During the coronavirus pandemic, remote learning offered instructors numerous potential opportunities to implement online applications for the success of students’ language proficiency. Despite this, there has been a rise in the number of challenges that afflicted EFL Saudi instructors and their learners from attaining sustainable development. The core purpose of this work was to explore these complexities and provide suggestions on how Saudi EFL instructors could adapt while maintaining learners’ cognitive and psychological well-being. Furthermore, it questioned the extent to which artificial intelligence (AI) and Bloom’s digital taxonomy (BDT) played an innovative role in improving Saudi educational quality and effectiveness. To this end, a qualitative study design was embraced, consisting of a meta-analysis of the most recent studies conducted on the topic of study. The findings indicated that despite having gained access to platforms and apps led by technology, EFL instructors faced numerous challenges such as inadequate training, incompetence, restricted accessibility, poor web infrastructure, modest technological assistance, low motivation, and attention to deficit learners. Thus, AI and BDT may help bridge the gaps and overcome some of the pandemic's challenges. This study provided recommendations for curriculum designers, developers, and policymakers, on the challenges of e-learning systems and how to address them during the pandemic and afterward.
This exploratory research investigates linguistic and cultural challenges in English and Arabic translations of Brazilian writer Paulo Coelho’s novel, Eleven Minutes, which was originally written in Portuguese. This study raises the following questions: (1) How does the functional-pragmatic model of House prove to be advantageous to the contrastive analysis of translations of Eleven Minutes? (2) To what extent are the translators whose work is examined in the current research faithful to the ST? (3) How intensely are linguistic-textual elements prioritized over cultural aspects in the conveyance of the ST message in either translation? This work employs Juliane House’s model of translation quality assessment to make a comparative analysis of the source text with both translations and to highlight the relationship of linguistic components with the relevant communication process. Furthermore, the techniques adopted in both translations are examined through excerpts taken from each of the three versions of the book. The registers of the source text and those of the target texts are analyzed and compared based on the register analysis of House’s model. Consequently, the study demonstrates how the conceptual and interpersonal functions of language are affected in the target texts. The outcome of this qualitative analysis leads to the identification of the methods adopted by the translators, mainly referring to overt and covert translation methods. Overall, it is concluded that the English translation is significantly linked to the source text by pragmatic equivalence, in contrast, the Arabic translation is connected to the source text by significant functional equivalence that highlights the cultural filter used in the text.
Choosing appropriate reading material for language learners is not an easy task. It is necessary to keep in mind the specific purpose of the exercise and that the material chosen must support that purpose. Often, these goals will include developing fluency, increasing vocabulary knowledge, and increasing the rate at which vocabulary grows. One of the texts and novels commonly used for extensive reading in high intermediate level English as a Second Language coursework in the United States is The Giver, a young adult novel written by American author Lois Lowry. Due to its importance, we chose to analyze the novel within the framework of word frequency counts through the lens of the percent of words a learner must know in order to understand the particular text. A corpusbased method is utilized in the study to determine the types and frequency of vocabulary that The Giver provides. Common groupings of related low frequency lexical items and collocations are explored. This application of a corpus-based analysis of the text draws a picture of the vocabulary that is presented in The Giver, and how it matches 1K, 2K and AWL. The analysis reveals that 89.07% of the vocabulary was found to fall within these high frequency word lists, which gives the novel a somewhat higher comprehensibility than average academic texts. Analysis of low-frequency words reveals key vocabulary that increase comprehensibility when explicitly taught, as well as use of compound words, prefixes, and suffixes, that-if paired with instruction in vocabulary analysis techniques-can also increase the comprehensibility of the text. A conclusion is drawn regarding the appropriateness of this novel for the target audience in the specified course types, with suggestions for modifications and supplements for the text's use within ESL/EFL classrooms.
This exploratory research investigates linguistic and cultural challenges in English and Arabic translations of Brazilian writer Paulo Coelho’s novel, Eleven Minutes, which was originally written in Portuguese. This study raises the following questions: (1) How does the functional-pragmatic model of House prove to be advantageous to the contrastive analysis of translations of Eleven Minutes? (2) To what extent are the translators whose work is examined in the current research faithful to the ST? (3) How intensely are linguistic-textual elements prioritized over cultural aspects in the conveyance of the ST message in either translation? This work employs Juliane House’s model of translation quality assessment to make a comparative analysis of the source text with both translations and to highlight the relationship of linguistic components with the relevant communication process. Furthermore, the techniques adopted in both translations are examined through excerpts taken from each of the three versions of the book. The registers of the source text and those of the target texts are analyzed and compared based on the register analysis of House’s model. Consequently, the study demonstrates how the conceptual and interpersonal functions of language are affected in the target texts. The outcome of this qualitative analysis leads to the identification of the methods adopted by the translators, mainly referring to overt and covert translation methods. Overall, it is concluded that the English translation is significantly linked to the source text by pragmatic equivalence, in contrast, the Arabic translation is connected to the source text by significant functional equivalence that highlights the cultural filter used in the text.
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