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1
Fattah, Hala. "ALEXEI VASSILIEV, The History of Saudi Arabia (London: Saqi Press, 1998). Pp. 482. $69.95 cloth." International Journal of Middle East Studies 32, no. 1 (February 2000): 190–92. http://dx.doi.org/10.1017/s0020743800002270.
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This is the most complete and perhaps the best treatment of the origins and development of the Kingdom of Saudi Arabia yet to appear in the English language. No serious library can afford to pass it up. The author is a Russian scholar who was Middle East correspondent for Pravda for many years, as well as the director of the Institute for African Studies and member of the Russian Foreign Ministry's advisory group. His knowledge of languages is used to great advantage in the book, and his bibliography of Arabic, Turkish, Russian, English, and French works is an impressive contribution to the history of the Arabian Peninsula. Rare indeed is the scholor who has read, let alone been able to retrieve, the number of valuable local histories that Vassiliev has used for the book. Despite its overwhelming attention to detail, his history is written in a fluid and accessible style, holding the reader's attention till the last. The narrative never flags, even when the author reconstructs the minutiae of the almost daily battles between the armies of central, eastern, and western Arabia in great and absorbing detail. In fact, some sections make for riveting reading, especially those in the latter part of the book, when Ibn Saud faces off against the Ikhwan or browbeats both the internal and external opposition to create his own imprint on the Arabian Peninsula.
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Bakir, Murtadha J. "Notes on the verbal system of Gulf Pidgin Arabic." Journal of Pidgin and Creole Languages 25, no. 2 (August 13, 2010): 201–28. http://dx.doi.org/10.1075/jpcl.25.2.01bak.
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This is a description of one of the essential constituents of sentence structure in one reduced linguistic system in use in various countries of the western coast of the Arab Gulf and Saudi Arabia, that has been given the name Gulf Pidgin Arabic (GPA) in the very little that has been written about it. The paper starts with locating this reduced linguistic form in its sociolinguistic background. This is followed by a description of the morphological characteristics of the verbs used in this system. The discussion also involves how the grammatical categories that form part of the verbal system are signaled, when and if they are (e.g. tense, aspect, mood, modality, and those that mark agreement like gender, person, and number). Furthermore, the paper deals with the status of the copulative element and predication marker fii and sentence negation in relation to the verbal system. It ends with a discussion of the properties of GPA compared to the general characteristics of world pidgins and to other Arabic-based pidgins and creoles.
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Tarmom, Taghreed, William Teahan, Eric Atwell, and Mohammad Ammar Alsalka. "Compression versus traditional machine learning classifiers to detect code-switching in varieties and dialects: Arabic as a case study." Natural Language Engineering 26, no. 6 (May 5, 2020): 663–76. http://dx.doi.org/10.1017/s135132492000011x.
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AbstractThe occurrence of code-switching in online communication, when a writer switches among multiple languages, presents a challenge for natural language processing tools, since they are designed for texts written in a single language. To answer the challenge, this paper presents detailed research on ways to detect code-switching in Arabic text automatically. We compare the prediction by partial matching (PPM) compression-based classifier, implemented in Tawa, and a traditional machine learning classifier sequential minimal optimization (SMO), implemented in Waikato Environment for Knowledge Analysis, working specifically on Arabic text taken from Facebook. Three experiments were conducted in order to: (1) detect code-switching among the Egyptian dialect and English; (2) detect code-switching among the Egyptian dialect, the Saudi dialect, and English; and (3) detect code-switching among the Egyptian dialect, the Saudi dialect, Modern Standard Arabic (MSA), and English. Our experiments showed that PPM achieved a higher accuracy rate than SMO with 99.8% versus 97.5% in the first experiment and 97.8% versus 80.7% in the second. In the third experiment, PPM achieved a lower accuracy rate than SMO with 53.2% versus 60.2%. Code-switching between Egyptian Arabic and English text is easiest to detect because Arabic and English are generally written in different character sets. It is more difficult to distinguish between Arabic dialects and MSA as these use the same character set, and most users of Arabic, especially Saudis and Egyptians, frequently mix MSA with their dialects. We also note that the MSA corpus used for training the MSA model may not represent MSA Facebook text well, being built from news websites. This paper also describes in detail the new Arabic corpora created for this research and our experiments.
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Bouziane, Abdelmajid, and Fatima Ezzahra Metkal. "Differences in Research Abstracts written in Arabic, French, and English." English Studies at NBU 6, no. 2 (December 21, 2020): 233–48. http://dx.doi.org/10.33919/esnbu.20.2.4.
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The proliferation of publications, mainly the digital ones, makes it necessary to write well-structured abstracts which help readers gauge the relevance of articles and thus attract a wider readership. This article investigates whether abstracts written in three languages, namely Arabic, French and English, follow the same patterns within or across languages. It compares 112 abstracts in the areas of (applied) linguistics. The English abstracts include 36 research article (RA) abstracts from an Arab journal mostly written by non-natives and 10 by native speakers from British universities. Those produced in French are 36 divided into two sets, 23 from North African journals and the remaining 13 from French journals. The Arabic abstracts consist of 30 abstracts, 15 from North African journals mainly from Tunisia, Algeria, and Morocco and the other 15 from the Middle East with a focus on Qatari and Saudi texts. Results emanating from the frequency of moves show that the abstracts written in English by natives and non-natives and those produced in Arabic by Middle Eastern writers show conformity with the existing conventions of abstract writing in English. However, those from North Africa, be they Arabic or French, do not share any specific patterns which can be attributed to the language in which they are written. Further research is needed to check whether abstract writing is part of the academic writing curriculum in these two latter languages.
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Ashwaq Abdullah Fahad Alharbi, Khdijah Mohamad Omar Haji, Ashwaq Abdullah Fahad Alharbi, Khdijah Mohamad Omar Haji. "The essential language needs to develop the performance of female Arabic language teachers in light of the Professional Licensing Standards document for teachers in Saudi Arabia from the viewpoint of teachers and supervisor in Madinah: الاحتياجات اللغوية اللازمة لتطوير أداء معلمات اللغة العربية في ضوء وثيقة معايير الترخيص المهني للمعلمين بالسعودية من وجهة نظر معلماتها ومشرفاتها بالمدينة المنورة." مجلة العلوم التربوية و النفسية 5, no. 29 (August 29, 2021): 1–38. http://dx.doi.org/10.26389/ajsrp.r300521.
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The study aimed at identifying the essential language needs to develop the performance of female Arabic language teachers in light of the document Standards for Professional Licensing for teachers in Saudi Arabia from the viewpoint of teachers and supervisors in Madinah. To achieve this, we have followed a descriptive survey approach where we designed a questionnaire to determine the language needs of female Arabic language teachers. The questionnaire was applied to a sample of female Arabic language teachers and supervisors in the Medina area, Their number reached (756), including (735) female teachers and (21) supervisors, using statistical software (SPSS). The results of the survey demonstrated (73) essential language need to develop the performance of female Arabic language teachers, distributed in the two fields: language skills and linguistics. The results showed also that the overall degree of the language needs I got an overall average (4.15 out of 5), i.e. with a (high) degree, and at the level of the two main areas; (The domain of language skills) got an average of (4.30) with a degree (very large), and it came in first place (the axis of speaking and reading in a correct and sound language, with an average of (4.42), followed by (the axis of proper written expression and taking into account correct spelling with an average of (4.25), then It is followed by (the axis of comprehension of the audio and reading text, with an average of (4.24), all of which are in degrees (very large), while (the field of linguistic sciences skills) got an arithmetic average of (4) with a degree (large), while the axes of the field came in first place, the axis (Grammar). And morphology) with an average of (4.36), to a degree (very large), followed by the (Literature) axis with an average of (3.99), then the (Rhetoric and Criticism) axis with an average of 3.98, then the (Linguistics) axis with an average of 3.96, and came in the last rank (The performances and rhyme averaged (369), all with a degree of appreciation (high). and there were no statistically significant differences between the female teachers ’and supervisors’ views on those needs. Also, there are no statistically significant differences between the responses of female Arabic language teachers concerning language needs due to two variables: years of experience, and the educational level in all units, except for the comprehension of the audio and readable text unit that is attributed to the variable of years of experience in favor of experienced teachers (from 5-10) years. While the comprehension of the audible and read text, and literature units were attributed to the variable of the educational level in favor of female secondary school teachers. Based on the results, the researchers recommended programs for training female Arabic language teachers and designing professional development programs in line with language needs, and engaging female Arabic language teachers in determining the language needs necessary to develop their professional performance in a way that enables them to perform their future roles with high efficiency.
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Albalawi, Fatima Salamh. "Investigating The Effect Of Grammatical Differences Between English (L2) And Arabic (L1) On Saudi Female Students’ Writing Of English." European Scientific Journal, ESJ 12, no. 14 (May 29, 2016): 185. http://dx.doi.org/10.19044/esj.2016.v12n14p185.
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The purpose of this study is to investigate whether the grammatical errors committed by the Female Saudi Students can be attributed to their mother tongue interference. This study analyses 120 English essays written by Arabic speaking Saudi Female Students studying at Prince Fahad Bin Sultan University. Since the researcher’s mother-tongue is also Arabic, the interference of Arabic language committed by these students was easily found upon examining their writings. The findings of this study revealed that the transfer of Arabic linguistic structures influenced the English writings of Saudi Female Students on the grammatical level. Furthermore, the English writing skill of the Saudi Female Students needs development. The study concluded that the percentage of the total grammatical errors committed by the Saudi students was 1179 errors. Out of the 1179 errors, 59 errors were in Active and Passive Voice, 118 errors in plurality, 118 errors also in articles, 165 errors in the use of word order, 188 errors in prepositions, 244 errors in Verb Tenses and Form, and 306 errors in Subject-verb agreement which is the highest percentage of errors as a result of the effect of the L1. On the basis of these findings, a group of recommendations and some pedagogical implications for educators and policy makers were provided to improve the EFL teaching-learning process.
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Towairesh, Abdullah Abdulrahman Bin. "Language Ideologies and Saudi Society: Understanding the Notion of Diglossia." International Journal of English Linguistics 10, no. 4 (May 14, 2020): 90. http://dx.doi.org/10.5539/ijel.v10n4p90.
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Discussing the role of Spoken varieties within Saudi society exposes a point of tension between those who view these varieties as a threat to Fus‛ħa Arabic and those who value them for their close association with local traditions and culture. The absence of a clear understanding of the concept of diglossia among the general public is at the core of this issue. Thus, one can see that although the use of Spoken varieties is expanding rapidly through new mediums such as “Shilat” (folkloric singing) and “Alqanawat Ash-Shaʕbeyah” (TV channels focusing on folklore), the linguistic campaigns that criticize these varieties remain as strong as ever. In this context, this paper aims to explore the discrepancy between linguistic ideologies within society and the reality of language use on the ground. The data used in this study were collected from questionnaires disseminated among Saudi speakers from both sexes and different age groups. The qualitative and quantitative analyses of the data reveal a number of directions and views that are prevalent within Saudi society regarding the H/L dichotomy. There seems to be a wide consensus about accepting Spoken varieties as a normal component of the linguistic repertoire of speakers, provided that such varieties are used in their predetermined domains. In contrast, any signs of infringement on the functions reserved for Fus‛ħa Arabic are always condemned and denounced. These infringements include the nonstandard use of language in any written form, such as the use of local varieties on internet forums, newspapers, and magazines or on information websites, like Wikipedia. This paper also examines the participants’ views on using Spoken Arabic on social media platforms, and their attitudes towards the influx of recent English borrowings into Spoken Arabic.
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Alzamil, Abdulrahman. "An Experimental Investigation of Mass Noun Types and Article Usage." International Journal of English Linguistics 11, no. 1 (December 31, 2020): 245. http://dx.doi.org/10.5539/ijel.v11n1p245.
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Speakers of languages with article systems have to make different article choices in the case of mass versus countable nouns. This study addressed article use with different types of mass nouns (liquid, solid and abstract). It investigated: a) whether first language (L1) Arabic speakers used English articles accurately with mass nouns; and b) whether they were sensitive to different types of mass noun.
To address these issues, the study recruited twenty-seven English as a Foreign Language (EFL) Saudi-Arabic speaking participants and five native speakers of English, who formed a control group. Members of the experimental group were proficient to the elementary level, according to the Oxford Quick Placement Test. A written forced-choice elicitation task was administered to test their article use.
The findings showed that: a) the Arabic speakers performed similarly to the native speakers of English in liquid contexts, but differently in solid and abstract contexts; b) the Arabic speakers did not perform similarly across all types of mass nouns, as they were sensitive towards mass noun types; c) their article use was more accurate in liquid contexts than in solid and abstract contexts; and d) they faced difficulties using articles with mass nouns that can be pluralised in Arabic. These findings indicate that the use of articles with mass nouns should be examined in the light of their subtypes, as well as whether second language (L2) learners’ L1 pluralise them or not.
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Almoaily, Mohammad. "Linguistic Choices in the Saudi Entrepreneurial Cyberspace." International Journal of Applied Linguistics and English Literature 8, no. 2 (March 31, 2019): 181. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.2p.181.
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Unlike physical linguistic landscapes, virtual linguistic landscapes (VLL) target speakers who are not confined to a geographical area. Hence, a linguistic landscape created in cyberspace is expected to be multilingual, not English monolingual, regardless of the geographical backgrounds of its creators. Yet, different entrepeneurs may have diverging linguistic preferences when creating a VLL. Hence, the current paper provides, to the best of the writer’s knowledge, a first report on the linguistic choices of Arabic-speaking enterpreneurs in a VLL. The study explores the linguistic choices of 400 randomly selected businesses of Saudi entrepreneurs, listed on a local business website (Maroof). Data from three fields, the business name, logo, and description, were classified as either Arabic monolingual, English monolingual, or multilingual. The multilingual signs were further classified following Reh (2004): duplicating, complementary, fragmentary, and overlapping. The results show that the polled sample had varying preferences depending on the genre of the text. Business names were mostly duplicating, while business logos were mostly English monolingual and business descriptions were predominantly written in Arabic only. Since the data showed a great deal of inconsistency across different text genres, the results call for more systematic analyses of VLLs that pay more attention to the genre of the text rather than to the linguistic backgrounds of those who created these landscapes.
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Alshammary, Maram S. "The Meaning and Functions of qSdk and yʕny as Discourse Markers in Saudi Arabic." Theory and Practice in Language Studies 11, no. 6 (June 1, 2021): 717–22. http://dx.doi.org/10.17507/tpls.1106.16.
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The current study aims at investigating two discourse markers that are used in Saudi Arabic, “qSdk and yʕny”, against Schourup’s characteristics of discourse markers which are connectivity, optionality, and non-truth conditionality. Additionally, this study investigates the pragmatic uses and procedural meanings of those discourse markers using Blakemore’s procedural meaning and relevance theory as a framework. By examining two discourse markers that received less attention in other studies, the current study builds on previous literature in this field. Regarding methodology, the current study is a corpus-based study in which two corpora containing texts written in Saudi Arabic are used to extract data and evidence. The study concludes that “qSdk and yʕny” behave as discourse markers by being optional, connecting two segments together, and having no influence on the truth condition of the sentence in which they are used. The discourse marker “qSdk” serves three procedural meanings: asking for clarification, correction and making irony whereas “yʕny” serves the procedural meanings of clarification and asking for clarification. Furthermore, the use of these discourse markers makes the sentence more relevant to listeners as they need less cognitive effect to derive the pragmatic meaning of the sentence.
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Alaboudi, Samah Saleh. "Issuing a Refusal: How Female Saudi Speakers of Arabic Say No." International Journal of Applied Linguistics and English Literature 9, no. 5 (August 30, 2020): 81. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.81.
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The study examines the refusal strategies used by Saudi female speakers of Arabic. More specifically, the study aims at exploring the most frequently used refusal strategies by those speakers and how directness might have an effect on that use. A modified version in Arabic of a Discourse Completion Test (DCT) that was originally developed and used by Beebe et al. (1990) is used to elicit the data. The written questionnaire consists of nine situations. The initiating acts are three requests, three invitations and three offers which were designed to elicit refusals. The situations specify the context and the social status of interlocutors. The data is analyzed using a modified version of a classification scheme of refusal strategies developed be Beebe et al. (1990). The analysis focuses on the semantic formulas used for each situation and the frequency of each refusal strategy. The results reveal that the order of the semantic formulas in the responses of the participants differed across the initiating acts and the status differences. ‘Excuse/Reason’, an indirect refusal strategy, is used the most by the participants in their refusals. The excuses/reasons that the participants give tend to be lacking detail and of an uncontrollable nature. ‘Negative Ability’ is another frequently used strategy. Although a direct strategy, the participants still show their awareness of the need to lessen the threat that their refusal poses on the interlocutor by using other indirect strategies and adjuncts to accompany the direct one. The participants used more indirect refusal strategies than direct which might indicate that the participants are trying to mitigate their refusals by being less direct.
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Inayat, Sumiya. "http://habibiaislamicus.com/index.php/hirj/article/view/149." Habibia Islamicus 4, no. 2 (December 17, 2020): 153–66. http://dx.doi.org/10.47720/hi.2020.0402u13.
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Binte Shat’e (1913-1998) is a well known name of Egypt. Her full name is Ayesha Binte Abdur Rahman. She is famous in Egypt for her writing. Her writing name is Binte Shat’e. Her grandfather was a professor in Al-Azhar University and that is why she was keen of being a professor. She achieved this target by getting her degrees in Arabic Language and Literature and achieved a number of awards in the field of research speciallay Shah Faisal international award for Arabic Literature. She wrote for many newspaper and journals of Egypt. Most of her books are about Ahle-Bait, the family of the Holy Prophet (SAW). She wrote “The mother of the Prophet: Aamina Binte Wahab”, “The Wives of the Prophet”, “The Daughters of the Prophet and Al-Sayeda Zainab Binte Ali (RA). Her other books are A’ijaz ul Bayani, Tafseer ul Bayani, Ma’al Mustafa and Arzul M’ujizaat. The last mentioned book discusses the travelling she made to Saudi Arabi. She discusses at various places the history of the places she visits. She has depicted the history of the Old House (Ka’aba) and how it was constructed by the forefathers of Arabs: Hazrat Ibrahim and Ismail (AS). Binte Shat’e is a scholar of the Qurn & Hadith and that is why she mentions many verses of the Holy Quran and Ahadith at different spots of the book. She also mentions the verses of the different Arab poets and the Headings she puts in the books are very much modern in wording and style. This research papers present a view of the book Al-Sayeda Zainab written by Binte Shat’e.
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Alzahrani, Muteb Ali. "EFL Saudi Undergraduates' Tenses Errors in Written Discourse Due to Interlingual and Intralingual Interference." International Journal of Linguistics 12, no. 5 (October 19, 2020): 173. http://dx.doi.org/10.5296/ijl.v12i5.17851.
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The current study aims to investigate the influence of interlingual and intralingual interference as sources of the errors of past and perfect tenses. The former refers to the errors generated by the negative effect of EFL learners' mother tongue as they try to bridge certain linguistic gabs. The latter, however, is pertaining to the errors produced by the target language itself as learners progressed in the learning process and face difficulties to employ the large amount of knowledge they have just acquired. The participants chosen are EFL Saudi Undergraduates whose academic specialisation is English. The result of the study showed that there was statistically significant difference between intralingual interference strategy and first language negative transfer as sources of errors of the past and present perfect tenses. This result revealed that the participants have reached a linguistic stage where the diverse rules of the target language itself create confusion for learners. The intralingual interference led the participants to making errors in the simple past, the past progressive, and the past perfect far more than when using L1 negative transfer strategy. While the first language negative transfer led the participants to committing errors in the present perfect progressive tense more so than when using the intralingual interference strategy. This result simply indicated that the difference in timeframe between Arabic and English led to significant number of errors which the students often transfer from their native language.
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Aljunied, Khairudin. "The Koran in English: A Biography." American Journal of Islamic Social Sciences 35, no. 3 (July 1, 2018): 79–82. http://dx.doi.org/10.35632/ajiss.v35i3.484.
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Anyone familiar with Bruce Lawrence’s oeuvre knows that the book under review is the culmination of his long and serious engagement with Islam’s foundational texts. His earlier publication, The Qur’an: A Biography (2006), traces the central place of divine revelation in Muslim life and thought for many centuries. The Qur’an inspired its most faithful believers to become predominant in much of the medieval world and, in the process, it was a book that captured the interest and imagination of non-Muslims. Law- rence’s own translation of the Qur’an into English is now in the works. Be- fore completing this admirable feat at the prime of his scholarly life, he offers us an inventory of a number of influential and no less creative—some polemical—attempts at untying the Gordian knot of rendering classical Ar- abic into lucid English. But can God’s eternal word, revealed to Prophet Muhammad in the seventh century, be translated into English at all given the deep-seated differences between the two linguistic worlds in space and time? The answer to this question is not a simple yes or no, as Lawrence explains in this slim but indispensable volume. Unlike scriptures of other world religions, the Qur’an stakes a claim on its linguistic authoritativeness from the onset. Its self-image, as specialists such as Daniel Madigan, Toshi- hiko Izutsu, and Fazlur Rahman have it, was rooted in its unique language. The Qur’anic language is thus not merely one language among others of its time (or anytime) but is the distinctive language of God to be read, stud- ied, memorized and disseminated in the original form. From this angle of vision, no translation of the Qur’an is regarded by the majority of Muslims as the Qur’an itself. Lawrence acknowledges this longstanding credo, or the dominant “filter of orthodoxy,” as he puts it (xxi). The translated Qur’an is, to him, best referred to as a “Koran”. Not that the Arabic and translated texts are radically different in terms of their central messages and moral injunctions, but that the Koran was a historical and not an eternal artefact. The Koran was a product of a human endeavor to make the language of God accessible in the world of man. The filter of orthodoxy was however confronted with an ever-growing and cosmopolitan ummah which, for the most part, consisted of non-Ar- abs who knew little but a rudimentary form of Arabic. Translations became inevitable, as Lawrence informs us. The Arabic Qur’an in its pure form gen- erated Korans in other Muslim languages (Persian, Turkish, Malay, etc.) as Islam grew to become a juggernaut after the death of Muhammad (Chapter 1). And yet, as Islam emerged triumphant as a world-conquering faith, its adversaries saw the urgent need to fully discern the scriptures that made Muslims so powerful. Translations into Latin and then English from the twelfth through the eighteenth centuries were largely born out of hate en- meshed with fear and the passionate desire among translators to convince fellow Christians of “falsehood of the Qur’an” (33). Such adverse motives however turned into an emphatic understanding of what the Qur’an actu- ally stood for, as seen in George Sale and Edward Henry Palmer’s transla- tions. The Orientalists were not all cut from the same cloth. What Lawrence does not show quite clearly was how these early English translations provided the raison d’etre for Muslims to produce their own Korans as a corrective project against the biases of Western Orientalism. In South Asian translations by Muhammad Ali, Abdul Majid Daryabadi, Mar- maduke Pickhall, and Abdullah Yusuf Ali, allusions were made, be it direct- ly or obliquely, to the problems of earlier (non-Muslim) translations, just as they sought (for example) to undo use of the terms “Mohammedan” or “Mohametan” to describe Muslims. Granted that these translators belonged to different Muslim sects, their overriding concern was that the Qur’an suf- fered from imprecise translations into English. South Asian Muslims, in my view, were not only translating the Qur’an. They were arresting the march of a prejudiced form of Orientalism by producing English Korans of their own. In hindsight, their efforts were successful, at least for a while, until the advent of the digital age. The coming of the internet and the expansion of English as a lingua franca of most of the world, as Lawrence handsomely points out, has led to the proliferation of Korans, both online and offline, by Muslims and non-Muslims, conservatives and liberals, orientalists and their detractors, Sunnis and Shi’ites, feminists and artists. To Lawrence, most translations produced in an era of abundance fail to capture the Qur’an’s rhythmic prose, with the exception of a handful. Contemporary Korans are so often contorted by the politics of ideological hegemony and nationalist parochi- alism that hinder scholarly endeavor (Chapters 4-5). Lawrence singles out Saudi translations that purvey a puritanical strand of Islam. Interestingly, there are, within Saudi Arabia itself, less literalist Korans. One wonders whether the current political transition in Saudi Arabia will give rise to newer, state-sponsored translations of the Qur’an. I certainly believe it will. For now, Lawrence shows that Salafism in Saudi Arabia (as elsewhere in the Muslim world, as many analysts have pointed out) is not by any means monochrome and homogenous. It is therefore unsurprising that different Korans have been produced in a highly controlled and conservative state. Meantime, the market is flooded with highly popular alternatives in the likes of those by Thomas Cleary, Muhammad Abdul Haleem, and Tarif Khalidi. Spoilt for choice, Muslims and non-Muslims have now the liberty to choose which translation squares with their respective lingustic tastes, spiritual quests, and worldviews. Lawrence ends the book with the latest and most innovative venture at translating the Qur’an, by artist Sandow Birk. It is a translation that comes in the form of inventive expressions, a graphic Koran, so to speak, intended for an American audience whom Birk believes can discern how the Qur’an addresses their everyday trials and tribulations. The linguistic beauty of the Qur’an, in Birk’s formulation, is best expressed in colorful images. An American himself, Lawrence is most impressed by Birk’s project, couching it as “visual and visionary, it is a hybrid genre designed to reach a new audience not previously engaged either by the Koran or by Islam” (137). Had George Sale and Henry Palmet lived to this day, they would perhaps shudder over such an Americanization of the Qur’an. In displaying art with a Qur’anic glaze, Birk does more than translating the Qur’an to English. He demonstrates how the Qur’an can be embedded and normalized into Anglo-American lives and sensibilities. Provocatively-written, deftly-researched, and a pleasure to read, The Koran in English opens up many promising pathways and novel directions for future research. The specter of the Palestinian-American scholar, Is- mail al-Faruqi, came to mind as I was reading the book. Al-Faruqi once envisioned English becoming an Islamic language, or a language that can express what Islam is more accurately. Al-Faruqi held that this could be achieved by incorporating Arabic terms into the English corpus. Reading The Koran in English tells us that Al-Faruqi’s vision is currently realized in ways he barely imagined, or perhaps, in ways that are more subtle and sublime. In translating the Koran to English—an enterprise that is now undertaken by scholars, popular writers, and artists, and that will undoubt- edly grow exponentially in the years to come—English has been (or is) Ko- ranized. Or, to borrow and inflect Lawrence’s syllogism in the opening of the book: If you don’t know Arabic, you can still understand the Qur’an. By understanding the Qur’an, you can choose to become a Muslim. And if you do not become a Muslim, you may still appreciate and derive much benefit from the Qur’an. Therefore, the Qur’an, or the Koran, is not only for Muslims but for those who care to think and reflect about life and about the divine. Indeed, “He gives wisdom to whom He wills, and whoever has been given wisdom has certainly been granted much good. And none will grasp the message except the people of intellect” (al-Baqara: 269).
Khairudin AljuniedMalaysia Chair of Islam in Southeast AsiaGeorgetown University
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Ababneh, Islam. "Analysis of Written English: The Case of Female University Students in Saudi Arabia." International Journal of Social Science Studies 5, no. 4 (March 8, 2017): 1. http://dx.doi.org/10.11114/ijsss.v5i4.2264.
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This research sheds some light on the difficulties faced by Saudi students when writing in the English language by examining specific writing errors committed by the students. Fifty female students in their fourth year of study at the University of Tabuk in the department of languages and translation who were enrolled in the subject of error analysis (a kind of linguistic analysis that emphasizes the errors learners make in a target language) were given a quiz to write approximately one page about each one of three topics: effects of social media on Saudi social life, Saudi marriage customs, and Saudi economy. The quiz was graded and the writing errors were classified into four main categories: grammatical, syntactic, substance, and lexical types following Hubbard et al. (1996) classifications of errors. Then, the number of errors in each category was counted and the corresponding frequency was calculated. The findings of this study show that most frequent types of errors made by the students were in the categories of grammar (tenses, singular/plural, articles), syntax (subject-verb agreement), and substance (spelling).
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Permana, Farid. "REFLEKSI DAURAH TADRIBIYAH DI UNIVERSITAS UMM AL QURA MEKKAH SAUDI ARABIA." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 3, no. 1 (March 20, 2020): 91. http://dx.doi.org/10.35931/am.v3i1.201.
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Almost of all universities in Saudi Arabia have Arabic learning program for non Arab student, one of them is Arabic language institute for non Arabic speakers at Umm Alqura university in Mecca. As a holders responsibility for developing and expanding the Arabic language, this Institute in collaboration with the kingdom of Saudi Arabia has implemented a training program to strengthen Arabic learning for Islamic boarding school teachers, teachers and Arabic lecturers from Indonesia and Senegal.on 13 Shawwal - 20 Dzulqaidah 1439 coincides with June 28 - August 4, 2018. The various learning activities in this program include Arabic language, Islam and cultural insights that designed professionally. Based on the author's observations during became a participant in this program 2018. It’s can be a very good reflection for developing Arabic learning programs in Indonesia, especially from attitude aspects, and teaching management. The author also recommends Arabic educators in Indonesia to take part in the Daurah to enrich Arabic learning techniques.
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Magrath, Douglas R., and Clive Holes. "Colloquial Arabic of the Gulf and Saudi Arabia." Modern Language Journal 69, no. 1 (1985): 85. http://dx.doi.org/10.2307/327892.
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Al-Azraqi, Munira. "The Ancient Dād in Southwest Saudi Arabia." Arabica 57, no. 1 (2010): 57–67. http://dx.doi.org/10.1163/057053910x12625688929147.
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AbstractAl-dād is a unique sound in Arabic. It is believed that this sound is what makes Arabic a distinguished language. However, its description has confused the linguists for long time. Some modern linguists believe that al-dād described by the ancient linguists is not used in the present time. On the other hand, Arabic speakers may not know that the sound they use for the classical pronunciation of al-dād is not the one described by the ancient Arab linguists. This study records the existence of a sound that has the features of al-dād as described by the ancient Arab linguists. It is used among some speakers in Southwest Saudi Arabia.
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Alqurashi, Fahad. "Learning Strategies in L2 Settings in Saudi Arabia: An Annotated Bibliography." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 17. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.17.
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Teaching English as a second/foreign language has gained increasing significance all over the world. Investigating learning strategies has become one of the major areas of research in the expanding field of L2 acquisition. Many researchers have addressed various aspects and different issues related to this field. This annotated bibliography is designed to be of help to researchers working on learning strategies in second/foreign language settings and to provide language teachers with a solid theoretical and pedagogical background based on data of many types from different angles to enhance their teaching. The current work is by no means exhaustive, but an attempt to give an overview of the field and highlights published studies written on a variety of topics related to learning strategies in the context of teaching English as a foreign language in Saudi Arabia. Works listed in this annotated bibliography are divided into two categories; journal articles and dissertations and theses. Studies in each category are arranged alphabetically by author and for each work there is a brief non-evaluative synopsis of the study objectives, instrument(s) of data collection, and results.
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Al-Ageel, Hessah. "Requests in Saudi Pidgin Arabic." Business Management and Strategy 6, no. 1 (July 11, 2015): 111. http://dx.doi.org/10.5296/bms.v6i1.7682.
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<p>This study aims to investigate Saudi Pidgin Arabic (SPA) as one of the linguistic varieties that has emerged as a result of the interaction between Saudis and Asian workers. Linguistic and sociolinguistic analysis has been conducted for requestive expressions made by two generations of Saudi female speakers to female Asian workers in the cafeteria of a governmental institute in Riyadh, Saudi Arabia. The study shows that the use of SPA is largely limited to the simplest forms of verb and noun phrases that are used in Najdi Arabic (the variety that is used in the middle region of Arabian Peninsula), the lexifier language of SPA. The impact of English on the younger generation is shown by the tendency of younger participants to employ English expressions. A sociolinguistic analysis also shows the impact of the social variables of power, status, social distance and the age of the requester. </p>
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Amani Suliman AL- HAZMI, Wafa Hafiz Al- Aowaidi, Amani Suliman AL HAZMI, Wafa Hafiz Al Aowaidi. "The development of the Arabic language curricula in public education in the Kingdom of Saudi Arabia: تطور مناهج اللغة العربية في التعليم العام بالمملكة العربية السعودية." مجلة العلوم التربوية و النفسية 5, no. 20 (May 30, 2021): 135–24. http://dx.doi.org/10.26389/ajsrp.a790121.
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The study aimed to identify the developments that took place in the Arabic language curricula in public education in the Kingdom of Saudi Arabia, which are the development of curriculum objectives, evaluation of Arabic language curricula, methods and techniques of education, strategies for teaching education and teacher preparation in general education. I took the historical approach as a research method, and I used the documents to discover the development of the Arabic language curricula. I explained the stages of development. They were presented in the form of simplified and clear tables, and I made some recommendations and proposals in the current study. Finally, I came to identify the developments that took place in the Arabic language curriculum in public education in the Kingdom of Saudi Arabia.
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Khan, Mohammad Owais. "Necessity of ESP (English for Specific Purpose) Courses for Medical and Science Students at Najran University, Saudi Arabia: An Exploratory-cum-remedial Study." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 208. http://dx.doi.org/10.17507/tpls.1002.09.
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English as we know that plays a major role in higher education, Science and technology. It also plays a very essential role in the field of Medicine and other related disciplines because textbooks and journals are mostly written in English. This paper is an attempt to call for ESP courses specially designed to meet the needs of the growing demand of teaching English to Medicine and Science students or to modify the prerequisite course of such professional disciplines i.e. “Preparatory Year Program (PYP)” up to the level of ESP. The present study identifies the students’ acuities about the significance of the language skills, their ability in performing those skills, and their preferences regarding the English language course. It also sheds light on the problems in teaching English for specific purpose in Saudi Arabia. This study investigates the challenges encountered in teaching Medicine and Science students in Saudi Arabia and also attempts to answer the following questions: (a) what are the challenges that Medicine and Science teacher face while teaching? (b) What are the causes of these problems and (c) how can such problems be minimized? Finally, the findings of the research suggest some remedial measures and recommendations for improvement.
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Alghamdi, Hamdah, and Eleni Petraki. "Arabizi in Saudi Arabia: A Deviant Form of Language or Simply a Form of Expression?" Social Sciences 7, no. 9 (September 11, 2018): 155. http://dx.doi.org/10.3390/socsci7090155.
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The popularity of social networking sites in the Arab world has resulted in a new writing code, Arabizi, which combines Roman letters and numbers to represent the Arabic language. This new code received vehement criticism from Arabic linguists who argued that Arabizi is detrimental to the Arabic language and Arab identity. Arabizi use, however, has been increasing, especially in Saudi Arabia, a highly conservative and religious society. To address this apparent contradiction, this study investigated the reasons why young Saudi Arabians use Arabizi online and their attitudes towards its use. The research was based on 131 questionnaires distributed on social networking sites, and 20 interviews conducted with Saudi users of Arabizi. The findings suggest participants use Arabizi because (1), it is the language of their peers, (2) it is cool and stylish, (3) they have difficulties with the Arabic language, and (4) Arabizi constitutes a secret code, allowing escape from judgements of the older generation. The study concludes that Arabizi is a strong marker of Arab youth identity and group solidarity.
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Bahatheg, Raja Omar. "Critical Thinking Skills in Elementary School Curricula in some Arab Countries—A Comparative Analysis." International Education Studies 12, no. 4 (March 25, 2019): 217. http://dx.doi.org/10.5539/ies.v12n4p217.
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This study aims to analyze and compare school subjects to determine the extent to which critical thinking skills are being engaged in school subjects’ questions and activities in public education. Five Arab countries are included in this paper; Saudi Arabia, Kuwait, The Hashemite Kingdom of Jordan, Arab Republic of Egypt, and The Tunisian Republic, in elementary school levels (first, second, and third grades.)The study found that all Arab countries focus on operating inductive reasoning skills in their subjects, followed by reasoning and observation, sequentially, while dismissing credibility and assumptions skills. Saudi Arabia focused on developing critical thinking skills in science textbooks for the past three academic years, while Kuwait had the same focus on their Arabic language classes. Both the Hashemite Kingdom of Jordan and Egypt have paid a measurable attention to engaging critical thinking skills in Mathematics and the Arabic language, as well as Tunisia in their science textbooks. The least effective subjects in operating critical thinking skills were the Arabic language in Saudi Arabia, science in Kuwait, Domestic Economics in Egypt, and Islamic education in Jordan and Tunisia.
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Al Zumor, A. Q. "LANGUAGE PLANNING IN SAUDI ARABIA (1927–2019): ARABIC AND OTHER LANGUAGES." Trames. Journal of the Humanities and Social Sciences 23, no. 4 (2019): 409. http://dx.doi.org/10.3176/tr.2019.4.02.
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AI-Said, Mansour S. "Traditional Medicinal Plants of Saudi Arabia." American Journal of Chinese Medicine 21, no. 03n04 (January 1993): 291–98. http://dx.doi.org/10.1142/s0192415x93000340.
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The work gives an account of the use of twenty plant species in Saudi traditional medicine and their main chemical constituents. The botanical name, local name or names (in Arabic language), family, mode of administration and voucher herbarium numbers are recorded. Such a study is not only to document the current status of traditional uses of medicinal plants in Saudi Arabia, but also to give awareness of possible new drug resources.
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Alharbi, Assrar, and Turki Alsolami. "The effectiveness of corpora on Saudi EFL academic writing performance." Journal of Applied Studies in Language 4, no. 2 (December 6, 2020): 331–45. http://dx.doi.org/10.31940/jasl.v4i2.2186.
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This study reports on quantitative research that investigated the effects of the Corpus-Based Approach (CBA) as a pedagogical approach to Academic Writing Instruction in the context of Saudi Arabia. A total of fifteen female preparatory year students at an intermediate language proficiency level at King Abdulaziz University participated in the study. The study aimed at investigating the effect of applying corpora on learners’ lexico-grammatical abilities following a pretest-posttest design. Classroom intervention has been conducted and data were collected from written tasks over a period of time. The findings of the study demonstrated that the improvement of lexico-grammatical abilities among students is observed.
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Omar, Abdulfattah, and Mohammed Ilyas. "The Sociolinguistic Significance of the Attitudes towards Code-Switching in Saudi Arabia Academia." International Journal of English Linguistics 8, no. 3 (February 5, 2018): 79. http://dx.doi.org/10.5539/ijel.v8n3p79.
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Code-switching between Arabic and English marks a significant linguistic change in the history and use of Arabic in Saudi Arabia. Any kind of language change, which is an inevitable process in almost every world language, has always been resisted in Saudi Arabia mostly due to a national identity and religious factors. The current study investigated the attitude of the Saudi academia comprising English language instructors and English major students towards code-switching between Arabic and English. The study examined the perceptions of the academia towards the use of varying languages and the attitude that resulted from a perception. A sample size of 10 instructors and 40 students from four universities in the Riyadh region of Saudi Arabia was taken for the purpose of carrying out this qualitative study. Focus Group and interview methods were used to collect data and a content analysis technique was adopted to analyze their transcripts. Findings and Results indicated that there was a close relationship between education and age on one side and the acceptability of code-switching on the other. Positive attitudes towards code-switching were found among the younger participants in their tertiary level of education. The results also revealed that such an attitude affected learners' academic performance since the learners attitude towards each language contributed to their learning and knowledge acquisition.
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Alsubaie, Abdullah Mohammed. "The Effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia." Revista Amazonia Investiga 9, no. 26 (February 21, 2020): 158–66. http://dx.doi.org/10.34069/ai/2020.26.02.17.
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Identifying an effective instructional strategy, such as this of multiple intelligence based differentiated instruction to teach metacognitive reading comprehension is a goal for educators. The purpose of this study was to investigate the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. The sample consisted of 61 third year- middle school students , from Ibn Sina Middle school for boys , in Al-Kharj Governorate , Saudi Arabia. They were from two classrooms. They aged 14-15 years old ( M= 14.9 years , SD= 0.621) . For the purpose of this study and for analyzing the data from the pre- and post-test, the author used two way ANOVA analysis and t-test. Two way. ANOVA analysis and t-test results indicated the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia.
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Al-Madani, Feras Mohammed. "Students’ Internalization of Counter-terrorism in Arabic Language Textbooks in Saudi Arabia." International Journal of Educational Sciences 15, no. 3 (October 2016): 348–60. http://dx.doi.org/10.1080/09751122.2016.11890544.
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Alrshoudi, Lina I. "Apology Strategies in Qassimi Arabic." Theory and Practice in Language Studies 10, no. 12 (December 1, 2020): 1535. http://dx.doi.org/10.17507/tpls.1012.04.
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This study aims to discover what types of apology strategies are utilized by Qassimi speakers. To achieve this, the data were collected by observations (n=34) where apology speech acts were produced. All the participants (n= 53) are Qassimi Arabic speakers (a variety of Najdi Arabic spoken in central Saudi Arabia) as their L1. The data were analyzed according to Blum-Kulka’s framework of apology strategies. The findings showed that Qassimi Arabic speakers used a range of apology strategies. Principally, they used a combination of illocutionary force indicating devices (IFIDs) and explanations of the reason for their apology. Besides, a range of alternative apology strategies was also evident; namely, using explicit expressions (only IFIDs), denying/taking responsibility, offering repair, and the promise of forbearance. Moreover, another novel apology strategy was also evident that has not been addressed previously in the literature; namely, where a victim apologies to an interlocutor who has offended them. These strategies differed in their popularity among the participants. The present study makes several noteworthy contributions to the field of pragmatics in general and the speech act of apology in particular.
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AlQarni, Ahmed, Andy Bown, and Pullen Jennifer Masters. "Mobile Assisted Language Learning in Learning Arabic as a Second Language in Saudi Arabia." Saudi Journal of Humanities and Social Sciences 05, no. 02 (February 29, 2020): 108–15. http://dx.doi.org/10.36348/sjhss.2020.v05i02.009.
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Omar, Abdulfattah A. "THE IMPLICATIONS OF THE USE OF ENGLISH AS A LINGUAL FRANCA ON THE LINGUISTIC CHANGES OF THE COLLOQUIAL DIALECTS OF ARABIC." Cadernos de Linguagem e Sociedade 19, no. 2 (October 10, 2018): 115–40. http://dx.doi.org/10.26512/les.v19i2.16894.
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With the development of globalization and the emergence of global English, numerous studies have been concerned with the ways Arabic is influenced by English, the adoption of many English loanwords by Arab speakers and the dominance of English as a lingua franca in different Arab countries including Saudi Arabia. These studies generally investigate the effects of global English on the Arab linguistic and cultural identity. The majority of these studies tend to list what they refer to as risks of the dominance of English loanwords in Arabic and assert the importance of keeping Arabic pure from these words which are described asدخيل dakhil (literally meaning strange and outsider). Very few studies have been done on exploring the ways English loanwords are used in Saudi Colloquial Arabic (SCA) and the relationship between the use of English loanwords and some sociolinguistic variables such as sex, age, geographic location, and education. In the face of this, this article is concerned with exploring the relationship between sex and the use of English loanwords in Saudi Colloquial Arabic (SCA). In order to do this, the study is based on a corpus of English loanwords in Saudi Colloquial Arabic (SCA) with the purpose of investigating the frequency of English loanwords in the speeches of male and female speakers and describing the morphological adaptations used by male and female speakers. Results indicate that there are significant differences between Saudi male and female speakers in the use of English loanwords in terms of frequency, topics, and morphological adaptations. The sex or gender of the speaker is an important factor in determining the frequency, distribution, and the morphological adaptations of English loanwords in SCA.
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Abdalla Ahmed Abker, Ibrahim. "Pronunciation Problems of English Diphthongs Sounds Encountered by Saudi Students at Albaha University, Saudi Arabia. A case Study in Almandag." International Journal of Applied Linguistics and English Literature 9, no. 4 (July 31, 2020): 37. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.4p.37.
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The present study highlights the pronunciation problems of English diphthongs sounds. The significance of this study some Saudi students as EFL sometimes face many problems when they speak English language. Pronunciation of diphthongs sounds is one of these problems. Students do not pay attention to diphthongs’ pronunciation in speaking. Consequently, they do not concentrate on diphthongs sounds. The researcher used Statistical Analytical Method. The data were collected by two tools; oral recorded and written tests. Students asked to pronounce twenty-five words contained diphthongs sounds on written sheets. Also, a written test took place for the same words, to put them into correct columns. The study participants contained twenty-five students from English department. The study arrived at the following results: Saudi students face problems in pronouncing centering diphthongs sounds ending in /ɪə/, /eə/ and /ʊə/ sounds. They mispronounced diphthongs words contain closing diphthongs sounds ending in /eɪ/, /aɪ/ and /ɔɪ/sounds. Students did not have enough ability to pronounce closing diphthongs sounds ending in /əʊ/ and /aʊ sounds. The recommendations of this study: students need more exercises about centering diphthongs sounds. They need more practices about closing diphthongs in general. Saudi students highly need to check their dictionaries to correct their pronunciation.
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Abdelhalim, Safaa M., and Mss Hajar Abdulrahman Alqubayshi. "Motivational Orientation and Language Acculturation Experienced by English Speaking Adults Learning Arabic in Saudi Arabia." Theory and Practice in Language Studies 10, no. 9 (September 1, 2020): 1032. http://dx.doi.org/10.17507/tpls.1009.04.
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This study aimed to explore in-depth the process of second language acquisition in a broader context than classrooms and gain a greater understanding of language acculturation process abroad. It mainly examined the influence of various factors on the language acculturation strategy adopted by L2 learners, including socio-demographic data, language proficiency level, motivational orientation for learning L2, and perceived language acculturative stress. The study targeted a sample of fifty English-speaking bilingual female adults learning Arabic as a second language in Saudi Arabia. Data were collected with the use of three scales: motivational orientation for learning Arabic as an L2, language acculturation within the hosting society, and language acculturative stress. Also, a semi-structured interview was used to gain a deep understanding of the language acculturation process as experienced by the research sample. Quantitative results proved that, first, participants’ integrative orientation to learning Arabic was higher than instrumental motivation; second, participants were more adjusted to their native culture with the majority having a little of language acculturative stress. Regression analysis revealed that only age and nationality had a statistically significant effect on the language acculturation level. The results of the interview showed parallelism with some of the quantitative results of the study. Some pedagogical implications and future research issues are discussed.
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Alharbi, Mohammed Abdullah. "Saudi Arabia EFL university students’ voice on challenges and solution in learning academic writing." Indonesian Journal of Applied Linguistics 8, no. 3 (January 31, 2019): 576. http://dx.doi.org/10.17509/ijal.v8i3.15276.
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The present study aims to investigate the difficulties faced by 74 English as a foreign language (EFL) undergraduate students in developing a well-written paragraph in academic writing by designing a writing course based on the students’ voices. The self-report survey (5-point Likert scale) was used as the pre- and post-questionnaire, and pre- and the post-tests task was used to track students’ writing improvement before and after taking a writing course. Pre-questionnaire and pre-tests showed that participants had difficulties in using the mechanics of writing (punctuation, spelling, grammar, topic sentences, and supporting sentences). The majority of the students’ responses in the post-survey shows that they believed their writing improved and encountered fewer difficulties in writing as compared to their views in the pre-questionnaire. The result of the post-tests indicates improvements in students’ writing samples. The study concludes that EFL writing courses should be designed on the basis of challenges faced by the students in order to get the best outcome from the course.
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Alshammari, Sahal. ""Writing to Learn or Learning to Write". A Critical Review of "English as a Foreign Language" (EFL) Teaching Practices in Writing in Saudi Universities." Research in Education and Learning Innovation Archives, no. 24 (June 24, 2020): 1. http://dx.doi.org/10.7203/realia.24.15867.
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Developing proficiency in English writing has always been a challenge for L2 learners in general and Saudi learners in particular. Despite the widespread presence of English departments as a result of the sharp rise of Saudi universities in the previous decade, the numbers of outcomes or achievements in terms of skills are very discouraging. This paper aims to study this issue closely by investigating the most crucial elements that are likely to explain this weakness by reviewing the related empirical and theoretical studies in the Saudi context. This paper also aims to present to researchers a quick reference as to how English writing skills have evolved in Saudi Arabia in the recent past, and specifies the challenges faced not only by Saudi L2 learners but also professionals involved in English language teaching. Moreover, this paper provides the professional with an overview of all the pedagogical improvisations carried out so far in the Saudi teaching context and suggests a path for moving forward.
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Al-Azraqi, Munira. "Pidginization in Abha, Saudi Arabia." Journal of Pidgin and Creole Languages 35, no. 1 (May 13, 2020): 37–61. http://dx.doi.org/10.1075/jpcl.00047.azr.
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Abstract This study focuses on a pidgin predominantly used by Asian immigrants in the city of Abha in the southwestern region of Saudi Arabia, examining multifunctionality as it appears in three grammatical categories, definiteness, predication, and pronouns. Whereas previous studies on Gulf Arabic Pidgin have described the variety in terms of multifunctionality (e.g. Avram 2004; Bakir 2014, and Potsdam and Alanazi 2014), the current study focuses on the different pathways that bring it about. Three types of multifunctionality are described in terms of refunctionalization, generalization and neutralization. hada (< *haaða ‘this’) is refunctionalized to mark definiteness and as a deictic marker fills the function of the demonstrative. fī, (< *fi ‘at, exist’) has multiple functions being used as a preposition, an existential marker in the meaning of ‘there is/are’, a generalized predicate marker when occurring before adjectival, nominal and verbal predicates. The pronominal system shows simplification from ten to five pronouns only. The study is based on data collected in interviews with a random sample of twenty-four Asian participants of both sexes. Their ages ranged from 26 to 45 years old and their length of stay in Saudi Arabia ranged from four to nine years. They occupied different jobs. A total of twenty nine hours of audio-visual interview data were analysed.
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Marazeeq, Jihad Al, and Subhieya Abu Hatab. "Intermediate Students’ Arabic Writing Ability: An Exploratory Study in Saudi Arabia." International Journal of English Linguistics 11, no. 2 (February 3, 2021): 101. http://dx.doi.org/10.5539/ijel.v11n2p101.
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This research investigates students’ ability in writing skill in the intermediate stage during the academic year 2018/2019. The research followed the analytical descriptive approach in which a test was given to a sample of (300) students in the middle stage in Arar city in Saudi Arabia. The results showed there were no statistically significant differences in students’ ability level in writing skills according to gender variable. The results revealed that there were statistically significant differences in the students’ ability level in writing skills according to the grade variable in favor of the third-grade average. The researchers recommended the need to increase the Arabic language teachers’ awareness of the importance to develop some writing skills such as writing Hamza (a glottal stop) and writing Nunation.
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Abdel-Khalek, Ahmed M. "Internal Consistency of an Arabic Adaptation of the Beck Depression Inventory in Four Arab Countries." Psychological Reports 82, no. 1 (February 1998): 264–66. http://dx.doi.org/10.2466/pr0.1998.82.1.264.
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An Arabic version of the revised edition of the Beck Depression Inventory in its complete form was developed. Back translation indicated the translation into modern standard Arabic was adequate. The cross-language equivalence of scores on the Arabic and English forms was .96, denoting high equivalence in meaning. Coefficients alpha were computed for samples of male and female undergraduates recruited from Egypt, Saudi Arabia, Kuwait, and Lebanon ( ns = 100, 80, 100, 100, respectively). Values of alpha were .77, .82, .89, and .67, respectively. By and large, the inventory seems viable in the Arabic context so its use in cross-cultural research may be explored.
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Alanazi, Yazeed A., Eduarda Sousa-Sá, Kar Hau Chong, Anne-Maree Parrish, and Anthony D. Okely. "Systematic Review of the Relationships between 24-Hour Movement Behaviours and Health Indicators in School-Aged Children from Arab-Speaking Countries." International Journal of Environmental Research and Public Health 18, no. 16 (August 16, 2021): 8640. http://dx.doi.org/10.3390/ijerph18168640.
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The Australian and Canadian 24-hour movement guidelines for children and youth synthesized studies in English and French or other languages (if able to be translated with Google translate) and found very few studies published in English from Arabic countries that examined the relationship between objectively measured sedentary behaviour (SB), sleep and physical activity (PA) and health indicators in children aged 5–12 years. The purpose of this systematic review was to investigate the relationships between 24-hour movement behaviours and health indicators in school-aged children from Arab-speaking countries. Online databases MEDLINE, EMBASE, SPORTdiscus, CINAHL, PsycINFO and Scopus were searched for English, French and Arabic studies (written in English), while Saudi Digital Library, ArabBase, HumanIndex, KSUP, Pan-Arab Academic Journal, e-Marefa, Al Manhal eLibrary and Google Scholar were searched for Arabic studies. The Grading of Recommendations Assessment, Development and Evaluation framework was used to assess the risk of bias and the quality of evidence for each health indicator. A total of 16 studies, comprising 15,346 participants from nine countries were included. These studies were conducted between 2000 and 2019. In general, low levels of PA and sleep and high SB were unfavourably associated with adiposity outcomes, behavioural problems, depression and low self-esteem. Favourable associations were reported between sleep duration and adiposity outcomes. SB was favourably associated with adiposity outcomes, withdrawn behaviour, attention and externalizing problems. PA was favourably associated with improved self-esteem and adiposity outcomes. Further studies to address the inequality in the literature in the Arab-speaking countries to understand the role of 24-hour movement behaviours and its positive influence on health outcomes across childhood are urgently needed.
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Albaqshi, Jalal H. "The Concordance between EFL Learners’ Linguistic Sequential Development and the Curricula of Formal and Informal Learning Settings: An Analytical Study." English Language Teaching 9, no. 3 (February 15, 2016): 167. http://dx.doi.org/10.5539/elt.v9n3p167.
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<p>This research explores the sequence of content in ESP curricula to our learners’ linguistic development and to authentic situations. This study has been conducted in Alahsa College of Technology, Saudi Arabia. Methodology used was an analysis of an ESP textbook in corpus-based approach and matching the units of the textbook to students' needs analysis of observed real life situation in a car workshop. Results show that the content of the textbook, to some extent, meet the course objectives and students' needs in technical terms with some shortage in expanding the activities to be a functional simulation of an authentic environment regarding conversational and written skills. <strong></strong></p>
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Thomure, Hanada T., and Richard B. Speaker. "Arabic Language Arts Standards: Revolution or Disruption?" Research in Comparative and International Education 13, no. 4 (October 19, 2018): 551–69. http://dx.doi.org/10.1177/1745499918807032.
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Textbooks are major organizers of Arabic language instruction in most Arab countries (Faour, 2012). Textbooks approved by ministries of education have traditionally guided teaching of content knowledge, skills, and values to be taught at each grade level (Faour, 2012; Sabella, 2014; Taha-Thomure, 2008). This research is a foundation study into the use of Arabic Language Arts (ALA) standards in six schools in three countries in the Arabian Gulf region (Bahrain, Saudi Arabia, and United Arab Emirates). Fifty-eight teachers used the ALA standards adapted from the Ohio English Language Arts standards (Taha, 2017a) for at least one year. Results of the online survey indicated that 83.5% of teachers found the standards had a positive effect on their teaching, while 94.9% of teachers found that the standards helped them collaborate with each other in planning and finding suitable resources to use. This suggests that well-supported innovations can lead to teachers being aware of and using ALA to improve student learning and instruction. Results also highlight some of the challenges teachers faced to find the necessary Arab language resources that will help them implement a standards-based approach, in addition to the amount of time they needed to put into preparing for the lessons.
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Ahmed, Elawad Yagoub. "Using Arabic in Teaching English to Arabic-Speaking Learners (From Teachers’ and Students’ Point of View)." Education and Linguistics Research 6, no. 1 (March 30, 2020): 117. http://dx.doi.org/10.5296/elr.v6i1.16424.
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The aim of this study was to investigate and analyse teachers’ and students’ views towards using Arabic in teaching English in secondary schools in Oneizah Province, Saudi Arabia. The data were collected by means of two questionnaires: one for teachers and the other for students. The subjects were 43 teachers of English, 12 were female. 120 male students from four different secondary schools in Oneizah. The results of the study showed that Arabic language (The students’ mother tongue) could be used during English language lessons although teachers’ responses gave less support for using Arabic. Also, the results revealed that Arabic has positive roles to play in teaching English besides facilitating learning process. The recommendations emphasize and encourage teachers and supervisors to pay attention to their learners need in using their mother tongue. Moreover, Arabic language can be a means of facilitation not a hindrance so it can be used in many activities inside the classroom without affecting students’ exposure to English language. Also, there should be a place for learners’ mother tongue in the syllabus, e.g. in translation exercises and bilingual dictionaries.
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Nasser Alnasser, Suliman Mohammed. "Exploring Saudi English Departments’ Beliefs on Language Use at Department Level: When and Why?" Advances in Language and Literary Studies 9, no. 3 (June 1, 2018): 128. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.128.
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In Saudi Arabia, staff members in higher educational English departments communicate with one another and with students outside the domain of the classroom on a daily basis using English (L2) and/or Arabic (L1) languages in different departmental encounters. The existence of English Language Policies (henceforth ELPs) in Saudi English departments is expected because of the nature of the work and the likelihood of the presence of non-Arabic-speaking members. The literature does not offer any account of the existing beliefs of staff members in Saudi English departments regarding the reasons for the timing and contexts in which English and/or Arabic should be used. This serves as the purpose of the current study. This study adopted a mixed method approach. The total number of participants comprised 216 staff members affiliated to the Saudi higher educational English departments. They were of different specialties, ranks, genders, ages, and from different regions. A total of 208 participants responded to an online survey, which was composed of a background section and five questions. Furthermore, semi-structured interviews comprising two questions were conducted with eight interviewees (seven male department chairpersons and one female vice chair). The main conclusions of the study include that majority of staff members prefer to use English on every possible occasion. However, they also believe Arabic should not be banned from use at department level. Other findings, implications, and recommendations for future research are provided.
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Wafaa Alowaydhi, Sara Omar, Wafaa Alowaydhi, Sara Omar. "Identifying the Instructional Strategies Used in Teaching the Reading Skill in Teaching the Arabic Language Courses in Kingdom of Saudi Arabia: تحديد استراتيجيات مهارة القراءة المستخدمة في تعليم مقررات اللغة العربية بالمملكة العربية السعودية." مجلة العلوم التربوية و النفسية 5, no. 26 (July 28, 2021): 126–05. http://dx.doi.org/10.26389/ajsrp.r140221.
Full textAbstract:
This study aimed at identifying the instructional strategies used in teaching the reading skill in teaching the Arabic language courses in Kingdom of Saudi Arabia at the different grades of the elementary, intermediate and secondary stages. To achieve this aim, the survey method was used by surveying the literature and related studies that dealt with methods of teaching the reading skill. The results of the study revealed some strategies that are suitable for the reading skill and its aims in education in Kingdom of Saudi Arabia. These strategies are the correct reading skill and the quality of the reading performance, the strategies of vocabulary acquisition, and the strategies of reading comprehension skill and its analysis and evaluation. The study recommended conducting similar studies that deal with identifying the strategies suitable for teaching the other Arabic language skills: writing, speaking and listening.
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Alzhrani, Nesreen, and Miriam Alkubaidi. "Causes of Paradigm Shift from EFL to ESL in Higher Education in Saudi Arabia." International Journal of Education 12, no. 4 (November 13, 2020): 38. http://dx.doi.org/10.5296/ije.v12i4.17652.
Full textAbstract:
The use of English as a Foreign Language (EFL) in Saudi Arabia does not appear to continue in the coming years on account of its strong commitment towards the 2030 vision that aims to reformulate and restructure the foundations of the social and economic fabric of the Saudi society. The Arabic language holds its significance in the society due to being a religious language. The current review has analyzed the paradigm shifts from EFL to ESL in higher education in The Kingdom of Saudi Arabia and predicted the future of English in Saudi Arabia. The major challenge that policymakers may encounter would be how to localize education of English language to meet the Saudi norms and standards of learning while at the same time modernize and internationalize the higher education through western theoretical knowledge and the English language. Suggestions regarding these aspects may direct individuals involved in language planning in Saudi Arabia.
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Nasaruddin, Nasaruddin. "INTERFERENSI FONETIS BAHASA ARAB DALAM BAHASA INDONESIA: ANALISIS UJARAN BAHASA INDONESIA OLEH PENUTUR ARAB." Adabiyyāt: Jurnal Bahasa dan Sastra 1, no. 2 (December 11, 2017): 201. http://dx.doi.org/10.14421/ajbs.2017.01204.
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This article aims to analyze the forms of phonetic interference of Arabic language in the Indonesian language speech spoken by an Arabic native speaker. The source of the data and the object of analysis in this article are the recordings of religious lectures of a preacher from Madinah, Saudi Arabia, Sheikh Ali Jabir, which have been delivered in Indonesian language and widely circulated on YouTube site. The lecture recordings are positioned as Indonesian speech events delivered by an Arabic native speaker. The analytical frameworks used in this paper are the theory of the first language interference over the second language, the theory of contrastive analysis, and the theory of error analysis. The interference theory is applied to understand the flow and the form of interference between Arabic and Indonesian language. The contrastive analysis is applied to identify the phonemic differences between Arabic and the Language of Indonesia and to predict the interferences they cause. Meanwhile, the error analysis is applied to identify the forms of phonetic interference of Arabic over the Indonesian language and to explain their causes and motives. This research finds that there are forms of interference of Arabic sounds in Indonesian speeches spoken by an Arabic native speaker which can generally be patterned in two forms, namely, changes in the pronunciation of unknown Indonesian sounds in Arabic, and changes in the pronunciation of the sounds of the Indonesian words derived from the Arabic language. Both of these two patterns are marked by the change of point and manner of articulation of some Indonesian sounds.
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Kassawat, Madiha. "Decoding transcreation in corporate website localization into Arabic." Journal of Internationalization and Localization 7, no. 1-2 (December 31, 2020): 69–94. http://dx.doi.org/10.1075/jial.20010.kas.
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Abstract As adaptation is often associated with localization, and with the promotion of transcreation as an extra service in the industry, there is a need to analyze how and to what extent transcreation is used in localization as a type of target-culture-focused translation. This paper looks into adaptation and analyzes transcreation as a translation strategy. It investigates online promotional texts localized into Arabic (for Saudi Arabia) as an under-researched language in website localization. The analysis follows a functionalist approach and examines 15 international corporate websites. The results illustrate components of transcreated texts and shed light on the use of different procedures to achieve the creative persuasive purpose.
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Bashatah, Adel, and Khalid A. Alahmary. "Psychometric Properties of the Moore Index of Nutrition Self-Care in Arabic: A Study among Saudi Adolescents at King Saud University, Riyadh, Saudi Arabia." Nursing Research and Practice 2020 (April 8, 2020): 1–7. http://dx.doi.org/10.1155/2020/9809456.
Full textAbstract:
Background and Objective. The Moore Index of Nutrition Self-Care (MIN-SC) questionnaire has been used widely in both English and Spanish languages. The purpose of this study is to convert MIN-SC into the Arabic language and to test the translated tool for validity and reliability among adolescents in Saudi Arabia. Method. The psychometric characteristics of MIN-SC were assessed using college freshman students at King Saud University in Riyadh, Saudi Arabia. The validity and reliability were examined using Cronbach’s alpha coefficient. The construct validity was examined through principal component analysis. Results. The MIN-SC instrument was shown to be internally consistent with reliable scoring (Cronbach’s alpha = 0.910). Exploratory factor analysis resulted in 42 items loading on three main components: estimative, production, and transitional, with a factor loading of eigenvalues >2. The final model explained 38% of the variance. Conclusion. The Arabic version of MIN-SC was shown to be a valid and reliable tool for assessing attitude toward nutrition among adolescent students.