Pub Date : 2023-07-21DOI: 10.36892/ijlls.v5i2.1362
Syrine Jerbi
Arab Americans living in the United States are represented in the intriguing and varied body of Arab American Literature. It is a diverse and significant body of writing that reflects the experiences and perspectives of Arab Americans in the United States. It explores powerful examples of how difficult it is to deal with identity, heritage, and belonging concerns in a diverse community. Arab American writers, from Ameen Rihani to Naomi Shihab Nye, have made creative contributions with their viewpoints, illuminating the rich tapestry of life in Arab America in everything from provocative novels to tender poetry and perceptive essays. However, Arab American authors have faced numerous challenges, including prejudice, stereotypes, language barriers, and limited publishing opportunities. Despite these obstacles, they have persisted in using their literary works as a means of self-expression, cultural preservation, and empowerment. To promote the visibility and acknowledgment of Arab American voices, readers, institutions, and literary communities must actively support and endorse Arab American authors and their work. Arab American Literature contributes to a more inclusive and interconnected society, dispelling myths and fostering empathy and understanding across cultural divides.
{"title":"Unveiling the tapestry of Arab American writings","authors":"Syrine Jerbi","doi":"10.36892/ijlls.v5i2.1362","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1362","url":null,"abstract":"Arab Americans living in the United States are represented in the intriguing and varied body of Arab American Literature. It is a diverse and significant body of writing that reflects the experiences and perspectives of Arab Americans in the United States. It explores powerful examples of how difficult it is to deal with identity, heritage, and belonging concerns in a diverse community. Arab American writers, from Ameen Rihani to Naomi Shihab Nye, have made creative contributions with their viewpoints, illuminating the rich tapestry of life in Arab America in everything from provocative novels to tender poetry and perceptive essays. However, Arab American authors have faced numerous challenges, including prejudice, stereotypes, language barriers, and limited publishing opportunities. Despite these obstacles, they have persisted in using their literary works as a means of self-expression, cultural preservation, and empowerment. To promote the visibility and acknowledgment of Arab American voices, readers, institutions, and literary communities must actively support and endorse Arab American authors and their work. Arab American Literature contributes to a more inclusive and interconnected society, dispelling myths and fostering empathy and understanding across cultural divides.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44413553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.36892/ijlls.v5i2.1342
Saleh Abduh Naji Ali, Ibraheem Nagi Ahmed Tagaddeen
Many Arabic texts are written without diacritics. However, in some contexts this raises the high level of homography and in turn presents difficulties for machine translation programs. Homographs are words which are spelled identically but have different meanings and are mostly pronounced differently. To avoid the problem of homography, words require to be diacriticized. Thus, the main objective of the study is to assess the ability of machine translation (henceforth MT) in rendering diacritical words from Arabic into English with special reference to translating Yemeni literature into English. This study will also compare the translations of three MT programs, namely, (Reverso, Systran Translate and Free Translation Online) to find out which program is close to the original meaning of the source language texts. Further, the study aims to identify some causes that stand behind errors of translating diacriticized words that result from the mentioned programs. To achieve these aims, descriptive, analytical and comparative methods were followed by the researcher. Thus, the three common and modern MT programs, Reverso, Systran and Free Translation Online were selected to translate some diacriticized words. Then, some excerpts with their contexts were taken from the two Yemeni works, The Hostage (Ar-rahinah) (???????) by the Yemeni famous writer Zayd Muttee Dammaj and the Yemeni book Yemeni Wealth from Popular Proverbs ?????? ??????? ?? ??????? ??????? by the Yemeni writer Muhammad Al-Adimi. The chosen samples were inserted into these MT programs to be electronically translated and then analyzed and discussed qualitatively and quantitatively. The study has concluded that MT encountered the problem of diacritics in Arabic texts; as a result most of the time MT programs failed in recognizing diacritics on letters. Thus, most of the programs' translation results were incorrect and did not concord with the original meaning. It can also be concluded that Free Translation Online program produced the least errors of the three programs and Systran mistranslated all the diacriticized excerpts. These errors can be attributed to absence of programs which contain the diacritic system of Arabic.
{"title":"Effect of Diacritics on Machine Translation Performance: A Case Study of Yemeni Literature","authors":"Saleh Abduh Naji Ali, Ibraheem Nagi Ahmed Tagaddeen","doi":"10.36892/ijlls.v5i2.1342","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1342","url":null,"abstract":"Many Arabic texts are written without diacritics. However, in some contexts this raises the high level of homography and in turn presents difficulties for machine translation programs. Homographs are words which are spelled identically but have different meanings and are mostly pronounced differently. To avoid the problem of homography, words require to be diacriticized. Thus, the main objective of the study is to assess the ability of machine translation (henceforth MT) in rendering diacritical words from Arabic into English with special reference to translating Yemeni literature into English. This study will also compare the translations of three MT programs, namely, (Reverso, Systran Translate and Free Translation Online) to find out which program is close to the original meaning of the source language texts. Further, the study aims to identify some causes that stand behind errors of translating diacriticized words that result from the mentioned programs. To achieve these aims, descriptive, analytical and comparative methods were followed by the researcher. Thus, the three common and modern MT programs, Reverso, Systran and Free Translation Online were selected to translate some diacriticized words. Then, some excerpts with their contexts were taken from the two Yemeni works, The Hostage (Ar-rahinah) (???????) by the Yemeni famous writer Zayd Muttee Dammaj and the Yemeni book Yemeni Wealth from Popular Proverbs ?????? ??????? ?? ??????? ??????? by the Yemeni writer Muhammad Al-Adimi. The chosen samples were inserted into these MT programs to be electronically translated and then analyzed and discussed qualitatively and quantitatively. The study has concluded that MT encountered the problem of diacritics in Arabic texts; as a result most of the time MT programs failed in recognizing diacritics on letters. Thus, most of the programs' translation results were incorrect and did not concord with the original meaning. It can also be concluded that Free Translation Online program produced the least errors of the three programs and Systran mistranslated all the diacriticized excerpts. These errors can be attributed to absence of programs which contain the diacritic system of Arabic.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46730072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.36892/ijlls.v5i2.1234
K. Othman
This study was carried out with the participation of forty-seven (47) high school students who were required to take English in order to continue their education at the university level. The participants were asked to respond to a given questionnaire composed from (5) axes, each axis has many items, the target was to explore the effect of watching YouTube on listening skills. Their responses were analyzed statistically, the results showed that some students were aware of the importance of listening skills and few do not have the sufficient perception about how these videos can help them. Their ability to interact with the speaker was showed as one of the most required skills, mastering this skill helps the students to interact with speakers. Students' ability to process information has been boosted by watching YouTube videos, and most will speak up if the presenter requests it, but many still struggle to come up with an appropriate answer to what was said, and many more are unable to adapt to differences in delivery style. We recommend watching the videos in the accompanying table.
{"title":"Exploring the Impact of YouTube Videos on Improving Listening Skills for EFL Secondary School Students in Sudan","authors":"K. Othman","doi":"10.36892/ijlls.v5i2.1234","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1234","url":null,"abstract":"This study was carried out with the participation of forty-seven (47) high school students who were required to take English in order to continue their education at the university level. The participants were asked to respond to a given questionnaire composed from (5) axes, each axis has many items, the target was to explore the effect of watching YouTube on listening skills. Their responses were analyzed statistically, the results showed that some students were aware of the importance of listening skills and few do not have the sufficient perception about how these videos can help them. Their ability to interact with the speaker was showed as one of the most required skills, mastering this skill helps the students to interact with speakers. Students' ability to process information has been boosted by watching YouTube videos, and most will speak up if the presenter requests it, but many still struggle to come up with an appropriate answer to what was said, and many more are unable to adapt to differences in delivery style. We recommend watching the videos in the accompanying table.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42310036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.36892/ijlls.v5i2.1357
Rashidah Albaqami
Recent research has shown that learners demonstrate huge variability in second language (L2) end-state attainment. While some L2 learners attain native-like command, others only attain an undeveloped command and some stuck in between. It is also assumed that early learners often surpass owing to Lenneberg’s Critical Period Hypothesis (1967) that proposes that early onset often advance L2 development. This study investigates the extent to which, age is associated with mastering the target language among late versus early Arabic-English bilinguals. Specifically, this study concerns itself with the issue of how Arabic-English bilinguals typically perceive the right ordering of multiple consecutive adjectives (e.g., the small yellow bird). A considerable amount of literature has established that L2 learners encounter challenges in mastering the right sequence of adjectives, particularly when there are several adjectives modifying a single noun. To determine how Arabic-learners of English perceive English descriptive adjective orderings, this study observes whether an earlier age of first contact with English enhances the learners’ accuracy and the reaction time. To test this assumption, the intuitions of two groups of early (n=8) vs. late (n=8) Arabic-English bilinguals in the United Kingdom (i.e. Leeds) were compared for English descriptive adjective ordering preferences through a Speeded Acceptability Judgment Task (SAJT). The participants were requested to show their ordering preferences for a couple of multi-adjective strings (n=16). The findings suggested that early Arabic-English bilinguals significantly outperformed late Arabic-English bilinguals in terms of exhibiting native-like ordering preferences. The study concludes that early exposure is more likely to facilitate mastering the target system and that it generally accelerates L2 development. This study also concludes that accuracy and response time may reflect the L2 development. The study suggests a number of pedogeological implications for teaching and learning an L2.
{"title":"Mastering English Multiple Adjectives Ordering among Early versus Late Second Language Speakers: Evidence from Arabic-English Bilinguals","authors":"Rashidah Albaqami","doi":"10.36892/ijlls.v5i2.1357","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1357","url":null,"abstract":"Recent research has shown that learners demonstrate huge variability in second language (L2) end-state attainment. While some L2 learners attain native-like command, others only attain an undeveloped command and some stuck in between. It is also assumed that early learners often surpass owing to Lenneberg’s Critical Period Hypothesis (1967) that proposes that early onset often advance L2 development. This study investigates the extent to which, age is associated with mastering the target language among late versus early Arabic-English bilinguals. Specifically, this study concerns itself with the issue of how Arabic-English bilinguals typically perceive the right ordering of multiple consecutive adjectives (e.g., the small yellow bird). A considerable amount of literature has established that L2 learners encounter challenges in mastering the right sequence of adjectives, particularly when there are several adjectives modifying a single noun. To determine how Arabic-learners of English perceive English descriptive adjective orderings, this study observes whether an earlier age of first contact with English enhances the learners’ accuracy and the reaction time. To test this assumption, the intuitions of two groups of early (n=8) vs. late (n=8) Arabic-English bilinguals in the United Kingdom (i.e. Leeds) were compared for English descriptive adjective ordering preferences through a Speeded Acceptability Judgment Task (SAJT). The participants were requested to show their ordering preferences for a couple of multi-adjective strings (n=16). The findings suggested that early Arabic-English bilinguals significantly outperformed late Arabic-English bilinguals in terms of exhibiting native-like ordering preferences. The study concludes that early exposure is more likely to facilitate mastering the target system and that it generally accelerates L2 development. This study also concludes that accuracy and response time may reflect the L2 development. The study suggests a number of pedogeological implications for teaching and learning an L2.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45803938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.36892/ijlls.v5i2.1255
R. Agbayani
Transitivity relates to clause as representation. It concerns the processes, participants, and circumstances. Processes are the principal ingredient of the clauses and they are represented by verbs. The chief focus of this study is placed on quantitatively and qualitatively describing the transitivity processes found in 492 randomly selected automobile advertisements from various sources. The manner car advertisement designers illustrate the various transitivity processes are exhibited especially in communicating the themes of their advertising goals. Results of textual analysis confirm that the six types of transitivity processes are embedded in the auto ads. The domination of relational process can be construed from the strategic goal of advertisers of enticing the people’s interest to yield a positive response from them. The high frequency of material process is apparently due to the aims of car advertisers at causing the public to do an action, that is, to purchase the advertised product (i.e., car). Mental process recorded a promising third highest frequency, whereas, the three least prioritized transitivity types are existential, verbal, and behavioral processes. Therefore, the use of transitivity or verb processes in automobile advertisements allows its creative writers to converse their beliefs, purposes, principles, and authorities as specified by their strong assertions or claims in the ads.
{"title":"Transitivity Processes in the Discourse of Automobile Advertisements","authors":"R. Agbayani","doi":"10.36892/ijlls.v5i2.1255","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1255","url":null,"abstract":"Transitivity relates to clause as representation. It concerns the processes, participants, and circumstances. Processes are the principal ingredient of the clauses and they are represented by verbs. The chief focus of this study is placed on quantitatively and qualitatively describing the transitivity processes found in 492 randomly selected automobile advertisements from various sources. The manner car advertisement designers illustrate the various transitivity processes are exhibited especially in communicating the themes of their advertising goals. Results of textual analysis confirm that the six types of transitivity processes are embedded in the auto ads. The domination of relational process can be construed from the strategic goal of advertisers of enticing the people’s interest to yield a positive response from them. The high frequency of material process is apparently due to the aims of car advertisers at causing the public to do an action, that is, to purchase the advertised product (i.e., car). Mental process recorded a promising third highest frequency, whereas, the three least prioritized transitivity types are existential, verbal, and behavioral processes. Therefore, the use of transitivity or verb processes in automobile advertisements allows its creative writers to converse their beliefs, purposes, principles, and authorities as specified by their strong assertions or claims in the ads.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45003971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.36892/ijlls.v5i2.1314
Abdelghani El Mitry
This paper examines the portrayal of Morocco in American culture throughout different historical periods. Its main objective is to provide a critical analysis of cultural encounters, particularly focusing on how the American perspective shapes the representation of Morocco as the “Other.” The aim of this paper is not only to highlight the various textual and visual depictions influenced by Orientalist discourse used to represent the country and its people, but also to explore America's historical involvement in the narrative of Orientalism. The examination of American and Western perceptions of Morocco leads to a discussion on Edward Said’s Orientalism, reconsidering some of its theoretical limitations. Specifically, Said's neglect of American Orientalist knowledge systems and the oversight of American fair exhibits in shaping popular Victorian perceptions of the Orient. The paper also addresses Orientalism’s failure to critically engage with the agency of natives within an orientalized context and its limited exploration of how the Oriental Other, when displaced to the center, reacts and acts, as well as the implications of the Orient transitioning from the “Other” to the “Self” and from the margins to the center of the paradigm
{"title":"THE OTHER MOROCCO: HOW AMERICA PERCEIVES THE ORIENT","authors":"Abdelghani El Mitry","doi":"10.36892/ijlls.v5i2.1314","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1314","url":null,"abstract":"This paper examines the portrayal of Morocco in American culture throughout different historical periods. Its main objective is to provide a critical analysis of cultural encounters, particularly focusing on how the American perspective shapes the representation of Morocco as the “Other.” The aim of this paper is not only to highlight the various textual and visual depictions influenced by Orientalist discourse used to represent the country and its people, but also to explore America's historical involvement in the narrative of Orientalism. The examination of American and Western perceptions of Morocco leads to a discussion on Edward Said’s Orientalism, reconsidering some of its theoretical limitations. Specifically, Said's neglect of American Orientalist knowledge systems and the oversight of American fair exhibits in shaping popular Victorian perceptions of the Orient. The paper also addresses Orientalism’s failure to critically engage with the agency of natives within an orientalized context and its limited exploration of how the Oriental Other, when displaced to the center, reacts and acts, as well as the implications of the Orient transitioning from the “Other” to the “Self” and from the margins to the center of the paradigm","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42256925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.36892/ijlls.v5i2.1257
Nagendra Kottacheruvu
Students often spend hours studying through textbooks, practising grammatical exercises, and maybe even viewing the occasional streaming series in the target language in order to acquire proficiency in it. Many individuals, however, are unaware that working on vocabulary is just as crucial, if not more so, than working on grammar when it comes to learning a target language. However, those who do understand the need to learn vocabulary often come across numerous challenges in learning it. The main aim of this study was to investigate effective ways of learning and enhancing vocabulary through surveys and interviews with postgraduate students at Maulana Azad National Urdu University (MANUU).
{"title":"English Vocabulary Enhancement Strategies for ESL Learners: A Study","authors":"Nagendra Kottacheruvu","doi":"10.36892/ijlls.v5i2.1257","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1257","url":null,"abstract":"Students often spend hours studying through textbooks, practising grammatical exercises, and maybe even viewing the occasional streaming series in the target language in order to acquire proficiency in it. Many individuals, however, are unaware that working on vocabulary is just as crucial, if not more so, than working on grammar when it comes to learning a target language. However, those who do understand the need to learn vocabulary often come across numerous challenges in learning it. The main aim of this study was to investigate effective ways of learning and enhancing vocabulary through surveys and interviews with postgraduate students at Maulana Azad National Urdu University (MANUU).","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42722878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.36892/ijlls.v5i2.1298
Hicham Elass, Hanan Bennoudi
The transition from the text to the figure of the translator has been a substantial paradigm shift in Translation Studies amidst the cultural and sociological turns of the present context. Not only does current research shift the focus towards studying translation as a socially and ideologically situated activity, governed by various sociocultural and cognitive factors, but it also emphasizes the translator’s role as an active agent of change—an activist. This article explores the hermeneutic positioning of the translator in the realm of Quran translation, aiming to retrieve the active role of the translator from the shackles of the dominant Western models of sacred translation and the exegetical tradition in which the practice of Quran translation is deeply entrenched. The study emanates from the premise that the practice of Quran translation lacks a consistent approach that strikes a balance between the Quran along with its interrelated systems of exegetical authority and the vital position of the translator, as an exegetical interpreter, in the hermeneutic process of translating the Quran. Inspired by Mohammed Abed Al-Jabri’s Quranic hermeneutics, the study advances a middle-way translational approach to Quran translation that spares the confusion and contradictions surrounding the legitimation of the Quran’s interpretation/translation, the significations of exegetical translation (tarjama tafs?riyya), and the problematic embrace of the mainstream Western definition of translation and its inherent negative bearings on the role of the Quran translator. Thus, the article posits that the retrieval of the translator’s central hermeneutic positioning not only hinges on rethinking the translation as/and interpretation of the Quran but also on disconnecting the practice of Quran translation from the Western models of sacred translation to make room for special consideration of the hermeneutic implications of the Arabic term tarjama (translation) as it was practiced in early Islamic history as a form of tafs?r (exegesis) and/or ta’w?l (interpretation) in reference to the sacred text.
在当前语境的文化和社会学转向中，从文本到译者形象的转变是翻译研究的一次实质性范式转变。当前的研究不仅将重点转移到研究翻译这一受各种社会文化和认知因素支配的社会和意识形态活动上，而且还强调了译者作为变革的积极推动者——活动家的作用。本文探讨了译者在《古兰经》翻译领域的解释学定位，旨在从西方主流神圣翻译模式和《古兰经翻译实践》根深蒂固的训诫传统的束缚中找回译者的积极作用。这项研究的前提是，《古兰经》的翻译实践缺乏一种一致的方法，无法在《古兰经及其相关的训诫权威体系和译者作为训诫口译员在翻译《古兰经的训诫过程中的重要地位之间取得平衡。受穆罕默德·阿贝德·贾布里（Mohammed Abed Al Jabri）的《古兰经》解释学的启发，本研究提出了一种中间翻译方法，以避免围绕《古兰经的解释/翻译的合法性、训诫翻译的意义（tarjama tafs？riyya），以及对西方主流翻译定义的有问题的接受及其对《古兰经》译者角色的固有负面影响。因此本文认为，译者核心解释学定位的恢复不仅取决于对《古兰经》翻译和解释的重新思考，而且还取决于将《古兰经翻译实践》与西方神圣翻译模式脱钩，从而为特别考虑阿拉伯语术语tarjama（翻译）的解释学含义腾出空间在早期伊斯兰历史上作为塔夫绸的一种形式被实践？r（注释）和/或ta'w？l（解释）指的是神圣的文本。
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Pub Date : 2023-07-15DOI: 10.36892/ijlls.v5i2.1270
M. Benjelloun, Yamina El Kirat El Allame
As soon as children enter school, they are expected to use a relatively new and unfamiliar language to display knowledge. Literature has demonstrated that children’s early exposure to academic language at home can have a huge impact on the development of their lexical richness. This study explores the extent to which lexical richness, including lexical density and diversity are present in the production of two mothers and their children from different social and educational backgrounds during an informal storytelling interaction. The study addresses two research questions related to (i) the degree of lexical richness of the mothers’ input and their children’s output and (ii) how a mother’s social and educational background can influence the child’s lexical richness. Data analysis revealed that the use of lexical features varied considerably among the two mothers and their children. Compared to the low social and educational background mother, the affluent and well-educated mother provided her child with far more varied and denser lexical input, besides the use of interactive literacy strategies which have proven to influence the child’s output at home. The findings unveiled a strong correlation between the children’s early exposure to academic lexical input through storytelling and their academic language development.
{"title":"Role of Story Telling in the Development of the Child’s Lexical Richness: A Case Study","authors":"M. Benjelloun, Yamina El Kirat El Allame","doi":"10.36892/ijlls.v5i2.1270","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1270","url":null,"abstract":"As soon as children enter school, they are expected to use a relatively new and unfamiliar language to display knowledge. Literature has demonstrated that children’s early exposure to academic language at home can have a huge impact on the development of their lexical richness. This study explores the extent to which lexical richness, including lexical density and diversity are present in the production of two mothers and their children from different social and educational backgrounds during an informal storytelling interaction. The study addresses two research questions related to (i) the degree of lexical richness of the mothers’ input and their children’s output and (ii) how a mother’s social and educational background can influence the child’s lexical richness. Data analysis revealed that the use of lexical features varied considerably among the two mothers and their children. Compared to the low social and educational background mother, the affluent and well-educated mother provided her child with far more varied and denser lexical input, besides the use of interactive literacy strategies which have proven to influence the child’s output at home. The findings unveiled a strong correlation between the children’s early exposure to academic lexical input through storytelling and their academic language development. \u0000 ","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47998784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.36892/ijlls.v5i2.1218
Rachid Bendraou, Sana Sakale, EL Ouardi Nabil
This article aims to examine social power and cultural identity in four units of Gateway to English 2 textbook in Morocco, it is a textbook for teaching English as a foreign language for second baccalaureate. Besides, the variety of languages along with regional Moroccan dialects entail different cultural perspectives and political guidelines to project students’ orientations and national red lines to respect, since school is regarded as an area for national identities by using pedagogical implementations. In addition, the curriculum mustn’t be a vehicle to convey social inequality or bias, but rather a suitable vehicle to promote social democracy and justice for all cultural identities, and in doing so, critical pedagogy can be an effective strategy for all students to see themselves in the curriculum and reshape future guidelines for themselves and their society. The data of this study was analysed through three stages of Fairclough’s (Fairclough, 2017) approach to critical discourse analysis: description, interpretation, and explanation. The findings revealed that Gateway to English 2 textbook misrepresented Moroccan women in terms of literacy, knowledge and social position in Moroccan society and conveyed social and political guidelines. Keywords: social power and cultural identity, Gateway to English textbook, critical pedagogy
{"title":"CRITICAL PEDAGOGY: ANALYZING SOCIAL POWER AND CULTURAL IDENTITY IN MOROCCAN EFL HIGH SCHOOL GATEWAY TO ENGLISH 2 TEXTBOOK","authors":"Rachid Bendraou, Sana Sakale, EL Ouardi Nabil","doi":"10.36892/ijlls.v5i2.1218","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1218","url":null,"abstract":"This article aims to examine social power and cultural identity in four units of Gateway to English 2 textbook in Morocco, it is a textbook for teaching English as a foreign language for second baccalaureate. Besides, the variety of languages along with regional Moroccan dialects entail different cultural perspectives and political guidelines to project students’ orientations and national red lines to respect, since school is regarded as an area for national identities by using pedagogical implementations. In addition, the curriculum mustn’t be a vehicle to convey social inequality or bias, but rather a suitable vehicle to promote social democracy and justice for all cultural identities, and in doing so, critical pedagogy can be an effective strategy for all students to see themselves in the curriculum and reshape future guidelines for themselves and their society. The data of this study was analysed through three stages of Fairclough’s (Fairclough, 2017) approach to critical discourse analysis: description, interpretation, and explanation. The findings revealed that Gateway to English 2 textbook misrepresented Moroccan women in terms of literacy, knowledge and social position in Moroccan society and conveyed social and political guidelines. \u0000Keywords: social power and cultural identity, Gateway to English textbook, critical pedagogy","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49067640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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