To see the other types of publications on this topic, follow the link: Arab to english.
Journal articles on the topic 'Arab to english'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Arab to english.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
El-Sayed, Ali M. "Varieties of Today’s English." ITL - International Journal of Applied Linguistics 76 (January 1, 1987): 63–86. http://dx.doi.org/10.1075/itl.76.04els.
Full textAbstract:
Today’s English refers to a state or states of the English language as used by its speakers. There are many varieties of English spoken throughout the world. Today’s English is a term that does not describe a single regional or national variety of English, but a language that extends beyond the national borders of native speakers to include second and foreign language speakers. Recent research focuses on the state of the language, the diversity of its users, the contexts of its use, and the effects on the communities using it. It has been the practice of those in authority in the Ministries of Education and universities in the Arab World in general and the Arabian Gulf in particular to hire many native speakers of English to teach English in schools and universities. The assumption was that natives with native speakers’ accent are more effective teachers than teachers of English whose native language is Arabic. Why should an Arab student learn, for instance RP and not any other variety? The writer advocates the practice of hiring a greater percentage of Arabic speaking teachers to teach English in Arab schools and universities. Hiring a particular native speaker of English to teach English to Arab students forces those students to listen and be exposed to a particular variety instead of an international variety that is intelligible and international enough to be accepted by every one. Besides, listening and speaking to a Britisher more an American are not of great importance to Arab students. What is more important are the two skills of reading and writing since they are the only two channels through which western science and technology could be transferred to Arabs. Because of the nature of Arab students’ motivation, the writer advocates the use of more suitable cultural materials.
2
Ababneh, Islam. "English Translational Errors Encountered by Arab Natives." International Journal of English Linguistics 6, no. 2 (March 29, 2016): 118. http://dx.doi.org/10.5539/ijel.v6n2p118.
Full textAbstract:
<p>This study aims to highlight errors in translating Arabic phrases and expressions into English. It is part of a research that attempts to establish some cultural connections between those translational mistakes and the embedded Arabic and Saudi religious and cultural factors that influence making such errors. To achieve the set goal, the researcher observed many written English signs around the city of Tabuk in a period of two years and then archived and analyzed the various translation mistakes collected from universities’ announcements, religious flyers, hospital signs, bill board signs, shops and malls signs, personal signs...etc. The errors were classified into four categories: Singular/Plural, Sentence Structure and Syntax, Word Choice, and Spelling errors. Then a quiz was given to selected female English major students at the University of Tabuk; the quiz contained the same observed mistakes collected earlier. Therefore, the sample of the study was very diverse in its nature of Saudi Arabs and Arabs from other Arab countries that came to live and work in the city of Tabuk; while the students who took the quiz were all of Saudi nationality. It was concluded that the reasons Arab people who publish English translations fail to transfer the Arabic equivalence of English phrases and expressions are mainly due to literal translation and influencing cultural factors that make those people unfamiliar with the use of the right English words in their proper context.</p>
3
Al-Zubeiry, Hameed Yahya A. "Metadiscourse Devices in English Scientific Research Articles Written by Native and Non- Native Speakers of English." International Journal of Linguistics 11, no. 1 (January 24, 2019): 46. http://dx.doi.org/10.5296/ijl.v11i1.14259.
Full textAbstract:
The present study examined the frequently used metadiscourse devices in English scientific research articles written by native (English researchers) and non-native (Arab English researcher) and sought to determine whether differences exist in the use of these devices between Arab researchers of scientific research articles and Native English researchers of scientific research articles. Data was collected from forty research scientific articles written and published in international journals and Arab journals; analysis was done in accordance with Hayland’s model. The analysis revealed that frequently used metadiscourse devices in scientific articles written by native English writers and Arab English writers include evidentials code glosses, frame markers, and endophoric markers; and hedges; boosters; and attitude markers. The results also showed that native English writers of scientific articles embrace more metadiscourse resources than Arab English researchers of scientific academic articles. This confirms that native English writers of scientific articles are more proficient at English than Arab English researchers given the differences in the frequency of metadiscourse resources used. This finding has implication to Arab researchers of scientific research articles.
4
Aloglah, Thara Mahmoud Ali. "Spelling Errors among Arab English Speakers." Journal of Language Teaching and Research 9, no. 4 (July 1, 2018): 746. http://dx.doi.org/10.17507/jltr.0904.10.
Full textAbstract:
This study aims to investigate errors of spelling in English which are made by Arab speakers including those of consonant and vowel errors. Also, the study was carried out by the researcher in order to discover and investigate the factors which lay behind all these problems. The cause for such a phenomenon would be the unawareness of spelling errors and the sound problems. A basic skill which exists in any language and is very crucial and important in communication would be spelling, but it is often seen that students of the English Foreign Language find it very difficult to spell monosyllabic words after a lot of years of being engaged in learning that language. In addition, there is focus on other skills such as reading and speaking by teachers and researchers leading to the ignoring and overlooking of the smaller components.
5
Dabouis, Quentin, Guillaume Enguehard, Jean-Michel Fournier, and Nicola Lampitelli. "The English “Arab Rule” without feet." Acta Linguistica Academica 67, no. 1 (March 2020): 121–34. http://dx.doi.org/10.1556/2062.2020.00009.
Full textAbstract:
AbstractThis paper deals with English vowel reduction and focuses on what is generally referred to as the Arab Rule (Ross 1972 i.a.). Vowels tend to reduce if the preceding syllable is light, whereas they do not reduce if the preceding syllable is heavy. Our purpose is twofold: first, based on the scrutiny of Wells (2008), we evaluate the efficiency of the Arab Rule and show that is empirically verified. Second, we propose an analysis of blocking contexts couched within CVCV phonology (Lowenstamm 1996). We use two central notions such as Government and Licensing, and show that vowel reduction only applies to “governing-and-governable” vowels.
6
Abdelaal, Noureldin Mohamed. "Instrumental Analysis of the English Stops Produced by Arabic Speakers of English." International Journal of Education and Literacy Studies 5, no. 3 (July 31, 2017): 8. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.8.
Full textAbstract:
This study reports the findings of a research that was conducted on ten (10) Arab students, who were enrolled in a master of English applied linguistics program at Universiti Putra Malaysia. The research aimed at instrumentally analyzing the English stops produced by Arab learners, in terms of voice onset time (VOT); identifying the effect of their mother tongue on producing the English stops; and the extent Arabic speakers of English differentiate in terms of pronunciation between minimal pairs. The findings of the study showed that some of the subjects’ VOT values were similar to native speakers of English. It was also found that the subjects could differentiate in terms of aspiration or voicing between /p/ and /b/, which refutes the assumption that Arab learners have a problem in producing the /p/ sound with appropriate aspiration. However, they did not show significant difference in pronunciation between the /t/ and /d/ or between the /k/ and /g/. Moreover, there is a kind of limited effect of the L1 on producing some stops (e.g. /t/ and /g/). However, for the /b/ sound, it cannot be inferred that there is interference from the mother tongue because its VOT value is almost the same in English and Arabic. This research suggests that teachers need to enhance Arab learners’ pronunciation of some minimal pairs such as /t/ and /d/ or /k/ and /g/.
7
Saeed Al-Sobhi, Bandar Mohammad, and Abdul Shakour Preece. "Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions." International Journal of Education and Literacy Studies 6, no. 1 (January 31, 2018): 1. http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.1.
Full textAbstract:
Of the four English language skills, speaking enjoys a superior status. Accordingly, it should be given high priority while teaching. In spite of its importance, teaching English speaking skill to Arab EFL learners has always been an exacting task for Arab teachers of English because it is considered a foreign language, i.e. not widely spoken or used in everyday interactions. For such a reason, Arab teachers of English are required to persistently implement new teaching strategies to tackle the problems regarding speaking skills in the classroom. Although a number of studies have been carried out to investigate the difficulties related to teaching English language skills to the Arab students in the Arab World, the current study is regarded the first study which highlights the problems in learning and teaching English speaking skill in the Saudi School in Kuala Lumpur where English is actively spoken as a second language. The main objective of this paper is to investigate the common problems which affect the teaching of English speaking skills to the Arab learners in the Saudi School in Kuala Lumpur. Additionally, it aims at exploring the areas of difficulty that prevent the Arab students from learning to speak in the English classes. This research also scrutinises the role of Kuala Lumpur ESL context on the Arab students’ English language speaking skills. The current study adheres to qualitative method, and its data were collected via classroom observations and face-to-face interviews with four teachers of English and four students selected purposively. Findings included areas like learning and teaching difficulties. The study suggested some techniques to improve the teaching quality and enable the students to overcome their lack of speaking ability such as implementing communicative approach in the English classes.
8
Ardiansyah, Ardiansyah. "MORFOLOGI GENDER DALAM BAHASA ARAB DAN INGGRIS (ANALISIS KONTRASTIF DALAM FUNGSI PENGAJARAN BAHASA ARAB)." At-Turats 11, no. 2 (January 25, 2018): 133. http://dx.doi.org/10.24260/at-turats.v11i2.885.
Full textAbstract:
This research purposes is to explain gender mark lingual units whether in Arabic or English on
morphology level addressed to language pronounciation. Contrastive analysis results can be
used to understand Arabic gender by making english as language connections. The data taken
from relevant dictionaries because it is one of written language container. The data proceed
using three stages : data supply, data analysis and data analysis results supply. On analysis
stage: this research using contrastive methods. This research conclusion that both languages
have more diffences than similarities. Arabic has dominated by bound morpheme while English
has dominated by free morpheme or lexical.
Key words: Gender, Arabic, English, Contrastive.
9
Dashti, Abdulmohsen. "The role and status of the English language in Kuwait." English Today 31, no. 3 (August 12, 2015): 28–33. http://dx.doi.org/10.1017/s026607841500022x.
Full textAbstract:
In the Arab world, English is having substantial effects on the region's educational systems, language policies and patterns of language use (Nunan, 2003; Bolton, 2008; Kirkpatrick, 2008). Having realized the importance of English in all domains of life, Arab countries have encouraged the acquisition of English by their people. Most Arab countries have introduced English as a main subject in the school curriculum. In most government and private sectors, most business organizations ask for proof of English proficiency before hiring people for employment.
10
Maqbool, Saira, Lubna Umar, and Umaima Kamran. "International Arab Students Attitude towards Learning English." Global Regional Review III, no. I (December 30, 2018): 389–401. http://dx.doi.org/10.31703/grr.2018(iii-i).29.
Full textAbstract:
English is not more the language of few countries it has become an international phenomenon. Thats why many types of research all over the world are exploring the attitude of these non-native English learners towards it. The current study explores the attitude of Arab students (studding in Malaysia) towards learning English. This study adopted the methods of descriptive research design. In this approach, quantitative data from questionnaires of 49 respondents, Arab countries students studying at the University of Science Malaysia was collected. For data analysis, Pearson correlation and multiple recreations were conducted and it was found out that the Arab students with the attitude towards English had a significant correlation with English learning and importance and English language Policy of their country.
11
Battenburg, John D. "English in the Maghreb." English Today 12, no. 4 (October 1996): 3–14. http://dx.doi.org/10.1017/s0266078400009238.
Full text
12
Hamzah, Mohd Hilmi, Ahmed Elsayed Samir Madbouly, Hasliza Abdul Halim, and Abdul Halim Abdullah. "The production of the English stop voicing contrast by Arab L2 speakers of English." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 434–44. http://dx.doi.org/10.17509/ijal.v10i2.28615.
Full textAbstract:
The English voiceless stop /p/ and voiced stop /ɡ/ are absent in the consonant inventory of Arabic. This difference provides a fertile ground for empirical research in L2 speech learning among Arab L2 speakers of English. The current study, therefore, aims to explore the English stop voicing contrast as produced by Arab native speakers. Focusing on Voice Onset Time (VOT) as an acoustic parameter, the study seeks to examine the extent to which (1) Arab L2 speakers of English maintain the English stop voicing contrast for /p-b/ and /k-ɡ/, and (2) the L2 VOT continuum by Arab L2 speakers follows or deviates from the L1 VOT continuum in English. The acoustic phonetic experiment involved elicited materials of /p-b/ and /k-ɡ/ from four male native speakers of Arabic. The tokens were recorded in isolation (utterance-initial position) and in a carrier sentence (utterance-medial position). The data were then acoustically analysed following standard segmentation, annotation and measurement criteria. Results reveal that the Arab L2 speakers can, to a large extent, maintain the English stop voicing contrast across all places of articulation, with voiced stops usually being produced with “normal” negative VOT (prevoicing) and voiceless stops usually being produced with “normal” positive VOT and also accompanied with aspiration in the long-lag region. There are also exceptional cases of “abnormal” negative VOT (prevoicing) for voiceless stops and “abnormal” positive VOT (devoicing) for voiced stops, with an extremely larger number of devoiced tokens for voiced stops in comparison to prevoiced tokens for voiceless stops. The results accord well with the Speech Learning Model’s prediction that phonetically “new” sounds are relatively easier to learn than phonetically “similar” sounds. The conclusion is drawn that languages sharing the same sound contrast may exhibit different phonetic implementations in marking a phonological contrast.
13
Rass, Ruwaida Abu. "Cultural Transfer as an Obstacle for Writing Well in English: The Case of Arabic Speakers Writing in English." English Language Teaching 4, no. 2 (June 1, 2011): 206. http://dx.doi.org/10.5539/elt.v4n2p206.
Full textAbstract:
This paper reviews and strengthens the data on cultural transfer by Arab Muslim students writing in English and adds the significant element of the cultural impact of Islam on such writing. This qualitative study examines the writing of 18 teacher trainees at an Arab language teacher training college in Israel. Results point to a strong cultural influence appearing in the students' writing. It is suggested that greater consideration should be given to the first and the target culture when designing the curricula for writing classes for Arab L1 students in English writing instruction.
14
Ardiansyah, Ardiansyah. "MORFOLOGI GENDER DALAM BAHASA ARAB DAN INGGRIS (ANALISIS KONTRASTIF DALAM FUNGSI PENGAJARAN BAHASA ARAB)." At-Turats 11, no. 2 (December 14, 2017): 133. http://dx.doi.org/10.24260/at-turats.v11i2.896.
Full textAbstract:
This research purposes is to explain gender mark lingual units whether in Arabic or English on
morphology level addressed to language pronounciation. Contrastive analysis results can be
used to understand Arabic gender by making english as language connections. The data taken
from relevant dictionaries because it is one of written language container. The data proceed
using three stages : data supply, data analysis and data analysis results supply. On analysis
stage: this research using contrastive methods. This research conclusion that both languages
have more diffences than similarities. Arabic has dominated by bound morpheme while English
has dominated by free morpheme or lexical.
15
Tushyeh, Dr Hanna Y. "Linguistic Problems Facing Arab Learners of English." ITL - International Journal of Applied Linguistics 111-112 (January 1, 1996): 109–17. http://dx.doi.org/10.1075/itl.111-112.05tus.
Full textAbstract:
Abstract This paper briefly discusses the importance of error analysis, types of errors, and the major causes of errors in second or foreign language learning. The major portion of this paper is devoted to the linguistic problems faced by Arab learners of English as a foreign language. The paper then briefly deals with the linguistic interference from Arabic in the learning of English in the areas of spelling and pronunciation, vocabulary, and some selected syntactic features. The paper concludes by offering some pedagogical implications about error analysis.
16
Schaub, Mark. "English in the Arab Republic of Egypt." World Englishes 19, no. 2 (July 2000): 225–38. http://dx.doi.org/10.1111/1467-971x.00171.
Full text
17
Al-Saidat, Emad M. "PHONOLOGICAL ANALYSIS OF ENGLISH PHONOTACTICS: A CASE STUDY OF ARAB LEARNERS OF ENGLISH." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 121–34. http://dx.doi.org/10.5750/bjll.v3i0.26.
Full textAbstract:
This study is meant to phonologically analyze the English phonotactics in the English of Arab learners of English as a foreign language to determine the types of pronunciation difficulties they encounter. More specifically, it investigates the types of declusterization processes found in their interlanguage and the sources of such processes. The results of this study demonstrate that Arab learners of English unintentionally insert an anaptyctic vowel in the onset as well as in the coda of certain English syllables. Results also show that the major reason for declusterization processes is the mother tongue influence. In order to overcome such difficulties, this paper suggests a new approach for teaching and learning L2 syllable structure system.
18
Al-Jarf, Reima. "Arabic and English Loan Words in Bahasa: Implications for Foreign Language Pedagogy." Journal La Edusci 2, no. 4 (September 15, 2021): 23–35. http://dx.doi.org/10.37899/journallaedusci.v2i4.445.
Full textAbstract:
Many Arab students are currently pursuing their education at Malaysian institutions, and they have to study Bahasa Malaysia as a university requirement to be able to communicate with people in the local community. Therefore, this study aims to help Arab students learn Bahasa easily as Bahasa contains many loan words from Arabic and English. This article gives Arab students examples of Arabic and English loan words with which they are familiar and shows them the different phonological adaptations of Arabic and English loan words in Bahasa as the Arabic, English and Bahasa sound systems are different. A corpus of non-technical Malay words that are commonly encountered in public places in Malaysia was collected and analyzed. A contrastive analysis of Arabic and Malay, and English and Malay phonological systems was performed. Different homogenization processes are applied to Arabic and English loan words depending on the differences between Arabic and Malay, and English and Malay. Examples of Arabic loan words in Malay are: menara, Sabtu, Ahad, Akhir, tahniya. Examples of English loan words in Bahasa are: stesen, kelab, tren, kompleks, imigresen, destinasi. Further implications for learning Bahasa Malaysia by Arab students are given.
19
Zughoul, Muhammad Raji, and Hussein Abdul-Fattah. "Translational Collocational Strategies of Arab Learners of English." Babel. Revue internationale de la traduction / International Journal of Translation 49, no. 1 (August 14, 2003): 59–81. http://dx.doi.org/10.1075/babel.49.1.05zug.
Full textAbstract:
Arab learners of English encounter a serious problem with collocational sequences. The present study purports to determine the extent to which university English language majors can use English collocations properly. A two-form translation test of 16 Arabic collocations was administered to both graduate and undergraduate students of English. The first form included the English translation in a multiple-choice format whereas the other was given as a free translation task. The findings confirmed the writers’ hypothesis that Arab learners of English at all levels face difficulty with English collocations. Moreover, the study aimed at the characterization of the communicative strategies imple-mented by the subjects in their attempts to convey the English meaning. Twelve such strategies have been identified, exemplified and described. The findings have substanti-ated the role of the NL in FL production as well as the need for explicit instructional focus on collocation in school and university.
20
Ababneh, Islam. "English Pronunciation Errors Made by Saudi Students." European Scientific Journal, ESJ 14, no. 2 (January 31, 2018): 244. http://dx.doi.org/10.19044/esj.2018.v14n2p244.
Full textAbstract:
Arabs often pronounce many English words wrongly which leads to spelling and writing errors. This paper deals with English pronunciation errors made by two groups of native Saudi Arab speakers. The students in the first group are of English major while the students in the second group are of Arabic major. Generally, Arabic speakers use direct transfer and interference from Arabic in addition to stress shifts in their pronunciation that are not recognized stress patterns in English. Also, there are some sounds in English that have no equivalence in Arabic, which leads to vowel and consonant errors. This study identifies the pronunciation errors made by Saudi students in pronouncing words of problematic nature to Arabs in general. The students in both groups made vowel insertion and confusion, orthography, stress, intonation, errors; but the more trained students in group 1 made less errors than the students in group 2.
21
Abusalim, Anoud. "ERPP practices in the Arab world." Journal of English for Research Publication Purposes 2, no. 1 (August 2, 2021): 30–61. http://dx.doi.org/10.1075/jerpp.20003.abu.
Full textAbstract:
Abstract Limited empirical research addresses how Arabic-speaking English as an Additional Language (EAL) scholars approach research writing and its associated challenges despite that many Arabic-Speaking EAL scholars are engaging in global knowledge production outside and inside the Arab World. This is even more the case now than in the past as some Arab universities are prompting proactive research agendas that encourage publishing in high-impact English language journals. This paper examines 20 empirical studies that investigated the research writing and publishing practices of Arabic-speaking EAL scholars, and analyzes the content of those studies according to the scholars’ research drivers and the accompanying challenges they faced when publishing their research in English. This paper also highlights how these challenges are experienced in different universities and countries, emphasizing the complexity of English for Research Publishing Purposes (ERPP) practices even within the same linguistic group. The aim of this paper is to contribute to the growing ERPP scholarship by serving as a starting point for more systematic research on Arabic-speaking EAL scholars.
22
Boullata, Issa J., and Geoffrey P. Nash. "The Arab Writer in English: Arab Themes in a Metropolitan Language, 1908-1958." World Literature Today 73, no. 2 (1999): 384. http://dx.doi.org/10.2307/40154832.
Full text
23
Parsons, Laila. "Some Thoughts on Biography and the Historiography of the Twentieth-Century Arab World1." Journal of the Canadian Historical Association 21, no. 2 (May 10, 2011): 5–20. http://dx.doi.org/10.7202/1003084ar.
Full textAbstract:
The number of English-language biographies of Arab subjects is tiny compared to the number of English-language biographies of North American and European subjects. I argue that this discrepancy is due to three main factors: the preponderance of historians of Europe and North America in history departments in the English-speaking world; the limited crossover market for serious biographies of Arab subjects; and difficulties arising from access to, and the style of, the Arabic sources. A fragment from the life-story of Fawzi al-Qawuqji, an early-20th-century Arab nationalist and soldier, is introduced as a way of pointing to the challenges of using Arabic memoirs to craft a biographical narrative in English.
24
FENDER, MICHAEL. "English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language." Applied Psycholinguistics 24, no. 2 (June 2003): 289–315. http://dx.doi.org/10.1017/s014271640300016x.
Full textAbstract:
This study investigated the effects of first language word-level reading skills on the development of English as a second language (ESL) word-level reading skills. A crosslinguistic analysis indicates that native Arabic and Japanese speakers are likely to encounter different types of ESL word-level reading difficulties. Specifically, native Arab speakers are likely to exhibit difficulties with prelexical ESL word recognition processes, whereas native Japanese speakers are likely to exhibit difficulties with on-line ESL word integration processes that integrate words into phrase/clause structures for comprehension. Results from a lexical decision task showed that a group of Japanese ESL learners had significantly faster and more accurate word recognition skills compared to a proficiency-matched Arab ESL group. In contrast, both groups read words within sentences in a sentence reading task at the same speed, though the Arab ESL group was significantly more accurate in integrating words into larger phrase and clause units and comprehending them than the Japanese ESL group. These results indicate that Arab and Japanese ESL students have different word-level reading difficulties, implicating different learning needs and pedagogical interventions for developing ESL reading proficiency.
25
Abu-Ssaydeh, Abdul-Fattah. "Translation of English idioms into Arabic." Babel. Revue internationale de la traduction / International Journal of Translation 50, no. 2 (December 31, 2004): 114–31. http://dx.doi.org/10.1075/babel.50.2.03abu.
Full textAbstract:
Abstract This paper consists of three parts; the first part examines the definition of “idiom” as a technical term, primarily from a translational perspective, and the strategies usually employed by Arab translators when translating English idioms. The second part analyses the Arabic translations given in a sample of two hundred and fifty-three English idioms in terms of strategies and the significance of their frequency. This analysis reveals four important things: 1. Statistically, the most common strategy applied is paraphrasing, followed closely by literal translations and semantic equivalence, with omission, compensation and other strategies being of significantly less importance; 2. Literal translation has allowed certain English idioms to become part of Arabic lexis; 3. A disproportionately large number of the translations are literal and, therefore, sound “foreign” or are deemed void of sense to the Arab reader, 4. Literal (and therefore erroneous) translations in the target language arise primarily from the failure of the translator to decipher the meaning of the idiom in question. The last part revisits literal translation in order to understand its nature, reasons for its prevalence, its effect on the translated text and its impact on the Arabic language. Résumé Cet article comprend trois parties. La première partie examine la définition de «l’idiome » comme terme technique, essentiellement du point de vue de la traduction, et les stratégies généralement utilisées par les traducteurs arabes quand ils traduisent des idiomes anglais. La seconde partie analyse les traductions arabes données dans un échantillon de deux cent cinquante-trois idiomes anglais, en fonction des stratégies et de la signification de leur fréquence. Cette analyse révèle quatre éléments importants: 1. Statistiquement, la stratégie la plus couramment utilisée est la paraphrase, suivie de près par les traductions littérales et l’équivalence sémantique, l’omission, la compensation et autres stratégies étant d’une importance moins significative. 2. La traduction littérale a permis à certains idiomes anglais d’entrer dans le lexique arabe. 3. Un nombre disproportionné de traductions sont littérales et, par conséquent, elles ont une consonance «étrangère» ou elles sont jugées vides de sens par le lecteur arabe. 4. Les traductions littérales (et donc erronées) dans la langue cible viennent principalement de l’incapacité du traducteur à déchiffrer la signification de l’idiome en question.La dernière partie réexamine la traduction littérale afin de comprendre sa nature, les raisons de sa fréquence, son effet sur le texte traduit et son impact sur la langue arabe.
26
Saeed Al-Sobhi, Bandar Mohammad, Sabariah Md Rashid, Ain Nadzimah Abdullah, and Ramiza Darmi. "Arab ESL Secondary School Students’ Spelling Errors." International Journal of Education and Literacy Studies 5, no. 3 (July 31, 2017): 16. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.16.
Full textAbstract:
English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. The students’ types of spelling errors were detected, analysed and then categorised according to Cook’s (1999) classification of errors namely substitution, omission, insertion and transposition. In total, 2,873 spelling errors of various categories were identified. The study findings revealed that errors of substitution constituted the highest percentage of the students’ type of errors. In addition, the study indicated that the main causes of the students’ spelling errors were possibly attributed to the anomalous nature of the English spelling system, the Arab students’ lack of awareness of English spelling rules as well as L1 interference. Despite being conducted in an ESL context, the study was almost consistent with the findings indicated by other studies which were carried out in many Arabic EFL context. The findings suggest that spelling instruction should be emphasised while teaching English and should also be integrated with the skills and subskills of reading, writing, pronunciation and vocabulary in order to develop the students’ spelling accuracy.
27
Shehata, Ahmed Maher Khafaga. "Understanding academic reading behavior of Arab postgraduate students." Journal of Librarianship and Information Science 51, no. 3 (November 26, 2017): 814–22. http://dx.doi.org/10.1177/0961000617742468.
Full textAbstract:
The purpose of this paper is to report the findings of a study to investigate academic reading behavior among a group of Arab postgraduate students in social science disciplines. The paper also explores the difference between reading strategies used with Arabic and English text. The study deployed a qualitative research approach. A sample of 33 participants was interviewed to elucidate the reading behavior of the Arabic language speakers. The analysis of the interviews revealed that the participants use various reading strategies to familiarize themselves with the Arabic and the English scholarly content. The data showed that there is a need to train Arab postgraduates on academic reading skills. The results also indicate that reading the English text represents a challenge for the social sciences and humanities Arab postgraduates. This study was conducted on social science and humanities postgraduates. The reading behavior of science disciplines may differ as the teaching language is mainly in English. This study contributes to the field by expanding our understanding of how non-English language speakers read and comprehend the academic text. The value of the current study lies in being the first study that explores Arab postgraduate students’ reading behavior.
28
Wilkes, George R. "The Arabs and the Holocaust: The Arab-Israeli War of Narratives." Journal of Jewish Studies 62, no. 1 (April 1, 2011): 185–87. http://dx.doi.org/10.18647/3029/jjs-2011.
Full text
29
Alsaawi, Ali. "Spelling Errors Made by Arab Learners of English." International Journal of Linguistics 7, no. 5 (October 19, 2015): 55. http://dx.doi.org/10.5296/ijl.v7i5.8446.
Full textAbstract:
<p class="1"><span lang="X-NONE">Writing is a pivotal system that transfers spoken utterances from being heard to being seen and read. Literacy is appraised not only by reading and writing accurately, but also spelling words correctly. Pedagogically speaking, second language learners (L2) may struggle in their English writing more than first language speakers (L1) due to different reasons. Even among L2 learners, it is believed that Arab learners struggle with English spelling more than any other non-native speakers. </span><span lang="X-NONE">This paper, therefore, is an attempt to review recent research and literature on the</span><span lang="X-NONE"> spelling errors made by Arab learners. In addition, </span><span lang="EN-US">a small experimental study of </span><span lang="EN-US">intermediate high school Saudi students aged 17-18 years old</span><span lang="EN-US"> (n = 26) is implemented in a context that has not been explored yet. All participating students were tested before taking part in the study. </span><span lang="EN-US">The results of this study are consistent with previous research, which found that spelling errors made by Arab learners are associated with the impact of their L1. The most common spelling errors are consonant doubling, silent letters, </span><span lang="X-NONE">final [e] and vowels in general</span><span lang="EN-US">. It is, thus, indispensable for Arab instructors and stakeholders to scrutinize this dilemma explicitly. </span></p>
30
Alhussain, Aisha M. "Arab EFL Learners’ Identification of English Sentence Patterns." International Journal of English Linguistics 8, no. 3 (February 5, 2018): 158. http://dx.doi.org/10.5539/ijel.v8n3p158.
Full textAbstract:
The article investigated if a significant relationship existed between Arab EFL learners’ and the English sentence pattern identified. The participants were 64 third-year college students studying in the Department of Linguistics at Princess Nourah University, Saudi Arabia. They were assigned 28 literary texts and asked to derive examples for each of the nine sentence patterns listed in Stageberg (1981). An ANOVA test at alpha level P 0.05 and a post hoc test were used to analyze data. The findings of the study showed a highly significant result at p between participants’ performance and the pattern identified. Seven levels of difficulty were identified, where Pattern 1 was the easiest and Pattern 8 was the most difficult. The main components of each English sentence pattern were also investigated to find possible sources of difficulty, such as the use of the copula; transitive, intransitive, and ditransitive verbs; dative case; and double object structure. The denoting of referents, dative case, and double object structures were found to be the main sources of difficulty.
31
Simmons, Cyril, Christine Simmons, and Mohammed Habib Allah. "English, Israeli‐Arab and Saudi Arabian Adolescent Values." Educational Studies 20, no. 1 (January 1994): 69–86. http://dx.doi.org/10.1080/0305569940200106.
Full text
32
O'Sullivan, Andrew. "Handbooks for teachers of English to Arab students." ELT Journal 47, no. 2 (1993): 172–74. http://dx.doi.org/10.1093/elt/47.2.172.
Full text
33
Farghal, Mohammed. "Arab Fatalism and Translation from Arabic into English." Target. International Journal of Translation Studies 5, no. 1 (January 1, 1993): 43–53. http://dx.doi.org/10.1075/target.5.1.04far.
Full textAbstract:
Abstract The present paper shows that while the concept of fatalism is all-pervasive in Arabic, it is kept to a minimum in English. Consequently, the translator into English is unlikely to be able to conserve the fatalism of Arabic expressions. Four areas are used to draw evidence for this cultural barrier: death terms, discourse conditionals, tautological expressions, and proverbial expressions. In most cases, the translator is forced to adopt functional equivalents, despite the fact that fatalism is missed in the functionally corresponding expressions.
34
Sabir, Mona. "The L2 Acquisition of Mass Nouns by Arab Leaners of English." Advances in Language and Literary Studies 10, no. 5 (October 30, 2019): 152. http://dx.doi.org/10.7575/aiac.alls.v.10n.5p.152.
Full textAbstract:
This study explores how Arab L2 learners of English acquire mass nouns. The mass/count distinction is a morphosyntactically encoded grammatical distinction. Arabic and English have different morphosyntactic realisations of mass nouns. English mass nouns take the form of bare singular whereas Arabic mass nouns can take the definite singular form or the indefinite singular, but never the bare singular form. Therefore, the study explores how Arab learners interpret English mass nouns in light of the morphosyntactic differences between the two languages. 45 upper- and lower-intermediate Arab English learners were given a context-based acceptability judgment task on English mass nouns. It was hypothesised that Arabic learners would be influenced by their first language (L1), causing them to over accept definite singulars and under accept bare singulars as grammatical in mass noun contexts. The findings are consistent with what was hypothesised, except that Arab learners were found to interpret bare singulars accurately. It is argued that learners’ performance is affected by not only L1transfer but also UG accessibility where learners can structure away from L1 and more towards L2. Consequently, the findings implicate that L2 teachers should not teach grammatical structures that come for free and instead they should focus on grammatical structures that cause L2 acquisition difficulty.
35
Aboud, Farida, Rawan Alafeshat, and Ahmad Fawzi Shamsi. "Thesis Challenges for Arab PhD Candidates in English Medium of Instruction Context." Journal of Studies in Education 9, no. 4 (October 16, 2019): 13. http://dx.doi.org/10.5296/jse.v9i4.15492.
Full textAbstract:
The current study aimed to explore challenges faced by Arab doctoral students during their PhD program in an English Medium of Instruction (EMI) context. Besides, it intended to highlight the appropriate solutions provided by respondents to solve these challenges. Six Arab doctoral students (3 males and 3 females) were selected from different departments and Arab countries to participate in the study. The authors used semi-structured interviews as a qualitative method for obtaining specific responses by respondents. Later, the data were analyzed based on the content analysis technique. The findings showed different challenges facing Arab candidates during their program, specifically lacking experience in research methods, academic English, and publication. On the bases of the revealed results, the study provided implications, limitations, and future directions.
36
Hunter, Eva. "Geoffrey Nash, The Anglo-Arab Encounter: Fiction and Autobiography by Arab Writers in English." Current Writing 25, no. 1 (May 2013): 119–20. http://dx.doi.org/10.1080/1013929x.2013.796151.
Full text
37
Saeed, Aziz Thabit. "Arab EFL Learners’ Acquisition of Modals." Research in Language 7 (December 23, 2009): 75–98. http://dx.doi.org/10.2478/v10015-009-0006-5.
Full textAbstract:
This paper investigates Arab EFL learners’ acquisition of modal verbs. The study used a questionnaire, which comprises two versions, testing students’ mastery of modals at the levels of both recognition and production. The questionnaire was distributed to 50 English major university students who had studied English for 12-14 years and who had scored 500 or more on the TOEFL. The findings of the study show that the overall performance of the subjects in the study was quite low. The study established a hierarchy of difficulty and identified the major causes of difficulty in the use of modals.
38
Abugohar, Mohammed Abdulgalil, and Kamariah Yunus. "Difficulties Encountered by Arab Students in Pronouncing English Correctly." International Journal of Education and Literacy Studies 6, no. 4 (October 31, 2018): 93. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.93.
Full textAbstract:
Since spoken language is the most important channel of communication, it is supposed to be the first skill to master when learning a language. However, in English as a Foreign Language (EFL) context, learners encounter various problems limiting their abilities. One of the remarkable phenomena in English as a foreign language (EFL) learning is the inability of most students to utter English correctly and fluently. The present study investigates the difficulties that hamper high school students from pronouncing English vocabulary and simple sentences correctly and fluently. This research was carried out in an attempt to assess the English course outcomes that were reflected in learners disabilities of correct and fluent English pronunciation. The data were collected through surveying second-year high school students’ responses to two instruments. A questionnaire was addressed to a sample of 100 Saudi male students from 4 secondary schools, and semi-structured interviews with 5 students from the population were conducted to provide deeper diagnosis regarding problems of English pronunciation. In order to provide further details about the subject studied, analyses of the syllabi are presented. The study recommends remedial pronunciation activities, practice of confusing words, and phonics practices throughout the course.
39
Auger, Nathalie, Judith Racape, Marie-France Raynault, Marianne Bilodeau-Bertrand, Ga Eun Lee, and Teresa Janevic. "Stillbirth Among Arab Women in Canada, 1981-2015." Public Health Reports 135, no. 2 (January 22, 2020): 245–52. http://dx.doi.org/10.1177/0033354919900894.
Full textAbstract:
Objectives: The Arabic-speaking population is increasing in Europe and North America. Evidence suggests that Arab migrants have a greater risk of adverse birth outcomes than nonmigrants, but the risk of stillbirth is largely understudied. We examined inequality in stillbirth rates between Arab women and the French and English majority of women in Quebec, Canada. Methods: We conducted a retrospective study of all births in Quebec from 1981 through 2015. We computed stillbirth rates by period and cause of death, and we used log binomial regression to estimate the association between Arabic mother tongue and stillbirth, adjusted for maternal characteristics. Results: Stillbirth rates per 1000 births overall were lower among women with Arabic mother tongue (3.89) than among women with French or English mother tongue (4.52), and rates changed little over time. However, Arabic-speaking women from Arab countries had a higher adjusted risk of stillbirth than French- or English-speaking women (risk ratio = 1.23; 95% confidence interval, 1.07-1.42). Congenital anomalies, termination of pregnancy, and undetermined causes contributed to a disproportionate number of stillbirths among women with Arabic mother tongue compared with the French- and English-speaking majority. Conclusions: Arabic-speaking women from Arab countries have higher risks of stillbirth compared with the French and English majority in Quebec. Strategies to reduce stillbirth risk among Arabic speakers should focus on improving identification of causes of death.
40
Mousa, Ahmed. "English /r/ in L2 and Pidgin/Creole Languages." International Journal of English Linguistics 10, no. 2 (February 23, 2020): 367. http://dx.doi.org/10.5539/ijel.v10n2p367.
Full textAbstract:
This study aims to investigate how Arab L1 learners of English and speakers of the Broad Jamaican Creole cope with the production of the approximant /r/ preconsonantly, post vocalically and in Stop+/r/ clusters, according to the RP norm. To this end, a list of words containing the approximant in the above three environments was given to the two groups, to read. Their production was tape recorded and transcribed. The approximant was nearly totally produced as trill in the three environments by the Arab learners, though one learner managed to produce an American-like /r/ in addition to the trill. On the other hand, the Jamaican informants produced the approximant according to the RP norm and as an American-like /r/. Whereas Lass’s (1984) assumption regarding the preference for trills proved to be true for the Arab learners, it was not the case with the Jamaican informants, in whose production trill was entirely absent. The study also provided further support to the view that phonological acquisition is achieved by gradual reinforcement of motor patterns.
41
Jabr, Abdul-Fattah M. "Arab Translators’ Problems at the Discourse Level." Babel. Revue internationale de la traduction / International Journal of Translation 47, no. 4 (December 31, 2001): 304–22. http://dx.doi.org/10.1075/babel.47.4.03jab.
Full textAbstract:
Abstract Arab translators, whether they be freelance or translator trainees, continue to encounter problems in translation from Arabic into English and vice versa at the textual and structural level. This is partly due to the sentence-based approach still favored and practiced by most translators and translation teachers. In addition, most of those translators seem to be unaware of the differences between the two languages and between different text types in terms of their textual and structural features. This paper attempts to shed light on such problems in three texts that represent three different text types. Two texts that are translated from Arabic into English and one text translated from English into Arabic have been analyzed. The text analysis has confirmed the tentative assumptions of the author. Arab translators are shown to have problems at thetextual and the structural level in both languages and different text types. It is also shown that such problems vary according to language and text type. Résumé Les traducteurs arabes, qu’ils soient indépendants ou en formation, ne cessent de rencontrer des problèmes de traductions de la langue arabe vers la langue anglaise et vice-versa tant au niveau textuel que structurel. Ceci est partiellement dû à l’approche encore en vogue et pratiquée par la plupart des traducteurs et des professeurs de traduction, notamment en se basant sur la phrase. En outre, la plupart de ces traducteurs semblent ne pas avoir conscience des différences entre les deux langues et des divers types de textes au point de vue de leurs caractéristiques textuelles et structurelles. Cet article tend á éclairer ce type de problèmes dans trois textes qui représentent trois types de textes différents. Ont été analysés deux textes traduits de la langue arabe vers la langue anglaise et l’un déux de la langue anglaise vers la langue arabe. L’analyse du texte a confirmé les suppositions provisoires de l’auteur. Les traducteurs arabes rencontrent des problèmes tant au niveau textuel que structurel dans le deux langues et les différents types de textes. Il est aussi démontré que ces problèmes varient selon la langue et le type de texte.
42
Amirian, Seyyed Mohammad Reza, and Najme Komesh. "A study on the Relationship between EFL Learners' Nationality and Language Learning Motivation." International Journal of Applied Linguistics and English Literature 7, no. 2 (March 1, 2018): 26. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.26.
Full textAbstract:
The present study was an attempt to investigate the relationship between nationality of Persian, Arab and Turk EFL learners and their motivation toward English language learning. To perform this, 120 Persian, Turk and Arab EFL learners studying at English Preparatory school in Eastern Mediterranean University in Cyprus were selected to participate in this research. In order to measure the EFL learners’ motivation toward learning English, a motivational questionnaire including 29 items was administrated to all three groups of the present study. At last, in order to find any relationship between nationality of EFL learners and their language learning motivation and to examine any differences among Persian, Turk and Arab EFL learners in terms of language learning motivation, a chi-square and an analysis of variance (ANOVA) were run. The results revealed that there was relationship between nationality of EFL learners and their language learning motivation. Moreover, there was significant difference between nationality of Persian, Turk and Arab EFL learners and their language learning motivation.
43
Alloush, Iman, Wisam Chaleila, and Abeer Watted. "Close to the Heart or Close to the Home? Motivational Factors Influencing EFL Teaching as a Career Choice among Female Arab-Israeli Students." English Language Teaching 14, no. 1 (December 17, 2020): 48. http://dx.doi.org/10.5539/elt.v14n1p48.
Full textAbstract:
The purpose of this study is to examine Israeli-Arab pre-service teachers’ motivations for choosing English as a foreign language (EFL) teaching as their future profession. Data were gathered using the adapted Factors Influencing Teaching Choice (FIT-Choice) scale. Study participants (a cohort of N = 100) responded to a questionnaire of 38 motivational factors that had influenced them to choose English teaching as a future profession when entering education colleges. In addition, 20 of the participants took part in semi-structured interviews. Results revealed that the reasons Arab students become English teachers are based on a combination of intrinsic, extrinsic, and altruistic motivations. As all study participants were women, our results provide an initial indication of what draws Arab-Israeli women to the profession.
44
Hakim, M. Dzikrul. "EKSISTENSI BAHASA ARAB KONTEMPORER." DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 3, no. 2 (December 30, 2018): 133–54. http://dx.doi.org/10.32764/dinamika.v3i2.314.
Full textAbstract:
In the present day, it can be seen that the existence Arabic is decreasing, because most peopleprefer to learn languages like English, Korean, Chinese, Japanese and others in part. It isregarded as an International Language that is already popular in the world. It is rare to learnArabic. Nowadays Arabic is considered only an old language that has not been polished inthe eyes of the general public and is seen as a religious language. In fact, Arabic is thelanguage that pioneered the Science
45
Al-Jarf, Reima. "Discourse and Creativity Issues in EFL Creative Writing on Facebook." International Journal of Signs and Semiotic Systems 4, no. 1 (January 2015): 54–81. http://dx.doi.org/10.4018/ijsss.2015010103.
Full textAbstract:
Social media, such as Facebook and Twitter, have been used by young Arabs for many purposes such as reporting breaking news, posting special events, launching political campaigns, announcing family gatherings and sending seasons' greetings. Another emerging type of timeline posts is creative writing in English. Some Arab Facebook users post lines of verse, short anecdotes or points of view, express emotions, personal experiences, and/or inspirational stories or sayings written in literary style. A sample of Facebook creative writing pages/clubs, and creative timeline posts was collected and analyzed to find out the forms and themes of creative writing texts. A sample of Facebook Arab creative writers was also surveyed to find out the reasons for their creative writing activities in English. This article describes the data collection and analysis procedures, and reports results quantitatively and qualitatively. Implications for developing creative writing skills in foreign/second language learners using Facebook are given.
46
Al Harthy, Said Rashid. "English Language Motivation between Gender and Cultures." Journal of Educational and Social Research 7, no. 2 (May 24, 2017): 123–32. http://dx.doi.org/10.5901/jesr.2017.v7n2p123.
Full textAbstract:
Abstract This study investigates the effects of the socio-cultural factors on the motivation of female and male students in 14 Arab and non-Arab countries through 14 studies. The findings indicate that both genders in the two groups share some interests of motivation for learning English, but they differ in some cultural factors that influence or hinder their learning. The findings of this research found that female students′ integrative motivation and attitudes towards English are higher than male students. The present study suggests a serious need for conducting qualitative or mixed method studies to investigate this phenomenon and to propose practical alternatives to increase male students' language motivation to learn English especially the integrative type. Pedagogical implications for teachers and suggestions for further research are included.
47
Al-Salman, Saleh M., and Aziz T. Saeed. "Effects of Text-messaging on the Academic Writing of Arab EFL Students." Research in Language 15, no. 3 (September 30, 2017): 237–52. http://dx.doi.org/10.1515/rela-2017-0014.
Full textAbstract:
This paper investigates the effect of text-messaging on Arab EFL learners’ English academic writing. It also investigates teachers’ attitudes and reactions to the presence of e-texting features in their students’ writing. Qualitative and quantitative methods of analysis were employed on data obtained from the following sources: (1) a sample of freshman students’ writing, (2) a survey investigating students’ use of e-chatting in Arabic and English, and (3) a questionnaire eliciting teachers’ reactions to students’ use of texting features in academic writing. The data were collected from a student sample of the Arab Open University (AOU). The research findings show that Arab EFL students’ writing does not reveal a heavy use of texting features, which suggests that this phenomenon neither poses a serious threat nor adversely impacts students’ written English.
48
Lghzeel, Fatma Ali, and Noor Raha Mohd Radzuan. "The cross-linguistic influence of Arabic on the English passive voice." Global Journal of Foreign Language Teaching 10, no. 3 (August 31, 2020): 182–90. http://dx.doi.org/10.18844/gjflt.v10i3.4941.
Full textAbstract:
It is difficult to describe cross-linguistic influence; however, it has been a contentious phenomenon for a long time. Whenever the speaker of a language becomes bilingual, the first language will subtly affect the new one, even if it is not used much. This is how first language influence begins since the majority of Arab English as a foreign language (EFL) learners suffer from this problem. This current research aims to study the negative influence of the native language (Arabic) on utilising the English passive voice. In this article, we aim to discover the levels of Arab EFL learners’ knowledge of the passive voice, as well as to examine the percentage of interlingual and intralingual errors. This study applies a quantitative method. Forty-six participants, who are Arab EFL learners studying at the Universiti Malaysia Pahang, engaged in the task of answering a grammar test. To conclude, the results show that Arab students have a high rate of L1 transfer on the English passive voice, and their levels of knowledge of passive voice are identified. The researchers recommend mixed methods for further research in order to provide a wider understanding about this issue.
Keywords: English as a foreign language, mother tongue, native language, target language.
49
Aljadani, Anwar S. "Second Language Acquisition of the English Dative Alternation by Native Speakers of Arabic." Journal of Language and Cultural Education 6, no. 1 (January 1, 2018): 65–88. http://dx.doi.org/10.2478/jolace-2018-0005.
Full textAbstract:
Abstract This paper reports on an experimental study that investigates the influence of the disparity between English and Arabic on second language acquisition, namely the phenomenon of the acquisition of the English dative alternation by Arab learners. The disallowance of certain Arabic verbs to occur in the double object dative structure causes difficulty for Arab learners to acquire English as far as the acquisition of the dative alternation is concerned. The experiment is devised to examine whether Arab learners are sensitive to syntactic and semantic properties associated with the English dative alternation. The experiment involved picture tasks with two structures: the prepositional dative structure and the double object dative structure. Overall, the results of the experiment show that the L2 learners failed to acquire the double object dative structure which does not exist in their L1. Based on these results, it is argued that L1 has an important effect on the acquisition of L2.
50
황의갑. "The English Policy Toward the Arab and the Character of the Arab Tribes Shown in." Arabic Language&Literature 17, no. 1 (April 2013): 93–110. http://dx.doi.org/10.18630/kaall.2013.17.1.005.
Full text