http://hdl.handle.net/10311/103 2026-07-11T06:35:36Z http://hdl.handle.net/10311/1958 Analyse d’erreurs pour ameliorer l’enseignement de la traduction en classe de FLE Sello, Kagiso Jacob RÉSUMÉ. En s’appuyant sur une analyse d’erreur étiologique par le biais du modèle de l’analyse matricielle définitoire, la présente étude se propose de déceler les paramètres de l’environnement d’apprentissage sur lesquels une intervention est requise pour améliorer la qualité de l’enseignement de la traduction professionnelle (Sello, 2012) à destination des apprenants des langues étrangères. Pour ce faire, nous avons analysé les erreurs de traduction des apprenants de français langue étrangère qui suivent un programme de traduction en vue d’en identifier les sources. Les résultats de l’étude ont montré que la difficulté à développer la compétence traductionnelle chez les apprenants de langues étrangères ne réside pas uniquement dans la maitrise insuffisante des langues étrangères mais est également imputable à l’organisation de l’enseignement ainsi qu’à l’environnement de travail des apprenants. Les mesures destinées à réduire la probabilité d’occurrence de ces erreurs pourraient donc aider à améliorer la qualité de l’enseignement/apprentissage. Building on an etiological analysis of errors through the Defining Matrix Analysis model, this study proposes to find the parameters of the learning environment on which an intervention is required in order to improve the quality and the efficiency of a translation course offered to students in a French as a foreign language class. To achieve this goal, we analysed translation errors made by learners with the aim of identifying their sources. The results of the study shows that the difficulty in developing foreign language learners’ translation competency does not only lie in learners’ insufficient command of the foreign language but can also be attributed to the organization of teaching as well as the environment in which learners work. Measures destined to reduce the probability of occurrence of these errors could therefore help improve the quality of teaching/learning. 2017-06-01T00:00:00Z http://hdl.handle.net/10311/1957 Traduire pour promouvoir et preserver les langues minoritaires et regionales AU Botswana Sello, Kagiso Jacob In this article, we argue that the development of translation in Botswana could aid in preserving and promoting minority and regional languages. Indeed, one major problem encountered by minority and regional languages in this country is that most of these languages only exist orally, which makes them very fragile. We are therefore of the opinion that, unlike translation training that has been left to individual ingenuities, promotion of translation into minority and regional languages can help preserve and promote these languages through the development of their orthographies and terminologies, the same way most orthographies and terminologies of Bantu languages like Setswana and Kalanga in Botswana were developed (through translation of the bible). The article will also discuss how the minority and regional communities could take advantage of cultural manifestations that they organise to preserve and promote their languages. 2015-06-01T00:00:00Z http://hdl.handle.net/10311/1956 Quels enseignements tirer d’une analyse étiologique d’erreurs de traduction en classe de FLE ? Sello, Kagiso Jacob This study aims at advocating for an etiological analysis of errors made by students in a French as a Foreign Language class rather than a typological analysis of errors. Indeed, unlike the latter where error categories are established beforehand and every error identified must correspond to one of the categories thus established, the former leaves room for categories of errors that the researcher might have not thought of when establishing these categories. The observations that came up when analyzing translations of students studying French as a Foreign Language shed some light onto several shortcomings of the typological error analysis approach and illustrated the benefits of an etiological approach. 2018-02-01T00:00:00Z http://hdl.handle.net/10311/970 Promoting multiculturalism and intercultural dialogue through instituitions and initiatives of civil society organizations in Botswana Lubinda, J. Botswana is a multilingual and a multi-ethnic nation that has had a thriving multi-party democracy, peace, and stability since independence, in 1966. Despite the superficial impression that a casual observer may have of a socalled mono-ethnic and monocultural society, Botswana is in fact home to more than 30 tribes with diverse cultures. Over the past four decades, it has scored many successes in education, health infrastructure, and the economy in general. There is one area, however, where it still needs to make much progress, namely in the governance of cultural diversity. For many years after independence, official discourse has been in favor of a culturally and lingusistically homogenous society. This was the legacy of the colonial administration that aimed at promoting only the culture and the cultural interests of the Setswana-speaking tribes. In recent years, however, the political and administrative leaderrship has begun to embrace diversity and multiculturalism, as can be determined from official pronouncements and participation in social events that celebrate cultural and liguistic diversity. The article attempts to show how attitudes have evolved in the course of time and who has been active in advocating for recognition of minority ethic groups and their rights in matters of representation in the House of Chiefs, language use in education, collective land rights, etc. It shows the role of civil society organizations and cultural associations as well as that of the University of Botswana in agitation for equality. 2010-01-01T00:00:00Z