scholarly journals Malay-English Translation Competencies Among Future Global Da’ies

2021 ◽  
Vol 36 (1) ◽  
pp. 25-39
Author(s):  
Hazlina Abdullah ◽  
Myra Aidrin Mohd Ali ◽  
Hazleena Baharun ◽  
Norhaili Massari ◽  
Habibah Ismail
Keyword(s):  
English Translation ◽  
English Language ◽  
English Proficiency ◽  
Document Analysis ◽  
Public University ◽  
Analysis Approach ◽  
Research Instrument ◽  
Critical Issues

Demands for a greater number of preachers or Da’ies who are capable in delivering the Islamic teachings clearly and confidently are anticipated to increase. Besides knowledge on Islam and its teachings that they possess, these Da’ies are expected to have a good command of English language to convey the Islamic teachings to a wider global audience. Malaysia has many capable Da’ies who can disseminate Islam in the Malay language but many lack the ability to communicate well in English. Ignoring this problem will produce incompetent Da’ies who may miss critical issues, resulting in lost knowledge, and inadept understanding of Islam. Thus, it is vital for these Da’ies to have the ability to translate Islamic terms, concepts and worldview correctly, to ensure better coverage of da’wah. The objective of this paper is to investigate students’ English proficiency by looking at their ability to translate. This paper examines the translation competence of 71 students from various faculties from a Malaysian Islamic-based public university. A test was used as the research instrument which was later examined via document analysis approach. Students were asked to translate basic Islamic religious terms and the translated work were marked based on a set of acceptable answers determined by the researchers. Findings indicate that their translation competencies are influenced by three elements: language, textual/subject and cultural competences. However, the participants have poor translation qualities indicating lack of translation abilities. Future recommendations regarding translation competencies, and Islamic religious terms translation issues are discussed.

scholarly journals A Pragmatics Analysis of Deixis in Surah Al Baqarah Translated By Abdullah Yusuf Ali

2019 ◽  
Vol 3 (02) ◽  
pp. 197
Author(s):  
Irah Khoiriyah Azzahra
Keyword(s):  
Qualitative Research ◽  
English Translation ◽  
Deep Understanding ◽  
Document Analysis ◽  
Analysis Approach ◽  
Social Deixis ◽  
Descriptive Qualitative

This is a descriptive qualitative research that explores about non-person deixis words in surah Al-Baqarah translated by Abdullah Yusuf Ali, which concern in context reference meaning of pragmatics analysis. The data of this research was taken from 222 verses that consist of non-person deixis. The technique of collecting data is document analysis that uses pragmatics analysis approach. The technique of analyzing data is by managing, reading the script, classifying the data, describing, and interpreting. Then checklist for instrument was built of Levinsons theory. The result of this research presents that 1) there are four types of non-person deixis used in surah Al-Baqarah translated by Abdullah Yusuf Ali namely place deixis, time deixis, social deixis, and discourse deixis. 2) There are 452 references of non-person deixis used in surah Al-Baqarah translated by Abdullah Yusuf Ali (the detail in chapter IV of this research). 3) There are context reference meaning in every deictic word in surah Al-Baqarah translated by Abdullah Yusuf Ali that analyzed. So that the readers should have deep understanding about the representation of pragmatics especially the non-person deixis to analyze the context reference meaning in Al-Quran English translation.Keywords: Pragmatics, Deixis, Al-Quran English Translation

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

scholarly journals Diversity in health professional education scholarship: a document analysis of international author representation in leading journals

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e043970
Author(s):  
Brittany Buffone ◽  
Ilena Djuana ◽  
Katherine Yang ◽  
Kyle J Wilby ◽  
Maguy S El Hajj ◽  
...  
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Teaching And Learning ◽  
Western Europe ◽  
English Language ◽  
Data Extraction ◽  
Document Analysis ◽  
Original Research ◽  
Health Professional Education ◽  
Eligibility Criteria

ObjectivesThe global distribution of health professionals and associated training programmes is wide but prior study has demonstrated reported scholarship of teaching and learning arises from predominantly Western perspectives.DesignWe conducted a document analysis to examine authorship of recent publications to explore current international representation.Data sourcesThe table of contents of seven high-impact English-language health professional education journals between 2008 and 2018 was extracted from Embase.Eligibility criteriaThe journals were selected according to highest aggregate ranking across specific scientific impact indices and stating health professional education in scope; only original research and review articles from these publications were included for analysis.Data extraction and synthesisThe table of contents was extracted and eligible publications screened by independent reviewers who further characterised the geographic affiliations of the publishing research teams and study settings (if applicable).ResultsA total 12 018 titles were screened and 7793 (64.8%) articles included. Most were collaborations (7048, 90.4%) conducted by authors from single geographic regions (5851, 86%). Single-region teams were most often formed from countries in North America (56%), Northern Europe (14%) or Western Europe (10%). Overall lead authorship from Asian, African or South American regions was less than 15%, 5% and 1%, respectively. Geographic representation varied somewhat by journal, but not across time.ConclusionsDiversity in health professional education scholarship, as marked by nation of authors’ professional affiliations, remains low. Under-representation of published research outside Global North regions limits dissemination of novel ideas resulting in unidirectional flow of experiences and a concentrated worldview of teaching and learning.

Translating space from Chinese to English: A Case Study of Cao Wenxuan’s Bronze and Sunflower

2020 ◽  
Author(s):  
Zhao Meijuan ◽  
◽  
Ang Lay Hoon ◽  
Florence Toh Haw Ching ◽  
Sabariah Md Rashid ◽  
...  
Keyword(s):  
Spatial Structure ◽  
English Translation ◽  
English Language ◽  
Textual Analysis ◽  
Qualitative Approach ◽  
Source Text ◽  
Narrative Space ◽  
Young Readers ◽  
Similarities And Differences

Translated children’s works from English to Chinese have flooded China unprecedentedly since the end of the 19PthP century. However, there is a discrepancy in the translation of Chinese children’s works into the English language. This is maybe because western scholars are still largely ignoring Asian texts for young readers. Therefore, the research aims to fill the gap in the scholarship by studying the translated Bronze and Sunflower, which is a renowned work written by the Chinese first Hans Christian Anderson winner Cao Wenxuan, from the aspect of narrative space. A qualitative approach is adopted to compare the similarities and differences of narrative space between the source text and the target text. The samples will be taken from Cao Wenxuan’s Bronze and Sunflower and its English translation. The textual analysis is illuminated through the narratological framework, which is based on three-layered space: The topographic level, the chronotopic level and the textual level. The study explores how narrative space is constructed in the process of translating Bronze and Sunflower. It is hoped that the findings of the study will show how space is created in a different languagea, and that the translator prefers to change the narrative space rather than keeping the same spatial structure in the target text.

THE FUTURE OF THE BULGARIAN ACADEMIC PERIODICALS – COMMUNITIES, DEBATES, AND INTERNATIONAL PRESENCE

2021 ◽  
pp. 85-90
Author(s):  
Kamen RIKEV
Keyword(s):  
English Translation ◽  
International Research ◽  
English Language ◽  
Academic Journals ◽  
The Future ◽  
English Translations ◽  
Publishing Houses ◽  
Internet Portals ◽  
Patron Saints

The paper discusses several formal aspects of submitting texts to foreign academic journals and publishing houses by Bulgarian authors. It argues that common issues concerning the editing of an author’s contribution include the English translation of a Bulgarian academic institution’s name, the use of quotation marks, the hyphen, en dash and em dash, the usage of glyphs, such as the numero symbol. The article also draws attention to the various transcription styles for Cyrillic texts, as well as the inconsistent forms of patron saints and city names used by Bulgarian institutions. A comparison between the Bulgarian names of six universities, their English translations and forms appearing in Wikipedia illustrates the problem of the often incomprehensible affiliation of a Bulgarian scholar outside the country. The author’s main conclusions are as follows: (1) an urgent need for a uniform spelling of Bulgarian university names in English; (2) based on the information on their official websites, Bulgarian institutions do not have official names in English, or such names cannot be easily traced; (3) clarification of the principles for recording the names of prominent personalities and especially saints, who have long been subject of international research; (4) a need for monitoring the consistent spelling of institution names appearing on the most popular internet portals. Finally, the author suggests 8 English language versions of the name Sofia University “St. Kliment Ohridski”.

scholarly journals Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 49-67
Author(s):  
Ángela Vanesa Duarte Infante ◽  
Sandra Milena Fonseca Velandia ◽  
Bertha Ramos Holguín
Keyword(s):  
English Language ◽  
Public University ◽  
Language Teachers ◽  
Pedagogical Intervention ◽  
Pedagogical Strategy ◽  
Educational Issues ◽  
Personal Experiences ◽  
Field Notes ◽  
English Language Teachers ◽  
The Impact

This article describes a pedagogical proposal, based on debates, to determine the type of arguments that pre-service English language teachers constructed at a public university in Tunja, Colombia. We implemented a series of debate workshops about educational issues. Thirteen modern languages pre-service teachers in their sixth semester participated in the debates. In each debate, we collected data through recordings, focus groups, and field notes to understand the impact of the pedagogical intervention. Findings suggest that the arguments pre-service teachers built were based on examples. In this sense, the arguments built were based on their personal experiences and their partners’ opinions. We argue for the need to implement more research proposals that will contribute to the understanding and awareness of what argumentation implies.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

scholarly journals Yemeni EFL Learners’ Future Self-Images and Their Relationship to The English Language Proficiency: التصورات الذاتية المستقبلية لدى طلبة اللغة الانجليزية اليمنيين  وعلاقتها بالكفاءة في اللغة الإنجليزية

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Abdulrahim Ali Mohammad Al-Showthabi, Mohammad Abduh Ahmad A
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Data Gathering ◽  
Proficiency Tests ◽  
Ideal Self ◽  
Efl Learners ◽  
Self Image ◽  
Future Self ◽  
Academic Year

This exploratory correlational study addresses the issue of Yemeni EFL Learners’ Future Self-images, Ideal Self-images and Ought-to Self-image and their relationship to the English language proficiency, mainly, speaking and writing --fourth level students, Department of English Sana’a University of the academic year of 2017-2018. It also aims at exploring which of the two Future Self-images addressed is more evident amongst Yemeni EFL learners. In addition, the study attempts to ascertain the role of gender on Future Self-images. Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. and two Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. Descriptive analyses— frequencies, and, t-test for independent groups, and Pearson-product moment correlation— were utilized to analyze the data. Results show that Yemeni EFL students have higher Ought-to Self-image mean scores (3.6) than Ideal Self-image mean scores (3.04) Further, each of the two Future Self-images, Ideal Self-image and Ought-to Self-image has a bipolar direction in regard to male and female students. While, female students have higher mean Ideal Self-image scores (2.6) toward learning English, their counterpart male students have higher mean Ought-to Self-image scores (3.15). Furthermore results revealed a significant and strong relationship between Yemeni EFL learners’ ---Ideal Self-images—Ought-to Self-image-- and speaking and writing proficiency respectively and uniquely. This article ends with some recommendations and suggestions for future research.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

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