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Journal articles on the topic 'English and Arabic'
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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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Akki, Fouad, and Mohammed Larouz. "A Comparative Study of English-Arabic-English Translation Constraints among EFL Students." International Journal of Linguistics and Translation Studies 2, no. 3 (July 31, 2021): 33–45. http://dx.doi.org/10.36892/ijlts.v2i3.163.
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Because most of the previous research on translation constraints in English-Arabic-English translation has separately investigated English-Arabic and Arabic-English translation problems, the current study is meant to compare the constraints that EFL students face across the two translation types. To attain this objective, English-Arabic and Arabic-English tests were administered to forty-seven (N= 47) EFL students in two Moroccan university educational settings to measure their abilities in the two translation domains. The results reveal that the participants' scores in both versions are not at the expected ability level due to the obstacles they encounter in the translation process. The study also shows that having a good ability in the English-Arabic version cannot strongly predict a similar good ability in Arabic-English translation because of the different natures of the two languages, which suggests taking more care of the student’s proficiency in English and Arabic languages and exposing students to their distinctive aspects for the sake of coming up with accurate and appropriate translations. The study ends with implications for pedagogy and recommendations for future researchers.
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Albikri, Rawia, and Marwan Jarrah. "The Acquisition of Arabic and English Relative Clauses by L2 English and Arabic Learners." Dirasat: Human and Social Sciences 49, no. 5 (September 15, 2022): 534–48. http://dx.doi.org/10.35516/hum.v49i5.2776.
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This study explored the acquisition of Arabic and English relative clauses by L2 English and Arabic learners. It examined the extent to which the Noun Phrase Accessibility Hierarchy (NPAH) (Keenan and Comrie 1977) and the Markedness Differential Hypothesis (MDH) (Eckman 1977) account for the acquisition of English and Arabic relative pronouns by English and Arabic L2 learners. Twenty Arabic-speaking learners of English and twenty English-speaking learners of Arabic were selected. To this end, four different tasks were used in this regard, namely the Sentence Combination task, the Multiple-Choice task, the Picture Description task, and the Grammaticality Judgement task. The results of this study showed that Arabic learners of English were able to comprehend and produce relative pronouns successfully. However, their performance was found to be affected by the system of relative pronouns of Arabic. For example, they were found better in producing who than whom. Additionally, the study found that the performance of Arabic learners of English was influenced by the type of the task (i.e., Sentence Combination Task is harder than the Multiple-Choice Task). On the other hand, the English-speaking learners of Arabic (i.e., the L2 Arabic group) produced and comprehended the Arabic relative pronouns easily despite their L1 language interference. The overall results showed that the NPAH and the MDH were able to predict the mistakes made by L2 learners of Arabic and English.
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Arubaiy’a, Uhoud F. "Investigating the Impact of L2 Attainment on L1 Attrition: The Case of Saudi Children Studying in International Schools in Saudi Arabia." Journal of Language Teaching and Research 14, no. 6 (November 1, 2023): 1670–79. http://dx.doi.org/10.17507/jltr.1406.26.
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Despite the significant body of research in linguistics, there has been limited exploration of the attrition or retention of the first language in a homeland after a person ceases to use or learn it. However, this phenomenon has become apparent in the Saudi community, particularly in the younger generation who are losing their mother tongue (L1) despite living in their homeland. To address this issue, the present study focuses on L1 attrition and examines lexical disfluency in the oral production of Arabic among 36 Saudi children living in Saudi Arabia. They are L1 Arabic speakers who learned English as their second language L2 while studying in international schools from grade one to six. The study compares the level of their Arabic proficiency to that of other Saudi children studying in national schools. The latter group speaks Arabic as their L1 and English as a foreign language. The aim of the study is to identify the extent to which exposure to English as L2 affects the oral production of Arabic among L1 Arabic speakers. This study is significant because the loss of L1 can result in the erosion of cultural identity and the weakening of social ties within a community (Genesee, 2008). The study provides insights into the factors that contribute to L1 attrition. This can inform efforts to preserve Arabic language and culture in Saudi Arabia, particularly among younger generations who are at risk of losing their L1. The results showed high level of attrition in the attritor group.
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S. Al-Qadi, Nassir. "English False Cognates: An Embedded Factor in EFL Learning by Arab Adolescents." International Journal of Arabic-English Studies 8, no. 1 (January 1, 2007): 123–40. http://dx.doi.org/10.33806/ijaes2000.8.1.9.
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The study aimed to determine if Arab adolescents associate English words as false cognates with their Arabic homophones in English as Foreign Language (EFL) learning. It also investigated whether these individuals associated the meaning of the English false cognates with the meaning of their Arabic homophones in EFL learning. Two tests – Sound Association and Meaning Association – were designed and administered. Each test was composed of at least ten clear English false cognates. These false cognates were taken from English textbooks of the study subjects which were used in the initial three years of English language study from 7th grade up to 9th grade in public schools in Saudi Arabia. The subjects were around 100 Saudi Arabian adolescents studying at the 10th grade level. Results revealed that the subjects associated English false cognates with their Arabic homophones in EFL learning. Such an association positively correlated with the association done by eight Saudi Arabian English instructors. However, no significant correlation was found between the meaning of English false cognates and the meaning of their Arabic homophones. Results also revealed how the English false cognates have been embedded in EFL learning by Arab adolescents. It is hoped that the results will be useful for the student population at large, that is, all Arab adolescents in EFL learning at a similar level. Recommendations for teaching English false cognates to Arab adolescents include training with sound association drills and meaning association techniques..
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Woidich, Manfred, and Alan S. Kaye. "Nigerian Arabic-English Dictionary." Journal of the American Oriental Society 108, no. 4 (October 1988): 663. http://dx.doi.org/10.2307/603172.
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Fox, Andrew, and Alan S. Kaye. "Nigerian Arabic-English Dictionary." Language 64, no. 4 (December 1988): 836. http://dx.doi.org/10.2307/414603.
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Ismail, Sherif H. "Arabic Literature into English." Interventions 17, no. 6 (January 6, 2015): 916–31. http://dx.doi.org/10.1080/1369801x.2014.994546.
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Comrie, Bernard. "Nigerian Arabic-English Dictionary." Lingua 83, no. 4 (April 1991): 361–62. http://dx.doi.org/10.1016/0024-3841(91)90062-a.
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Kabli, Hanan Mohammed. "The Role of L2 Input in the Acquisition of English Non-Pleonastic Constructions to Reset L1 Parameters by Saudi Arabic Speakers." World Journal of English Language 13, no. 5 (March 17, 2023): 1. http://dx.doi.org/10.5430/wjel.v13n5p1.
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This study examines the acquisition of non-pleonastic English constructions by first-language (L1) Saudi Arabic speakers in second language (L2) English comprising two types of pleonasm: acronym pleonasms and semantics pleonasms. It is known that Arabic speakers tend to use redundant expressions in their native language to emphasize their ideas or clarify foreign terms. This study focuses on whether advanced Saudi Arabic speakers can reset their L1 parameters in the final state of English non-pleonastic construction acquisition. The acceptability judgment task was devised to elicit participants’ judgments on these two types of pleonasms. Two groups joined the study: advanced Saudi Arabic speakers as the experiment group (n=40) and native English speakers as the control group (n=32). The experiment’s results suggested that the advanced Saudi Arabic speakers failed to reset the L1 parameters in their judgments on acronym pleonasms. However, the findings showed the Saudi Arabic speakers’ performance resembled that of the native English speakers with respect to semantics pleonasms. This study reveals that Saudi native speakers transfer their L1 properties in their L2 acquisition and fail to access UG to restructure their grammar because they lack extensive exposure to the L2 input of these constructions. The study supports the full transfer hypothesis in the acquisition of L2 constructions. In conclusion, this study provides valuable recommendations to the educational system in Saudi Arabia for implementing these constructions in curricula to enhance L2 input.
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Dickins, James. "The pervasiveness of coordination in Arabic, with reference to Arabic>English translation." Languages in Contrast 17, no. 2 (September 19, 2017): 229–54. http://dx.doi.org/10.1075/lic.17.2.04dic.
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Abstract This article analyses aspects of the greater use of coordination in Modern Standard Arabic as compared to English, illustrating this through Arabic>English translation. It argues that Arabic ‘favours’ coordination linguistically, textually and rhetorically, as follows: 1. The linguistic resources of Arabic favour coordination while those of English favour subordination – whether these are lexical (Arabic و wa- and ف fa- vs. English ‘and’), or semantic (the possibility of backgrounding coordinated clauses in Arabic compared to the marginality of backgrounded coordinated clauses in English); 2. Accompanying Arabic textual norms, e.g. (near-)synonym repetition and chained coordination, favour coordination while those of English favour subordination; 3. Further associated ‘rhetorical semantic’ uses of coordination are found in Arabic, e.g. hyperonym-hyponym repetition and associative repetition, which do not exist in English; 4. These extended usages further entrench coordination as a norm in Arabic as compared to English.
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Wakin, Jeanette, and Wilson B. Bishai. "A Computer Dictionary of Literary Arabic: Arabic-English." Journal of the American Oriental Society 110, no. 4 (October 1990): 776. http://dx.doi.org/10.2307/602934.
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Ali, Eman Awni. "Code-alternation to Arabic Among Arabic-English Bilinguals." International Journal of Linguistics 15, no. 2 (April 27, 2023): 149. http://dx.doi.org/10.5296/ijl.v15i2.20786.
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This study aims to analyze the alternation from English, viz. a foreign language, to Arabic, viz. the subjects’ first language, in interviews conducted with Arabic-English bilinguals. The subjects are twenty graduate students in the Department of English Language and literature at the University of Jordan. Based on their bilingual profiles, the subjects are identified as being coordinate, i.e. school, bilinguals. The results of the study reveal that code-alternation to Arabic is not frequently used in the interviews. The analysis further indicates that the most common form of code-alternation is codeswitching and that most of the instances of codeswitching are classified as tag switches that serve the function of marking interjections.
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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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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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Almuhaysh, Marwan A. "Impact of First Language Transfer on the Use of English Prepositions by Arab English Learners." Journal of World Englishes and Educational Practices 4, no. 2 (June 27, 2022): 80–96. http://dx.doi.org/10.32996/jweep.2022.4.2.7.
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This study aims to investigate the overuse of English prepositions by Arabs caused by first language transfer among high school, university, and graduate-level students who study English as a foreign language in Saudi Arabia. The researcher developed the research tool of multiple-choice questions to be responded to by the study participants, including five hundred thirty-one persons of the mentioned research community. It has been found after the analysis of responses of the study participants that the greater the students' competence level, the less impact the first language transfer has on second language acquisition. In this study, the researcher recommends that the student should be taught more about the different meanings and usage of prepositions in English and Arabic. In addition, more comparative linguistic research between English and other languages, such as Arabic, should be encouraged to help students understand how prepositions are used in each language.
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Hamdan, Mahmood Ibrahim. "Translating Quranic Metaphor into English." JOURNAL OF LANGUAGE STUDIES 2, no. 3 (August 22, 2023): 79–97. http://dx.doi.org/10.25130/jls.2.3.5.
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The aim of this paper is to highlight metaphor in both Arabic and English languages as well as to explore the main problems encountered in translating Arabic metaphor into English. The present paper tries to underline the strategies followed by translators from different cultures as they tackle this culture-bound subject and how failing to notice this rhetorical device may produce fallacious translation.The paper hypothesizes that perfect translation of Arabic metaphor necessitates a good knowledge of Arabic and English cultures. The correct choice of translation strategy adopted would make the TL receptor experience the same effect experienced by the SL receptor. The paper hypothesizes that , by the virtue of the cultural breach that lies between Arabic and English, the inexpert translators would produce literal translation in their attempt to translate Arabic metaphor. Consequently, they would adhere to the form at the expense of the meaning.
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Al-Jarf, Reima. "Variant Transliterations of the Same Arabic Personal Names on Facebook." International Journal of English Language Studies 4, no. 4 (December 17, 2022): 79–90. http://dx.doi.org/10.32996/ijels.2022.4.4.11.
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This study aimed to explore variant transliterations of the same Arabic names in English by Arabic native speakers on Facebook; to find the distribution of English variant transliteration of Arabic names; the types of variant transliterations produced by Arabic speakers; the strategies they utilize in transliterating their names to English; and the sources of the variations in the English transliteration of the same Arabic name. A sample of 112 names with a total of 332 variant transliterations and 1139 occurrences (repeats) was collected from the author’s friends on Facebook. It was found that 59% of the Arabic names have 2 variant transliterations in English and 26% have 3 variants transliterations. Names with the highest number of variant transliterations are الجرف (35), محمد (7); محمود, يوسف, شريف, (6); نور نورة شيماء (5). Variants with the highest occurrences are الجرف (154), محمد (153); احمد (90); Ali (67); محمود (53); هناء & السيد(19). In 97% of the names in the sample, the variants differ in how the vowels/diphthong are represented in the English transliteration because Arabic and English differ in the number of vowels, vowel quality and vowel articulation. Arabic has 3 long vowels, 3 short vowels and 2 diphthongs, whereas English has 12 vowels and 8 diphthongs. In transliterating their names, Arabic consonant sounds for which two English graphemes exist were spelled differently. There are variations in transliterating Arabic surnames with the Arabic definite article /al/. In 18% of the names in the sample, the subjects transferred the Arabic spelling to the English transliteration of their names. The short vowel was not represented in the English transliteration. In 15%, the subjects transliterated their names the way they pronounce them in their local dialect (El-Garf in Egypt; Aljerf in Syria and Aljuruf in Palestine), not as the name is pronounced in Standard Arabic. In 17%, the subjects with a background in French transferred the French phoneme-grapheme representations of vowels and consonants to the English transliteration (Hicham, Aouatef). The study gives some recommendations for the correct transliteration of Arabic names to English.
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Almoayidi, Khedir. "Phonological Account of English Loanwords Adapted by Qunfudhah Arabic Dialect Speakers (QAD)." Arab World English Journal For Translation and Literary Studies 7, no. 2 (May 24, 2023): 67–82. http://dx.doi.org/10.24093/awejtls/vol7no2.5.
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The current study aimed to investigate, descriptively, how English loanwords become part of Qunfudhah Arabic Dialect (QAD), an Arabic dialect spoken in the southern part of Saudi Arabia. Hundreds of English loanwords were collected using different resources such as social media posts, news articles, blogs, every-day interactions, and shop signs. The purpose was to find out the triggering motive used by QAD speakers to adapt English loanwords. In other words, the paper sought to answer this question: what phonological rules do the QAD speakers implement to adapt the English loanwords? Using the descriptive data analysis method, the results revealed that English loanwords have been phonologically adapted to fit into the host system using a number of processes to map English consonants and vowels into the recipient language. QAD speakers exercised several modifications to produce an Arabic sound on the foreign consonants (English in this situation) by targeting the manner, place, and voicing. Vowels, on the other hand, were mapped according to the height, tensity, or backness using a number of rules such as monophthongization, lengthening, or position shift. All these processes were used by QAD speakers to more easily produce the foreign sounds, especially those sounds which differ from their own system (marked ones). The result of the current study should add more insights into the body of the literature and pave the way for researchers to investigate this Arabic dialect thoroughly.
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Sayer, Inaad Mutlib. "Adverbial Infinitive in English and its Counterpart in Arabic with Reference to Translation." Journal of University of Human Development 3, no. 3 (August 31, 2017): 562. http://dx.doi.org/10.21928/juhd.v3n3y2017.pp562-569.
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This paper tackles adverbial infinitive in English and its counterpart in Arabic with reference to translation. The aim of the paper is to highlight the points of similarity and diffirence between English and Arabic as far as adverbial infinitive is concerned. The paper also aims at giving suggestions for translating English adverbial infinitive into Arabic and vice versa. The procedure followed in the present paper is to directly compare between the uses of the English infinitive as adverbial and their Arabic equivalent uses to find out in what aspects they are similar and in what aspects they are different. Syntactically, the results show that infinitive in both English and Arabic can be used as adjunct; however, only in English the infinitive can be disjunct or conjunct. Semantically, the infinitive in both languages can express purpose, result, time, reason, condition, exception, and preference. However, there are differences in the details of the uses of the infinitive in each language. Yet, only English has infinitive as comparison, and only Arabic has infinitive as similarity. The study has provided suggestions for translating English adverbial infinitive into Arabic and for translating the Arabic counterpart of English adverbial infinitive into English.
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Abdullah Bukhar, Shahinaz. "The Impact of Raising Awareness of Arabic and English Word Order Differences on Arabs’ English Use." Arab World English Journal 13, no. 1 (March 24, 2022): 342–51. http://dx.doi.org/10.24093/awej/vol13no1.22.
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English is a language with a rigid word order, whereas Arabic is more flexible. Canonical English word order is often a challenge for users whose first language is flexible. This study explores how Arabic learners transfer their knowledge of Arabic word order styles into the English language, and it compares Arabic learners’ use of English word order before and after raising learners’ awareness of Arabic and English word order differences. The significance of this study is manifested in its employment of both Error Analysis and Contrastive Analysis to determine priorities for efforts. The study employed an action research design to investigate the impact of adapting Galperin’s teaching model alongside explicit teaching of differences in Arabic and English word order. Four Arabic English language teachers and 142 Saudi students participated in the present study. The participating students were taking a beginning-level English course at a Saudi university. Through mixed-method approaches, the findings of the pretest and posttest showed that some learners used their knowledge and experience of Arabic standard and slang word order to compose sentences in English. This study concludes that the intervention helps Arabic learners avoid committing word order errors, as the posttest scores are better than the pretest scores at a statistically significant level.
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Oveesa, Farooq, Amin Kak Aadil, and Jehangir Sumaya. "Expats using english with undergraduates in saudi arabian universities: issues and solutions." i-manager’s Journal on English Language Teaching 12, no. 2 (2022): 31. http://dx.doi.org/10.26634/jelt.12.2.18467.
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English is a global language and is used in educational institutions in English and non-English-speaking countries. The quality and effect of English as a Foreign Language (EFL) instruction at the undergraduate level in Saudi Arabia is a kind of challenge for the students as well as the teachers. It is a fact that English is an internationally intelligible language and is used as a lingua franca in Gulf countries where expat teachers and students have different L1 (native language) and use English to communicate with each other. Taking EFL undergraduate students into consideration, English is the language which helps them to convey their message to the instructor and vice versa, particularly in an atmosphere where the instructor is not Arabic. English is a common means of communication. A majority of people show an interest in learning English in order to communicate on an international, professional level. The basic function of English is communication. Speaking English allows one to opt for foreign universities and an opportunity to work abroad where English is spoken. This piece of work focuses on the use of English as a medium of instruction in the English classes of undergraduate EFL students in Saudi Arabia and the communication problems faced by both the teachers and the students. The paper also discusses the perceptions or points of view from both teachers and students towards giving preferences for using English, Arabic, or both and their frustrations and positive responses towards using English as a medium of instruction. The data was collected from 50 participants, of whom 30 were students and 20 were teachers. Undergraduate students and their English teachers responded to a questionnaire which was administered to know their perceptions about using English as a Medium of Instruction and the effect of the Arabic on their English. The paper finally discusses some solutions according to the data perceived by teachers and students for using English as a medium of instruction and also gives some recommendations which will improve their English learning skills at an early stage.
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Al-Jarf, Reima Saado. "Multiple Arabic Equivalents to English Medical Terms." International Linguistics Research 1, no. 1 (June 24, 2018): p102. http://dx.doi.org/10.30560/ilr.v1n1p102.
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Translation of medical texts poses several challenges to undergraduate student-translators due to multiple Arabic equivalents to English medical terms. For medical terms such as clinical, intensive care, polyp, and osteoporosis several Arabic equivalents exist. A sample of English medical terms with multiple Arabic equivalents was collected from several English-Arabic medical dictionaries to find out the types of multiple Arabic equivalents given, the shortcomings of Arabic equivalents, and the difficulties that students have with multiple Arabic equivalents. Two lists of categories with definitions and examples were developed and used in classifying and evaluating the equivalents. In addition, students answered an Arabic medical terminology test and responded to a questionnaire-survey to find out their difficulties. Results of the analysis and evaluation of the Arabic equivalents, medical terminology test, and responses to the questionnaire-survey are reported in detail. Recommendations for translation instruction are also given.
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Abdelkarim, Majda Babiker Ahmed, and Ali Albashir Mohammed Alhaj. "Stylistic and Cultural Problems Encountered in Translating Quranic Arabic Pun tawriya التورية into English: A Linguistic Contrastive Study." Technium Social Sciences Journal 40 (February 11, 2023): 630–43. http://dx.doi.org/10.47577/tssj.v40i1.8493.
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The translation is one of the most crucial and great cross-lingual and multicultural practices. One of these practices is the translation of Arabic puns into English in general and Quranic Arabic pun tawriya in particular which are the most vivid and sparkling parts of any tongue. Rendering Quranic Arabic pun tawriya into English increases many critical stylistic and cultural problems and challenges in renderings; these problems and challenges are attributable to the varying renditions of Arabic and English puns and the misunderstandings between the obvious references of a pun with obscure references, which could lead to a predetermined amount of ambiguity. This research paper assays to search stylistic and cultural problems confronted in translating Quranic Arabic pun tawriya التوريةinto English and to determine the translation procedures exerted in rendering the Quranic Arabic puns from Arabic into English. The study displayed translating the Quranic Arabic pun tawriya التوريةinto English and the equivalence of this Qur’anic Arabic pun is arduous and tricky. The results of the research paper also revealed that literal translation, zero translation, and a pun to non-pun translation are not always relevant and apt for rendering Quranic Arabic pun tawriya التوريةinto English because they have not efficiently maintained the dual meaning of the Qur’anic Arabic pun (QAP) into the Qur’an English pun (QEP).
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Al-Jarf, Reima. "Gemination Errors in Arabic-English Transliteration of Personal Names on Facebook." International Journal of Linguistics Studies 2, no. 2 (December 5, 2022): 163–70. http://dx.doi.org/10.32996/ijls.2022.2.2.18.
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This study aimed to explore how Arabic native speakers transliterate personal names containing geminates to English on social media and what transliteration anomalies they produce. A sample of 406 English transliterations of Arabic personal names with geminates by Arabic native speakers was compiled from Facebook and analyzed to find out the percentage of Arabic names in which geminates were transliterated into double consonants correctly; the percentage of Arabic names in which geminated consonants were reduced to a singleton consonant in the English transliteration; and the percentage of Arabic names where a singleton consonant was doubled in the English transliteration. It was found that one third of the Arabic name tokens with geminates were transliterated correctly, i.e., the geminated consonant in Arabic was represented by a double consonant in the corresponding English transliteration as in compound names (Abdullah, Noureddin) and Nassar, Algammal, Alqattan, Allam, Hagga and son. In 41% of the name tokens, the geminate was represented by a single consonant in the corresponding English transliteration as in Amouna, Amool, Elzahar, Hamam, Elnagar, Sedeek, Fatouh. In 26% of the English transliterations, a single consonant was doubled in the corresponding transliteration, although the Arabic name has no geminates and the consonant is pronounced as a single phoneme as in Ahmmed, Anass, Ossama, Quassem, Sammar, Wissam, Yassin, Youniss. The most commonly geminated consonant was the s which comprised 23% of the tokens. Since Arabic geminates are spelled with a single consonant and a diacritical mark ّ that is not usually shown in the written form used by Arab adults, Arabic speakers tended to transfer the spelling of Arabic geminates into a single consonant in English. They also overgeneralized double consonants in the English transliteration of Arabic names that are pronounced with a single consonant phoneme. Recommendations for improving the transliteration competence of personal names by Arabic native speakers on social media are given.
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Handoko, Handoko. "HELPING STUDENTS OF ARABIC DEPARTMENT OR PESANTREN LEARN THE ENGLISH DERIVATION." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 10, no. 1 (August 13, 2015): 35. http://dx.doi.org/10.18860/ling.v10i1.3031.
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Presenting the comparative description of English derivation and Arabic derivatives, this paper is intentionally purposed to help students to understand the English derivation. Most of students, especially the students of Arabic department or students who are familiar with Arabic as they have learned before, regard that English language is difficult to learn. To solve this problem, the writer provides a comparative study by using Arabic as another language that he knows. This paper constitutes an exploratory study of derivatives in both English and Arabic, provides procedures in teaching English derivation to the students who have basic knowledge<strong> </strong>in Arabic, and then gives reflection and conclusion.
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Muhammad, Zulfikri. "التقابل اللغوي بين اللغة العربية و الإنجليزية." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 2, no. 1 (June 5, 2018): 59. http://dx.doi.org/10.29300/im.v2i1.1258.
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Although Arabic and English comes from a different clumps, Arabic is included in the Semitic language family and still related to the Hebrew language, while English is included in Germanic or better known as Anglo Saxons, but there are also points of similarity between Arabic and English. The comparison between Arabic and English is more famous in the world and interested to discuss in order to facilitate Language Learning. In this article the author discusses the similarities and differences between Arabic and English in terms of pattern or structure of sentence formation
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Alwreikat, Emad Abedalaziz, and Kamariah Yunus. "THE USE OF PREPOSITIONS IN ARABIC AND ENGLISH: A COMPARATIVE STUDY." International Journal of Education, Psychology and Counseling 5, no. 35 (June 5, 2020): 31–37. http://dx.doi.org/10.35631/ijepc.535004.
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Arabic and English are derived from different language families. While Arabic belongs to the Semitic family, English belongs to Germanic languages (Alhaj, 2015). Consequently, these two languages are supposed to have dissimilar prepositional structures. The methodology used in this study to comprehend these variances and resemblances regarding prepositions in Arabic and English, the researcher conducted a comparative study among these two prepositional systems. The objective of this paper is not to prove or disprove this claim. Its main focus is finding out how this syntactic feature is dealt with in English and Arabic in general and the contrast in the use of prepositions in both languages. To achieve this aim, the research makes use of the English categories of prepositions and gives the Arabic equivalents, in some cases, there is no Arabic equivalent because English prepositions are more than Arabic ones.
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Eltaif, Sua'ad Abd Al-Rahman. "Velarization in English and Arabic." Journal of Tikrit University for Humanities 29, no. 11, 1 (November 10, 2022): 24–43. http://dx.doi.org/10.25130/jtuh.29.11.1.2022.25.
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The current study tackles the phenomenon of velarization both in English and Arabic. Velarization means raising the back of the tongue towards the soft palate in which the mouth becomes full of resonance of the sound. Velarization or (Al-Tafkheem ) is one of Al- Tajweed rules which requires specific performance. The problem of this study is the multiple letters of Arabic velarization with various features and exits which are not like English .
This study aims at making a comparison between English and Arabic, presenting the definitions , the means of occurring of this process , the organs of speech used to perform it and to search the degree of similarity and difference between the two languages. This study hypothesizes that the properties of velarization in both languages are different, the sounds of velarization in English and Arabic have different places of articulation and there are aspects totally dissimilar.
The data are collected from various English and Arabic references. This study includes two figures of dark and light / l / in both languages, examples to clarify the explanation and a diagram which summarizes the phenomenon of Al-Tafkheem in Arabic.
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Dewey, Dan P., R. Kirk Belnap, and Rebecca Hillstrom. "Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners’ Perspectives." Frontiers: The Interdisciplinary Journal of Study Abroad 22, no. 1 (January 15, 2013): 84–110. http://dx.doi.org/10.36366/frontiers.v22i1.320.
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In this paper, we explore language use, social network development, and language acquisition by second learners of Arabic in Jordan and Morocco. Students in these programs reported speaking, listening to, and writing as much English as Arabic during study abroad, but they reported reading more Arabic than English. While patterns indicated similar levels of use of English and Arabic in general, questions focusing on learners' use of language with more familiar friends and acquaintances indicated learners thought they used Arabic more than English with these native friends. Regarding English language use, learners felt that speaking English with natives often created opportunities to interact in Arabic as well. Students’ Arab social networks tended to be small, but there was considerable variation in these networks. The closer their friendships with natives, the more likely students were to report gains in Arabic. English proficiency of friends and acquaintances in one’s social network, degree of friendship, and time spent speaking with people outside of this network predicted language proficiency development.
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Kheryadi, Kheryadi, Abdul Muin, and Ahmad Habibi Syahid. "Hedges in English and Arabic Metadiscourse Utility in Academic Writing: A Contrastive Analysis." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 14, no. 2 (December 31, 2022): 308–23. http://dx.doi.org/10.24042/albayan.v14i2.12144.
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This current study has increased the amount of studies on metadiscourse features in English and Arabic, as well as cultural groupings, by examining the usage of hedging in linguistic research articles published in English and Arabic. The technique was qualitative, with a corpus of 40 articles from six linguistics journals used. This study aimed to identify similarities and differences in the use of hedges in native English and native Arabic linguistics research publications. Hyland's taxonomy of metadiscourse markers was used to analyze the language categories. The contrastive analysis of English and Arabic in this article was a systematic investigation of language pairs to uncover differences and similarities. Arabic articles are not more dominant than English articles in the Hidges structure. The result showed that hedges in English is greater than in Arabic research articles. From those findings, it might have a substantial influence on the teaching and learning of Arabic as a foreign language in English context.
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Al-Jarf, Reima. "Arabic and English Loan Words in Bahasa: Implications for Foreign Language Pedagogy." Journal La Edusci 2, no. 4 (September 15, 2021): 23–35. http://dx.doi.org/10.37899/journallaedusci.v2i4.445.
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Many Arab students are currently pursuing their education at Malaysian institutions, and they have to study Bahasa Malaysia as a university requirement to be able to communicate with people in the local community. Therefore, this study aims to help Arab students learn Bahasa easily as Bahasa contains many loan words from Arabic and English. This article gives Arab students examples of Arabic and English loan words with which they are familiar and shows them the different phonological adaptations of Arabic and English loan words in Bahasa as the Arabic, English and Bahasa sound systems are different. A corpus of non-technical Malay words that are commonly encountered in public places in Malaysia was collected and analyzed. A contrastive analysis of Arabic and Malay, and English and Malay phonological systems was performed. Different homogenization processes are applied to Arabic and English loan words depending on the differences between Arabic and Malay, and English and Malay. Examples of Arabic loan words in Malay are: menara, Sabtu, Ahad, Akhir, tahniya. Examples of English loan words in Bahasa are: stesen, kelab, tren, kompleks, imigresen, destinasi. Further implications for learning Bahasa Malaysia by Arab students are given.
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Al-Jarf, Reima. "Absence of Vowels in the English Spelling of Arabic Personal Names on Social Media." International Journal of English Language Studies 5, no. 4 (October 27, 2023): 88–97. http://dx.doi.org/10.32996/ijels.2023.5.4.7.
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Many users of social media from different countries and speaking different languages that use non-Latin orthography such as Arabic choose to transliterate their first name and surname in Romanized script, vis English. Due to the differences between the user’s native language and English in vowels and consonants and how they are pronounced, some people make vowel and consonant errors in the English spelling of their names due to the user’s proficiency level in English and their awareness level of the grapheme-phoneme correspondences in their native as well as English language. This study aims to investigate vowel omissions in the English spelling of Arabic personal names, what kind of vowels are omitted, location of the missing vowels, why educated Arabs omit vowels in the English spelling of their names, whether vowel omissions are attributed to transfer from the native language (Arabic) or lack of competence in English spelling. Analysis of a sample of Arabic personal names with missing vowels in their English spelling showed that in the vast majority of misspelled names, one short vowel is missing. In most cases, the missing short vowel is fatha /a/ in the first syllable of the name. It seems that educated Arabs transfer the Arabic vowel system to English. The Arabic orthographic system has 3 long vowels represented by written letters ا و ي /a:, i:, u:/ and 3 short vowels that are represented by diacritics which are pronounced but not shown in the written form of Arabic words. In addition, omission of short vowels in the English spelling of Arabic names may be attributed to how the name is pronounced in the dialect of the Arabic speaker, not how it is pronounced in Standard Arabic, especially when the vowel is in the initial syllable of some surnames. Vowel deletion may also be due to insufficient proficiency in English and lack of contrastive knowledge of the Arabic and English vowel and spelling systems. Examples of transliterated personal names with missing vowels, explanations, causes, and recommendations for more accurate spelling in English are given.
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Alqahtani, Abdullah. "The Lack of Qualified EFL Teachers in Saudi Schools: A Qualitative Interview Study." English Language Teaching 14, no. 11 (October 13, 2021): 24. http://dx.doi.org/10.5539/elt.v14n11p24.
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Despite teaching English language in Saudi Arabia for 6 decades, yet the outcomes are unsatisfactory. In this article, the lack of qualified English teachers in Saudi Arabia is the main reason for causing that issue. To address the issue, this study attempts to understand how untrained teachers have a negative influence on students' performance and competence. Unstructured interviews were conducted with students from two Saudi schools to reflect on the problems and obstacles that Saudi pupils encounter as a result of their incompetent instructors. Instead of interviewing instructors, we interviewed students to know the strategies, methods, and techniques employed by their teachers, which resulted in their incapacity to improve. According to the participants, the majority of English teachers in Saudi schools speak Arabic in English lessons rather than English. They also employ traditional approaches such as the teacher-centered method. They educate and explain in English, but when they reach a major obstacle, they immediately switch to Arabic as an efficient option. The study's findings highlight the necessity of having trained teachers to teach English in EFL programs in Saudi Arabia. The study's objective is to demonstrate that instructors are at the heart of the issues that affecting students' growth and how to assist them to overcome those problems.
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Roig-Marín, Amanda. "Spanish Arabic loanwords in late Middle and early Modern English." SELIM. Journal of the Spanish Society for Medieval English Language and Literature. 25, no. 1 (September 29, 2020): 173–85. http://dx.doi.org/10.17811/selim.25.2020.173-185.
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The influx of Arabic vocabulary into English has received relatively scarce attention in the past: Taylor (1934) and Cannon Kaye (1994) remain classic lexicographical works, but few subsequent investigations have monographically tackled the Arabic lexical legacy in English. This article concentrates on the Spanish Arabic influence on English, that is, on Arabic-origin lexis specifically used in the Iberian Peninsula as well as on the vocabulary which was mediated by Spanish at some point in its history from Arabic to its adoption into the English language. It assesses two sets of data retrieved from the Oxford English Dictionary and examines the most frequent routes of entry into the English language (e.g. Arabic Spanish French English) and the larger networks of transmissions of these borrowings throughout the history of the language, with particular attention to the late medieval and early modern periods.
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Ruthan, Mohammed Q. "Absence of English Phonemes from Arabic; The Impact on EFL and ESL learners’ Production of Loanwords." World Journal of English Language 12, no. 6 (July 12, 2022): 105. http://dx.doi.org/10.5430/wjel.v12n6p105.
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The present study aims to address whether the absence of foreign English phonemes from the Arabic phonemic inventory have impacts of EFL and ESL learners’ pronunciation of English loanwords differently. The study adopts a comparative approach, seeking to examine whether the two groups of learners used the same or different phonemes for substituting or approximating the target phonemes. 28 English loanwords were utilized to test the productions of 15 learners at Salman Bin Abdul-Aziz University, Saudi Arabia (EFL) and 15 learners at the Center for English as a Second Language in Southern Illinois University, USA (ESL). Probing the impact of the learners’ L1, Arabic language, on the production of loanwords via numerous theories and frameworks such as transfer, approximation, and the Markedness Differential Hypothesis showed that these English loanwords underwent certain phonological modifications. Both EFL and ESL learners showed transfer from L1 to L2, native Arabic phonological processes, while only ESL learners showed a universal pattern, such as VOT approximation. That is, both EFL and ESL learners substituted /v, ɹ, tʃ/ with /f, r, ʃ/, but they differed in their production of /p/. While EFL learners substituted /p/ with /b/, ESL learners reflected approximated sound to /p/.
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M Alhamdan, Alaa Hamdan. "Structural Patterns of Multilingual Codeswitching between Arabic and English." International Journal of Applied Linguistics and English Literature 8, no. 3 (May 31, 2019): 93. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.93.
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As multilingualism is increasingly embraced in Saudi Arabia, the inevitable practice of codeswitching is a topic of heated debate. While it has been the subject of strong-held beliefs and opinions, established scholarly work is needed to enlighten the understanding of this use of languages. Hence, this study explored naturally occurring data of the codeswitching use of Arabic and English by multilingual Arab students as they attend Arabic weekly cultural seminar sessions during their temporary stay and study in the US. It captures their codeswitching use via video recordings and subjected to linguistic analyses on three levels: whole text-level, sentence-level and morpheme-level, with the implementation of the mixed-method approach. The findings revealed that the linguistic analysis of 523 codeswitching occurrences found in the data revealed the structural complexity and variety of codeswitching as a linguistic resource available to multilinguals fluent in Arabic and English. Occurring spontaneously and rather unpredictably in multilingual interactions, it disproved common Saudi and other perceptions of it as a form of language offense and careless linguistic behavior.
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Farghal, Mohammed. "Arabic Euphemism in English Translation." International Journal of Arabic-English Studies 6, no. 1 (January 1, 2005): 57–70. http://dx.doi.org/10.33806/ijaes2000.6.1.5.
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The present study aims to address the translatibilty of Arabic euphemisms into English by investigating Arabic euphemizing strategies and their potential English counterparts. It establishes the construct that euphemism is a pragmatic feature with translational relevance that concerns the degree of politeness between SL and TL. Arabic and English are shown to largely operate comparable strategies including meataphorical expressions, circumlocutions, remodeling, ellipsis, and under-/overstatements, despite the fact that there are some register complications that must be taken into consideration when translating between the two languages. The paper also shows that some euphemistic Arabic expressions are doomed in English translation for lack of correspondence, leaving the translator with only the option to utilize some compensatory strategies..
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Farghal, Mohammed. "Arabic Conservatism versus English Openness." International Journal of Arabic-English Studies 4, no. 1 (January 1, 2003): 141–52. http://dx.doi.org/10.33806/ijaes2000.4.1.9.
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The paper shows that Arabic conservatism contrasts sharply with English openness. While English opens up freely to colloquial varieties as well as other languages of the world, Arabic retreats to itself in search of purity of expression. It is argued that the roots of this contrast have more to do with different linguistic traditions than the real state-of-affairs. In particular, the tendency of English, as opposed to Arabic, for description rather than prescription of linguistic data had far-reaching consequences in this regard Further, it is shown that socio-political realities in the cultures of English and Arabic play a key role in the choice between throughargumentation and counter-argumentation..
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JABAK, Omar. "Proposed Taxonomy of Strategies for Translating English Proverbs into Arabic." Journal of Translation and Language Studies 3, no. 2 (July 17, 2022): 37–49. http://dx.doi.org/10.48185/jtls.v3i2.507.
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The present study aimed to provide a proposed taxonomy of strategies for translating English proverbs into Arabic. The proposed taxonomy classified the strategies for the Arabic translation of English proverbs into five, depending on the form and meaning of proverbs and the availability of equivalent proverbs in Arabic. The strategies are an exact match between English and Arabic proverbs, a match except for key culture-specific and environment-specific words, a complete mismatch in form with intact meaning, equivalent lines of Arabic poetry to some English proverbs and literal translation with or without an explanation. The taxonomy was applied to a sample of English proverbs with their Arabic equivalents per the classification of translation strategies suggested in this study.
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Strohmeier, Andy, Lauren Olson, Riam Almukhtar, Kinga Szigeti, David Schretlen, Renee Cadzow, and Ralph Benedict. "210 Preliminary Validation of the Arabic Global Neuropsychological Assessment." Journal of Clinical and Translational Science 7, s1 (April 2023): 64–65. http://dx.doi.org/10.1017/cts.2023.283.
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OBJECTIVES/GOALS: Language is the main barrier to equitable access of neuropsychological resources. In our preliminary study, using an Arabic translation of the Global Neuropsychological Assessment (GNA), we assessed 27 Arabic-speaking participants and compared them to English-speaking controls. Our goal was to assess the Arabic GNA’s validity and feasibility. METHODS/STUDY POPULATION: The Global Neuropsychological Assessment (GNA) is a brief 15-minute assessment of cognition. 27 Arabic-speaking participants were recruited and assessed with the GNA and an Arabic translation of the Montreal Cognitive Assessment (MoCA) by community health workers (CHWs). 17 English-speaking participants GNA data were gleaned from a previous validation study and compared to the Arabic sample via independent samples t-tests. Correlations between the GNA sub-tests and Arabic-translated MoCA are reported in the Arabic-speaking sample. RESULTS/ANTICIPATED RESULTS: ): Independent samples t-tests revealed that Arabic and English-speaking groups significantly differed on education (Arabic: M = 10.3, SD = 3.4, English: M = 15.4, SD = 2.43 t(41) = 6.2, p < .05) but not age (p > .05). A one-way ANCOVA model controlling for education revealed that Arabic and English-speaking groups were not significantly different in any GNA subtest (all p’s > .05) except for the perceptual comparison task (Arabic: M = 22.4, SD = 6.9, English: M = 38.4, SD = 9.9, p < .05). Arabic GNA subtests correlated with each other as expected. Logical memory delayed recall was modestly correlated with the MoCA total score (r = .386, p < .05). DISCUSSION/SIGNIFICANCE: Our preliminary results suggest that the Arabic translation of the GNA is suitable for assessment of Arabic-speaking individuals. Brief educable assessments like the Arabic GNA are essential to meet the needs of these English new language populations and reduce the need for live translations that reduce the reliability of assessment.