La traduction didactique comme fondement pédagogique de l'apprentissage du Français langue étrangère en Algeria

Abstract EN

Nowadays, Algeria witnesses an unprecedented linguistic situation known by the implementation of teaching different foreign languages.

This linguistic fact will certainly generate some disagreeable features on the learning process.

As a matter of fact, and in order to find some solutions to enhance the teaching of a language, educationists try to find practicable and applicable a pedagogy mastery of knowledge.

It is highly noted that opposing conceptions have often coexisted in a contradicting alternation.

In the light of didactics and precisely the pedagogical methods, mother-tongue and translation have always been put forward at the nucleus of a hot debate on language teaching process.

For instance, the current "modern" methods that have been practiced in Algeria since the 1990s, as direct and active, audio-oral and audio-visual methods, share in common the use and usage of content and subject (theme and version) in all the learning syllabus.

By the same token, translation, -at the present time- takes an increasingly considerable importance in the developed modern world; this is possibly due to the proliferation of world exchanges and media.

Accordingly, what it is left from this paper will possibly open discussion on how to reflect upon other pedagogical issues.

Abstract FRE

Le présent article se focalise sur l'apport de la traduction comme fondement didactique pour l'apprentissage du français langue étrangère en Algérie.

Le sujet étant très actuel pour toutes les recherches dans le domaine du FLE, surtout dans les pays où le rôle du français demeure important dans les organismes de l'Etat et de formation, notamment dans le cycle supérieur.

Combiné avec les diverses évolutions enregistrées en didactiques des LE, la traduction pédagogique profitant des apports de la traduction professionnelle, peut contribuer à l'amélioration de l'apprentissage du Français en Algérie.