Relevant bibliographies by topics / English and Arabic

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English and Arabic'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "English and Arabic"

1

Allen, Roger, and Ernest Kay. "Arabic Computer Dictionary: English/Arabic, Arabic/English." Modern Language Journal 72, no. 1 (1988): 78. http://dx.doi.org/10.2307/327582.

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Al-Jarf, Reima. "How Parents Promote English and Arabic Language Proficiency in Elementary School Children in Saudi Arabia." Journal of Psychology and Behavior Studies 2, no. 2 (August 30, 2022): 21–29. http://dx.doi.org/10.32996/jpbs.2022.2.4.

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In Saudi Arabia, English is taught starting from kindergarten at National Public and Private Schools. At International schools, English is the medium of instruction. This study aims to explore how parents promote children’s language development, their evaluation of their children’s proficiency level, which language the children use in communicating with family members and on WhatsApp. Surveys with parents revealed that English is stronger and preferred by children in International Schools and many children in Private Schools. More parents worry about their children’s proficiency level in English than Arabic and promote English more than Arabic. Watching English cartoons and movies, using English educational and entertainment apps/programs, playing English games, and enrolling the children in English courses during holidays are common home-based activities. To promote Arabic, some parents hire a tutor. Others encourage their children to read Arabic stories and watch Arabic cartoons. Results and recommendations are given in detail.
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Al-Jarf, Reima. "English Language Education at the Elementary School Level in Saudi Arabia: A Parents’ Perspective." British Journal of Teacher Education and Pedagogy 1, no. 3 (October 5, 2022): 31–44. http://dx.doi.org/10.32996/bjtep.2022.1.3.4.

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In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies. This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents’ views of their children’s proficiency level in the different English language skills; which language is stronger in children: English or Arabic; which language children use in communicating with their siblings, parents and relatives; the effects of learning English (L2) on Arabic (L1); and the optimal age for starting to learn English. Results showed that at government and Quranic schools, students take 1-2 hours of English a week which parents think are insufficient. At private schools, hours allocated to English vary (between 5-10). At international schools, English is the medium of instruction in all courses. Most parents prefer that children start learning English in kindergarten or first grade. English is the stronger and preferred language for international school students. Private School students have a good command of English and Arabic. Arabic is the stronger and preferred language for Government and Quranic School children. Some parents think that the textbook used at Government School are good, but some teachers are incompetent in their instructional techniques. Some Public Schools (in remote areas or small towns) are understaffed which results in reducing the teaching hours from 2 to 1 hour per week. Parents’ views on the status and quality of foreign/second language education in each type of elementary school in Saudi Arabia are reported in detail.
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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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Zughoul, Muhammad Raji, and Awatef Miz’il Abu-Alshaar. "English/Arabic/English Machine Translation: A Historical Perspective." Meta 50, no. 3 (November 2, 2005): 1022–41. http://dx.doi.org/10.7202/011612ar.

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Abstract This paper examines the history and development of Machine Translation (MT) applications for the Arabic language in the context of the history and machine translation in general. It starts with a discussion of the beginnings of MT in the US and then, depending on the work of MT historians, surveys the decline of the work on MT and drying up of funding; then the revival with globalization, development of information technology and the rising needs for breaking the language barriers in the world; and last on the dramatic developments that came with the advances in computer technology. The paper also examined some of the major approaches for MT within a historical perspective. The case of Arabic is treated along the same lines focusing on the work that was done on Arabic by Western research institutes and Western profit motivated companies. Special attention is given to the work of the one Arab company, Sakr of Al-Alamiyya Group, which was established in 1982 and has seriously since then worked on developing software applications for Arabic under the umbrella of natural language processing for the Arabic language. Major available software applications for Arabic/English Arabic MT as well as MT related software were surveyed within a historical framework.
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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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Schwanitz, Wolfgang, and George Dimitri Selim. "Arabic-English and English-Arabic Dictionaries in the Library of Congress." Die Welt des Islams 34, no. 1 (April 1994): 90. http://dx.doi.org/10.2307/1570860.

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H. Heliel, Mohamed. "Lexicography and Translation:The Case of Bilingual Arabic-English Dictionaries." International Journal of Arabic-English Studies 3, no. 1 (January 1, 2002): 55–68. http://dx.doi.org/10.33806/ijaes2000.3.1.5.

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The paper aims at pinpointing the defects in three unabridged Arabic­ English dictionaries: Modern Written Arabic (MWA) ( 1961), al-Mawrid (1988) and the latest one al-Mughni (1999). My hope is to remedy certain defects and help produce a dictionary that may assist the Arabic-English translator. It is true that the three dictionaries do not specifically set out the targeted readers or the functions they serve. MWA states that the targeted readers are not only 'English and American users but also orientalists throughout the world who are more at home with English than with German'. Al-Mawrid is totally silent about the targeted reader and the purpose it serves. Al-Mughni "aims to help in teaching Arabic through English, to help the reader through equivalents understand the Arabic language" (the preface). Though none of the compilers thinks of "translator" as a category of users, the three dictionaries, in the absence of an Arabic-English dictionary specially tailored for translators, are the only tools available for Arabic-English translators, whether native or non-native speakers. To improve the quality of these dictionaries and to benefit from the long and rich experience of their compilers, we shall illustrate different types of translation problems encountered by Arab university students as well as by translators and how these dictionaries could be used to solve them. We shall also provide suggestions for the improvement of certain lexicographic features directly related to translation..
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Al Khotaba, Eissa. "Cohesive Connectivity in Arabic-English Translated Texts by English as Foreign Language Students." British Journal of Applied Linguistics 2, no. 1 (May 14, 2022): 22–27. http://dx.doi.org/10.32996/bjal.2022.2.1.4.

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This research aimed to examine cohesive connectivity in Arabic-English translated text by English as foreign language students at the University of Tabuk for the academic year 2022/2023. The theoretical framework of the study is based on Halliday and Hasan's (1976) theory of coherence and cohesion shifts in translation. This qualitative study included 15 participants in their third-year English as foreign language students from the Department of Languages and Translation at the University of Tabuk in Saudi Arabia. Participants were selected purposively. Translated texts were the instrument used to collect data in this study. Results showed that students encountered cohesion and coherence problems in achieving written texts’ unity, particularly in assigning their concepts and implementing appropriate cohesive signals, punctuation, and spelling issues in their Arabic-English text.
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Al-Jarf, Reima. "Deviant Arabic Transliterations of Foreign Shop Names in Saudi Arabia and Decoding Problems Among Shoppers." International Journal of Asian and African Studies 1, no. 1 (December 27, 2022): 17–30. http://dx.doi.org/10.32996/ijaas.2022.1.1.3.

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This study aimed to analyze a sample of Arabic transliterations of foreign shop names in Saudi Arabia; to identify the inaccuracies, and inconsistencies in the Arabic transliterations; the causes of the Arabic inconsistent and erroneous transliterations; whether shoppers (who do not know English) can decode and pronounce a sample Arabic transliterations of shop names; and the factors that should be taken into consideration in transliterating foreign shop names to Arabic. Results of the data analysis showed that 52% of the inaccurate transliterations are in the vowels and diphthongs; 36% are inaccurate and inconsistent transliterations of consonants. In 11.6% of the shop names, ch was reduced to sh; and /g/ was transliterated in 3 ways. 13% of the consonant transliteration deviations occurred in words containing a silent letter. In 6%, the Arabic vowel was double. In 8%, compound shop names were spelled together (blended) in the Arabic transliteration; In 7%, foreign names from French, Italian, Japanese, and Turkish were transliterated as they are pronounced in English, not in the original language. Findings also showed variant spellings of the same name shop names especially from French, Italian and Turkish (Parfois بارفواه بافويس; Spring سبرينق سبرينج; Semit Sarai سميت/سيميت; Chocolate شوكلت/شوكليت). Results of a decoding test given to a sample of college students and faculty who have a low proficiency level in English showed that the subjects could decode shop names such as ماكدونالدر، بيرغر كينج، هارديز، كوستا، ساربكس.. نسكافيه بيرجر كينج، تويز ار اص، but had difficulty decoding , دولس قوستو, أدفنتورا, جارليشوز لاونج, أميريكان إيجل أوتفترز, أكسسوريز, بايليس, باربكيوتونايت, لولو سلبريت, ذا تشيلدرنز بليس and other. The students and faculty had difficulty decoding Arabic transliterations because they are not familiar with the shop name in the foreign language, and because of the absence of short vowels in the transliteration, which makes it difficult to pronounce the transliterated names correctly. Deviant transliterations are attributed to transliterators who are non-native speakers of Arabic, English and other foreign languages. Recommendations for accurate Arabic transliterations of foreign shop names in Saudi Arabia are given.
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Dissertations / Theses on the topic "English and Arabic"

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El-Badry, Nawal H. "Bilingual dictionaries of English and Arabic for Arabic-speaking advanced learners of English." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255346.

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Several aspects of bilingual lexicography of English with Arabic are investigated in this study. Responses from 499 subjects to a questionnaire survey are analyzed in order to acquire information concerning a number of issues. Among these are the image of the English-Arabic dictionary as perceived by this population as well as the habits of dictionary use that prevail among the respondents. The historical development of this type of dictionary is outlined and the theoretical background to Arabic-English lexicography is surveyed. Some interesting characteristics of the investigated population of dictionary users emerge, e. g. the vast scale of dictionary ownership and the great degree of enthusiasm for dictionary use. After the Introduction In Chapter I, Chapter II provides the historical perspective of bilingual dictionaries of Arabic and English. Chapter III surveys the theoretical background to the study and presents the empirical methods used. Chapters IV and V provide a discussion of the data gained from the dictionary user survey. Chapter VI forms the conclusion to the study which includes some recommendations. Areas such as bilingual lexicography with Arabic as a source language, and Arabic monolingual lexicography were found to be in urgent need of further investigation.
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Altakhaineh, Abdel Rahman Mitib Salim. "Compounding in modern standard Arabic, Jordanian Arabic and English." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3341.

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This study aims to identify types of compounds in Modern Standard Arabic (MSA) and Jordanian Arabic (JA) by applying the cross-linguistic criteria for compoundhood discussed in the relevant literature, with a special focus on English. These criteria -- orthographic, phonological, syntactic and semantic in nature -- have been proposed to make a distinction between compounds and phrases. The analysis reveals that the most reliable cross-linguistic criteria to distinguish between phrases and compounds in MSA, JA and English are adjacency and referentiality. With regard to the former criterion, no intervening elements can be inserted between the head and the non-head of compounds, whilst such insertion is allowed in phrases. With regard to the latter criterion, the non-head of a phrase is always referential, whereas the non-head of a compound is normally non-referential. Other criteria have been found to be partially applicable, e.g. compositionality, possibilities for modification and coordination, and free pluralisation of the non-head. In this study, I also suggest two reliable criteria that are exclusive to Arabic, or potentially Semitic languages in general. The first criterion is the appearance/absence of the possessive marker li-/la ‘for/of’ when the first element is definite. The second criterion deals with the appearance/absence of the possessive marker li-/la ‘for/of’ when the first element is preceded by a cardinal number. In applying the various criteria, several properties of compounding in MSA and JA are examined in detail, such as stress assignment, the behaviour of serial verbs and V + V compounds, headedness, and types of compounds based on Scalise and Bisetto’s (2009) classification. With respect to stress assignment, analysis shows that the default position of stress in both N + N compounds and phrases is on the first element. Concerning serial verbs and V + V compounds, the analysis shows that, although the distinction between them is not always clear-cut, V + V compounds are different from serial verbs with respect to the adjacency criterion. With regard to headedness, my study confirms that compounding in Arabic is predominantly left-headed. Regarding types of compounds, the Arabic data shows the usefulness of Scalise and Bisetto’s (2009) classification, which originally was proposed on the basis of data from 23 languages, excluding Arabic. Finally, the study proposes a definition for compounds that may be applicable cross-linguistically and concludes with recommendations for further research.
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Ruthan, Mohammed Qasem. "English Loanword phonology in Arabic." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1361.

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There has been an increase in interest among researchers in the study of loanword phonology, but only limited studies have been carried out on the phonology of English loanwords in Arabic. Thus, there is a need for more linguistic studies to shed light on the borrowing of English loanwords into Arabic. A significant issue that has been the subject of an ongoing debate is whether adaptation processes are part of perception or production. This study investigated the phonology of English loanwords in Arabic. In the process, it discussed the phonetic and phonemic approaches that have been controversial in loanword adaptation. The study questioned whether the absence of phonemes in the Arabic phonemic inventory equivalent to certain English target phonemes affected EFL and ESL learners' pronunciation of English loanwords differently. It also examined whether they substituted phonemes, and if so, whether the two groups of speakers used the same phonemes for substitution or used different ones. A list of 29 loanwords was compiled and used to examine the productions of 15 EFL learners from Salman University and 15 ESL learners from the Center for English as a Second Language in Southern Illinois University. Examining the effects of the Arabic Ll on the production of loanwords via transfer, approximation, the Markedness Differential Hypothesis, and Optimality Theory showed that these English loanwords had undergone certain phonological modifications. Both EFL and ESL learners reflected native Arabic phonological processes, while only ESL learners reflected universal patterns, such as VOT approximation, that followed neither the phonological system of Arabic nor that of English. Consequently, the findings of the study contribute to a better understanding of how both phonology and phonetics are related to English loanwords in Arabic. Further research is suggested to investigate different aspects of loanword phonology, such as the effects of orthography.
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Shaheen, Muhammad. "Theories of translation and their applications to the teaching of English/Arabic-Arabic/English translating." Thesis, Connect to e-thesis, 1991. http://theses.gla.ac.uk/637.

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Al-Amri, Khalid Hadi. "Arabic/English/Arabic translation : shifts of cohesive markers in the translation of argumentative texts : a contrastive Arabic-English text-linguistic study." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/1753/.

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Quwaider, Hussain M. "Idiomaticity in Arabic : towards a comparative exploration in English Arabic idiomaticity." Thesis, University of Bath, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299689.

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Almutiri, Ahmed Saad. "THE PRODUCTION OF ARABIC GEMINATE STOPS BY ENGLISH LEARNERS OF ARABIC." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1604.

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This study aims to investigate the developmental ability of beginning and advance L1 English learners of Arabic to pronounce standard Arabic geminate consonants when enrolled in a full time L2 program. The results showed that English learners produced shorter closure duration when pronouncing geminates. In particular, the beginners lengthened singletons more than the advanced learners did, while both groups of learners shortened geminates much more so than native speakers of Arabic. The advanced L1 English learners of Arabic produced longer geminate duration than beginners. The ultimate result was a smaller ratio between singleton and geminate consonants in comparison to native speakers of Arabic.
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Randall, Anthony Michael. "Recognising words in English and Arabic." Thesis, Birkbeck (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390017.

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Mustafa, Ali Mohammed. "Mixed-Language Arabic- English Information Retrieval." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6421.

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This thesis attempts to address the problem of mixed querying in CLIR. It proposes mixed-language (language-aware) approaches in which mixed queries are used to retrieve most relevant documents, regardless of their languages. To achieve this goal, however, it is essential firstly to suppress the impact of most problems that are caused by the mixed-language feature in both queries and documents and which result in biasing the final ranked list. Therefore, a cross-lingual re-weighting model was developed. In this cross-lingual model, term frequency, document frequency and document length components in mixed queries are estimated and adjusted, regardless of languages, while at the same time the model considers the unique mixed-language features in queries and documents, such as co-occurring terms in two different languages. Furthermore, in mixed queries, non-technical terms (mostly those in non-English language) would likely overweight and skew the impact of those technical terms (mostly those in English) due to high document frequencies (and thus low weights) of the latter terms in their corresponding collection (mostly the English collection). Such phenomenon is caused by the dominance of the English language in scientific domains. Accordingly, this thesis also proposes reasonable re-weighted Inverse Document Frequency (IDF) so as to moderate the effect of overweighted terms in mixed queries.
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Ryan, Ann Margaret Gitzean. "Vowel blindness in Arabic learners of English." Thesis, Swansea University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570310.

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Books on the topic "English and Arabic"

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Jane, Wightwick, ed. Arabic: English-Arabic, Arabic-English. New York: Hippocrene Books, 2004.

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Wortabet, John. Arabic-English, English-Arabic. New York, NY: Hippocrene, 1995.

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Ernest, Kay, and Multi-Lingual International Publishers, eds. Arabic computer dictionary: English-Arabic, Arabic-English. London: Routledge & Kegan Paul, 1986.

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Ernest, Kay, and Multi-lingual International Publishers, eds. Arabic military dictionary: English-Arabic, Arabic-English. London: Routledge & Kegan Paul, 1986.

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Elias, Elias A. English-Arabic, Arabic-English dictionary. New Delhi: Publications India, 1991.

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Harvey, Porter, ed. Pocket dictionary English-Arabic, Arabic-English. Beirut: Librairie du Liban, 1986.

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Wortabet, John. Arabic-English and English-Arabic dictionary. Beirut: Librairie du Liban, 1991.

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Ernest, Kay, and Multi-lingual International Publishers, eds. Arabic dictionary of civil engineering: English-Arabic, Arabic-English. London: Routledge & Kegan Paul, 1986.

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Rūḥī, Baʻlabakkī, ed. al- Mawrid dictionary: English-Arabic, Arabic-English. Beirut: Dar el-Ilm lil-Malayēn, 2005.

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Kayyālī, Māhir. Modern military dictionary: English-Arabic, Arabic-English. 2nd ed. New York: Hippocrene Books, 1991.

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Book chapters on the topic "English and Arabic"

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Holes, Clive. "Designing english-arabic dictionairies." In Language, Discourse and Translation in the West and Middle East, 161. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/btl.7.23hol.

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Almahasees, Zakaryia. "Holistic evaluation of English-Arabic translation." In Analysing English-Arabic Machine Translation, 49–76. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003191018-3.

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Almahasees, Zakaryia. "Error analysis for English-Arabic translation." In Analysing English-Arabic Machine Translation, 77–130. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003191018-4.

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Fattah, Mohamed Abdel, Fuji Ren, and Shingo Kuroiwa. "Text-Based English-Arabic Sentence Alignment." In Lecture Notes in Computer Science, 748–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-37275-2_94.

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Mustafa, Mohammed, and Hussein Suleman. "Mixed Language Arabic-English Information Retrieval." In Computational Linguistics and Intelligent Text Processing, 427–47. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18117-2_32.

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Hallman, Peter. "12. Passive in Arabic and English." In Morphology 2000, 149–60. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/cilt.218.13hal.

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Saraireh, Muhammad A. "Terminological inconsistensies in English-arabic translation." In Language, Discourse and Translation in the West and Middle East, 79. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/btl.7.14sar.

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Alzahrani, Mohammed. "Reading Arabic Texts in English Translation." In Teaching Literature in Translation, 111–22. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003105220-16.

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Alzahrani, Mohammed. "Reading Arabic Texts in English Translation." In Teaching Literature in Translation, 111–22. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003105220-16.

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Bensalah, Nouhaila, Habib Ayad, Abdellah Adib, and Abdelhamid Ibn El Farouk. "Improving Arabic to English Machine Translation." In International Conference on Advanced Intelligent Systems for Sustainable Development, 778–87. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-26384-2_69.

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Conference papers on the topic "English and Arabic"

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Ganayim, Deia. "Multilingualism and Handwritten Signature: The Case of Palestinian Arab Higher Education Students Israel." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.8-2.

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I examined the relationship between the vitality of language and identity as reflected in the language that Palestinian Arab students of higher education in Israel sign their handwritten signature. To this, I asked the following questions: Do Palestinian Arabs sign in Arabic, their mother tongue and native first language-L1 but still the language of minority for Palestinian Arabs in Israel? Do Palestinian Arabs sign in Hebrew, their second language-L2 but the language of the dominant majority on Israel and the language of most official documents if not all? Do Palestinian Arabs sign in English, the third language-L3 for those in Israel? Or, do Palestinian Arabs sign in a symbolic-logographic manner? I asked 843 Palestinian multilingual Arab students of higher education in northern, central, and southern Israel to sign their own handwritten signature. Their signatures were classified based on the signature language, into Arabic, Hebrew, English and Symbolic-Logographic (difficult to be classified into a specific language). Approximately 81% of the signatures were not in Arabic, the native firs language. The findings were unpredictable and may trigger further investigation of the interplay of multilingualism and majority / minority language interplay.
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Mukhametshina, Evelina, Tatiana Morozova, and Farida Shigapova. "TEACHING ARABIC LANGUAGE VIA ENGLISH." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1803.

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Seknedy, Mai El, and Sahar Fawzi. "Arabic English Speech Emotion Recognition System." In 2023 20th Learning and Technology Conference (L&T). IEEE, 2023. http://dx.doi.org/10.1109/lt58159.2023.10092295.

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AlKameli, A., and M. Liakata. "Subjectivity analysis of arabic-english wikipedia." In 3rd Smart Cities Symposium (SCS 2020). Institution of Engineering and Technology, 2021. http://dx.doi.org/10.1049/icp.2021.0857.

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Marcu, Daniel, Alex Fraser, William Wong, and Kevin Knight. "Language Weaver Arabic->English MT." In the Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1621804.1621828.

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Hailat, Taghreed, Mohammed N. Al-Kabi, Izzat M. Alsmadi, and Emad Al-Shawakfa. "Evaluating English to Arabic machine translators." In 2013 IEEE Jordan Conference on Applied Electrical Engineering and Computing Technologies (AEECT). IEEE, 2013. http://dx.doi.org/10.1109/aeect.2013.6716439.

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Alotaibi, Naif, and Mike Joy. "English-Arabic Cross-language Plagiarism Detection." In International Conference Recent Advances in Natural Language Processing. INCOMA Ltd. Shoumen, BULGARIA, 2021. http://dx.doi.org/10.26615/978-954-452-072-4_006.

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El Isbihani, Anas, Shahram Khadivi, Oliver Bender, and Hermann Ney. "Morpho-syntactic Arabic preprocessing for Arabic-to-English statistical machine translation." In the Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2006. http://dx.doi.org/10.3115/1654650.1654654.

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Hussein Ali Al-Fadhli, Dr Bushra. "THE SEMANTIC FUNCTIONING FOR THE CONTEXT IN BOTH ARABIC AND ENGLISH - CONTRASTIVE STUDY." In I. International Dubai Social Sciences and Humanities Congress. Rimar Academy, 2024. http://dx.doi.org/10.47832/dubaicongress1-4.

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Context is one of the most important clues to understand and explain texts correctly. The context has the most important role in a word’s acquisition of the intended meaning, in the light of the linguistic and lexical connotation of the word, as well as the verbal and status clues surrounding it. The attention of Arabic scholars was linked to the context, during their tireless work in clarifying the verses of the Holy Quran, trying to understand them and explore their depths. Explaining the Qur’anic texts became their primary concern to reach an accurate understanding of what was stated in the Book of God in terms of divine rulings, orders, and prohibitions. Knowledge of context among Arabs was linked to the efforts of Arabic scholars, including interpreters and others, while contextual theory in the West was linked to modern linguistic studies, which have been active in Europe since the beginning of the twentieth century, in addition to the emergence of theories of discourse analysis that flourished in the twentyfirst century. The research aims to identify the fundamental differences between the contextual and Quranic theory of Arabic scholars, and the contextual theory of Western scholars in the modern era
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Waked, Arifi N., Minnah Yassin, Reem Ahmad, and Maura Pilotti. "Phonological Awareness of Novel Phonemes and English-Language Reading Comprehension in EFL University Students." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17092.

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This study examines the relationship between phonological awareness of English-language phonemes not found in EFL students’ native language and their reading comprehension. Participants included 51 native speakers of Arabic who were all EFL learners. Participants were enrolled in an English-medium university following an American curriculum. Participants’ phonological awareness of three sounds was tested. The phoneme /f/, which is found in both English and Arabic, served as the baseline, whereas the test phonemes were /p/ and /ʊ/, which are not found in Arabic. Participants were then tested on a passage from the reading comprehension portion of the TOEFL exam. Higher scores on the reading comprehension task were positively correlated only with scores of awareness of the phoneme /p/. This finding indicates that explicit training in phonological awareness of novel consonant sounds may aid reading comprehension in EFL learners who are native speakers of Arabic.
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Reports on the topic "English and Arabic"

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Condon, Sherri, Dan Parvaz, John Aberdeen, Christy Doran, Andrew Freeman, and Marwan Awad. Evaluation of Machine Translation Errors in English and Iraqi Arabic. Fort Belvoir, VA: Defense Technical Information Center, May 2010. http://dx.doi.org/10.21236/ada576234.

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Keim, Deborah. An investigation of English spelling problems of Arabic-speaking students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6056.

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Darwish, Kareem, and Douglas W. Oard. CLIR Experiments at Maryland for TREC-2002: Evidence Combination for Arabic-English Retrieval. Fort Belvoir, VA: Defense Technical Information Center, February 2003. http://dx.doi.org/10.21236/ada452814.

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Owens, Janine, G. Hussein Rassool, Josh Bernstein, Sara Latif, and Basil H. Aboul-Enein. Interventions using the Qur'an to protect and promote mental health: A systematic scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0065.

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Review question / Objective: The aim of the study is to to identify interventions using the Qur'an to support mental health in Muslims. The question is How do interventions use the Qur'an to reduce psychological distress and promote mental health and wellbeing in Muslims? Eligibility criteria: Inclusion criteria: Evidence up to 31/03/22; Intervention studies; RCTs, quasi-experimental, longitudinal, cross-sectional and qualitative studies in English, French, or Arabic; Adults ≥18 years, Pregnant females attaining marriageable age ≥14; Studies focusing on the Qur’an, hadith and/or surah as a primary mental health intervention or Studies focusing on the Qur’an, hadith and/or surah as an additional form of therapy for mental health interventions. Exclusion criteria: Commentaries, narratives, editorial communications, opinion pieces, conference papers, government reports, guidance documents, book reviews, theses and dissertations, systematic, scoping, rapid and literature reviews, case studies; evidence in languages other than English, French or Arabic; Other types of studies focusing on children or adolescents; Studies excluding interventions using the Qur’an, hadith or surah or failing to differentiate between these areas and other interventions; Studies mentioning Qur’an, hadith or surah as an afterthought in the discussion.
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Kittana, Monia, Asma Ahmadani, Keith Williams, and Amita Attlee. Nutritional status and feeding behavior of children with autism spectrum disorder in the Middle East and North Africa Region: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0066.

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Review question / Objective: To elucidate the literature available regarding the nutritional status and feeding behavior in children with Autism Spectrum Disorder (ASD) in Middle East and North Africa (MENA) region. Condition being studied: Autism spectrum disorder (ASD), a neurodevelopmental condition characterized by persistent challenges in social interaction, speech, nonverbal communication, and repetitive/restrictive behavior. Eligibility criteria: Children from the MENA region diagnosed with ASD, of both genders, ages 2-19 years. Outcomes reporting either anthropometrics, serum nutrient levels, nutrient intakes, and/or feeding behaviors. Other inclusion criteria include the availability of full-length published articles in either English or Arabic. Articles presented in conferences, magazines, or newspapers are excluded. If the data are reported in more than one publication, the more recent is included.
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Shaba, Varteen Hannah. Translating North-Eastern Neo-Aramaic Idioms into English. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/creid.2023.002.

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North-eastern Neo-Aramaic (also known as NENA) languages and literature are a prosperous and encouraging field of research. They abound with oral traditions and expressions that incorporate various spoken forms including everyday language, tales, songs, chants, prayers, proverbs, and more. These are used to transfer culture, knowledge, and community values. Some types of oral forms are idioms and fixed expressions. Idioms are extremely problematic to translate for a number of reasons, including: cultural and linguistic differences between languages; their specific connection to cultural practices and interpretations, and the difficulty of transferring the same meanings and connotations into another language with accuracy. This paper explores how to define and classify idioms, and suggests specific strategies and procedures to translate idioms from the NENA dialect Bartella (a local Aramaic dialect in Nineveh Plain) into English – as proposed by Baker (1992: 63–78). Data collection is based on 15 idioms in Bartella dialect taken from the heritage play Khlola d baretle teqta (Wedding in the old Bartella). The findings revealed that only three strategies are helpful to transfer particular cultural conceptualisations: using an idiom of similar meaning and form; using an idiom of similar meaning but different form, and translation by paraphrasing. Based on the findings, the author provides individuals and institutions with suggestions on how to save endangered languages and dialects, particularly with regard to the religious minorities’ heritage. Key among these recommendations is encouraging researchers and scholars to direct translation projects and activities towards preserving minority languages with their oral heritage and cultural expressions, which are susceptible to extinction.
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Workplace health program intervention in Port Said, Egypt. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1029.

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This video describes an intervention conducted by the Evidence Project in Port Said, Egypt, aimed at increasing demand for private family planning health (FP/RH) services among young men and women (aged 18–35 years) who work in garment factories. In Port Said, the intervention was aimed at young garment factory workers, where selected factory workers were trained to serve as peer educators and to provide FP/RH messages to their co-workers, referring them to the infirmary nurse for more information and counseling, as needed. This nurse referred those who desired more services or FP methods to trained physicians and pharmacists. This video also describes how factory health committees were created to ensure sustainability of the program in each factory. This video, which is in Arabic with English subtitles, can be used to introduce a worker health program to factory leadership.
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Health Education Materials for the Workplace: Tools. Population Council, 2017. http://dx.doi.org/10.31899/sbsr2017.1007.

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Companies can derive many benefits from educating workers on health. Yet workplaces in many lower income countries have a need for easy-to-access, on-demand health education materials. The Evidence Project/Meridian in partnership with Bayer has developed a set of health education materials for these industrial and agricultural workplaces. The materials cover important health issues facing women and men workers: - Family Planning - Engaged Fathers and Health - Healthy Timing and Spacing of Pregnancy - Menstrual Hygiene - Handwashing These materials are designed to be printed at the workplace on desktop printers, making the materials easy to access and available on demand. They are available in English, Bengali (approved by the Ministry of Health), and Arabic. The materials, in color and black and white (to save on printing costs), come in three types: - Mini-Posters (MP), to be posted in public areas - Handouts (HO), for workers to take home and containing a bit more information - Supplemental materials (QA) to reinforce learning. Each workplace can determine how best to use these materials. The Implementation Guide gives workplace health staff and managers ideas for fitting the materials into their health promotion activities. There is also a User’s Guide for Brands/Retailers, NGOs and other interested parties explaining how the materials can be used in their workplace programs in global supply chains.
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