium Instruction (EMI) at Mohamed Cherif Messaadia (MCM) University, Souk Ahras. It aims to explore teachers’ perceptions and experiences regarding EMI training and implementation. Specifically, the study examines how teachers perceive the training, evaluates its reported influence on their classroom practices, and identifies the challenges encountered during the training process and the application of EMI in their teaching. Furthermore, the study seeks to identify effective pedagogical practices, examine existing institutional support mechanisms, and offer evidence-based recommendations to improve future in-service training programmes. To achieve these aims, the study adopted a mixed-methods design, integrating both quantitative and qualitative data collection tools. Data were collected from two purposively selected officials responsible for teacher training and fifty teachers who were randomly selected from a pool of two hundred invited participants. An online questionnaire was administered to gather quantitative data concerning teachers’ attitudes toward EMI and their training experiences. In addition, semi-structured interviews were conducted with the two officials and a group of newly recruited teachers to obtain in-depth qualitative insights. Findings indicate that while many teachers reported improved English language proficiency and increased confidence in delivering subject content through English, they continued to face a range of challenges. These included limited language competence, resource constraints, lack of institutional support, time limitations, and resistance to change among both teachers and students. Based on these findings, the study proposes several recommendations for trainers, policymakers and educators to enhance EMI training programmes and
Crime Fiction is inaccurately argued to be a Western literary genre. Roots of Crime Fiction can be found in non-Western literature. Arguably, it is a global phenomenon that exists in ancient books. Turkish Crime Fiction specifically and Middle Eastern Crime Fiction broadly, remains one of the least studied literary genres. Scholastic research on Turkish Crime Fiction are very limited and this theme of academic enquiry offers challenging and interesting endeavours as it engages with complex and seemingly unrelated concepts like Sufism, nationalism, trauma, political identity and identity politics. This article is, thus, attempting to contribute to the existing scholarship on Crime Fiction broadly and Turkish Crime Fiction more specifically. It argues that Turkish Crime Fiction is more ancient than Western Crime Fiction which arguably emerged in the nineteenth century, and was advent by Edgar Allan Poe. In this article, it is suggested that Turkish Crime Fiction dates back to the pre-Islamic era, between the eighth and tenth centuries. It is further argued in this paper that Turkish Crime Fiction is unique in the sense that it engages with complex concepts that tackle paradoxical issues like the Kemalist-Islamist dichotomy, religion and secularism, and nationalism and politics. In addition, in the existing canon of Turkish Crime Fiction, Istanbul seems to act as a hub of Turkish Crime. The symbolic role of the location of this city is discussed at length in this article as it offers a window into understanding one of the major characteristics of Turkish Crime Fiction. These notions are explored using genealogical and analytical approaches. This article concludes that more research on Crime Fiction is needed, and that the relation between concepts of religion, secularism, modernity and nationalism ought to be explored in relation to Turkish Crime Fiction. Finally, this paper calls for more academic attention and research on Crime Fiction to liberate it from the classical classification of Crime Fiction as a sophisticated “means of entertainment”, and to clear it from being guilty of marketability literature.
Perspectives of Literary Translators on the Suitability of Automated Translation Tools for Rendering Aesthetic Texts
This survey set out to investigate the opinions of 68 randomly selected (literary) translators about the suitability of automated translation tools for rendering aesthetic texts while maintaining the form of the original in the target language. The study was underpinned by Rogers’s (2003) Diffusion of Innovations (DOI) Theory, which explains how changes occur when new ideas are invented, depending on how such ideas are adopted or rejected. The research was designed and conducted in a mixed method, which involved both quantitative and qualitative collection and analyses. Convenience sampling was used to intentionally select random professional translators for the study. Participants’ responses were coded and keyed using the Excel Spreadsheet, then exported into SPSS Version 25 for analyses. The findings revealed that, regarding the use of automated translation tools, almost all the participants, 98.5% (66), accepted that they use machine translation tools for rendering aesthetic texts. In addition, the results revealed that even though almost all the participants, 98.5% (66), confirmed that they use machine translation in rendering literary texts, most of them, 86.7% (49), said they used it often, and all of those who used it 100% (68) confirmed that the texts rendered using automated translation are acceptable. In all, just 40.8% of participants ended up having a general positive appraisal, while more of the participants, 46.3%, held a negative opinion, while 12.9% had no opinion at all. To conclude, although automated translation was used by almost all translators for rendering literary texts, a good number of professional translators are biased about it. This validated the hypothesis stated at the beginning of the research.
Plagiarism and the Issue of Morality Among University Students
“Knowledge is the food of the soul,” just as the human body needs nourishment, our souls and minds thrive on education, learning, and wisdom. Yet, the smooth and easy access to countless sources of knowledge via internet and artificial intelligence (AI) tools made most university students lazy, slow-moving, and less self-reliant. Indeed, they are encouraged to adopt or favour the copy-paste process under many excuses where the time constraint is one of them along the journey of collecting information. The latter is sometimes done unintentionally but most of the time it is performed deliberately forgetting completely that such act harms their reputation as well as their academic integrity because they are robbing others’ property, ideas, and creative projects when using them inappropriately. Indeed, they are committing what is called/ known as plagiarism. In this article, we are going to discuss in brief this dangerous problem, which is spreading rapidly among our undergraduate, postgraduate students, and even teacher researchers. For more clarity, this piece of research spots light on the different definitions beside the historical evolution of the term plagiarism, stating factors and reasons that feed and contribute to the expansion of this immoral operation. The researcher attempts to provide practical suggestions, ways, and strategies to reduce stealing intellectual property and detect plagiarists. This paper follows mainly a qualitative approach for data collection in which extractions from previous experiences and writings are adapted. Among the most important findings in this research is: plagiarism remains an unethical behaviour and an intellectual crime that must be fought worldwide and severely punished in order to preserve the field of scientific research.
Rethinking the Role of Metalanguage in Teaching/Learning Translation: A Case Study
Since it started to be scientifically thought and academically taught, translation has generated continuous improving research as far as its process is concerned. Actually, it is commonplace to make translation perfect with limited theoretical material, but this suggests a completely controversial trend: while teachers overlook translation metalanguage importance in training classes, they just miss the aquisition of the outstanding translational competence consisting in describing the process and its issues experiencing. In this respect, the present paper explores the factual presence of translation metalanguage in translation training classes, and seeks to unveil its key role in pedagogical frameworks, with a particular focus on the translator’s competence as a didactician. Through a combination of a theoretical background and an empirical analytical review on a case study, all related to a teacher-learner context, and with the introduction of CERTTAL’s electronic database for translation and translation terminology, as an assisting methodological tool, the research seeks to shed light on the major and inevitable objectives of metalanguage use in any translation training class. The findings revealed that teaching translation metalanguage spurs the ability of translation practitioners to determine translation errors nature and definitely state their causes to the learner. This enables the latter to activate his cognitive awareness and be able to detect his weakness in order to prevent future translation errors.
Self-Regulated Learning According to Pintrich's Social-Cognitive Model
Self-regulated learning (SRL) is a process through which learners actively take charge of their own learning by setting goals, monitoring their progress, and applying appropriate strategies. It involves a dynamic interaction of cognitive, motivational, and behavioral components that work together to enhance learning outcomes. One of the most influential frameworks for understanding SRL is Pintrich’s model, which identifies four key phases: planning, performance monitoring, self-motivation, and reflective thinking. These components aim to foster learner autonomy and improve academic performance. The aim of this study is to explore how effectively Pintrich’s model of self-regulated learning can be applied in diverse educational contexts, with particular attention to the role of environmental and cultural factors. While the model offers a comprehensive approach to developing independent learning skills, its practical implementation raises important questions, especially in multicultural or resource-constrained settings. This study investigates the extent to which cultural norms, classroom environments, and institutional practices influence the success of SRL strategies. Understanding these contextual variables is essential for adapting SRL models to meet the specific needs of varied learner populations. Ultimately, the research seeks to contribute to a deeper understanding of how self-regulated learning can be effectively supported and fostered in real-world educational settings, thereby helping educators create more inclusive and effective learning environments.
The Algerian feminist novel: origins, development, and distinctiveness
The present study investigates the literary distinctiveness developed by Algerian women writers within the framework of the feminist novel, setting it apart from male-authored narratives in both form and content. It aims to examine how these women writers have unified their creative visions to articulate a uniquely feminine perspective on Algerian society, identity, and history. The feminist novel is approached here not only as a literary form but also as a socio-political instrument that critiques dominant narratives and reclaims the representation of women’s experiences. Unlike their male counterparts, Algerian women novelists draw upon a different set of historical, cultural, and emotional references to shape their narratives. These references reflect specific female experiences shaped by colonization, war, patriarchy, and cultural marginalization. The study also considers the feminist novel as a relatively recent narrative achievement within Algerian literature, tracing its development through the interplay of literary innovation and sociocultural transformation. The writers under study employ the novel to contest established norms and disrupt traditional gender roles, thereby giving voice to silenced experiences and marginalized identities. Importantly, the Algerian feminist novel employs a dual linguistic strategy, using both Arabic and French as vehicles of expression. This bilingual approach enriches the narrative while challenging linguistic hierarchies and colonial legacies. Through their works, these women novelists advocate for justice, equality, and liberation from patriarchal oppression. Ultimately, the Algerian feminist novel emerges as both a literary and political act, aimed at reshaping reality and redefining the role of women in literature and society.
The Attribution of Kabyle Personal Names
The present study attempts to investigate the socio-cultural dimensions of anthroponyms among the Kabyle people, with a specific focus on naming practices within both family and village contexts. It investigates the underlying factors that influence the choice, transmission, and transformation of personal names and surnames, including historical, cultural, social, and administrative considerations. Drawing on a corpus of personal names gathered from a range of Kabyle villages—namely Sahel, Wizgan, Ahriq, Ihitoussen, Tabouda, Igreb, Abourghes, Hijeb, and Tazrout—the research adopts a descriptive and interpretive approach to analyze the evolution and significance of naming practices over time. The analysis reveals that Kabyle names are not merely individual identifiers but carry deep symbolic and social significance. They serve as markers of ancestry, tribal affiliation, geographical origin, and collective memory. In this sense, anthroponyms function as a vital component of cultural identity, reinforcing social cohesion and continuity within the community. The study also highlights how naming conventions have evolved over time in response to broader socio-political influences, such as colonial rule, state administrative policies, migration, and the growing interaction with other cultures and languages. The findings suggest that the Kabyle naming system reflects a complex interplay between tradition and change. While many names continue to preserve linguistic and cultural heritage, others reveal signs of adaptation or loss due to external pressures. Moreover, the study emphasizes the role of names in shaping both personal identity and group belonging. Understanding these naming practices thus provides valuable insights into Kabyle society, its historical transformations, and its ongoing negotiation of cultural identity in a rapidly changing world.
The Role of Arab Classical Drama in Spreading Moral and Patriotic Values Among the Public “The Death of Cleopatra” by Ahmed Shawky is an Example
Drama significantly influences public awareness, serving as a potent artistic medium with broad reach and impact, as well as an effective tool for conveying moral and patriotic messages. Drama functions as a potent medium for conveying patriotic and ethical messages. This research aims to examine the artistic and ethical elements inherent in the classical Arabic play "Death of Cleopatra," authored by Ahmed Shawqi, as a model for embodying national values and guiding communal behavior. This study examines the inherent ideals within the theatrical text and their impact on the audience's consciousness, identity, and behavior. The play presents a set of essential questions at its outset, including the following: In what manner does the play communicate its moral and national themes to the audience? What function does it serve in enhancing Arab audiences' sense of identity and national affiliation? In what manner does the audience's comprehension of history and their shared responsibilities evolve due to the ethical and national principles articulated in the book? To what degree does this play remain pertinent within contemporary Arab culture? This analysis deconstructs the symbols and concepts in Shawqi's text through various methodologies, including literary criticism, cultural studies, and ethical philosophy. The research findings indicate that ancient Arabic drama, as exemplified by Ahmed Shawqi's works, transcends mere representation of cultural and historical narratives. Rather, it plays a significant role in the audience's ethical education and the nation's advancement. Theater serves as a transformative medium that imparts values, enhances collective consciousness, and cultivates national identity, thereby exerting considerable influence on Arab culture, as evidenced by this study's findings.
The Use of the Flipped Classroom for Teaching French as a Foreign Language: Reality and Perspectives
This article aims to explore feedback on the use of the flipped classroom approach in French as a Foreign Language (FFL) classes, with the dual objective of analyzing its current reality and envisioning its future prospects. By providing an overview of its pedagogical impact, the study also seeks to offer practical recommendations for teachers interested in implementing this method. The research is based on semi-structured individual interviews conducted with three university instructors who have integrated flipped classroom strategies into their teaching. Specifically, the feedback derives from the implementation of three distinct courses, each structured around the use of the Moodle platform and pre-recorded instructional videos, designed to engage university-level learners in an active and autonomous learning process. The qualitative analysis of the collected data reveals an important number of pedagogical benefits, including increased learner engagement, improved oral interaction in class, and greater flexibility in pacing. However, several limitations and challenges were also identified, such as technological constraints, resistance from both students and teachers, and the additional workload required for lesson preparation and content creation. The article discusses possible solutions to address these challenges, such as better institutional support, teacher training, and the gradual integration of digital tools. In addition to examining present-day practices, the article also opens a reflection on the future of the flipped classroom in FFL, taking into account evolving technologies and innovative teaching methods. By sharing these diverse experiences, the study contributes to a wider pedagogical discourse on how to improve language acquisition through reimagined classroom dynamics.
Translating “Inside the Box”: A Paradigm Shift to Neural Machine Translation
At a time when artificial intelligence (AI) comes of age, machine translation; otherwise commonly referred to as MT, gains momentum. The present paper sheds light on two prominent yet divergent approaches in the realm of machine translation; i.e., statistical machine translation (SMT) and neural machine translation (NMT); the latter being the descendant of the former. The paper focuses on neural machine translation, being the most recent and most enhanced of the two approaches, and aims at providing a critical analysis of machine translation output as opposed to that of a human reference by probing the translation strategies deployed by three online translation tools that are free to use by translation professionals and translation students alike; namely, Google Translate, Yandex Translate, and Reverso Translation. It is worth mentioning; at this point, that the aforementioned online translation tools, unlike other ones, support Arabic in their language database, which caters to the needs of translation agents seeking language transfer involving Arabic as a source and/or target language. In order to examine the efficiency of these translation tools in terms of specialized translation, the corpus that has been chosen includes passages from three different text genres; political, economic, and judicial. The findings suggest that online translation tools prove to be efficient in translating sentences with short and simple structures with minimal interpretation scope. The findings also suggest that online translation tools help perform corpus-based translation tasks. Nevertheless, human judgment and supervision as well as editing are still required to ensure correctness, efficiency, and reliability especially in regards to cultural idiosyncrasies.
Translation and Acculturation in the Abbasid Era: Dynamics and Role in Shaping Arabic Literary Output
The translation dynamic endeavors to establish a form of interaction among the diverse cultural systems pertaining to different civilizations. It functions as an intermediary bridge facilitating communication between heterogeneous human groups. The objective of this undertaking is to acquire an intellectual and scientific foundation that empowers these groups to build their knowledge base and enrich their cultural legacy. It embodies a form of cultural dialogue wherein diverse civilizations interweave. This important study addresses a critical issue that has been insufficiently explored within modern critical studies: the active role of translation in fostering and augmenting acculturation among nations during the Abbasid era and its impact upon Arabic literature, along with the contributions of rulers in supporting this dynamic to create a space for intercultural exchange. It also sheds light on the political, intellectual and ideological dimensions that accompanied the translation movement during this active period, viewing it not merely as a linguistic or technical task, but a strategic intellectual endeavor that served the broader objectives of the Abbasid state. This study, employing historical, descriptive, and inductive methods, aims to examine the role played by the translation dynamic in promoting openness to the “other” and constructing bridges of cultural and intellectual communication. Additionally, it traces the efforts of translators during the Abbasid era and highlights major translated works in literature, arts and sciences from other civilizations, mainly Persian and Greek and others, while also pointing to the enduring influence of those works on the development of Arabic intellectual thought and literary creativity.
Understanding Undergraduate Students’ Attitudes Toward Oral Presentations in EFL Classrooms: A Case Study of the English Department at Hassiba Benbouali University of Chlef
Oral presentation skills are critical in Higher Education Institutions, as they are often used to assess students’ knowledge and understanding of a topic. Students' attitudes towards oral presentation play an integral role in their development of these skills in a foreign language context. Therefore, the purpose of this study is to investigate the attitudes of third-year EFL students in the Module of Linguistics at the English Department of Hassiba Benbouali University in Chlef, Algeria, concerning their experiences with oral presentations. It also seeks to identify the challenges that hinder the preparation and delivery of oral presentations. A quantitative approach was used to address the research questions. An online survey questionnaire was used as the principal tool for gathering data.Google Form Application was used to deliver the closed-ended questionnaire to a random sample of 115. Only eighty-five 3rd year students participated in the study during the second semester of the academic year 2022–2023. The findings showed that most of the students had positive attitudes towards oral presentations, although they faced some challenges during preparation and delivery, such as memorisation, selection of relevant information, speaking anxiety and fear of embarrassment in front of their classmates. The findings suggest the need for curriculum developers and teachers to enhance the effective integration of oral presentations across linguistics, literature, and translation courses at universities.The study concludes with important pedagogical implications and recommends that future researchers adopt a mixed-methods design to provide a comprehensive understanding of students’ attitudes toward oral presentations in EFL classroom context.
Shaping the Mindset of Humanities Students: The Role of New Startup Projects in Fostering Innovation and Adaptability Case of Humanities startuppers at Chlef University
The present paper investigates the impact of student-led startup projects on the development of critical skills such as creativity, innovation, and problem-solving among humanities students. These skills are increasingly Recognizer as essential for addressing complex and rapidly evolving societal challenges. The research focuses on how students from the Faculty of Humanities at the University of Chlef, involved in local student-driven startup projects, reflect on how these experiences shape their cognitive processes, perspectives, and personal growth. The study is based on qualitative data collected through eight in-depth interviews with 21 students participating in various startup initiatives. The findings suggest that such projects foster the generation of creative ideas and the innovation required to transform these ideas into tangible actions. Furthermore, these experiences enable students to develop a mindset that goes beyond current knowledge and conventional problem-solving approaches, encouraging the rethinking of established practices and the cultivation of novel solutions. The study also highlights the importance of interdisciplinary thinking, the ability to connect diverse ideas, and strong social skills to successfully present and implement new concepts. In light of these findings, it is recommended that educational frameworks incorporate more opportunities for student-driven innovation to better prepare students for future challenges. The study emphasizes the value of integrating creativity and innovation into academic curricula to enhance students' adaptability and capacity for tackling complex global issues.
Learning FFL Vocabulary in a Multimedia Environment: An Experience with Moodle
Vocabulary acquisition is a fundamental element in foreign language learning, underpinning other language skills such as listening, speaking, reading, and writing. In fact, it is often the limited number of words acquired that prevents many students from progressing in language learning and achieving communicative competence. The importance of vocabulary in teaching French as a foreign language varies considerably depending on the strategies adopted. In the digital age, with the wider and more intensive application of educational technologies, new opportunities arise to address the challenge of L2 vocabulary acquisition. This study aims to examine the impact of the features offered by the Moodle platform, specifically the Glossary and Quiz, on the learning and retention of French as a foreign language vocabulary. Our methodology is organized into three phases: the first involves determining learners' language level and their proficiency with digital tools; the second involves the practical implementation of a course on Moodle; and the third aims to assess long-term vocabulary retention. Two months after the vocabulary course, the results of the summative assessment indicate good retention of the vocabulary studied (25% of the students in the sample had correctly retained 90% of the words studied). This demonstrates the effectiveness of the program and the approach adopted. In summary, the study presented confirms that the thoughtful adoption of multimedia tools in language learning and vocabulary acquisition is effective. Furthermore, it stimulates and increases learner motivation, offering a promising solution for differentiated instruction.
Transmission and Translation of Cognition Verbs in the Quran: French, English, and German
“Transmit” is a transitive verb which requires an object which can be, among other things, “knowledge”. We transmit knowledge, sciences, traditions and many other cultural and human elements. This transmission may be intended or unintended. We will focus in this paper on the transmission of the sacred text and we will take the Quranic text as an example. The choice of this subject arose from the fact that the exegesis of the sacred text requires linguistic as well as theological and even historical knowledge. So, the sacred text is a kind of transmission from a divine author to a messenger and subsequently to a profane reader; while the exegesis of the sacred text is a second level transmission. In other words, it is a second reading of the text in order to transmit it from an exegete to a non-specialized reader. Translation is a kind of transmission and we cannot translate a sacred text without exegesis. In this research work, we try to take the verbs of cognition (to understand, to perceive, to reflect, to hear, to listen, etc.) in the Quran as examples to explain through the different translations, in French, English and German, the semantic nuances that the equivalence in the target language cannot always take into account. This could be acceptable in a normal text, but in a sacred text the faulty understanding could harm the exegesis of the text. It must be admitted that the conditions of transmission of a message surely influence its decoding by the receiver. These conditions vary in the same language and during the transmission of the message from one language to another. Decoding becomes more complicated when it comes to a religious text that neither the transmitter in the original language nor the transmitter in a foreign language has the right to modify or to grant it personal interpretations.
Considerations Around the Experience of Loss in Girodian Production
The aim of this article is to reveal the ontological mutation undergone by the characters in three literary productions by Ryad Girod, an Algerian author of the extreme contemporary. Ravissements, Les yeux de Mansour and La fin qui nous attend are three texts revolving around the experience of loss: loss of speech in Ravissements, loss of life in Les yeux de Mansour and loss of humanity in La fin qui nous attend. The subjective experience of immaterial loss is examined in the light of a poetics of detachment capable of revealing to the characters the vital dimensions of their existence. Withdrawal reveals itself to be a vector of knowledge, founding a modified relationship with oneself and the world. The reconsideration of the spoken word is a decisive step in the discernment of characters to establish a new approach to the world, in resonance with the contingencies shaking their logical understanding of facts. The rationality governing the contemporary world is gradually replaced by an intuitive approach, leading to a new relationship with oneself, with others and with the world. This change in existential posture also engenders a new perception of time, understood in terms of duration rather than in terms of its decantation into divisible units. It also leads the characters to ontological and axiological reflections, revealing the intense philosophical potential of Ryad Girod's works. The strictly cerebral approach is gradually giving way to a more immediate, intuitive knowledge, in an attempt to make a deep connection with the quintessence of inanimate and animate beings.
The Humorous Discourse and the Effect of the Comical in Un Homme, ça ne Pleure pas by Faïza Guène.
This article explores the role and function of humor in the literary work of Faïza Guène, focusing in particular on its complexity within the broader context of contemporary French-speaking literature. It delves into the linguistic and discursive mechanisms that generate humor, drawing on the theoretical frameworks of J. M. Moura and P. Charaudeau. These perspectives help to illuminate the fine and often ambiguous boundary between humor and seriousness, particularly in narratives that tackle sensitive social and cultural issues. The analysis centers on the character Mourad in one of Guène’s novels, who employs humor as both a survival strategy and a form of resistance. Through exaggerated language, irony, and sarcasm, Mourad navigates the challenges of his everyday life, including strained family dynamics, limitations on personal freedom, and societal expectations. His commentary on the lives of his sisters, Dounia and Mina—each of whom follows a distinct and meaningful path—reveals his internal conflicts and social frustrations, particularly regarding Dounia’s coerced conversion to Christianity. This situation becomes a point of departure for critiquing broader debates on religious identity and freedom in contemporary France. The article treats humor not merely as comic relief, but as a triadic interaction among the speaker, the audience, and the context. It shows how humor draws on shared expressions and cultural references, often blurring the boundaries between literary genres. Ultimately, Guène’s use of humor functions as both a critical mirror of society and a powerful narrative device for exploring identity, tradition, and resistance within marginalized communities.
Between Read Pages and Imposed Silences: exploring reading and non-reading practices among students of French as a foreign language
The present study aims to examine students’ reading habits within a modern university context that is increasingly shaped by the rise of digital technologies. These technologies are gradually replacing or competing with traditional forms of reading, reshaping how students access and engage with texts. In an era where information is available almost instantaneously and digital media dominate everyday life, it has become essential to understand the factors that influence the reading practices of young adults. This research seeks to identify the key elements that shape students’ reading behaviors, with a particular focus on access to reading resources, the influence of the educational environment—namely parents and teachers—and the growing impact of digital tools such as smartphones, tablets, and laptops. The study is based on a survey conducted among 100 university students from diverse academic backgrounds, ensuring a wide range of perspectives. The investigation aims to uncover both the main barriers to reading and students’ preferences regarding reading formats and literary genres. The findings indicate that the most frequently reported obstacles include lack of time, limited interest in the themes typically addressed in academic materials, and the persistent distractions caused by digital devices. Despite these challenges, the results reveal a variety of reading habits, with a notable preference for digital formats and fictional works. These findings offer valuable insights for educators and curriculum developers. By taking into account students’ preferences and digital habits, pedagogical strategies can be adjusted to cultivate stronger reading motivation and promote a more sustained, meaningful engagement with written texts in the academic context.
Difficulties in Translating Words and Expressions from Algerian Arabic (Darija) into French
The present study aims to shed light on the words, expressions and idioms that readers frequently come across while perusing Arabic-written novels related to Algerian popular literature, whose translations into French are too problematic. Here, “words, expressions and idioms that are part of the Algerian dialect” are the topic of discussion. This article’s purpose is to offer techniques, methods, strategies and approaches that can maintain the elegance, significance, impact and meaning of the aforementioned phrases and expressions. Through this research, the searcher also wants to enable translations of the words, expressions and idioms under discussion. He choses to conduct an analytical and critical assessment of the corpus. With this aim in mind, he has extracted a few samples from Abdelhamid BENHADOUGA’s novel “Rih Eljanoub” as well as their translations from “Le vent du sud,” which is the Molièrean translation of the aforementioned novel that was translated by Marcel Bois. He intended to offer alternative translations that he believes are appropriate and conservative given the meanings that the various terms and expressions that he is working with convey, in addition to his analysis and criticism of the current translations. The writer of this article is then prompted to pose the following queries: Can Arabic words, expressions and idioms that pertain to Algerian dialectal Arabic be translated into French? What steps can we take to prevent the weight of the target language (French) from destroying the impact and message that these words, expressions and idioms convey? He tries to address these queries in this article.
Discourse of Repentance or Repentance in Discourse: The case of YouTube comments
The present article attempts to examine online commentary as a discursive genre that has been profoundly transformed by the rise of the web, where the digital space becomes a site of direct expression, often marked by strong emotional intensity, a polemical tone, and at times even verbal violence. Through an analysis of the reactions sparked by a YouTube interview with Benjamin Stora—in which he discusses his report on the Algerian War—the author focuses in particular on the discourses and counter-discourses that emerge around the sensitive issues of repentance and non-repentance. These comments, posted by internet users in the video’s comment section, reveal a wide range of ideological positions and a great diversity of argumentative approaches. The central aim of this article is to identify and describe the types of arguments used by commenters, as well as the discursive strategies they employ to assert, justify, or challenge often opposing viewpoints. The study is situated within the field of argumentation in digital discourse, drawing on the theoretical framework proposed by Patrick Charaudeau, particularly his work on the discourse of repentance, as well as on the contributions of Marianne Doury concerning the typology of arguments and the construction of controversy. The author thus highlights how the dynamics of online debate—although often conflictual—contribute to the redefinition of collective memory surrounding a colonial past that remains vivid in the Franco-Algerian imaginary.
Punishment in the Feminine: Case of the Narrative Cliché of “Illegitimate Loves Punished” in Literature
This study explores a recurring problem that lies at the intersection of literature and anthropology: the persistent narrative trope in which punishment is reserved solely for women in stories of illegitimate or transgressive love. It questions why such a gendered and discriminatory sanction endures, even in literary spaces that are often assumed to challenge norms and celebrate freedom. The analysis begins with an inductive approach, surveying a variety of novels written by authors from diverse sociocultural contexts. Despite their differences, these works often reproduce the same structural cliché—the exclusive punishment of female lovers—highlighting a troubling and repeated narrative outcome. Special emphasis is placed on the specific nature of this pattern, particularly when contrasted with other love stories where male characters often evade similar consequences. Beyond identifying a recurring structural form, the article seeks to uncover the deeper symbolic and cultural significance behind this phenomenon. In its second phase, the study adopts a psychoanalytic lens, drawing on foundational theories by Freud, Lacan, and Julia Kristeva to interpret the repression of violence and its narrative expression through feminicide, viewed here as an ultimate outlet for societal anxieties. To address the complex ontological association of femininity with evil, the analysis is further enriched by key concepts from Michel Foucault’s philosophy and René Girard’s anthropology, particularly his theory of scapegoating. Ultimately, this article aims to shed light on the underlying forces behind what it terms the "feminization of ontological evil"—an enduring literary instinct that both reflects and reinforces deep-rooted cultural fears surrounding female autonomy and desire.
The Intercultural Dimension Through Second Year Middle School Textbook
This paper addresses the teaching of intercultural in the second year middle school textbook – Algeria-. Throughout a questionnaire intended to 40 middle cycle teachers from the city of Mostaganem, we will examine the cross-cultural aspects included in these manual teaching materials. In so doing, we will attempt to figure out, via the various collected replies, what works out in this manual and what could be enhanced to increase the intercultural dimension. The obtained findings analysis demonstrates that the concerned manual seeks to integrate the intercultural dimension. Nevertheless, this approach remains implicit and limited to linguistic and narrative aspects. In fact, our interviewees’ replies enabled us to figure out the missing aspects, such as the insertion of more diverse cultures, more engaging materials, or an enhanced representation of the different intercultural aspects. This actual situation constitutes the result of the Algerian culture predominance, with a lack of interaction toward the other French-speaking cultures. This matter minimizes the critical thinking of learners and openness to other cultures. It is thereby crucial to integrate an intercultural approach in language class. Therefore, it seems that a review of the manual to insert more cross-cultural materials is required to advance clear understanding and recognition of cultural diversity.
The Local Soufi Heritage in the Novel “The Atheist Baqi Bin Yaqdan” by Abdel Rachid Hemici
This study aims to examine a prominent creative phenomenon in contemporary Algerian narrative literature, namely the use of all forms of national heritage . This interest has been demonstrated by a number of Algerian novelists who have sought to express local reality in creative artistic forms characterised by modernity and openness, without losing their roots or distancing themselves from their cultural specificity. Among the novelistic experiences that the study took as a field of application and investigation is that of the writer Abdel Rachid Hamissi in his novel the atheist-Baqi Ben Yakdhane. The latter has become an accurate document describing the life of individuals and society in Algeria, specifically in the desert region of Oued souf, where it is not limited to narration but delves into the details of places, customs and daily rituals of the inhabitants, It goes beyond local documentation by transferring these details to the global arena using the perspective of the other (the French), which broke the stereotypes about the margins (the desert) compared to the centre and raised aesthetic (how to represent heritage) and functional (the role of literature in changing perceptions and highlighting the value of the margins) issues. Taking a descriptive and analytical approach to these issues as a means and starting point, It began by presenting the conceptual framework of heritage and the motives for its use, then moved on to clarifying the features and multiple dimensions of this heritage in the fabric of the selected novel, The Atheist Baki Be n Yakdhane how it is woven into its artistic and thematic structure. The conclusion of the research is that the novelist's awareness of the importance of employing the language of local reality (Soufi) was not merely ethnographic decoration or folkloric narration, but was intended to achieve profound goals, foremost among which was to introduce the region and highlight its unique identity, and to strive to erase the inferior image that had been attached to it both nationally and internationally by introducing the other (the French) as the hero of the novel, as a tool for discovering its secrets, which were responsible for his faith after a long period of atheism, thus adding an existential and human dimension to the issue of heritage preservation.
Cognitive linguistic terminology in Mohamed EssalehAl-Bouamrani's book "Theoretical and Applied Studies in Cognitive Semantics" - its translation and concept -
This research presents a study about the translation and concept of the linguistic cognitive term in Mohamed EssalehAl-Bouamrani’s book "Theoretical and Applied Studies in cognitive Semantics". It aims to define the linguistic cognitive term in Arab linguistics and to address the issue of its translation through studying a sample of Arab linguistic cognitive studies, included in the book mentioned above. The research problematic revolves around the way how these linguistic cognitive terms in this book are translated and the way it presents its concept and the extent to which this concept is clear and identical to the original one in Western linguistic intellectuality and in Arab linguistic studies.The descriptive method hasbeen adopted to dealwith this problematic through presenting the linguistic cognitive terms in the book and their equivalents in Arabic, analyzing and clarifying their concept. The most important attained result through this research is that the linguistic cognitive terminology in the book aren’t affected by any terminological pluralism. Rather, the author adopted one translation for the same foreign term, but many of them differ in their translation from their equivalents in Arabic, which reflects the terminological pluralism of the Arab linguistic cognitive terminology. The author has also clarified the concept of most of terms included within his book in a comprehensive and simplified way so that the reader can easily understand the concept of the term. The most prominent recommendation made by the research is the necessity of paying attention to the translation and standardization of linguistic cognitive terminology, in order to develop Arab linguistic research in this field.
The Structures of the Habitus and its Representations in the Colonial Novel «African Summer» by Mohamed Dib as a Case Study
This study explores the concept of habitus within colonial narrative discourse, analyzing its representations as a space of tension between two opposing value systems: The fixed and the variable. the fixed reflects inherited cultural and customary authority, producing deeply rooted behavioral patterns. In contrast, the variable arises from revolutionary demands that reshape individual and collective consciousness. These tensions are intestified by colonialism, which imposes an external cultural system that seeks to transform the local habitus through domination and control, aiming to reconstruct identity within a colonial framework. To examine these structures, we employed and anthropological approach to deconstruct cultural symbols and social behaviors in native texts. this methodology led us to ask: how does revolution reshape Identity through the interaction between cultural constants and emerging challenges?. We analyzed Muhammad Dib's short story from an African summer for its nuances portrayals of identity conflict and the disintegration of symbolic structures under colonialism. The inquiry alings with our research question: how does the structure of habitus contribute to the tension between inherited cultural values and colonial norms and to what extent can revolutionary action reshape this habitus and the reengineer identity in a post-colonial context. accordingly we recommend further interdisciplinary studies on the impact of customary and cultural structure in shaping identity and reconstructing behavioral patterns especially in post-colonial societies constantly negotiating between and indigenous legacy and ideological influences.
Textual practice in the Book of Liberation and Enlightenment by Al-Tahir bin Ashour (d. 1394 AH)
This study explores the textual practices employed by the prominent scholar Al-Tahir Ibn Ashur in his exegetical work Al-Tahrir wa Al-Tanwir, focusing on the mechanisms he used to establish textual cohesion and coherence within his interpretation of the Qur’anic text. The research analyzes Ibn Ashur’s approach in light of Qur’anic text grammar, aiming to uncover the procedural and rhetorical strategies that contribute to a structurally and semantically harmonious reading of the Qur’anic discourse. To this end, the study is guided by two central questions: What are the textual mechanisms that Ibn Ashur employed to reveal the coherence of the Qur’anic text? And how did his exegetical methodology contribute to the enrichment of the field of Qur’anic textual studies? In addressing these questions, the research adopts a descriptive-analytical approach suited to textual analysis, allowing for a systematic exploration of key concepts and terminologies relevant to text linguistics. Through this method, it becomes evident that Ibn Ashur demonstrated a profound understanding of principles now associated with modern textual grammar—principles that are, in fact, deeply rooted in classical Arabic linguistic and rhetorical traditions. The study ultimately reveals that many concepts championed by contemporary Western textual studies were already embedded in the Arab-Islamic intellectual heritage. Ibn Ashur’s commentary thus stands as a testament to the sophistication of classical Arabic scholarship in articulating textual unity, coherence, and interpretive depth in Qur’anic discourse.
An Enunciation Study of T-aaiyat’s Deictics Abi Ishaq Al-Ilbiri
Through this research paper, we present a linguistic and phonetic study of the Ta’iyyah of Abu Ishaq al-Ilbiri, who died in 460 AH. He composed it before his death, that is, in the fifth century AH. This poem is also known as the Al-Ilbiri Poem, which is a poetic poem that encourages the pursuit of knowledge and the adoption of good morals. In it, we reveal a different point of view regarding the numerous explanations that preceded it throughout the ages, in order to explore the extended meanings contained in this text. Given the value of this system, scholars required students of knowledge to memorize it after explaining it to them. Our study resulted from the application of modern linguistic mechanisms in reading a heritage text that carries an important Islamic intellectual and cultural legacy, which still requires the attention of researchers. Our approach in this study is to apply the mechanisms of verbal linguistics to search for the meaning that resonates between the three elements "I, now, here" as the components of the theory of enunciation, and to consider the poem as a fabric that constitutes an ongoing, actual exchange between the two poles of communication: I and you. One of the most important findings we have uncovered is the poet's striking use of the first person pronouns "I, you." The singular first person pronoun "I" appears in the poem as separate, connected, hidden, and integrated into the discourse. The referent of this pronoun throughout the poem is the poet. As for the second person pronoun "you," it appears in the poem as separate and connected, and the referent varies, sometimes to Abu Bakr, sometimes to the poet himself, and other times to the recipient in general. As for the absent pronouns in the poem, they are few, and they appear as connected, separate, and hidden, and their referent varies according to the context. The poem contains neutral temporal clues, so that the call for knowledge and righteousness is a message for humanity at all times. Spatial clues are absent, because the poet's purpose is to preach, advise, and guide humanity in general. The verbal approach to the discourse signals in Al-Ilbiri’s Ta’iyyah revealed that the poet focused on these two pronouns, “I/you,” for the symbolism they contain in the exchange of roles in life by humans, regardless of their time and place. Sometimes they represent “I” and sometimes “you.”
The Role of Environment in Shaping Metaphor: A Cognitive Reading
This study examines the intricate relationship between environment and metaphor from a cognitive linguistic perspective, emphasizing the crucial role that environmental experience plays in shaping figurative language. It argues that metaphor is not merely a decorative feature of language or a stylistic device, but a fundamental cognitive mechanism through which human beings conceptualize, structure, and communicate their understanding of reality. Metaphors are seen as the product of a dynamic interaction between sensory perception and higher-order cognitive processes such as memory, imagination, and abstraction. Central to the paper is the hypothesis that environmental context—both physical and cultural—has a significant impact on the types of metaphors a community generates. The study demonstrates how recurring experiences with specific environmental elements influence the metaphorical systems that individuals use, thus grounding metaphor in embodied experience. Drawing on examples from classical Arabic poetry and modern Western literature, the paper illustrates how cultural and ecological settings give rise to distinctive metaphorical expressions. For instance, the frequent allusions to ruins and desert landscapes in pre-Islamic poetry reflect the nomadic, arid environment of the Arabian Peninsula, while metaphors related to harbors and seasons in European literature mirror temperate, settled environments.Moreover, the paper explores the role of metaphor in the construction of symbolic systems—religious, social, and aesthetic—arguing that metaphor is essential to the formation and communication of shared meaning. The findings underscore that a full understanding of metaphor requires close attention to the cultural and environmental conditions in which it emerges. Cognitive metaphor theory thus offers a powerful framework for analyzing cross-cultural variation in metaphorical thought.
Foundations of the Aesthetics of Description in the Poem «Description of Lightning and Rain» by Ubayd ibn al-Abras
Pre-Islamic poetry is often viewed as a theatrical space where the harsh desert environment interacts with the poet’s creative genius, producing vivid, expressive, and aesthetically rich imagery. This interplay reaches its peak in poems like “Description of Lightning and Rain” (Waṣf al-Barq wa al-Maṭar) by ʿUbayd ibn al-Abras, which this study examines as a model of artistic and rhetorical maturity. Entitled “The Foundations of Aesthetic Description in the Poem ‘Description of Lightning and Rain’ by ʿUbayd ibn al-Abras: From Sensory Imagery to the Radiance of Poetic Imagination,” the study investigates how sensory and imaginative elements coalesce in pre-Islamic poetic description. Central questions include whether the descriptive mode is merely a realistic portrayal of nature or a projection of the poet’s inner world; whether its aesthetic force lies more in simile or metaphor; and how rhythmic structure enhances its expressive depth. The research adopts an interpretive, analytical approach to uncover the pragmatic, semantic, and emotional dimensions of poetic discourse. It highlights how ʿUbayd transforms sensory stimuli—particularly auditory and visual cues—into imaginative, emotionally charged imagery. His use of poetic devices and rhythmic patterns not only captures the brilliance of lightning and the rumble of thunder but also reflects an internalized, contemplative view of the natural world. The study concludes that ʿUbayd’s ḥāʾiyya demonstrates both artistic maturity and imaginative depth, where aesthetic expression emerges from the fusion of perceptual immediacy and poetic insight
Terminology and Translation: Moments of Reality
This study seeks to establish a reliable methodology for translating scientific and technical terms within Arabic linguistic sciences. It draws on principles rooted in the Arabic linguistic heritage, particularly from the terminological traditions of the Basra and Kufa schools, as well as from established terms in religious and linguistic sciences. The research adopts a historical-investigative method alongside a descriptive-analytical approach, focusing on the efforts of the Arab Organization for Translation—especially the terminological work of linguist Rita Khater. One of the key findings is that sound terminological translation should be grounded in heritage texts. Rita Khater's approach exemplifies this, as she avoids arbitrary innovation, opting instead for a methodology that connects modern usage with classical linguistic foundations. Her method, both theoretically grounded and practically applied, reflects the traditions of early grammarians, morphologists, and lexicographers. The study highlights that many terms adopted by the Arab Organization for Translation mirror Khater’s method, favoring authenticated, contextually rooted terminology over direct lexical borrowing. This approach strengthens Arabic's capacity to convey scientific and technical concepts with precision and authenticity. Additionally, the article critiques the use of improvisation in coining Arabic scientific terms, arguing that while improvisation may suit poetic contexts, it undermines terminological rigor. The study concludes by addressing the debate on linguistic preference—whether driven by religious or ethnic motivations—suggesting instead that true linguistic superiority lies in a language's capacity for lexical creativity. A civilization’s advancement, the study argues, depends not only on material inventions but also on its ability to produce meaningful scientific and artistic terminology.
Literary Research in Relation to the Scientific Method
The cumulative expansion of human knowledge over the centuries has given rise to a phenomenon of hyper-specialization across the sciences and various fields of inquiry. This trend has led many disciplines to fragment and assert their autonomy, resulting in increasing separation and epistemic isolation. Such fragmentation, however, has erected barriers between domains and limited opportunities for openness and interdisciplinary dialogue. In response, a growing body of scholars and researchers has called for a critical re-evaluation of this condition, advocating for integrated knowledge—an approach widely known today as interdisciplinarity. Literary studies represent one domain actively involved in this intellectual shift. Literary research has followed a scientific trajectory that calls for analyses from diverse angles, tools, ideas, and perspectives, moving it toward an interdisciplinary framework. This shift has encouraged openness to various fields of knowledge, allowing literary studies to draw upon and reformulate external methodological tools and procedural concepts as part of its own analytical foundation. The nature of literary inquiry—focused on the study of literary phenomena—often subjects it to the tension between the demands of scientific precision and the inherent impressionistic, subjective, and emotional dimensions of its object of study. From this standpoint, the present study seeks to answer the following questions: In what ways does literary research demonstrate its scientific character through its methodological elements? Can aligning it with scientific methods foster objective balance? To what extent does interdisciplinary collaboration—between literary research and scientific methodologies in terms of tools and procedural concepts—contribute to producing accurate and meaningful analyses of literary phenomena? And finally, does this intellectual intersection elevate literary studies to the level of the abstract and exact sciences?
Teaching Translation in the Light of Artificial Intelligence: Challenges and Prospects A Case Study of First-Year Translation Students at the University of Saida
This research addresses the topic of artificial intelligence (AI) in translation, a highly relevant and timely subject given the widespread use of applications such as ChatGPT, DeepL Translator, Google Translate, and others. These tools have gained significant popularity in recent years due to the speed and relative accuracy they offer, leading many users from various fields to rely on them in order to save time and effort. Accordingly, the aim of this study is to explore how to balance effectively the use of AI-based translation tools with the need for human expertise, particularly in the context of training translation students who are preparing for a profession that requires advanced analytical and critical skills. To this end, an experimental approach was adopted, in which a selection of short texts was presented to first-year translation students at the University of Moulay Tahar in Saïda. These texts were first translated using AI tools, then retranslated by the students (human translation).This procedure allowed for a comparison between the two types of translation in terms of accuracy, contextual appropriateness, and stylistic quality. It also enabled the identification of key challenges faced by students, such as limited ability to revise and refine AI-generated translations, or a lack of linguistic and cultural awareness. The study concludes that artificial intelligence should be critically integrated into academic training as a supporting tool rather than a substitute for the human translator.