مطالب

This article attempts to shed light on translation in the multilingual novel, an operation carried out by the author himself. For this purpose, we have chosen Thousand Splendid Suns by Khaled Hosseini translated into French by Mille Soleils splendids. Persian-speaking just like his characters, the author adopts English as his writing language but feeds it with Persian idioms that he glosses in different ways during his story. The writer incorporation modes of the original language into novel's vehicular language as well as the translation strategies adopted for the transfer of meaning, are the subject of our research. Plurilingualism study in the novel genre, these facts and effects, constitute the theoretical framework on which the textual strategies analysis of translation in the novel is carried out. The translation processes which take care of the language referents strangeness and original culture's such as borrowing and transfer being the processes most used by Hosseini , his glossary practice which reassures an almost perfect understanding for the universal reader the peculiarity of writer-translator pen's  

Pendant le COVID-19, les universités et les établissements d'enseignement supérieur ont été appelés à dispenser un enseignement en ligne en raison de la pandémie. Le nouvel environnement d'enseignement a créé une nouvelle méthode d'enseignement qui a inspiré la plupart des pays à adopter l'enseignement en ligne même après la pandémie. L'Université de Yarmouk, parmi d'autres en Jordanie, a établi ses classes post-COVID-19 entièrement en ligne ou hybride (partiellement en ligne). L'étude actuelle vise à révéler l'efficacité de l'apprentissage en ligne des langues étrangères après la pandémie de COVID-19 du point de vue d'étudiants universitaires choisis au hasard dans différentes universités. Pour mener à bien la présente recherche, nous avons élaboré un questionnaire et l'avons envoyé à des étudiants universitaires de différentes universités jordaniennes.  Les réponses ont été recueillies et analysées dans le programme SPSS. Les résultats de l'étude ont montré que l'interaction par le biais de l'e-learning a obtenu une moyenne de (3,09), avec un pourcentage de (62%). De plus, la capacité des étudiants à accéder aux ressources d'apprentissage en ligne a obtenu une moyenne de (3,06) et un pourcentage de (61,3%), tandis que l'efficacité de l'enseignement par l'apprentissage en ligne a obtenu une   moyenne   de (3,04)   et   un   pourcentage   de (61%).  La   recherche   a   abouti   à   plusieurs recommandations, notamment la nécessité pour l’administration universitaire de se concentrer davantage sur les besoins des étudiants en langues étrangères en matière d'e-learning à l'avenir et de développer des systèmes bien connus tels que le système modèle.

Since beliefs and emotions are involved in teachers’ daily professional life, this case study aimed to reveal the beliefs of pre-service teachers (PST) emotional strategies and the reasons underlying their beliefs during teaching practicum. Six PSTs from three Indonesian universities who conducted teaching practicum in three different school areas participated in this study. Fruitful data were gained from classroom observations, in-depth interviews, and journal entries. The findings reveal that Indonesian PSTs believe designing both a lesson plan and a second one is significant in preparing the classroom situation appropriately for students. These strategies can improve their self-confidence and motivation and help them regulate down emotions to respond to spontaneous incidents. They also believe in cognitive strategies that the students' problems and the teacher's weaknesses provoke the students' misbehavior. To up-positive emotion regulation, they believe in fake strategies showing their excitement and enthusiasm in teaching through verbal and nonverbal cues. However, hiding and avoiding emotions are not suitable due to harmful impacts. Hence, teachers have to unveil their emotions in appropriate situations. Teachers' attention to all students is pivotal for learning and growth. Thus, PSTs' emotional competence must be enhanced, for they have the ability to identify, analyze, regulate, and express emotions in the proper context and situation. The teacher education program must give PSTs full support by including emotional competence as one of the subjects or a part of the course contents to promote positive beliefs on emotion regulation