Pub Date : 2023-06-10DOI: 10.52919/altralang.v5i01.308
Sara DJABRI, Imene DJEFFAL, Radouane BELKHIRI
Appearances of the Linguistic Message in Cinematic Discourse. Read in Dimensions and Connotations of Cinematic Language
ABSTRACT: The linguistic message is one of the most important components of visual discourse in both moving and static types interpretation and interpretation of the content of the communication, and provides explanations that may be sufficient to understand the meaning and meaning to be communicated to the recipient and we do not deny that the cinematic discourse in its various appearances employs the linguistic message accompanying the cinematographic image to complement the director's basic idea and communicate it in its entirety undiminished, the cinematic discourse is very complex and diverse and is based in order to build their texts into two components: linguistic message is based on the data provided by iconic representation as a visual production of complete natural assets. And, on the other hand, based on data from nature. Here we highlight at length the appearances of the latent and implicit linguistic message in the cinematic discourse.
الملخص: تعد الرسالة للسانية أحد أهم مكونات الخطاب المرئي بنوعيه المتحرك والثابت، فهي التي تقوم بعملية الشرح والتفسير لمضمون الخطاب، وتقدم شروحات قد تكون كافية لفهم المغزى والمعنى المراد إيصاله للمتلقي، ولا ننكر أن الخطاب السينمائي في مختلف تجلياته يوظف الرسالة اللسانية، ترافق الصورة السينمائية لتكمل فكرة المخرج الأساسية وإيصالها كاملة غير منقوصة، هذا إذا علمنا أن اللغة البصرية التي يتم عبرها توليـد مجمل الدلالات ضمن الخطاب السينمائي هي لغة بالغة التركيب والتنوع وتستند من أجل بناء نصوصها إلى مكونين هما، البعد العلاماتي الأيقوني والبعد العلاماتي التشكيلي، والرسالة اللسانية تستند من أجل بناء معانيهـا إلى المعطيات التي يوفرها التمثيل الأيقوني ، وتستندُ من جهة ثانية إلى معطيات من الطبيعة ، وهنا نسلط الضوء بإسهاب في تجليات الرسالة اللسانية الكامنة والضمنية في الخطاب السينمائي
{"title":"تجليات الرسالة اللسانية في الخطاب السينمائي قراءة في أبعاد ودلالات اللغة السينمائية","authors":"Sara DJABRI, Imene DJEFFAL, Radouane BELKHIRI","doi":"10.52919/altralang.v5i01.308","DOIUrl":"https://doi.org/10.52919/altralang.v5i01.308","url":null,"abstract":"Appearances of the Linguistic Message in Cinematic Discourse. Read in Dimensions and Connotations of Cinematic Language
 ABSTRACT: The linguistic message is one of the most important components of visual discourse in both moving and static types interpretation and interpretation of the content of the communication, and provides explanations that may be sufficient to understand the meaning and meaning to be communicated to the recipient and we do not deny that the cinematic discourse in its various appearances employs the linguistic message accompanying the cinematographic image to complement the director's basic idea and communicate it in its entirety undiminished, the cinematic discourse is very complex and diverse and is based in order to build their texts into two components: linguistic message is based on the data provided by iconic representation as a visual production of complete natural assets. And, on the other hand, based on data from nature. Here we highlight at length the appearances of the latent and implicit linguistic message in the cinematic discourse. 
 الملخص: تعد الرسالة للسانية أحد أهم مكونات الخطاب المرئي بنوعيه المتحرك والثابت، فهي التي تقوم بعملية الشرح والتفسير لمضمون الخطاب، وتقدم شروحات قد تكون كافية لفهم المغزى والمعنى المراد إيصاله للمتلقي، ولا ننكر أن الخطاب السينمائي في مختلف تجلياته يوظف الرسالة اللسانية، ترافق الصورة السينمائية لتكمل فكرة المخرج الأساسية وإيصالها كاملة غير منقوصة، هذا إذا علمنا أن اللغة البصرية التي يتم عبرها توليـد مجمل الدلالات ضمن الخطاب السينمائي هي لغة بالغة التركيب والتنوع وتستند من أجل بناء نصوصها إلى مكونين هما، البعد العلاماتي الأيقوني والبعد العلاماتي التشكيلي، والرسالة اللسانية تستند من أجل بناء معانيهـا إلى المعطيات التي يوفرها التمثيل الأيقوني ، وتستندُ من جهة ثانية إلى معطيات من الطبيعة ، وهنا نسلط الضوء بإسهاب في تجليات الرسالة اللسانية الكامنة والضمنية في الخطاب السينمائي
 
 
 
","PeriodicalId":33585,"journal":{"name":"Altralang Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.52919/altralang.v5i01.287
Messaouda BENDAHMANE
Teaching English as a foreign language is given a vital concern in the Algerian field of education due to the major role English plays in the modern world. Many research papers have been devoted to find ways to make the process of teaching/ learning English successful and evidently found that the educational beliefs or the conceptions teachers hold about teaching and learning have a direct influence on shaping teachers’ classroom practices and figuring their students’ learning experience. Many research papers have been devoted to find ways to make the process of teaching/ learning English successful and evidently found that the educational beliefs or the conceptions teachers hold about teaching and learning have a direct influence on shaping teachers’ classroom practices and figuring their students’ learning experience. This study is an attempt to investigate Algerian teachers’ conceptions of teaching and learning and the potential relationship existing between these conceptions and the teaching approaches. To reach this aim, ten (10) teachers of English have participated in the study. The data were collected through classroom observation, the Conceptions of Teaching and Learning Questionnaire (CTLQ) and the Approaches to Teaching Inventory (ATI). The results revealed teachers’ dominant conceptions and prevailing beliefs about teaching and learning and showed the salient impact these conceptions have on their teaching approaches. The study concludes with some pedagogical implications addressed to provide policymakers with insightful information about the current educational practices and the EFL contemporary learning setting aiming to inform and enhance pre-service teachers’ education program as well as in-service teachers’ professional training and development.
{"title":"The Influence of EFL Teachers’ Educational Beliefs on Classroom Practices","authors":"Messaouda BENDAHMANE","doi":"10.52919/altralang.v5i01.287","DOIUrl":"https://doi.org/10.52919/altralang.v5i01.287","url":null,"abstract":"Teaching English as a foreign language is given a vital concern in the Algerian field of education due to the major role English plays in the modern world. Many research papers have been devoted to find ways to make the process of teaching/ learning English successful and evidently found that the educational beliefs or the conceptions teachers hold about teaching and learning have a direct influence on shaping teachers’ classroom practices and figuring their students’ learning experience. Many research papers have been devoted to find ways to make the process of teaching/ learning English successful and evidently found that the educational beliefs or the conceptions teachers hold about teaching and learning have a direct influence on shaping teachers’ classroom practices and figuring their students’ learning experience. This study is an attempt to investigate Algerian teachers’ conceptions of teaching and learning and the potential relationship existing between these conceptions and the teaching approaches. To reach this aim, ten (10) teachers of English have participated in the study. The data were collected through classroom observation, the Conceptions of Teaching and Learning Questionnaire (CTLQ) and the Approaches to Teaching Inventory (ATI). The results revealed teachers’ dominant conceptions and prevailing beliefs about teaching and learning and showed the salient impact these conceptions have on their teaching approaches. The study concludes with some pedagogical implications addressed to provide policymakers with insightful information about the current educational practices and the EFL contemporary learning setting aiming to inform and enhance pre-service teachers’ education program as well as in-service teachers’ professional training and development.","PeriodicalId":33585,"journal":{"name":"Altralang Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.52919/altralang.v5i01.286
Mahmoud Patel, Norina Braaf, Karin Chinnian, Tawffeek Mohammed
This study reports on the use of online assessments in English for an Educational Development module for law students at the University of the Western Cape, South Africa. It highlights the benefits of using the method of an online test to manage and enable learning by reflection in a large class setting. The design and development of online materials and assessment activities is based on a theoretical and conceptual framework that stems from the main schools of learning, namely behaviourism, cognitivism, and constructivism, and alternative assessment. Upon the completion of the course, a survey of 12 questions was given to 530 students to determine the benefits and challenges they experienced while completing their online test within a formative and reflective context. The adoption of e-Learning practices to enhance teaching and learning was explored and has shown its advantages. Results revealed that this method enables students to engage with learning materials, stay motivated, and test their own understanding of meaningful knowledge in the English language especially in the Law context. It is evident that the use of online methods for testing are beneficial for a large class context as in this case. It makes the learning and management thereof easier for both the learner and educator and accommodates different learning styles. Apart from the advantages, the findings of this study included some ethical and technical challenges and disadvantages of online assessments.
{"title":"Online Assessments for Reflection within a Large Class: A Case Study of English for Educational Development Law Students at the University of the Western Cape","authors":"Mahmoud Patel, Norina Braaf, Karin Chinnian, Tawffeek Mohammed","doi":"10.52919/altralang.v5i01.286","DOIUrl":"https://doi.org/10.52919/altralang.v5i01.286","url":null,"abstract":"This study reports on the use of online assessments in English for an Educational Development module for law students at the University of the Western Cape, South Africa. It highlights the benefits of using the method of an online test to manage and enable learning by reflection in a large class setting. The design and development of online materials and assessment activities is based on a theoretical and conceptual framework that stems from the main schools of learning, namely behaviourism, cognitivism, and constructivism, and alternative assessment. Upon the completion of the course, a survey of 12 questions was given to 530 students to determine the benefits and challenges they experienced while completing their online test within a formative and reflective context. The adoption of e-Learning practices to enhance teaching and learning was explored and has shown its advantages. Results revealed that this method enables students to engage with learning materials, stay motivated, and test their own understanding of meaningful knowledge in the English language especially in the Law context. It is evident that the use of online methods for testing are beneficial for a large class context as in this case. It makes the learning and management thereof easier for both the learner and educator and accommodates different learning styles. Apart from the advantages, the findings of this study included some ethical and technical challenges and disadvantages of online assessments.
","PeriodicalId":33585,"journal":{"name":"Altralang Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.52919/altralang.v5i01.297
Imane TIAIBA
This paper investigates the job interview discourse during faculty staff hiring, in the Department of the English Language and Literature, within an EFL context. A discursive approach to the talk is applied to examine successful applicants’ communicative strategies to get positive feedback from their interviewers, according to the communicative purposes of the faculty hiring interview and requirements of an assistant lecturer position. To attain this goal, a micro-level discourse analysis considered extracts of twenty (N=20) job interviews that were recorded during real faculty hiring interviews held in English at two Algerian universities. Successful candidates were selected depending on their performance during four common interview phases: self-introduction, research presentation, negotiation of expertise and related position tasks, and discussing future plans. The qualitative analysis yielded an inventory of successful candidates’ communicative strategies that could be enhanced and introduced to design English for Specific Purposes (ESP) courses in for training students in interview communication.
{"title":"Successful Communicative Strategies for Managing a Faculty Hiring Interview","authors":"Imane TIAIBA","doi":"10.52919/altralang.v5i01.297","DOIUrl":"https://doi.org/10.52919/altralang.v5i01.297","url":null,"abstract":"This paper investigates the job interview discourse during faculty staff hiring, in the Department of the English Language and Literature, within an EFL context. A discursive approach to the talk is applied to examine successful applicants’ communicative strategies to get positive feedback from their interviewers, according to the communicative purposes of the faculty hiring interview and requirements of an assistant lecturer position. To attain this goal, a micro-level discourse analysis considered extracts of twenty (N=20) job interviews that were recorded during real faculty hiring interviews held in English at two Algerian universities. Successful candidates were selected depending on their performance during four common interview phases: self-introduction, research presentation, negotiation of expertise and related position tasks, and discussing future plans. The qualitative analysis yielded an inventory of successful candidates’ communicative strategies that could be enhanced and introduced to design English for Specific Purposes (ESP) courses in for training students in interview communication.","PeriodicalId":33585,"journal":{"name":"Altralang Journal","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.52919/altralang.v5i01.310
Fouzia BOUGHANDJOUR
The Feminist Novel Written in the Arabic Language in Algeria, New Generations and Different Challenges.
ABSTRACT: This paper starts from observing the course of the development of the feminist novel written in Arabic in Algeria, and the difference from the experience of the novel written in Arabic and French. It reviews the contexts of this development linked to the mechanisms of production and reception of this particular literature. This will link us to a major problem on which this contribution is based, which is related to the generations of the feminist novel in Algeria and the different bets they faced, specially the bet on recognition, which is expressed in many indicators, most notably: spread, critical handling, translation, local and international awards. This article focuses on collecting field data represented in a number of statistics related to: the collection of published feminist novels, their writers, the age of each writer's experience, continuity or interruption…, These statistics refer us to a later work related to discussing and analyzing these data, and interfering with the Algerian cultural/social context, as well as the various mechanisms of influence on the production of the feminist novel and literary text in general in Algeria.
الملخص: تعالج هذه الورقة موضوع الرواية النسوية الجزائرية المكتوبة باللغة العربية، حيث تعمل على تتبع مسار تطوّرها منذ البواكير، وما قبلها، لا سيما ما يتعلق بتقاطع الرواية النسوية المكتوبة بالعربية مع نظيرتها المكتوبة باللغة الفرنسية، حيث تسهم هذه المقارنة في إضاءة جوانب مهمة من العوامل الفاعلة التي أسهمت في ظهور، ثمّ تطور الرواية النسوية الجزائرية المكتوبة بالعربية. من جهة أخرى تستثمر هذه الورقة المعطيات الميدانية التي بحوزتنا، والتي تسمح لنا بإعادة بناء مسار تطور الرواية النسوية، واستكشاف ما تعكسه جملة من المؤشّرات، أبرزها: عدد الروايات النسوية المنشورة منذ صدور أول رواية نسوية جزائرية باللغة العربية سنة 1979، أجيال الكاتبات، لاسيما مع تكريس الكتابة كفعل يطمح إلى الاحترافية، وهو ما تؤكّده أيضا الاستمرارية، وتعميق التجربة من خلال مراكمة الأعمال الروائية لكلّ كاتبة على حدة. كما نسعى إلى مناقشة الرهانات المختلفة التي تواجه جيل الكاتبات اليوم، خصوصا رهان الاعتراف الذي يعكسه حجم الانتشار، والمقروئية، والتناول النقدي بمختلف أوجهه، والترجمة التي تفتح الباب أمام الكاتبات للوصول إلى القارئ الأجنبي
{"title":"الرّواية النسوية المكتوبة باللّغة العربية في الجزائر، أجيال جديدة ورهانات مختلفة","authors":"Fouzia BOUGHANDJOUR","doi":"10.52919/altralang.v5i01.310","DOIUrl":"https://doi.org/10.52919/altralang.v5i01.310","url":null,"abstract":"The Feminist Novel Written in the Arabic Language in Algeria, New Generations and Different Challenges.
 ABSTRACT: This paper starts from observing the course of the development of the feminist novel written in Arabic in Algeria, and the difference from the experience of the novel written in Arabic and French. It reviews the contexts of this development linked to the mechanisms of production and reception of this particular literature. This will link us to a major problem on which this contribution is based, which is related to the generations of the feminist novel in Algeria and the different bets they faced, specially the bet on recognition, which is expressed in many indicators, most notably: spread, critical handling, translation, local and international awards. This article focuses on collecting field data represented in a number of statistics related to: the collection of published feminist novels, their writers, the age of each writer's experience, continuity or interruption…, These statistics refer us to a later work related to discussing and analyzing these data, and interfering with the Algerian cultural/social context, as well as the various mechanisms of influence on the production of the feminist novel and literary text in general in Algeria.
 الملخص: تعالج هذه الورقة موضوع الرواية النسوية الجزائرية المكتوبة باللغة العربية، حيث تعمل على تتبع مسار تطوّرها منذ البواكير، وما قبلها، لا سيما ما يتعلق بتقاطع الرواية النسوية المكتوبة بالعربية مع نظيرتها المكتوبة باللغة الفرنسية، حيث تسهم هذه المقارنة في إضاءة جوانب مهمة من العوامل الفاعلة التي أسهمت في ظهور، ثمّ تطور الرواية النسوية الجزائرية المكتوبة بالعربية. من جهة أخرى تستثمر هذه الورقة المعطيات الميدانية التي بحوزتنا، والتي تسمح لنا بإعادة بناء مسار تطور الرواية النسوية، واستكشاف ما تعكسه جملة من المؤشّرات، أبرزها: عدد الروايات النسوية المنشورة منذ صدور أول رواية نسوية جزائرية باللغة العربية سنة 1979، أجيال الكاتبات، لاسيما مع تكريس الكتابة كفعل يطمح إلى الاحترافية، وهو ما تؤكّده أيضا الاستمرارية، وتعميق التجربة من خلال مراكمة الأعمال الروائية لكلّ كاتبة على حدة. كما نسعى إلى مناقشة الرهانات المختلفة التي تواجه جيل الكاتبات اليوم، خصوصا رهان الاعتراف الذي يعكسه حجم الانتشار، والمقروئية، والتناول النقدي بمختلف أوجهه، والترجمة التي تفتح الباب أمام الكاتبات للوصول إلى القارئ الأجنبي
 
 
","PeriodicalId":33585,"journal":{"name":"Altralang Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.52919/altralang.v5i01.296
Lina SABBAH
This paper is a longitudinal survey, interested in tracing in detail some aspect of foreign language development in the reading comprehension of literary texts by means of the computer-test taxonomies technique. It aims at examining the progress of a set of college learners in comprehension rate, micro-skills, plus macro-skills, before, during, and after the inclusion of the technique. Accordingly, the study is concerned with answering the issue of what impact does the implementation of the computer-test taxonomies technique during literary texts sessions have on college learners’ reading comprehension skills ? The body of this research project is built upon five further sub-questions: How effective is the teaching of literary texts using the computer-test taxonomies technique? What do learners perceive as the most significant impact of the integration of the technique on their reading comprehension skills? Does the intervention have an effect on how learners process literary texts comparing to the former teaching contexts? What determinants of teacher performance in using the technique to attain better outcomes? Are the results obtained sufficiently convincing to be generalised to other settings and target college pupils? As a presupposed answer for the major question, we hypothesise that ‘participants who receive the intervention of the computer-test taxonomies technique will show a significant progress in reading rate, bottom-up, and top-down skills from baseline to post-intervention follow up’. The findings highlight the noteworthy contribution of the technique to learners’ reading comprehension skills and reading motivation as well.
{"title":"Investigating the Effect of Integrating a Computer-Based Technique on College Learners’ Reading Comprehension Skills in Literary Texts: The Case of IRIS College Pupils, Bejaia, Algeria","authors":"Lina SABBAH","doi":"10.52919/altralang.v5i01.296","DOIUrl":"https://doi.org/10.52919/altralang.v5i01.296","url":null,"abstract":"This paper is a longitudinal survey, interested in tracing in detail some aspect of foreign language development in the reading comprehension of literary texts by means of the computer-test taxonomies technique. It aims at examining the progress of a set of college learners in comprehension rate, micro-skills, plus macro-skills, before, during, and after the inclusion of the technique. Accordingly, the study is concerned with answering the issue of what impact does the implementation of the computer-test taxonomies technique during literary texts sessions have on college learners’ reading comprehension skills ? The body of this research project is built upon five further sub-questions: How effective is the teaching of literary texts using the computer-test taxonomies technique? What do learners perceive as the most significant impact of the integration of the technique on their reading comprehension skills? Does the intervention have an effect on how learners process literary texts comparing to the former teaching contexts? What determinants of teacher performance in using the technique to attain better outcomes? Are the results obtained sufficiently convincing to be generalised to other settings and target college pupils? As a presupposed answer for the major question, we hypothesise that ‘participants who receive the intervention of the computer-test taxonomies technique will show a significant progress in reading rate, bottom-up, and top-down skills from baseline to post-intervention follow up’. The findings highlight the noteworthy contribution of the technique to learners’ reading comprehension skills and reading motivation as well. 
","PeriodicalId":33585,"journal":{"name":"Altralang Journal","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.52919/altralang.v5i01.262
Kangah Emmanuel ETTIEN
Health Crisis and Poetic Discourse: A Stylistic and Poetic Analysis of Un animalcule mortel voyage jusqu'au bout du monde by Jean-Baptiste Fondjo
ABSTRACT: Published in 2021 by Edilivre, Un animalcule mortel voyage jusqu'au bout du monde is a long poem written by Jean-Baptiste Fondjo in the midst of the Covid-19 health crisis. The poetic discourse on the crisis reveals various writing devices, the most expressive of which are images, repetitive forms and figures of phonic continuity. Such a discourse lends itself, therefore, to profitable stylistic and poetic investment. The interest of this reflection is to show how these scriptural procedures make sense and give the poetic discourse a singular aesthetic.
RÉSUMÉ : Publié, en 2021, aux éditions Edilivre, Un animalcule mortel voyage jusqu’au bout du monde, est un poème au long cours, écrit par Jean-Baptiste Fondjo, en pleine crise sanitaire du Covid-19. Le discours poétique sur la crise donne à observer divers procédés d’écriture dont les plus expressifs sont les images, les formes répétitives et les figures de continuité phonique. Un tel discours se prête, de ce fait, à investissement stylistique et poétique rentable. L’intérêt de cette réflexion est de montrer comment ces procédés scripturaires font sens et confèrent au discours poétique une esthétique singulière.
{"title":"Crise sanitaire et discours poétique : essai d’analyse stylistique et poétique de Un animalcule mortel voyage jusqu’au bout du monde de Jean-Baptiste Fondjo","authors":"Kangah Emmanuel ETTIEN","doi":"10.52919/altralang.v5i01.262","DOIUrl":"https://doi.org/10.52919/altralang.v5i01.262","url":null,"abstract":"Health Crisis and Poetic Discourse: A Stylistic and Poetic Analysis of Un animalcule mortel voyage jusqu'au bout du monde by Jean-Baptiste Fondjo
 ABSTRACT: Published in 2021 by Edilivre, Un animalcule mortel voyage jusqu'au bout du monde is a long poem written by Jean-Baptiste Fondjo in the midst of the Covid-19 health crisis. The poetic discourse on the crisis reveals various writing devices, the most expressive of which are images, repetitive forms and figures of phonic continuity. Such a discourse lends itself, therefore, to profitable stylistic and poetic investment. The interest of this reflection is to show how these scriptural procedures make sense and give the poetic discourse a singular aesthetic. 
 RÉSUMÉ : Publié, en 2021, aux éditions Edilivre, Un animalcule mortel voyage jusqu’au bout du monde, est un poème au long cours, écrit par Jean-Baptiste Fondjo, en pleine crise sanitaire du Covid-19. Le discours poétique sur la crise donne à observer divers procédés d’écriture dont les plus expressifs sont les images, les formes répétitives et les figures de continuité phonique. Un tel discours se prête, de ce fait, à investissement stylistique et poétique rentable. L’intérêt de cette réflexion est de montrer comment ces procédés scripturaires font sens et confèrent au discours poétique une esthétique singulière. 
 
","PeriodicalId":33585,"journal":{"name":"Altralang Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135051093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.52919/altralang.v5i01.277
Olga KULAGINA
Their laughter is golden yellow and stained with living blood: About The Metaphorical Meaning of Colours in Jacques Prévert’s Poems
ABSTRACT: In this paper, we aim to identify and analyse the metaphors of colour and their place in Jacques Prévert’s poems. We will begin with a brief presentation of the artistic and philosophical credo of the author, and then we will proceed to a detailed study of the texts that we have selected from the following collections: Things and others (1972), Jumble (1966), Grand Spring Ball (1951), Stories and other stories (1946), The Fifth season (1984), Rain and sunshine (1955), Words (1946) and Night Sun (1980). We will focus on the stylistic and semantic analysis as an essential method of our research and that will allow us to define the new dimensions that colours take up in Prévert's work, as well as the elements of the traditional meaning that they retain in the texts in question.
RÉSUMÉ : Dans la présente contribution, nous nous donnons pour but de dégager et d’analyser les métaphores de couleur ainsi que leur place dans les poèmes de Jacques Prévert. Nous commencerons par une brève présentation du credo artistique et philosophique de l’auteur, pour procéder ensuite à une étude détaillée des textes que nous avons sélectionnés à partir des recueils suivants : Choses et autres (1972), Fatras (1966), Grand Bal du Printemps (1951), Histoires et d’autres histoires (1946), La cinquième saison (1984), La pluie et le beau temps (1955), Paroles (1946) et Soleil de nuit (1980). C’est l’analyse stylistique et sémantique que nous privilégierons en tant que méthode essentielle de notre recherche et qui nous permettra de définir les dimensions nouvelles que prennent les couleurs dans l’oeuvre de Prévert, de même que les éléments de la signification traditionnelle qu’elles gardent dans les textes en question.)
他们的笑声是金黄色的，染着鲜血——论雅克·普莱姆维特诗歌中颜色的隐喻意义
摘要:本文旨在识别和分析雅克·普莱姆维特诗歌中的色彩隐喻及其地位。我们将首先简要介绍作者的艺术和哲学信条，然后我们将继续详细研究我们从以下选集中选择的文本:事物和其他(1972)，混乱(1966)，大春天舞会(1951)，故事和其他故事(1946)，第五季(1984)，雨与阳光(1955)，词(1946)和夜太阳(1980)。我们将把文体和语义分析作为我们研究的基本方法，这将使我们能够定义pracimvert作品中颜色所占的新维度，以及它们在相关文本中保留的传统意义元素。RÉSUMÉ:当一个人的贡献是，当一个人的贡献是，当一个人的贡献是，当一个人的贡献是，当一个人的贡献是，当一个人的贡献是，当一个人的贡献是，当一个人的贡献是，当一个人的贡献是，当一个人的贡献是，常识commencerons par一谕令表示du信条artistique et philosophique de l 'auteur倒就像有一个套间练习曲detaillee des文本我们为从des recueils遵循:东西等其他(1972),Fatras(1966),大Bal du巴黎春天百货(1951),故事和其他的故事(1946),第五个季节(1984),《闪光呢情郎》临时工(1955),假释(1946)等苏蕾德努特(1980)。我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格，我来分析一下风格
{"title":"Leur rire est jaune d’or taché de sang vivant : à propos de la signification métaphorique des couleurs chez Jacques Prévert","authors":"Olga KULAGINA","doi":"10.52919/altralang.v5i01.277","DOIUrl":"https://doi.org/10.52919/altralang.v5i01.277","url":null,"abstract":"Their laughter is golden yellow and stained with living blood: About The Metaphorical Meaning of Colours in Jacques Prévert’s Poems
 ABSTRACT: In this paper, we aim to identify and analyse the metaphors of colour and their place in Jacques Prévert’s poems. We will begin with a brief presentation of the artistic and philosophical credo of the author, and then we will proceed to a detailed study of the texts that we have selected from the following collections: Things and others (1972), Jumble (1966), Grand Spring Ball (1951), Stories and other stories (1946), The Fifth season (1984), Rain and sunshine (1955), Words (1946) and Night Sun (1980). We will focus on the stylistic and semantic analysis as an essential method of our research and that will allow us to define the new dimensions that colours take up in Prévert's work, as well as the elements of the traditional meaning that they retain in the texts in question.
 RÉSUMÉ : Dans la présente contribution, nous nous donnons pour but de dégager et d’analyser les métaphores de couleur ainsi que leur place dans les poèmes de Jacques Prévert. Nous commencerons par une brève présentation du credo artistique et philosophique de l’auteur, pour procéder ensuite à une étude détaillée des textes que nous avons sélectionnés à partir des recueils suivants : Choses et autres (1972), Fatras (1966), Grand Bal du Printemps (1951), Histoires et d’autres histoires (1946), La cinquième saison (1984), La pluie et le beau temps (1955), Paroles (1946) et Soleil de nuit (1980). C’est l’analyse stylistique et sémantique que nous privilégierons en tant que méthode essentielle de notre recherche et qui nous permettra de définir les dimensions nouvelles que prennent les couleurs dans l’oeuvre de Prévert, de même que les éléments de la signification traditionnelle qu’elles gardent dans les textes en question.)
","PeriodicalId":33585,"journal":{"name":"Altralang Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.52919/altralang.v5i01.307
Messaouda SLIMANI, Djamila RADJAH
The Mutual Relationship between Education and Society
ABSTRACT: Education is an organized process that aims to provide learners with the general foundations of knowledge, whereby information and skills are transferred to them. Society appears with everything in the educational process, and on the other hand, theoretical educational thought has no importance unless we are able to translate it into a social reality, hence the talk about the relationship that combines education and society and the mutual influence between them. The importance and objective of this research paper lies in identifying the points of influence of society in education in order to take them into account during the design of educational programs and the selection of educational approaches. The opposite is also true, as the characteristics and interests of society must be placed at the forefront of the goals of the educational process. Accordingly, we have come to define the mutual relationship between education and society and how each can be a reason for the advancement of the other.
الملخص: إنّ التّعليم عملية منظّمة تهدفُ إلى إكساب المتعلّمين الأسس العامّة للمعرفة، حيث يتمّ نقلُ المعلومات والمهارات إليهــــم وما المتعلّمون إلاّ أفراد من مجتمعات تحكمها مجموعة من التّقاليد والأعراف والأنظمة، وتتميّز عن غيرها بثقافات وطموحات خاصّة. ويظهر المجتمع بكلّ ما فيه في العملية التّعليميّة، وفي المقابل لا أهمية للفكر التّربويّ النّظريّ ما لم نتمكّن من ترجمته إلى واقع اجتماعيّ، ومن هنا يأتي الكلام عن العلاقة الّتي تجمع بين التّعليم والمجتمع وعن التّأثير المتبادل بينهما. وتكمن أهميّة هذه الورقة البحثيّة وهدفها في تحديد نقاط تأثير المجتمع في التّعليم من أجل أخذها في الحسبان أثناء تصميم البرامج التّعليميّة واختيار المقاربات التّربويّة. والعكس صحيح أيضا حيث يجب أن توضع خصائص المجتمع ومصالحه في مقدمة أهداف العمليّة التّعليميّة. وعليه توصّلنا إلى تحديد العلاقة المتبادلة بين التّعليم والمجتمع وكيف يمكن أن يكون كلّ منهما سببا في ارتقاء الآخر
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 ABSTRACT: Education is an organized process that aims to provide learners with the general foundations of knowledge, whereby information and skills are transferred to them. Society appears with everything in the educational process, and on the other hand, theoretical educational thought has no importance unless we are able to translate it into a social reality, hence the talk about the relationship that combines education and society and the mutual influence between them. The importance and objective of this research paper lies in identifying the points of influence of society in education in order to take them into account during the design of educational programs and the selection of educational approaches. The opposite is also true, as the characteristics and interests of society must be placed at the forefront of the goals of the educational process. Accordingly, we have come to define the mutual relationship between education and society and how each can be a reason for the advancement of the other.
 الملخص: إنّ التّعليم عملية منظّمة تهدفُ إلى إكساب المتعلّمين الأسس العامّة للمعرفة، حيث يتمّ نقلُ المعلومات والمهارات إليهــــم وما المتعلّمون إلاّ أفراد من مجتمعات تحكمها مجموعة من التّقاليد والأعراف والأنظمة، وتتميّز عن غيرها بثقافات وطموحات خاصّة. ويظهر المجتمع بكلّ ما فيه في العملية التّعليميّة، وفي المقابل لا أهمية للفكر التّربويّ النّظريّ ما لم نتمكّن من ترجمته إلى واقع اجتماعيّ، ومن هنا يأتي الكلام عن العلاقة الّتي تجمع بين التّعليم والمجتمع وعن التّأثير المتبادل بينهما. وتكمن أهميّة هذه الورقة البحثيّة وهدفها في تحديد نقاط تأثير المجتمع في التّعليم من أجل أخذها في الحسبان أثناء تصميم البرامج التّعليميّة واختيار المقاربات التّربويّة. والعكس صحيح أيضا حيث يجب أن توضع خصائص المجتمع ومصالحه في مقدمة أهداف العمليّة التّعليميّة. وعليه توصّلنا إلى تحديد العلاقة المتبادلة بين التّعليم والمجتمع وكيف يمكن أن يكون كلّ منهما سببا في ارتقاء الآخر
 
 
","PeriodicalId":33585,"journal":{"name":"Altralang Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.52919/altralang.v5i01.264
Issaka SAWADOGO
The Victims of COVID-19 in Burkina Faso and the Emergence of a Polarizing Discourse in Written Press
ABSTRACT: The objective of this study is to demonstrate the conflict between the victims of covid-19 through their written discours depending on whether these people are socially important or not,(politically or regiously). Through argumentation theory (Amossy 2016 ; Koren and Amossy 2002), it emerges that the discourse of victims of the disease is a polarized discours.
RESUME : L’objectif de la présente étude, c’est à partir des productions des personnes victimes de la covid-19 relayées dans la presse, de rechercher l’aspect polémique du discours selon que ces victimes occupent une position socialement haute (autorités politiques ou religieuses) ou une position socialement moyenne (n’assumant pas d’autorité politique ou religieuse). Dans une approche qui convoque l’analyse de l’argumentation dans le discours (Amossy 2016 ; Koren & Amossy 2002), la présente étude démontre que le discours des patients associe des procédés impliquant divers procédés linguistiques dans une logique de polarisation.
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 ABSTRACT: The objective of this study is to demonstrate the conflict between the victims of covid-19 through their written discours depending on whether these people are socially important or not,(politically or regiously). Through argumentation theory (Amossy 2016 ; Koren and Amossy 2002), it emerges that the discourse of victims of the disease is a polarized discours.
 RESUME : L’objectif de la présente étude, c’est à partir des productions des personnes victimes de la covid-19 relayées dans la presse, de rechercher l’aspect polémique du discours selon que ces victimes occupent une position socialement haute (autorités politiques ou religieuses) ou une position socialement moyenne (n’assumant pas d’autorité politique ou religieuse). Dans une approche qui convoque l’analyse de l’argumentation dans le discours (Amossy 2016 ; Koren & Amossy 2002), la présente étude démontre que le discours des patients associe des procédés impliquant divers procédés linguistiques dans une logique de polarisation.
","PeriodicalId":33585,"journal":{"name":"Altralang Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135051087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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