نحو منهاج جديد لتعليم مقياس الترجمة التعليمية في أقسام اللغات الأجنبية بالجامعات الجزائرية
In this research, we address the problem of teaching the didactic translation module in foreign languages departments in light of the renewed trend calling for the removal of this module from the foreign language offer training and in the light of the technological development witnessed by the means used in the practice of translation towards Machine Translation (MT), translation using Artificial Intelligence (AI), and CAT Tools. Its importance lies in the attempt to leverage technological advancements in translation tools within the didactic translation module curriculum. Through it, we aim to identify the shortcomings in the current curriculum for teaching and learning didactic translation module and to address them. Additionally, we seek to examine the competences currently taught, propose new competences, and attempt to design a comprehensive curriculum for this module in the terms of competences and methods of instructions. To achieve these objectives, we relied on investigation in the theoretical part of this study to fully explore the topic and attempt to establish a foundation for it, as well as on a critical analytical study in the practical section using the didactic translation curriculum for third year undergraduate French students as a model. Accordingly, we did not use tools beyond those employed in content analysis, as this study is theoretical in nature, making it impractical to expand variables or use additional tools. This study led to a set of findings summarized as follows: This curriculum lacks organization, lesson sequencing and variety in activities and completely neglects technological tools, which limits the competences acquired and restricts learning to linguistic, lexical and cultural skills only. It also underscored the effectiveness of integrating technological tools, such as machine translation, AI assisted translation, translation support tools, grammar check software, and search engines into the didactic program. These tools contribute not only to the development of the competences cited before but also the creation of additional kills, including auditory, analytical, expressive, creative, research and technological skills, by motivating learners and fostering an active, interactive environment. The study further emphasized the need to adopt a new, comprehensive curriculum for the didactic translation module (using the third-year French undergraduate as an example) that includes a variety of practical activities combing human translation, machine translation and computer- assisted translation with student evaluation based on efforts made during each session. The study recommended revisiting the didactic translation module curriculum in foreign languages departments at all levels and adjusting it throughout leveraging technological tools and integrating them into practical activities. It also suggested reconsidering the evaluation method to be based on the student‘s interaction during the session, in addition to providing an appropriate environment (Such as computer labs and Internet access). (Published abstract)