This study investigates the relationship between French and English grammar proficiency among university students in Meknes, Morocco. A statistically significant positive correlation (r = 0.797, p < 0.01) was found between French and English grammar test scores. This suggests that students with stronger French grammar skills also tend to perform better on the English grammar test. Aligning with research on positive grammar transfer, this finding highlights the potential benefits of a strong foundation in French grammar for Moroccan students learning English. However, the study acknowledges the limitations of a correlational design. Further research is needed to explore the underlying mechanisms that contribute to the observed relationship and the impact of instructional methods. The findings hold valuable implications for various stakeholders in education: educators (utilizing comparative grammar exercises and promoting cross-linguistic awareness), researchers (investigating mechanisms and effective instructional methods), and policymakers (optimizing bilingual education by emphasizing transferable grammar skills in French instruction and curriculum design). By acknowledging the transferability of grammar skills, stakeholders can collaborate to improve overall language proficiency among Moroccan students.
{"title":"Investigating the Impact of French Grammar Knowledge on English Grammar Acquisition in Moroccan EFL University Students: A Correlational Analysis","authors":"Imad Hamdanat, Lamiae Azzouzi","doi":"10.48185/jtls.v5i2.1249","DOIUrl":"https://doi.org/10.48185/jtls.v5i2.1249","url":null,"abstract":"This study investigates the relationship between French and English grammar proficiency among university students in Meknes, Morocco. A statistically significant positive correlation (r = 0.797, p < 0.01) was found between French and English grammar test scores. This suggests that students with stronger French grammar skills also tend to perform better on the English grammar test. Aligning with research on positive grammar transfer, this finding highlights the potential benefits of a strong foundation in French grammar for Moroccan students learning English. However, the study acknowledges the limitations of a correlational design. Further research is needed to explore the underlying mechanisms that contribute to the observed relationship and the impact of instructional methods. The findings hold valuable implications for various stakeholders in education: educators (utilizing comparative grammar exercises and promoting cross-linguistic awareness), researchers (investigating mechanisms and effective instructional methods), and policymakers (optimizing bilingual education by emphasizing transferable grammar skills in French instruction and curriculum design). By acknowledging the transferability of grammar skills, stakeholders can collaborate to improve overall language proficiency among Moroccan students.","PeriodicalId":516678,"journal":{"name":"Journal of Translation and Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823251","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}
The use of idioms permeates the American media, be it movies, series, TV sitcoms, chat shows, radio chats, documentaries and so forth. By definition, idioms are fixed expressions whose meaning cannot be inferred merely from the meanings of the words that compose it. With this in mind, translators face a tremendous challenge when attempting to translate American media to another language, whether that was done through dubbing or via the use of subtitles. Nevertheless, today’s available resources can provide an appreciable assistance regarding such challenges. Among these resources are online machine translation services, particularly the ones that are based on machine learning and artificial intelligence. The central aim of this study was to explore the efficiency of online machine translation services in translating idioms used in American media. To attain this aim, three of the most reliable online machine translation services were examined to determine their level of accuracy concerning idioms translation: Google Translate, DeepL Translator, and Bing Microsoft Translator. The results have indicated that machine translation is capable of translating idioms with an average accuracy rate of 68.7%, with Bing Microsoft Translator being the most accurate. In most cases, the translation is done by paraphrasing. However, Bing Microsoft Translator sometimes opts for using idioms in the target language that are similar in terms of meaning to the ones in the source language, which reveals new horizons for the development of high-tech online machine translation services that would be able to accurately and meaningfully translate cultural-specific lexis such as idioms.
{"title":"Examining the Efficiency of Machine Translation in Translating English Idioms used in American Media","authors":"Moad Benyahia","doi":"10.48185/jtls.v5i2.1070","DOIUrl":"https://doi.org/10.48185/jtls.v5i2.1070","url":null,"abstract":"The use of idioms permeates the American media, be it movies, series, TV sitcoms, chat shows, radio chats, documentaries and so forth. By definition, idioms are fixed expressions whose meaning cannot be inferred merely from the meanings of the words that compose it. With this in mind, translators face a tremendous challenge when attempting to translate American media to another language, whether that was done through dubbing or via the use of subtitles. Nevertheless, today’s available resources can provide an appreciable assistance regarding such challenges. Among these resources are online machine translation services, particularly the ones that are based on machine learning and artificial intelligence. The central aim of this study was to explore the efficiency of online machine translation services in translating idioms used in American media. To attain this aim, three of the most reliable online machine translation services were examined to determine their level of accuracy concerning idioms translation: Google Translate, DeepL Translator, and Bing Microsoft Translator. The results have indicated that machine translation is capable of translating idioms with an average accuracy rate of 68.7%, with Bing Microsoft Translator being the most accurate. In most cases, the translation is done by paraphrasing. However, Bing Microsoft Translator sometimes opts for using idioms in the target language that are similar in terms of meaning to the ones in the source language, which reveals new horizons for the development of high-tech online machine translation services that would be able to accurately and meaningfully translate cultural-specific lexis such as idioms.\u0000 ","PeriodicalId":516678,"journal":{"name":"Journal of Translation and Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273818","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}
El Mehdi EL MADANI, Mohammed Larouz, Mustapha Fagroud, Mounya M'rabti, F. Mouassine
There has been growing interest in the intersection of language learning and metacognition. A considerable body of research now indicates that understanding one's own language abilities and knowing effective learning strategies is crucial for language learning success. In fact, metacognitive awareness of EFL learning strategies enables learners to monitor, control, and enhance their learning processes. Conversely, a lack of such awareness poses significant obstacles to the learning process. To address this gap, this study strives to explore the nexus between EFL university students’ listening proficiency in English and their metacognitive awareness of listening strategies. Data was gathered from 94 third-year university students majoring in English studies at a school of Arts and Humanities in Meknes. Analysis of the data involved Pearson product-moment correlation and Simple Linear Regression techniques. The results revealed that there is no correlation between students’ English listening comprehension and their listening metacognitive awareness. This was reflected in the fact that the r-value equaled -0.04, which is very close to zero. These findings contribute significantly to both theoretical understanding and practical application in the field of metacognition and language learning. They also offer valuable insights and recommendations for language educators, curriculum developers, English studies departments in higher education, and future research directions.
{"title":"Investigating the Nexus between EFL University Students’ Listening Proficiency and Metacognitive Awareness: A Correlational Study","authors":"El Mehdi EL MADANI, Mohammed Larouz, Mustapha Fagroud, Mounya M'rabti, F. Mouassine","doi":"10.48185/jtls.v5i2.1133","DOIUrl":"https://doi.org/10.48185/jtls.v5i2.1133","url":null,"abstract":"There has been growing interest in the intersection of language learning and metacognition. A considerable body of research now indicates that understanding one's own language abilities and knowing effective learning strategies is crucial for language learning success. In fact, metacognitive awareness of EFL learning strategies enables learners to monitor, control, and enhance their learning processes. Conversely, a lack of such awareness poses significant obstacles to the learning process. To address this gap, this study strives to explore the nexus between EFL university students’ listening proficiency in English and their metacognitive awareness of listening strategies. Data was gathered from 94 third-year university students majoring in English studies at a school of Arts and Humanities in Meknes. Analysis of the data involved Pearson product-moment correlation and Simple Linear Regression techniques. The results revealed that there is no correlation between students’ English listening comprehension and their listening metacognitive awareness. This was reflected in the fact that the r-value equaled -0.04, which is very close to zero. These findings contribute significantly to both theoretical understanding and practical application in the field of metacognition and language learning. They also offer valuable insights and recommendations for language educators, curriculum developers, English studies departments in higher education, and future research directions.","PeriodicalId":516678,"journal":{"name":"Journal of Translation and Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273862","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}
Recent research in second language acquisition has seen a surge in interest concerning the phenomenon of students’ demotivation. Using a literature review, this paper explores the concept of L2 demotivation as the combined effects of internal and external factors that diminish a learner's drive to engage with the target language. It delves into the significant influences contributing to L2 demotivation, focusing on teachers' and students’ variables. Teachers’ variables encompass inappropriate teaching styles, attitudes, and low teaching quality, alongside instances of teachers’ demotivation, all identified as pivotal contributors to students’ demotivation by numerous studies. Additionally, students’ demotivation can stem from intrinsic issues such as low self-esteem or diminished self-worth. The paper concludes by suggesting pedagogical implications, such as the need for teacher training programs that emphasize motivational strategies and fostering positive attitudes towards language learning. Furthermore, it advocates for developing learner-centered approaches that address individual learner needs and provide opportunities for autonomy and self-expression in the language learning process, learning goals setting, task design, providing constructive feedback, inclusive classroom, cultural awareness, and leveraging technology in language learning. Lastly, the paper calls for further research into demotivation in second language learning to inform more effective pedagogical practices and interventions.
{"title":"Exploring Demotivation in Second Language Classrooms: A Literature Review of Teacher and Student Variables","authors":"Akem Solange Ojong","doi":"10.48185/jtls.v5i2.1016","DOIUrl":"https://doi.org/10.48185/jtls.v5i2.1016","url":null,"abstract":"Recent research in second language acquisition has seen a surge in interest concerning the phenomenon of students’ demotivation. Using a literature review, this paper explores the concept of L2 demotivation as the combined effects of internal and external factors that diminish a learner's drive to engage with the target language. It delves into the significant influences contributing to L2 demotivation, focusing on teachers' and students’ variables. Teachers’ variables encompass inappropriate teaching styles, attitudes, and low teaching quality, alongside instances of teachers’ demotivation, all identified as pivotal contributors to students’ demotivation by numerous studies. Additionally, students’ demotivation can stem from intrinsic issues such as low self-esteem or diminished self-worth. The paper concludes by suggesting pedagogical implications, such as the need for teacher training programs that emphasize motivational strategies and fostering positive attitudes towards language learning. Furthermore, it advocates for developing learner-centered approaches that address individual learner needs and provide opportunities for autonomy and self-expression in the language learning process, learning goals setting, task design, providing constructive feedback, inclusive classroom, cultural awareness, and leveraging technology in language learning. Lastly, the paper calls for further research into demotivation in second language learning to inform more effective pedagogical practices and interventions. \u0000 ","PeriodicalId":516678,"journal":{"name":"Journal of Translation and Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273458","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}
Language diversity presents challenges to effective communication in an interconnected world, necessitating solutions to bridge linguistic divides and foster equitable access to information. The rise of AI-powered translation systems offers promise in addressing these challenges by leveraging advanced algorithms and neural networks to automate language translation. However, concerns arise regarding their impact on communication dynamics and cultural preservation. This paper examines the multifaceted impacts of AI-powered translation systems on communication equity and inclusion, drawing on interdisciplinary insights. It explores the historical evolution of AI translation technologies, their operational functionalities, and the challenges they face in accommodating linguistic minorities and addressing biases. Strategies to enhance AI adaptability, such as text-guided domain adaptation and human-AI collaboration, are discussed, along with recommendations for policymakers, developers, and practitioners to promote inclusive communication practices. Despite significant progress, challenges remain, including accuracy, bias, and ethical considerations. Future research should focus on developing robust translation models for low-resource languages, mitigating biases, and enhancing usability for diverse communication needs.
{"title":"Bridging Linguistic Divides: The Impact of AI-powered Translation Systems on Communication Equity and Inclusion","authors":"Muhammad Zayyanu Zaki, Umar Ahmed","doi":"10.48185/jtls.v5i2.1065","DOIUrl":"https://doi.org/10.48185/jtls.v5i2.1065","url":null,"abstract":"Language diversity presents challenges to effective communication in an interconnected world, necessitating solutions to bridge linguistic divides and foster equitable access to information. The rise of AI-powered translation systems offers promise in addressing these challenges by leveraging advanced algorithms and neural networks to automate language translation. However, concerns arise regarding their impact on communication dynamics and cultural preservation. This paper examines the multifaceted impacts of AI-powered translation systems on communication equity and inclusion, drawing on interdisciplinary insights. It explores the historical evolution of AI translation technologies, their operational functionalities, and the challenges they face in accommodating linguistic minorities and addressing biases. Strategies to enhance AI adaptability, such as text-guided domain adaptation and human-AI collaboration, are discussed, along with recommendations for policymakers, developers, and practitioners to promote inclusive communication practices. Despite significant progress, challenges remain, including accuracy, bias, and ethical considerations. Future research should focus on developing robust translation models for low-resource languages, mitigating biases, and enhancing usability for diverse communication needs.","PeriodicalId":516678,"journal":{"name":"Journal of Translation and Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273460","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}
Abstract: This paper analyzes the translation of legal terminology from English to Hausa, focusing on how the technical register reflects the evolution of the legal system in Northern Nigeria. The study suggests that the technical register of each profession in the lexicon serves as a historical tapestry, revealing the development narrative. Traditional vocations in Hausa exhibit limited loan words, highlighting their enduring roots in Hausa heritage. In contrast, modern professions like science and technology incorporate numerous English loan words, reflecting globalization's impact. Religious terminology in Hausa contains Arabic loan words, indicating the predominant religious influence. Notably, legal terminology in Hausa shows a unique linguistic fusion, blending indigenous terms with loan words from Arabic and English. This linguistic interplay reflects a balanced tapestry, where the three languages contribute proportionately to the legal terminology and, therefore, mirror the cultural and historical dynamics of Northern Nigeria.
{"title":"English-Hausa Translations of Legal Terminology","authors":"Usman Ahmad","doi":"10.48185/jtls.v5i1.910","DOIUrl":"https://doi.org/10.48185/jtls.v5i1.910","url":null,"abstract":"Abstract: \u0000This paper analyzes the translation of legal terminology from English to Hausa, focusing on how the technical register reflects the evolution of the legal system in Northern Nigeria. The study suggests that the technical register of each profession in the lexicon serves as a historical tapestry, revealing the development narrative. Traditional vocations in Hausa exhibit limited loan words, highlighting their enduring roots in Hausa heritage. In contrast, modern professions like science and technology incorporate numerous English loan words, reflecting globalization's impact. Religious terminology in Hausa contains Arabic loan words, indicating the predominant religious influence. Notably, legal terminology in Hausa shows a unique linguistic fusion, blending indigenous terms with loan words from Arabic and English. This linguistic interplay reflects a balanced tapestry, where the three languages contribute proportionately to the legal terminology and, therefore, mirror the cultural and historical dynamics of Northern Nigeria.","PeriodicalId":516678,"journal":{"name":"Journal of Translation and Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140509377","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}
This paper looks at how well ChatGPT and DeepL, two AI tools, translate literary works. Not only can ChatGPT translate text, but it can also carry out other jobs. DeepL is a service that performs computer translation and uses neural networks. The paper looks at how ChatGPT and DeepL translate books, poems, and dialogues compared to translations done by humans. The paper also talks about the pros and cons of using machine translation for literary reasons, including issues of creativity, style, and adapting to different cultures. The paper uses both new and old studies on machine translation technologies and how they work with human translation. The paper comes to the conclusion that ChatGPT and DeepL are useful but imperfect tools for translating literature, and they require human review and improvement. The paper adds to the fields of machine translation and natural language processing by looking at how two cutting-edge AI tools, ChatGPT and DeepL, can be used to translate literary works. The paper also adds to literature studies and digital humanities by looking into what machine translation can and can't do for creative writing and dialog systems. The goal of the paper is to encourage researchers, translators, writers, and users from different fields to work together and talk to each other.
{"title":"Evaluating machine translation of literature through rhetorical analysis","authors":"Irina Karabayeva, Anna Kalizhanova","doi":"10.48185/jtls.v5i1.962","DOIUrl":"https://doi.org/10.48185/jtls.v5i1.962","url":null,"abstract":"This paper looks at how well ChatGPT and DeepL, two AI tools, translate literary works. Not only can ChatGPT translate text, but it can also carry out other jobs. DeepL is a service that performs computer translation and uses neural networks. The paper looks at how ChatGPT and DeepL translate books, poems, and dialogues compared to translations done by humans. The paper also talks about the pros and cons of using machine translation for literary reasons, including issues of creativity, style, and adapting to different cultures. The paper uses both new and old studies on machine translation technologies and how they work with human translation. The paper comes to the conclusion that ChatGPT and DeepL are useful but imperfect tools for translating literature, and they require human review and improvement. The paper adds to the fields of machine translation and natural language processing by looking at how two cutting-edge AI tools, ChatGPT and DeepL, can be used to translate literary works. The paper also adds to literature studies and digital humanities by looking into what machine translation can and can't do for creative writing and dialog systems. The goal of the paper is to encourage researchers, translators, writers, and users from different fields to work together and talk to each other. ","PeriodicalId":516678,"journal":{"name":"Journal of Translation and Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140509772","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}
Recent research trends on Teaching English as a Foreign or Second Language (EFL/ESL) have shown that conscious knowledge of the genre-based approach significantly enhances genre awareness in teaching writing in EFL/ESL contexts. This research examines how English language teachers in Nepal strengthen their understanding of genre awareness by integrating genre-based writing activities such as story writing, job application writing, journal writing, email writing, and essay writing within a high school teaching context. Based on the data generated from semi-structured interviews with four teachers and analysis of students’ written artifacts, the study indicates that teachers’ awareness of genre plays a prominent role in enhancing their self-reflection and academic writing skills. This awareness is shown to positively impact their understanding of pedagogical content knowledge and genre-specific writing conventions. However, the findings also demonstrate that the teacher participants possess unconscious familiarity with the genre, especially in terms of writing instruction and analyzing the genre-specific content in classroom teaching, since they appeared to lack awareness of the complex nature of the interactions between their belief systems, real-world classroom practices, and current educational and sociocultural needs. The study suggests that teachers’ pedagogical content knowledge of genres, reflective practices based on the learning achievements of learners, and ongoing genre-based teacher training, including workshops and seminars, should be organized to enhance their conscious awareness and understanding of the intricate nature of genre-based writing instruction.
{"title":"Genre Awareness in Teaching Writing: A Case Study of Public High School Teachers in Nepal","authors":"Durga Bhusal, Kalpana Shrestha","doi":"10.48185/jtls.v5i1.879","DOIUrl":"https://doi.org/10.48185/jtls.v5i1.879","url":null,"abstract":"Recent research trends on Teaching English as a Foreign or Second Language (EFL/ESL) have shown that conscious knowledge of the genre-based approach significantly enhances genre awareness in teaching writing in EFL/ESL contexts. This research examines how English language teachers in Nepal strengthen their understanding of genre awareness by integrating genre-based writing activities such as story writing, job application writing, journal writing, email writing, and essay writing within a high school teaching context. Based on the data generated from semi-structured interviews with four teachers and analysis of students’ written artifacts, the study indicates that teachers’ awareness of genre plays a prominent role in enhancing their self-reflection and academic writing skills. This awareness is shown to positively impact their understanding of pedagogical content knowledge and genre-specific writing conventions. However, the findings also demonstrate that the teacher participants possess unconscious familiarity with the genre, especially in terms of writing instruction and analyzing the genre-specific content in classroom teaching, since they appeared to lack awareness of the complex nature of the interactions between their belief systems, real-world classroom practices, and current educational and sociocultural needs. The study suggests that teachers’ pedagogical content knowledge of genres, reflective practices based on the learning achievements of learners, and ongoing genre-based teacher training, including workshops and seminars, should be organized to enhance their conscious awareness and understanding of the intricate nature of genre-based writing instruction.","PeriodicalId":516678,"journal":{"name":"Journal of Translation and Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140509396","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}
Children with Intellectual Disability (ID) often encounter challenges in developing crucial cognitive-linguistic functions, particularly reading comprehension skills. Moreover, music therapy has demonstrated effectiveness across diverse subjects and participant groups. Examining the existing literature on the influence of music therapy on the improvement of language skills among EFL young learners with mild intellectual disabilities in the Iranian context reveals a noticeable scarcity of research in this area. To address this gap, this study aims to investigate the influence of music on the reading comprehension abilities of Iranian EFL primary learners with mild intellectual disabilities using an experimental design. To this end, thirty-five participants were recruited from a special education institution. A two-way analysis of variance (ANOVA) was conducted to examine potential statistically significant differences between the control and experimental groups. The findings revealed a significant improvement in post-reading test scores among students in the experimental group compared to those in the control group. Moreover, no statistically significant differences emerged when analyzing the data based on gender and age stratifications. These results provide valuable insights for stakeholders, emphasizing the efficacy of incorporating music to enhance reading comprehension in children with mild intellectual disabilities.
{"title":"Enhancing Reading Skills in EFL Young Learners with Mild Intellectual Disabilities through Music Intervention","authors":"Neda Fatehi Rad, Kamran Rabaniebrahimipour, Bentolhoda Rajaee","doi":"10.48185/jtls.v5i1.941","DOIUrl":"https://doi.org/10.48185/jtls.v5i1.941","url":null,"abstract":" Children with Intellectual Disability (ID) often encounter challenges in developing crucial cognitive-linguistic functions, particularly reading comprehension skills. Moreover, music therapy has demonstrated effectiveness across diverse subjects and participant groups. Examining the existing literature on the influence of music therapy on the improvement of language skills among EFL young learners with mild intellectual disabilities in the Iranian context reveals a noticeable scarcity of research in this area. To address this gap, this study aims to investigate the influence of music on the reading comprehension abilities of Iranian EFL primary learners with mild intellectual disabilities using an experimental design. To this end, thirty-five participants were recruited from a special education institution. A two-way analysis of variance (ANOVA) was conducted to examine potential statistically significant differences between the control and experimental groups. The findings revealed a significant improvement in post-reading test scores among students in the experimental group compared to those in the control group. Moreover, no statistically significant differences emerged when analyzing the data based on gender and age stratifications. These results provide valuable insights for stakeholders, emphasizing the efficacy of incorporating music to enhance reading comprehension in children with mild intellectual disabilities.","PeriodicalId":516678,"journal":{"name":"Journal of Translation and Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139640671","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}
Translation implies the transfer of speech to written text, while, revoicing is the replacement of the original voice through the use of multimodal or multimedia technology. Therefore, revoicing is an aspect of Audiovisual Translation that replaces the original speech which was translated in the target language to transfer the culture and language of the source language to an audience. The purpose of this study is to explore the use of revoicing especially in multimedia translation, application and limitations. There is also subtitling that leaves the original speech intact and adds a written translation on screen. The choice of translation procedure depends on a variety of factors. The researchers extracted some segments that served as their corpus for analysis. The researchers applied semiotic theory and comparative approach. The comparison assisted them in identifying some inadequacies in the revoicing and making observations and interpretations. At the end, the following findings were made: i) lips synchronisation became difficult in some instances as the length of sentences in two languages are not the same, ii) revoicing plays a vital role in culture and language preservation, hence an important tool in communication delivery. It was also identified that the two different languages (Hindi and Hausa) have different patterns and language structures.
{"title":"Multimodal and Multimedia: An Evaluation of Revoicing in Agent Raghav TV Series of Hausa in Arewa24","authors":"Muhammad Zayyanu Zaki, Saidu Murtala Dole","doi":"10.48185/jtls.v5i1.894","DOIUrl":"https://doi.org/10.48185/jtls.v5i1.894","url":null,"abstract":"Translation implies the transfer of speech to written text, while, revoicing is the replacement of the original voice through the use of multimodal or multimedia technology. Therefore, revoicing is an aspect of Audiovisual Translation that replaces the original speech which was translated in the target language to transfer the culture and language of the source language to an audience. The purpose of this study is to explore the use of revoicing especially in multimedia translation, application and limitations. There is also subtitling that leaves the original speech intact and adds a written translation on screen. The choice of translation procedure depends on a variety of factors. The researchers extracted some segments that served as their corpus for analysis. The researchers applied semiotic theory and comparative approach. The comparison assisted them in identifying some inadequacies in the revoicing and making observations and interpretations. At the end, the following findings were made: i) lips synchronisation became difficult in some instances as the length of sentences in two languages are not the same, ii) revoicing plays a vital role in culture and language preservation, hence an important tool in communication delivery. It was also identified that the two different languages (Hindi and Hausa) have different patterns and language structures.","PeriodicalId":516678,"journal":{"name":"Journal of Translation and Language Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140509596","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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