Journal of King Saud University - Languages and Translation最新文献

The study investigates the phonotactics of coda consonant clusters in Modern Standard Arabic CVCC syllable from the perspective of the Sonority Sequencing Principle (SSP). Based on around 500 CVCC lexical items listed in The Hans Wehr Dictionary of Modern Written Arabic, and on Hogg and McCully’s (1987) sonority scale, the study provides an exhaustive quantitative account of all possible coda manifestations which have been found in this study to fall into three major categories: conformity (42%), sonority reversals (49%), and sonority plateaus (9%). The study specifies and thoroughly exemplifies the patterns and subpatterns under each, and concludes, given the 58% of violation, that SSP is not a reliable phonological predictor for the sequencing of the consonant clusters in Modern Standard Arabic CVCC coda, contrary to long standing phonological assumptions that put much weight on the explanatory adequacy of this principle.

At the time of the Crusades from 1096 to 1291 the Arab culture was superior in almost all areas of Western culture: in medicine, astronomy, mathematics, and especially in literature. Later, during the period of the Enlightenment, Classical and Romantic periods, won the Arabic literature a special place with some great German writers as part of the so-called “world literature” or “universal poetry”: it reminds us of Johann Georg Hamann (1730–1788), Johann Gottfried Herder (1744–1803), Johann Wolfgang von Goethe (1749–1832) and Friedrich von Schlegel (1772–1829). All these persons are, in fact, as an important stimulator of Rückert, with his great preoccupation with the oriental literature in general and the Arab in particular. The aim of my present study, then, is to elucidate the influence of the Arab culture and literature to the great German poet Friedrich Rückert and translation destroy. Such an attempt might – I am aiming in fact – be a significant contribution to a better mutual understanding in the field of intercultural dialogue between Germans and Arabs (the theme “Intercultural Dialogue” interested me for a long time).

The study discusses and evaluates the pidginization theory and shows, through various standard and extensive references, how it relates to Second/Foreign language learning. In the introductory statements, the definition and sources of pidgin(ization) are illustrated. This is followed by background studies with special reference to the authors who have explored this sociolinguistic phenomena.

In the discussion section, the linguistic characteristics of the pidginization theory are minutely examined in the context of Second and/or Foreign language learning. In this section, association between some variables such as linguistic universal and simplification, which dominate the structure of pidgin languages and their pedagogic significance, are examined.

Finally, in the concluding remarks it is reasonably inferred that there is an analogy between pidginization theory and the early stages of Foreign/Second language acquisition, and Creolization (i.e. end result of pidginization) and the later stages of Foreign/Second language acquisition.

The surface syntactic similarities between sentences containing defining relative clauses and appositive clauses make them candidates for confusion by Arab students of English. This paper’s main claim is that, in spite of the seemingly surface similarities between these clauses, both structures can be shown to belong in completely different areas of nominalization. Some of these differences will be accounted for via syntactic argumentation at three levels of analysis: the head noun, the complementizer, and the clause. To do so, the paper will focus and make use of well-known syntactic argumentation, which consists in deleting, moving, and shifting round the various parts of the sentences object of this study. The objective of such syntactic testing is to assist Arab students of English in indulging into syntactic argumentation to discriminate between these types of sentences in their linguistics-related courses especially syntax courses.

There is a large body of research concerning recognition memory, but very few studies investigated its role in acquiring the necessary competencies and language skills that work as indicators of second language/L2 development. This paper attempts to critically and profoundly present the major research findings in this area and its implications and pedagogic contributions to the area of language learning, in an endeavor to shed light on the current successful and influential practices in this area of research which are incremental to second language learning development.

The purpose of this study is to find out the impact of using multimedia on students’ academic achievement in the College of Education at King Saud University. This study’s effort is to answer the following questions:

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  What is the impact of using multimedia on students’ academic achievement in the “computer & its use in education” curriculum?

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  Are there any statistically-significant differences between the average marks of the experimental group & that of the control group in the pre & post measurements of students’ academic achievement in the school of Education?

To this end, an experiment of two equivalent groups was designed, one of the groups is experimental & the other is control; each of them consists of 20 female students. The lecture was given to the first group using a computer presentation program which uses multimedia treated as an experimental group, while the second group was given the same lecture using the traditional method which uses the dialog & discussion technique treated as a control group.Both groups were subjected to pre & post tests in the subject tackled by the lecture. The analysis result of the pre test showed no statistically-significant differences, which in turn proves the equivalence of the two groups. Meanwhile, the analysis result of the post test showed the following: There are statistically-significant differences between the experimental group and the control group at a significance level of 0.05 for the interest of the experimental group.

Both groups were subjected to pre & post tests in the subject tackled by the lecture. The analysis result of the pre test showed no statistically-significant differences, which in turn proves the equivalence of the two groups. Meanwhile, the analysis result of the post test showed the following: There are statistically-significant differences between the experimental group and the control group at a significance level of 0.05 for the interest of the experimental group.

The main purpose of the present study is to review and analyze the relationship between reading comprehension and critical thinking. The specific theatrical issues being discussed include schema theory as a rational premise for the connection between reading comprehension and critical thinking, cognitive development processes, critical thinking: its nature and definitions, critical thinking: skills and dispositions, and critical thinking and reading comprehension. The results revealed that: (1) there is well established relationship between reading comprehension and critical thinking, (2) schema theory provides a rational premise for that relation, and (3) there is no consensus regarding the definition of critical thinking which might be interpreted as a lack of an accepted framework for critical thinking.

Linguistic studies of intertextuality and assertion pose the question of belief systems available to language users. Although not all utterances in a text are easily read as assertions, one can argue that all translated utterances are textual assertions. Still, the making of the Translated Text may benefit from various sources other than the Source Text.

Using a hermeneutic textual approach, the present paper studies assertion in language and translation through examining the complex intertextual relations and sources which characterize the translator’s assertions. It studies George Sale’s English translation of the Holy Quran in light of three sources: ST sources, Marracci’s Latin translation, commentaries on Arabic sources, and personal communication.

The paper reveals that the source of an utterance is complex and detrimental to the status of the assertions made by the source. The source can be (1) divine, (2) external neutral, (3) external adversary, (4) external opaque (unspecified by speaker), and (5) translator/interpreter. Assertion types relate to the source and show various degrees of commitment to truth: (1) divine assertion, (2) neutral assertion, (3) claim assertion, (4) counterclaim assertion, (5) translational assertions.

Parallel structures, lexical choices and informational additions, show that Sale’s English translation made direct use of Marracci’s Latin translation. Sale also used a complex network of sources including Arabic speaking informants. The study shows that translational assertions are the translator’s own assertions, and hence, Sale’s assertions cannot have the power of the Divine Word of God. Still, Sale’s great contribution lies in interpreting his sources and in the creative formulation of a standard English translation.

This study aims at investigating the effect of computer-assisted language instruction on Saudi students learning of English at King Saud University. The software used was prepared by the researchers. The sample of the study consisted of 60 students randomly selected from King Saud University and assigned to experimental and control groups. Data were collected within an eight-week period via a pre-posttest design for equivalent groups. The findings of the study indicated that using computer-assisted English language instruction alongside the traditional method has a positive effect on the experimental group students’ achievement.

This paper presents a phase-based analysis of the derivation of the status constructus (or construct state). That analysis is built on two arguments. First, I contend that a construct state in Classical/Standard Arabic contains a phase the head of which is K. Second, I claim that the head noun is a full indefinite DP the functional projection of which is similar to regular definite DPs. I maintain that a process of repeated External Merge merging the genitive phrase with the head noun culminates in a KP. Because of a ban on the co-occurrence of two syntactic functional projections of the same type in the same Spell-Out domain, I argue that the head noun is moved via Internal Merge from the complement of the phase head K to the edge of the phase. Since K is a phase boundary, it provides protection for the head noun DP from the genitive phrase DP, allowing the phase domain to be spelled out. That the genitive phase DP must be assigned only a genitive case, while the head noun DP can be assigned any one of the three cases can be derived from Chomsky’s (1998, 1999, 2001) Phase Impenetrability Condition.