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La professionalització dels intèrprets en l’àmbit jurídic està guanyant importància a Espanya a causa de les directives de la Unió Europea sobre els drets processals de persones sospitoses o acusades d’algun delicte. A això s’hi ha d’afegir la prolongada crisi humanitària, que ha sensibilitzat l’opinió pública sobre la qualitat de la interpretació proporcionada per diverses ONG i altres organismes que s’ocupen dels sol·licitants d’asil. Actualment, els proveïdors de serveis privats contracten els intèrprets en funció de les llengües que necessitin o que estiguin disponibles, sense exigir-los una formació específica. En aquest article, analitzem la qualitat percebuda dels serveis d’interpretació i el paper de l’intèrpret des de diverses perspectives, incloses les dels agents de les ONG (assessors jurídics, treballadors socials i psicòlegs) i els advocats que participen en aquesta mena de processos, seguint mètodes d’investigació descriptiva. A continuació, tractarem les diferents percepcions sobre la figura de l’intèrpret que tenen els diferents professionals que intervenen en el procediment de sol·licitud d’asil, amb l’objectiu d’obtenir una imatge vàlida, basada en dades, de la interpretació en el context de la sol·licitud d’asil a Espanya. S’espera que aquesta informació serveixi per omplir el buit que existeix en el desenvolupament professional dels intèrprets com a part essencial dels processos d’asil i, el que és més important, com a garantia dels drets humans. També contribuirà a sensibilitzar els professionals que desenvolupen la seva feina amb l’ajuda d’intèrprets.

Abstract: In this article, we will attempt a broad exploration of new literary forms in order to gain an overview of how literary work has taken hold of new digital technologies. We will then attempt to identify the problematic relationship between electronic and digital literature and examine the definitional issues that arise. Finally, we present an overview of the different types of digital poetry, highlighting the relationship of continuity or rupture between traditional and digital literary forms. Keywords: Literature, Digital, Electronics, Hypertextuality, Interactivity

The performativity of the university implies a systemic approach of the triptych : EAD / professionalization of teachers / governance. In order to match the University outputs (successful graduates) to the imputs from the socioeconomic sector (operational professionals), the MESRS has signed a twinning convenant with the European Union known by its acronym « PAPERS ». The purpose of this article is to show how this major project meets the goals of the ministry.

Similar to many other countries, journalistic production in China during the first half of 2020 was dominated on a thematic level by the COVID-19 pandemic. The trend included the mouthpiece of the Central Committee of the Chinese Communist Party (CCP), Renmin Ribao. Its news and commentary articles, which are widely republished by other media, influence the country’s political life, and contribute to the process of meaning generation in the news discourse and to the CCP’s effort to align Chinese citizens to official narratives. Renmin Ribao can therefore provide a relevant source to investigate the relationship between political power and the COVID-19 pandemic, starting from the hypothesis that the paper’s narrative would aim at discursively turning the international health crisis into a piece of positive propaganda. This study aims to verify whether and how the paper did so, and to question the assumption that the outlet’s media discourse can be equated to the CCP official discourse. The research is developed as a case study and blends quantitative and qualitative tools grounded on Applied Linguistics, Discourse-Historical Approach, and Frame Analysis, in order to analyse a corpus of commentaries that have appeared in the outlet’s online edition in 2020. By applying a Genre Analysis approach, the study also offers insights into the possibility to identify distinguishing characteristics and communicative goals in the different sub-genres of Renmin Ribao commentaries.

Writing Studies scholars have raised concerns about framing student struggles to integrate secondary sources as an ethical problem of plagiarism. They propose, instead, framing student citation practices as transitional markers of development in which students use patchwriting to learn the discursive norms and values of academia. Patchwriting as a literacy tool for transfer of knowledge raised questions for me about whether students develop other scaffolds to aid in learning transfer. In this pilot study, I investigate student use of anchor sources, the “perfect source” that frames a student’s central argument, rhetorical structure, and/or purpose. Based on a random sample of a nationwide corpus of First-Year Writing research papers from 16 US institutions, findings show that 21 of 30 research papers (70%) revealed evidence of an anchor source. Six of the 9 papers without anchor sources show evidence of significant rhetorical problems. Results suggest evidence of knowledge transfer, as well as pedagogical implications for supporting this transitional stage in student development.

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Este artigo aborda o futuro do trabalho como fenômeno comu-nicacional, por meio de sua análise como construção discursiva. Elegemos como objeto dois relatórios, dois documentos prospectivos: um assinado pelo World Economic Forum — talvez o maior porta-voz do capitalismo global — e outro da corporação Dell Technologies, expoente da economia digital mundial. Buscamos identificar de que forma esses discursos sobre o futuro do trabalho mobilizam códigos hegemônicos do neoliberalismo, compreendido como lógica social. Essa lógica pressupõe a produção de sujeitos, por meio de competências, perfis, como capital humano a ser gerido com eficácia. A metodologia é baseada na noção de discurso social de Angenot — que propõe a análise do espírito do tempo em sua disseminação nos discursos de dado contexto histórico e social.

Aquest article presenta l’experiència de planificació i desenvolupament d’una intervenció didàctica per millorar la competència literària d’un grup d’alumnes de segon curs d’educació primària. S’analitza el paper de mediació que exerceix la mestra en activitats de diàleg al voltant de la lectura de diversos àlbums il·lustrats, centrant-se en dos aspectes: d’una banda, en la creació i utilització d’un recurs didàctic per fomentar l’expressió dels infants en clau literària i, de l’altra, en les intervencions de la docent com a participant i guia en el transcurs de les discussions.----------------------------------------------------- Este artículo presenta la experiencia de planificación y desarrollo de una intervención didáctica para mejorar la competencia literaria de un grup de alumnos de segundo curso de primaria. Se analiza el papel de mediación que ejerce la maestra en actividades de diálogo sobre la lectura de álbumes ilustrados desde dos ámbitos: en el aspecto de creación y utilización de un recurso didáctico para fomentar la expresión de los niños en clave literaria y en la vertiente de participante y guía en el transcurso de las discusiones.------------------------------------------------------This article presents the experience of the planning and development of a didactic intervention to improve the literary competence of a group of primary education second course students. The role of the mediation exerted by the teacher in dialogue activities revolving around the reading of various illustrated albums is analyzed from two different scopes: on the one hand, the creation and usage of a teaching material to promote the expression of children in a literary way and, on the other hand, the role of the teacher as a participant and a guide throughout the discussions.

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Reseña de The Mind on Paper: Reading, Consciousness and Rationality, por David Olson.

With all the literary and political differences between father and son, what is striking about their literary careers is the way they parallel each other: Kingsley was thirty-one when his first novel, Lucky Jim, was published (1953); Martin was twenty – four when he published The Rachel Papers (1973). Lucky Jim was a runaway best seller and a book that defined a generation. That was not quite true of Martin’s early books, but he had enough precocious reward. No other father-son tandem has produced a corpus as sizable and significant as that of Sir Kingsley Amis and his son. They have maintained not only a quality of writing, but also duration of productivity that other literary families have simply not matched.

Among the emerging jurisprudential topics is cash paper, and the later and contemporary jurists of the Imamiyyah and Islamic schools of thought tried to explain the reality of cash paper. Cash has no value, but its value alone is in the cover and the balance, whether it is gold or something else, such as the strength of the country, and on this basis we preferred the jurisprudential rulings that are appropriate to this fact: from the non-fulfillment of usury in exchange for it being of the numbered, and it is not required for them to receive in the council, and it is not obligatory in them. Zakat, and usury is fulfilled, so it is forbidden, and a speculative contract is valid in it

Aquest article presenta l’experiència de planificació i desenvolupament d’una intervenció didàctica per millorar la competència literària d’un grup d’alumnes de segon curs d’educació primària. S’analitza el paper de mediació que exerceix la mestra en activitats de diàleg al voltant de la lectura de diversos àlbums il·lustrats, centrant-se en dos aspectes: d’una banda, en la creació i utilització d’un recurs didàctic per fomentar l’expressió dels infants en clau literària i, de l’altra, en les intervencions de la docent com a participant i guia en el transcurs de les discussions.

The present study attempts to identify and analyse the collocational errors committed in writing by Iraqi EFL researchers whose major is English. The corpus involves (10 ) papers chosen randomly from various Iraqi universities. The research aims at identifying and analyzing both lexical and grammatical collocationalerrors. The results show that the performance of Iraqi researchers in both patterns seems to be influenced by L1 transfer. Moreover, it is found that other factors contribute to the high frequency of collocation errors committed by them, namely the lack knowledge of collocationalskills, especially with regard to collocationalrestriction,the misuse of synonyms, and thetendencyforovergeneralization. Furthermore, it is found that lexical collocation is the most recurrent error throughout the data. This is due to the grammar-based method ,which is broadly adopted in Iraqi classes.

Reseña de: Sanmartín Bastida, Rebeca y Luengo Balbás, María, Las Revelaciones de María de Santo Domingo (1480/86–1524), (Papers of the Medieval Hispanic Research Seminar 74), London, Queen Mary, University of London, 2014, 136 pp.

Call for papers/Convocatoria/Appel à contribution n. 8 -11/2012 Orientalismo/Orientalismi

Se il museo si fa teatro: la cultura del display tra conservazione e produzione a cura di Emilia Perassi e Paolo Caponi

Straipsnyje aptariama modelio negyvas subjektas + aktyvų veiksmą reiškiantis veiksmažodis realiza­cija lingvistiniuose straipsniuose anglų kalba. Nustatomas bendras modelio dažnumas bei dažniausiai pasikartojantys veiksmažodžiai bei subjektai, atskleidžiama jų reikšmė ir funkcijos. Rezultatai lygina­mi su lingvisto Master’io (2001) straipsnyje aprašomais tyrimo, grindžiamo moksliniais straipsniais tiksliųjų mokslų tematika, rezultatais. Abiejų tyrimų metu nustatyta, kad tiriamas modelis vyrauja aiškinamojo tipo kontekstuose.Kvantitatyvinis aspektas papildomas interpretaciniu, pasitelkiant konceptualiosios metaforos teo­riją. Nustatytos šios dažniausiai pasitaikančios metaforos: tyrimas yra žmogus, tyrimas yra kelionė, tyrimas yra statinys, tyrimas yra ekonominė veikla bei tyrimas yra paslapties atskleidimas. Pirmoji metafora iš dalies sutampa su metonimijomis.Šio tyrimo rezultatai galėtų pasitarnauti diskurso analizės tyrimams bei dėstant akademinį rašymą negimtakalbiams.

Šiame straipsnyje, remiantis pavyzdžiais, surinktais iš Anglų filologijos katedros studentų bakalaurinių ir magistrinių darbų, analizuojami tų darbų pavadinimai bei mokslinio darbo plano rašymo būdai. Pavadinimai nagrinėjami keliais aspektais – visų pirma, aptariama jų funkcijos, 153tiriama jų sintaksinės ir struktūrinės ypatybės. Be to, nemaža dėmesio skiriama sąšvelnių (hedging) ir intertekstualumo naudojimui mokslinių darbų pavadinimuose, t.p. paminimi nauji efektingi būdai kurti pavadinimus. Kita straipsnio dalis skirta aptarti problemoms, kylančioms rašant mokslinio dar­bo planą. Išskiriami dviejų tipų sunkumai – susiję su darbo turiniu, kai planas yra per daug bendras ir neatspindi darbo turinio, ir sunkumai, susiję su plano forma – kai nesilaikoma tos pačios sintaksinės formos. Išvadose teigiama, jog šios dvi įvadinės mokslinio darbo dalys, nors iš pirmo žvilgsnio ir galinčios atrodyti nelabai svarbios, iš tiesų atlieka rimtą informacinę bei reklaminę funkciją, todėl siūlant akademinio rašymo kursą, joms reikėtų skirti nemaža dėmesio.

En aquest article intentarem determinar els motius que hi ha darrere de la baixa qualitat de la feina dels intèrprets judicials en el context dels processos penals als tribunals de Barcelona. A partir d’un corpus de judicis reals enregistrats, explorem quatre possibles factors que poden afectar l’actuació dels intèrprets: durada del judici, problemes de gestió de les converses, experiència dels intèrprets i tipus de delicte que es jutja. A més, també analitzem faltes de rendiment injustificades, que es consideren un indicador important de la ineficàcia. Les conclusions es comenten en el context de la competència lingüística de l’intèrpret, el seu paper en la interacció amb tots els participants i les normes establertes dels codis de conducta professionals. En aquest article se subratlla la necessitat de millorar la qualificació dels intèrprets, però també de conscienciar els membres del poder judicial espanyol sobre el paper dels intèrprets, amb l’objectiu de protegir els drets processals de les persones que no parlen ni entenen la llengua en què es du a terme el procediment.

ABSTRACT: Of the more than 2,000 Scandinavian newspapers published in North America prior to World War I, few have been preserved for posterity. One long-forgotten paper recently resurfaced: the Norwegian language newspaper Vikingen of Edmonton, Alberta, published by the Scandinavian Literary and Youth Societies on the eve of World War I. A survey of Vikingen’s editorials provides an insight into an active and vibrant community, struggling to retain its Scandinavian identity while trying to establish itself in Canadian society. Nostalgia for the old country and a certain alienation from the mainstream Anglo-Saxon society found an outlet in an intense Norwegian patriotism and a backward-looking cultural nostalgia. Vikingen gives us a glimpse of the lively social and political life of the Scandinavian pioneers in Western Canada and lets us revisit the keen debates surrounding suffrage rights, immigration, and alcohol prohibition.

The present paper discusses the ‘inanimate subject + active verb’ pattern in research papers in applied linguistics attempting to identify major differences between linguistic discourse as a discourse of human sciences and hard sciences (as represented in Master 2001) and account for the usage and meaning of the pattern under investigation in the framework of the CTM. The quantitative aspect of the investigation includes the overall frequency count of the pattern in the corpus and their distribution per 1000 words as well as the count of inanimate subjects and active verbs according to frequency, their semantic properties and functions. There is a comparative dimension involved in the investigation: the results of the present investigation into linguistic discourse roughly representing human sciences is compared to Master’s investigation into ‘hard’ sciences (2001). The tendency to use the pattern in the explanatory environment has been confirmed. The qualitative aspect of the analysis involves the interpretation of the results in the framework of conceptual theory of metaphor (CTM). The interpretation of the results in the framework of the CTM has yielded several major metaphorical extensions: research as a person, research as a journey, research as construction/building, research as economic activity, research as (uncovering) a secret. The personification type of metaphor (research as a person) seems to overlap with what is usually interpreted as metonymy. This research has some implications for teaching academic English to non-native speakers of English, especially speakers of languages which do not have any such patterns.

Currently the research paper (RP) is the central genre of many (perhaps all) disciplines at university level. Writing a research paper is no easy undertaking for L1 students and it goes without saying that it is one of the most demanding and time-consuming assignments for EFL students. Recent years have seen increased attention being given to RP writing, however, the focus is typically on what is called the body of the RP. For example, in his Genre Analysis Swales presents his famous IMRD pattern of an RP (1998, 133-7) and the CARS model of the introduction (ibid., 222-4) but the preliminaries (except abstracts) are not included there (by preliminaries I mean titles, abstracts, acknowledgements, and outlines). True, he did investigate titles in an appendix of the book, but not acknowledgements or outlines. Typically prelims receive scant attention during practical RP writing courses as well since many teachers consider investigation into their properties merely a waste of valuable time. The purpose of this article is to discover to what extent EFL students are familiar with different patterns of composing prelims and what problems they encounter. On the basis of the findings I expect to demonstrate that the preliminary sections of an RP (which are sometimes referred to as minor genres or subgenres) deserve attention and require considerable rhetorical expertise since there is more to them than meets the eye. The corpus of the investigation is drawn from the texts of BA and MA theses composed by students of the English Philology Department, Vilnius University, in the year 2003-2006 and consists of 136 titles. To illustrate new developments in the area of composing RP titles texts of expert writers were used (examples (9), (10), (15), (16), (17), (18), (19)). Due to the limited scope of the article the analysis will concern only titles and outlines. First I will investigate titles with a special focus on the following points: importance of RP titles; functions of RP titles; their syntactic and structural properties; language points; emerging trends and fashions in the area; frequency of occurence of specific title patterns in students’ texts. The next section will be devoted to problems concerning effective outlining including the rules to observe with reference to content and the rules to observe with reference to structure. Why are RP titles important? Even though they consist, at best, of two or three lines, they play a significant role in the reception of the text, since the audience bases their decisions whether to read further basically on the title, outline, and the abstract. According to Swales, ‘it comes as little surprise that composing the few words of a title can take up inordinate amount of time, discussion, and mental effort’ (1998, 223).

The present paper sets out to examine the efficiency of the Task Dependency Principle (TDP) in teaching research paper writing for BA students in English Philology. So far the TDP has been used in teaching practical language skills to non-native speakers. It consists in giving students tasks which are based on previously accomplished tasks. The TDP has turned out to be very effective in teaching research paper writing skills as well. Implemented throughout one full semester of the research-in-progress seminar, coupled with the peer review and fostered by the focus on individually selected linguistic topics, the TDP has contributed to increasing the motivation of students and shifting from teacherto student-centred teaching/learning.

This article describes the types of portfolios teachers can use in their classroom along with teacher-tested advice for ways to implement portfolio assessment. Portfolio assessment provides teachers and students with a documented chronology of the learning that is taking place. By periodically reviewing their portfolios, students become enlightened about their progress and empowered when they can see for themselves the progression of their learning. This knowledge enables students, with the guidance of their teacher, to set and work toward future learning goals. We have included relevant research that supports portfolio assessment along with comments from our students. These comments dramatically document the power portfolios have to enlighten and motivate students to learn.

This research accumulated a representative source base on the history of military education institutions in Asian Russia in the XIX – early XX centuries. It featured the complex and contradictory processes that accompanied the first years of the Neplyuev military school in the first quarter of the XIX century. The paper introduces a wide source base that includes some previously unstudied documents from the Russian State Military Historical Archive and the Russian State Historical Archive. The author used a systematic approach that combined standard scientific techniques with special chronological, genetic, comparative, and functional historical methods. The paper describes the early years of the military school, i.e., prerequisites, opening, military governors’ contribution, the first teaching staff, financial issues, etc. The military school was unique in its international composition as it accepted sons of the Central Asian nobility. According to the curriculum, foreign languages were one of the main competences to acquire. The school trained not only officers for irregular Cossack troops, but also translators for the Orenburg Border Commission that provided international relations between Russia and the Turkic peoples of Central Asia. The school educated the indigenous population and developed its national intelligentsia while consolidating Russian influence in Central Asia. The school was an important step towards the development of the Russian Empire as a Eurasian power. The Orenburg Military School became the most important institution of military education in Asian Russia as it laid foundations for the formation of the local military and teaching personnel.

This paper aims at analyzing utopias and dystopias in Last and First Men (1930) by William Olaf Stapledon. Taking into consideration that this narrative was already defined as a scientific romance and an anatomy with allegorical status, as well as McCarthy's observation that Stapledon’s writing resists simple categorization and that its classification as science fiction or utopian literature is inadequate, this paper suggests several definitions for Stapledon’s work. The author also takes into account the ongoing dispute between utopian studies and science fiction scholars about the strong interaction between utopia and science fiction in the twentieth century. The possibilities of applying the conceptual integration theory to such a complex work of fiction as Last and First Men is explored.

This paper analyses the ways in which Romanian culture struggles to forge, at the level of historical and cultural discourse, an identity, a “personality”, and a specificity. It observes, within the process of forging its identity through a series of avatars, the discursive strategies through which specificity is revealed as an essential form of national uniqueness as well as the compensatory trends of identity fabrication. The paper also attempts to highlight the forms of historical and literary mystification through which, over time, Romanian culture responded to complexes related to its age, identity, belatedness, heredity, legitimacy, etc. Thus, the analysis reveals that, in essence, all the efforts, complexes and myths through which an identity was negotiated at the level of the histories of literature and Romanian historiographical texts betray, in fact, the same spectrum of the Identity-Otherness dialectic. Romanian culture, like other emerging cultures, was forced, first to survive and, later, in order to have a potential for prosperity, to define itself as a distinct entity by relating to the surrounding cultural reality, its growth and evolution taking place either under the sign of antagonism (i.e. a refusal of allogeneic import), or under that of synchronism (as permeabilization with regard to foreign influence), but, necessarily, as a reference to the Other. Moreover, the paper highlights, at the discursive level, the two main poles that have obsessively polarized the questions of descent and heredity within Romanian culture: its Roman and Dacian ancestries. The nuanced intentions underpinning the cultural need for international recognition by means of belonging as well as differentiation are discussed in the process.

The foreign reader and viewer can find nothing better -or faster, given the exigencies of modern life- than the film as an introduction to the character, history, identity of a nation. With the awards garnered by directors like Cristian Mungiu and Nae Caranfil, new interest has been focused on Romania’s film, community, and history. That is why, an investigation regarding the Romanian early cinema would be necessary in the field of improving education from abroad. The purpose of this paper is to analyze a number of aspects, such as the importance of incorporating a course on cinema in foreign language teaching, one of the major goals being the opportunity to educate the students in the field of movies and thus offering them distinct cultural perspectives. However, this article does not plea for the need of a pedagogy of media studies in higher education, given the complexity of the topic. It rather aims to focus on the history of two Romanian movies: The Independence of Romania (1912) and The Rest is Silence (2007) and highlight the reasons why an urban icon of the city of Tampere is called “Plevna”. This paper sets out to analyze the two mentioned Romanian films who proved to be interesting for Finnish students since they depict an episode of our common history, the 1877 War of Independence (The Russo-Turkish War). At the same time, the paper aims to familiarize them with the allure of the event when Romanian and Finnish soldiers fought shoulder to shoulder on the same front, at Plevna. The Romanian film, The Independence of Romania shot in 1911-1912, was the first feature film to be kept almost entirely in the Romanian National Film Archive; the other one, The Rest Is Silence directed by Nae Caranfil (and representing Romania’s first entry into the 2009 Oscars) and inspired by The Independence of Romania wanted to show the real story of our first full-length filmmaking. Therefore, this latter film contains like a palimpsest an older mute movie, discovered in Romanian Movie Archive. The current article draws upon the insights provided by the Finnish students after watching the two films and summarizes their conclusions. In other words, these lines provide a behind-the-scenes glimpse of what they learned and discovered. The films were met with positive reviews, and we tried to follow the students’ spontaneous reactions and emotions. An important part of our work was to put in perspective the two inspiring patriotic marches which are commemorating the departure of the Romanian and Finnish soldiers at Plevna in the Balkan’s theater of War: Drum bun! (farewell song composed by Ştefan Nosievich to the lyrics of Romanian patriot Vasile Alecsandri) and Kauan on Kärsitty / Long have suffered, a well-known patriotic song of the Finnish Guard (Suomen kaarti). This article tangentially discusses the role of perception in educational activity, which is presented under two correlated aspects, namely: the activity carried out in this sense by the teacher and by the students and the role of cinema in creating cultural memory from a general perspective, in a way that transforms the manner we think of film and its social importance. This article starts from a very particular point of view, as we discovered by pure chance the name of Plevna building in Tampere, and goes to a more general aspect, which is the battle of Plevna, one of the most important episodes from Romania’s modern history.

Abstract: The current study aims to identify and investigate writing grammatical errors in the written exams, which are written by students of English at the University of M’hamed Bougara, Boumerdes. The researchers used a mixed-methods approach. This approach is both descriptive/qualitative and quantitative in nature. The data were collected from 84 student exam papers from the writing exam administered in January 2023 at the department of English at M'hamed Bougara University of Boumerdes. The data sources are the exam papers of the writing exam for both groups, and every group contains 42. The results of the study revealed that students employed 387 errors, which can be divided into eight types, which are: spelling, word usage, subject-verb agreement, articles, tense, passive and active voice, prepositions, and conjunctions. According to the findings, spelling errors were the most frequently occurring type of mistake in the learners’ corpus of both groups and they constituted 43.41%. Furthermore, the findings also demonstrated that although both groups shared high frequencies of spelling errors, word usage and article errors were more prevalent amongst second-year students, while third-year students made more subject-verb agreement errors. These findings might be due to the amount of time spent in learning a foreign language. Keywords: Errors, error analysis, writing, and foreign language

Abstract: Attaining proficiency in a foreign language entails more than just learning a subject for academic grounds; it is more convenient to centralise on acquiring a communication contrivance. And as culture permeates most contexts, communication in real-world frames is seldom culture-free. This paper pores over an acute facet of culture referred to as ‘conventions’. More definitively, the end of the paper is to review one category of these conventions which is ‘idioms’. As a broader covet, the present paper scrutinises the import of teaching contexual idioms to raise EFL learners’ cultural awareness. Keywords: conventions, formulaic language, idioms, culture, cultural awareness, context.

Abstract: Attaining proficiency in a foreign language entails more than just learning a subject for academic grounds; it is more convenient to centralise on acquiring a communication contrivance. And as culture permeates most contexts, communication in real-world frames is seldom culture-free. This paper pores over an acute facet of culture referred to as ‘conventions’. More definitively, the end of the paper is to review one category of these conventions which is ‘idioms’. As a broader covet, the present paper scrutinises the import of teaching contexual idioms to raise EFL learners’ cultural awareness. Keywords: conventions, formulaic language, idioms, culture, cultural awareness, context.

Abstract: This research paper tries to examine the implementation and impact of English Language Teaching (ELT) education through the Competency-Based Approach (CBA) at the Algerian school levels. Therefore, the study is a theoretical exploration the pedagogical strategies, teacher preparedness, and student outcomes associated with CBA in the context of ELT. The research identifies the benefits and challenges of integrating CBA into the Algerian educational system. The findings suggest that while CBA offers a more holistic and student-centred learning experience, it requires substantial support and training for teachers to be effectively implemented. The paper concludes with recommendations for policy-makers and educators to enhance ELT practices within the framework of CBA, aiming to improve language proficiency and educational outcomes in Algerian schools. Keywords: Algerian Education; ELT; CBA; Pedagogical Strategies; Teacher Training.

Abstract: Based on the summary and review of the pedagogical application of Singing as primary Chinese teaching method in the University of N'Djamena, the Republic of Chad, this paper illustrates the problem of "what to sing and how to sing" in learning Chinese. It also demonstrates that it is feasible to use singing Chinese songs as the main teaching tool in teaching oral Chinese at the basic level by combining theoretical demonstration and case analysis. With regard to the compilation of the lyrics of Chinese songs for teaching, this paper puts forward the principle of "concise and practical, harmonious rhyme and artistic conception". For the music arrangement, the author puts forward the method of using new words to modify old songs. This paper illustrates with examples that "learning Chinese by singing" still has broad development space and requires further study. Keywords: Learning Chinese through songs; Singing as primary Chinese teaching method; Theoretical basis; Lyrics compilation; Music orchestration.

This paper gives an overview of four senses of the terms “lexical (item/entity)” and “lexicon”, as well as several senses of the term “lexicalization”. That these terms are used in different senses in the literature has been discussed before, and it has been noted that this polysemy is sometimes confusing, but here I provide not only concrete definitions of word(-form) and lexeme and succinct discussion of the relevant issues, but I also propose two new terms: inventorium (the unpredictable elements of a language) and mentalicon (the elements that a speaker stores in memory). The latter two are crucially different because all speakers store many predictable elements. The four different senses can thus be distinguished clearly by using the four terms word-form, lexeme, inventorial item, and mental item. In the final section of the paper, I note that the term lexicalization also has multiple senses, but its most important sense is inventorization.

This article explores the intersection of 19th-century philosophy with historical events, spotlighting Nietzsche, Bentham, Kierkegaard, and Schopenhauer and their distinct perspectives on suffering as a positive element, reflective of the era's cultural and historical nuances. The first part of the paper is a summary of the 19th century and its noteworthy events. The second part argues that suffering is a constant element of human existence by highlighting conceptual similarities between all four philosophers when they describe the challenges that humans must face. The third part of the paper analyzes the relationship between suffering and self-knowledge. The fourth and last part of the paper explores the mechanism of suffering as an epiphenomenon.

This paper constitutes an encompassing account of the Madonna of Orsanmichele in all its historical instances. As source of the first miracle ever recorded in the city-state of Florence, in 1292, the Orsanmichele Madonna generated a cult that lasted centuries. Considering the extravagant artistic commissions on the site of the granary-turned-church, Orsanmichele became a place of religious worship, and, more importantly, grown into being equated with the political and spiritual identity of Florence. The panel by Bernando Daddi and the tabernacle designed by Andrea Orcagna have generated, I argue, a parallel cult – one revering the exquisite artistic draughtsman ship of the painting and that of its monumental shrine. In this paper I aim to present the dialogue between the Marian cult located at Orsanmichele, starting in the thirteenth century, and the artistic patronage prompted by the popularity of the miracle-making image of the Virgin. My study represents a critical re-visitation of the prominent book by Megan Holmes, The Miraculous Image in Renaissance Florence, published in 2013.

The present paper explores the potency of the spatio-topical system of Joe Sacco’s Footnotes in Gaza in (re)tracing the historical events that happened and still happen in the war zone of Gaza without being reductive to the importance of the testimonial culture that is based on listening to and engaging with the different recounts of the Gazan survivors from the 1956 Khan Younis and Rafah killings and the present horrible moments of destruction, dispersion and oppression. For this purpose, this paper embraces Thierry Groensteen’s concept of ‘spatio-topia’ that denotes the systematic distribution of the space on the graphic page in order to give the graphic aesthetic, the driving force of reading. Therefore, graphic spatio-topia configures the conceptual form of the story world that allows the reader to participate spatially and sensationally in Sacco’s journalistic investigations through its different tools like the panel and its frame with their spatio-topical parameters of the form, the seize and its site. The systematic operativity of the graphic spatio-topical elements of Footnotes in Gaza promotes a flexible and a meaningful flow of the graphic narrative and transports the reader to the graphic space where he develops a spatialized history and a dense web of sensations like belief and pain.

In recent years, the field of translation has been greatly influenced by advances in computer-assisted translation tools. These tools have not only revolutionized the translation process but also significantly impacted translator training. The integration of technology into the translator's toolkit has reshaped the way translators work and the skills they should succeed in the modern translation industry. This article investigates the increasing influence of computer-assisted translation tools on translator training and its implications for the future of the profession. The aim of this paper is to explore to what extent the development of CAT (computer-assisted translation) tools affects the environment of professional translators and the areas of teaching and learning. This research delves into the growing impact of CAT tools on translator training, including the evolving skills required by professional translators and the changing landscape of the translation industry. In addition, this paper investigates the implications of CAT tools on teaching and learning in the field of translation, focusing on how these tools shape the curriculum and pedagogy of translation programs. This exploration will provide valuable insights into the intersection of technology and translation, offering a comprehensive understanding of the effects of CAT tools on professional translators and the education and training of future translators.

يرجع تاريخ علاقة اختبارات كامبريدج للغة العربية في موريشيوس إلى عام ١٩٨٤م حيث عقد أول اختبار للمستوى العادي (O Level) ملخص:في المدارس الثانويّة الحكوميّة والخاصّة. إن هذا الاختبار يضع أساسًا قويًا يقف عليه الطلاب من أجل التقدم إلى المستوى المتقدم التكميلي (AS Level) والمتقدم (A Level). يحصل كل طالب على ورقتين (الورقة ١ والورقة ٢). فالورقة ١ بمثابة كتابة التعبير ولها ٤٥ درجة ومدتها ساعة ونصف، أما الورقة ٢ فهي تتألف من الترجمة والقراءة والفهم ولها ٥٥ درجة ومدتها ساعة ونصف أيضًا. ويعمل هذا الاختبار على قياس القواعد النحويّة من خلال التعبير والترجمة وليس هناك سؤال محدد فيها، كما يهمل في نفس الوقت مهارتين مُهِمَّتَين لغير الناطقين بالعربية وهما الاستماع والتحدث. بالإضافة إلى ما سبق، لا يقترح منهج (O Level) للغة العربية أي كتاب مقرر ولا قائمة المفردات ولا القواعد النحويّة والصرفيّة والإملائيّة التي تدرس لهذا المستوى. فيقوم التدريس على تخمين المعلمين لما يرونه مناسبًا لطلابهم من القواعد والمفردات والنصوص المختارة من عدة مصادر. أصبح اختبار (O Level) للغة العربية صعبًا للغاية لغير الناطقين بها وذلك منذ عام ٢٠١٩م حيث صار نفس الاختبار متوفرًا للبلاد العربية كذلك. بالرغم من أن شكل الاختبار لم يتغير إلا أن المحتوى والأساليب والمفردات وصعوبة الأسئلة قد رفعت لتناسب مستوى الناطقين باللغة العربية. أدى ذلك إلى نتائج ضعيفة حيث يرسب الكثير من الطلبة في اختبار (O Level) ولا يرغبون في مواصلة دراسة اللغة العربية والانتقال إلى المستوى المتقدم. ومن ضمن الحلول المقترحة، توفير اختبار آخر ملائم لغير الناطقين باللغة العربية، يحتوي على أنواع من الأسئلة على سبيل المثال اختبار التتمة وتصحيح الأخطاء والاختيار من متعدد واختبار الصواب أو الخطأ وغيرها. Abstract The history of Cambridge Arabic language exams in Mauritius dates back to 1984, when the first Ordinary Level (O Level) exam was conducted in both government and private secondary schools. This exam lays a strong foundation for students to progress to the Advanced Subsidiary Level (AS Level) and Advanced Level (A Level).Each student receives two papers (Paper 1 and Paper 2). Paper 1 involves essay writing, is worth 45 marks, and lasts for an hour and a half. Paper 2 consists of translation, reading, and comprehension, is worth 55 marks, and also lasts for an hour and a half. The exam assesses grammatical rules through writing and translation, and does not focus on language skills such as listening and speaking.Additionally, the O Level Arabic language syllabus does not recommend any prescribed textbooks, vocabulary lists, or grammatical rules studied at this level. Teachers determine what grammar, vocabulary, and texts are suitable for their students from various sources.Since 2019, the O Level Arabic language exam has become extremely challenging for non-native speakers, as the same exam is now available in Arab countries as well. While the format of the exam remains unchanged, the content, methods, vocabulary, and question difficulty have been heightened to align with the proficiency of Arabic speakers.This has led to poor results, with many students failing the O Level exam and losing interest in continuing their Arabic language studies and advancing to the next level.One proposed solution is to provide another exam suitable for non-native Arabic speakers, including various types of questions such as completion tasks, error correction, multiple choice, true or false questions, and more.

This paper examines the cartoons of Marco Tibasima, which portray the education system of Tanzania as dysfunctional and heading towards a bleak future. Through cartoons published in Habari Leo, NGO booklets, and on his blog, Tibasima provides a diagnosis of the ailing education system in Tanzania. Drawing on conceptual metaphor theory, this study identifies different elements of metaphors and metonymy in his cartoons. The cartoons included depict crowded and dilapidated classrooms, inadequate resources, an obsession with exams, the abuse of students, and demoralized and overworked teachers. Since education prepares people for the future, the paper argues that concern for the quality of education is essentially a concern for the future. The commentary implicitly invites the reader to imagine the consequences of the current state of Tanzanian education. Although the critical cartoons do not present programmatic proposals, they are very forward-looking and include an early warning.

This paper examines how Canada’s Official Languages Act (OLA) reinforces the socio-political constructs of language barriers and linguistic borders. Questions addressed are: in Canada, who do linguistic borders serve, how do linguistic borders function, and what are the effects of linguistic borders? The theoretical framework draws from raciolinguistics and border imperialism. The method, a socio-diagnostic critique, juxtaposes the discursive practices of the OLA with border governance strategies. Results highlight how linguistic border governance creates the conditions for language-based discrimination to thrive. The paper concludes with a call to disinvest from the OLA, and a turning toward the water-language connection.

Abstract : The novel stands as one of the most prevalent narrative literary forms, expressing the essence of humanity across all its social and political dimensions. It has always served as a reflective mirror of society, echoing its joys and sorrows in life. The novel has witnessed evolution in its artistic form, encompassing all elements of characters, events, time, and place. This latter, is considered as the most crucial aspect of its components, with its endings, openings, suggestions, and artistic, cultural, and political connotations. Based on that, this paper entitled "The Urban Space in Contemporary Algerian Novels - A Reading of 'Saradek Al-Hilm Wal-Fajiah' “dreams and sorrows’ walls of flames” asks the following questions: what are the conceptual boundaries of the term "city"? How has the city been a space of expansion beyond geographical borders? These questions would be answered through this paper which is structured into a theoretical section, that focuses on the concept of the city in language and terminology, followed by a summary of the novel under study's theme. Then, the significance of the term "city" in the novel and its political and cultural implications. Keywords: Urban Space, Saradek Al-Hilm Wal-Fajiah Novel “dreams and sorrows’ walls of flames”, Contemporary Novel, Politics, Civilization.

Sperber & Wilson (2005:468) see Pragmatics as is " the study of how contextual factors interact with linguistic meaning in the interpretation of utterances". Doctors often recognize patterns in people’s speech from their utterances. These patterns may affect the medical judgements. In general, this paper presents models for describing clinical contexts and illustrates them with analysis of medical interactions associated with developmental autism disorders. This paper attempts to examine Applied linguistic impairment through (The selected situations in the Season 1, Episode 2) of medical conversations in the TV series: "The Good Doctor" in which the main character is 'Dr. Murphy' who is an autistic resident doctor. The pragmatic impairment is spread in the world and there is difficult to identify exact nature of autism. This paper also endeavors to investigate the autism through its definition and scope to achieve the needs of the interactions between the interlocutors. Generally, interlocutor with autism is possibly to exhibit pragmatic troubles along with her/his interactions, but these troubles differ extremely from one person to another. (Cummings,2017:59). This paper also attempts to shed light the applied pragmatic strategies and devices that can be exploited in three stages: launching, maintaining, and terminating of clinical conversations in the case of autism.

Abstract: The present paper sketches the oscillation of the Black Americans’ mindset between the two unites of a binary opposition; life/death. In the novels understudy, Toni Morrison and Ernest J. Gaines present black characters who, so disgusted by nasty life choose death as sure-fire way to salvation. Going from the premise that, life constitutes the first potentiality in man, the study investigates the rationale behind this paradoxical choice. It is somehow a pathology of the syndrome of decay that pervades the mind of the black being. It seeks to show that the odd choice of death to the detriment of life is perceived as a nondesire as well as a desire in these fictions. To this end, it leans on a postmodern framework. Postmodernism is a critical theory that constantly questions and give voice to the unvoiced. The paper also delineate a clear cut line between metaphorical death that is actually a life devoid of sense and death as cessation of life followed by funerals, burial, disintegration and decay of the body. The metaphorical death of the black being is portrayed as a marginalization in the society in the light of concepts such as Orlando Patterson’s ‘social death’, Calvin L. Warren’s ‘metaphysical holocaust’, Fred Moten’s ‘nothingness’ and what Bryan Wagner accurately terms ‘existence without standpoint’, each of them signifying a form of social exclusion. Keywords: Death, living death, nothingness, marginalization

Abstract: This paper falls under the Action research methodology and reflects on the importance of research and research methodology education from the perspective of Algerian EFL students. The paper's addressed issue stems from the difficulties Master 1 and Master 2 students at the English Department of M’hamed Bougara University of Boumerdes face in applying the course content and building solid methodological skills. The overarching objective of the study is to explore students’ perceptions of the importance of research, the difficulties faced when conducting research, and their perception of efficient research methodology sessions. A semi-structured questionnaire addresses these points to promote learning and improve research methodology teaching in this particular case. The study indicates that students encounter challenges in the practical aspects of research, emphasizing the importance of teaching essential methodological skills such as formulating research questions and analyzing data. It also underscores the need for courses that prioritize these practical elements to equip students with the required skills for successful engagement in research projects. Keywords: Algerian EFL students; Research methodology teaching; Research methods; Research challenges; Students' perceptions.

Abstract: The portrayal of women as stereotypical figures has been a recurring theme in Algerian postcolonial literature, with women being often portrayed as one-dimensional symbols of the nation. This paper examines how Ahlam Mosteghanemi’s novels The Bridges of Constantine (2014) and The Dust of Promises (2016) challenge and deconstruct the stereotypical representation of women in Kateb Yacine’s Nedjma. The paper begins by exploring the context in which the three novels were written, highlighting the deeply entrenched patriarchal structures that permeate Algerian society. The paper then analyzes how Yacine’s Nedjma reinforces these patriarchal structures by portraying women as symbols of the nation, devoid of agency or individuality. It will then move to show how The Bridges of Constantine and The Dust of Promises offer a more nuanced and complex representation of Algerian women through the protagonist Ahlam, who is rather portrayed as a multifaceted character that defies the stereotypical expectations placed upon women in Algerian society. The paper concludes by arguing that deconstructing the stereotypical representation of women in Nedjma in both novels creates a site of difference for women in Algerian postcolonial literature. Keywords : Nedjma, Postcolonialism, Feminism, Nationalism, Deconstruction.