scholarly journals إشکالیة ترجمة الأداة "ف " کحرف عطف إلى اللغة الألمانیة وأثر ذلک على فهم النص الهدف دراسة لغویة تحلیلیة فی ضوء بعض ترجمات القرآن الکریم باللغة الألمانیة The Problematic Issue of the Translation of the Particle Fā from Arabic into German and its Impact on Understanding the Target Language An analytical linguistically Study in the light of some translations of Qur’an vers

2020 ◽  
Vol 25 (2) ◽  
pp. 909-956
Author(s):  
محمد أحمد أحمد قاسم
Keyword(s):  
Target Language ◽  
Problematic Issue

scholarly journals Semantic Map Borrowing – Case Representation in Northeastern Romani Dialects

2016 ◽  
Vol 9 (2) ◽  
pp. 211-245 ◽  
Author(s):  
Anton Tenser
Keyword(s):  
Language Model ◽  
Target Language ◽  
Semantic Meaning ◽  
Contact Linguistics ◽  
Case Representation ◽  
Semantic Maps ◽  
Contact Language ◽  
Problematic Issue ◽  
Case Markers ◽  
Compare And Contrast

Recent studies in contact linguistics have emphasized the aspect of language-internal grammaticalization that is triggered by accommodation to an external (contact-language) model (e.g. Heine and Kuteva, 2005). This is based on the notion that speakers make use of the available resources in order to match them to those of the target language. A problematic issue is contact-induced change in the domain of case representation. Synthetic case markers are usually thought of as fully grammaticalized morphemes. If contact-induced grammaticalization is, as Heine and Kuteva suggest, much like monolingual grammaticalization, unidirectional, how do we treat instances of rearrangement of the semantic meaning and scope of case markers? I will discuss this problem by examining a sample of Romani dialects, belonging to the so-called Northeastern dialect group (see Matras, 2002). Relying on specific constructions, like Subject of Negative Existence, External Possession, Privative, Partitive etc., I will compare and contrast the Northeastern dialects with their respective contact languages (Russian and Polish). Using semantic maps, I will demonstrate how the Romani dialects in question restructure their case representation system to accommodate to the systems of the model languages, and will discuss what it is exactly that gets equated when two languages come into contact.

scholarly journals IDEALITA DAN REALITA DALAM DUNIA PENERJEMAHAN

2008 ◽  
Vol 7 (1) ◽  
pp. 63
Author(s):  
Abdul Malik
Keyword(s):  
Language Translation ◽  
The Other ◽  
Target Language ◽  
Translation Process ◽  
Source Language ◽  
Other Hand ◽  
Problematic Issue ◽  
Target Languages

The question whether communicating message can be done correctly in a translation process is a problematic issue. The process of translating is not only doing the conversion of text from one language to another, but also communicating the message, which is culturally bounded. Translators always risk inappropriate spill-over of source-language idioms and forms into the target-language translation. On the other hand, spill-overs have imported useful source language calques and loanwords that have enriched the target languages. Indeed, translators have helped substantially to shape the languages into which they have translated. 

Thoughts on Grammar Intervention in AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 43-49 ◽  
Author(s):  
Marc Fey
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Target Language ◽  
Alternative Communication ◽  
Physical Limitations ◽  
Communication Needs ◽  
Communication Interventions ◽  
Planning Intervention

Abstract In this article, I propose that, for several reasons, grammar should be an early focus of communication interventions for young children using augmentative and alternative communication (AAC) systems. The basic goals for such programs should be to facilitate the child's comprehension of the language of the community, or the target language, thus leading the way to literacy, and to foster the child's use of symbol combinations that mirror the grammatical patterns of speaking children acquiring the target language, even if they cannot be fully grammatically complete. I introduce five principles that underlie most successful approaches to grammar interventions with children with specific language impairment. My initial attempts to apply these principles to interventions with children with complex communication needs indicate that they may be of considerable value to clinicians planning intervention programs. On the other hand, the challenges posed by the intellectual and physical limitations of many AAC users and their communication systems make it necessary to modify at least Principle 5 if the basic goals of intervention are to be met.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

Can Code Switching Enhance the Learning of the Target Language?

2015 ◽  
Vol 5 (6) ◽  
pp. 564-575
Author(s):  
Liswani Simasiku ◽  
Choshi Kasanda ◽  
Talita Smit
Keyword(s):  
Code Switching ◽  
Target Language

KEPEMIMPINAN NON MUSLIM DALAM TAFSIR AL-MISBAH KARYA M. QURAISH SHIHAB

2018 ◽  
Vol 2 (2) ◽  
pp. 101-115
Author(s):  
Munawir Munawir
Keyword(s):  
The State ◽  
Historical Approach ◽  
State Constitution ◽  
The People ◽  
Political Relations ◽  
Inferential Method ◽  
Problematic Issue ◽  
Core Issue

Non-Muslim leadership becomes a problematic issue in the context of inter-religious relations in Indonesia, especially for Muslims in conducting religious-social-political relations with non- Muslims. The problematic position of this non-Muslim leadership issue is the state constitution allows but the religious constitution (based on the textuality of the Qur'an) forbids. How does M. Quraish Shihab respond as well as answer the problematic of the people in the case? It is this core issue that will be tested by the answer through this research. Using the descriptive-inferential method and the philosophical-historical approach (philosophical and historical approach), the conclusion that M. Quraish Shihab in interpreting the verses (ban) of non-Muslim leadership (Surat al-Maidah: 51, QS Ali 'Imran: 28, and QS al-Mumtahanah: 1) is contextual, or in other words, the verses are understood to be sociological and not theological. Therefore he allows non-Muslim leadership as long as the non-Muslims are not of a hostile group of Islam, even he does not allow the leadership of a Muslim if a Muslim is actually injurious Islam and harms the interests of Muslims.

Error Analysis for English Language Teachingat Primary Level

2018 ◽  
Vol 6 (9) ◽  
pp. 7
Author(s):  
Dr. Shreeja Sharma ◽  
Prof. Shubhra Tripathi
Keyword(s):  
Error Analysis ◽  
English Language ◽  
English Language Teaching ◽  
Target Language ◽  
Primary Level ◽  
Indian Schools ◽  
Prime Concern ◽  
School Teaching ◽  
Linguistic Code ◽  
Global Language

The prime concern of every language teacher, and to some extent every linguist, is to device pedagogical methods and strategies which facilitate language acquisition. The concern of any teacher or applied linguist is, though not explicitly stated anywhere, to equip the learners with “correct” features of the language being learnt. Emphasis on “correctness” is due to the presumption that erroneous structures or deviations from linguistic code will lead to incomprehensibility and impediment in communication.As a result of such convictionsContrastive Analysis (CA) and Error Analysis (EA) focussed their attention on “correct” grammatical, lexical and syntactical features of Target Language (TL), in this case English.Both  Contrastive Analysts and Error Analysts analysed the language and tried to predict areas of ease or difficulty. This was often achieved with ‘some’ degree of success. However, in the present socio-educational milieu of Indian schools, where English language teaching is a significant stake, insights from CA and EA, particularly the latter, are either not taken into cognizance, or found inadequate. CA is taken into consideration, though obliquely, indirectly and cursorily, where English language is taught resorting to bilingualism. EA is usually ignored completely. Even when teachers correct students’ assignments and copies, they point out mistakes/errors, suggest corrections, but neither take into account why these mistakes/errors have occurred, nor how to prevent such cases in future. With the ever growing importance of English as a global language and a second language in India, no stakeholder in education can afford to undermine the significance of ELT.The time is therefore ripe to take a fresh look at Error Analysis (EA) and assess how it can be deployed as a powerful tool in school teaching.

THE TRANSLATION STRATEGIES OF METAPHOR IN THE MAGIC OF THINKING BIG TRANSLATED INTO BAHASA INDONESIA BY DIAN PARAMESTI BAHAR

2018 ◽  
Vol 14 (3) ◽  
Author(s):  
Khairani Hayat Situmorang ◽  
I. W. Dirgeyasa ◽  
Zainuddin Zainuddin
Keyword(s):  
Data Analysis ◽  
Target Language ◽  
Qualitative Design ◽  
Translation Strategies ◽  
Source Language ◽  
Free Translation ◽  
Dead Metaphor ◽  
Word Translation ◽  
Bahasa Indonesia ◽  
Communicative Translation

The research dealt with Metaphor Sentences. The aims of this study were: (1) to find out the translation strategies of metaphors are used in The Magic of Thinking Big and (2) to describe the translation strategies maintain metaphors in The Magic of Thinking Big. The research was conducted by using qualitative design. The data of this study were sentences. The data were collected through documentary technique and the instrument was the documentary sheet. The technique of data analysis was descriptive. The finding of this study revealed that: (1) The metaphor in The magic of Thinking Big were translated by applying six translation strategies, namely: word for word Translation (5.3%) lieral translation (4.3%), faithful translation (57.5%), Free translation (3.2%), communicative translation (30.5%) and discursive creation was found (2.2%). (2) The metaphors are maintained that found in the Magic of Thinking Big are original metaphors turned into another original metaphors, stock metaphors turned into another stock metaphors, adapted metaphors turned into adapted metaphors, dead metaphors turned into dead metaphors, original metaphor turned into stock metaphor, stock metaphor turned into original metaphor, meanwhile, 10 original metaphors and 1 dead metaphor are no longer classified as metaphors. Language has special characteristic that is metaphor sentences, therefore in the case of translating of metaphor sentences in which their concept in unknown for readers, the translator often faces the problems to find out the translation strategies to translate metaphor in a source language (SL) and how the metaphor sentences are maintained in the target language (TL).Keywords : Metaphor, Translation Strategies, Maintain Metaphor

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