Al-Sowaidi, B. et al. (2015). Doing politics in the recent Arab uprisings: Towards a political discourse analysis of the Arab Spring slogans. AbstractThe present paper aims to analyse a number of those slogans collected from the sit-in quarters in Egypt, Libya and Yemen. Using political discourse analysis, it unravels various typical discourse structures and strategies that are used in slogans in the construction of a sub-genre of political discourse in the Arab world. Drawing data from several mediums, including banners, wall graffiti, audio-visual instruments, chanting, speeches and songs, this paper tries to show the extent to which the slogans serve as a medium by which political complaints and comments are dispensed and consumed. This paper draws on a rhetorical analysis to find out their persuasive effect on shaping the Arab intellect and on the change of the political atmosphere in the region. Lastly, this paper attempts to show to what extent the slogans meet the standards of political discourse and whether they can be considered as a sub-genre of political discourse or not. IntroductionThe revolutionary tsunami which has broken out in several countries of the Middle East in the last few years has brought about a massive number of slogans and has initiated a new sub-genre of political discourse in the Arab world. Such slogans have been introduced via many mediums, including banners, wall graffiti, audio-visual instruments, chanting, speeches and songs. The present paper aims to analyse a number of slogans collected from the sit-in quarters in Egypt, Libya and Yemen. Using critical discourse analysis (CDA), particularly van Dijk's (1997) political dis-course analysis (PDA), various typical discourse structures and strategies that are used in slogans in the construction of a sub-genre of political discourse in the Arab world are unravelled (See Appendix for some relevant background internet sources).
The study investigates the use of a blended learning approach for teaching Arabic as a foreign language at a South African Islamic college in the light of the South African National Qualifications Framework level descriptors and their critical cross-field outcomes. In particular, the approach has been used for teaching a Ḥadīth Module in an undergraduate BA programme during the second semester of the academic year 2018-2019 at the International Peace College South Africa (IPSA). The college adopts a content and language integrated approach for teaching Arabic. The study concluded that the use of a technology-enhanced blended approach using Web 2.0 tools and Learning Tools (with full) Interoperability (LTI 2.0) (e.g. gamification) plays a vital role in motivating the learners and in the achievement of critical cross-field outcomes of each NQF level including, subject knowledge, critical thinking and problem solving, communication, teamwork and self-management among others. The study is part of an action research project that also includes the design of a syllabus for teaching Arabic for Shari’ah purposes in the South African context and the attitudes of learners towards it.
The present study reports on the use of project-based learning in teaching business translation at the undergraduate level at two Yemeni universities; namely, Al-Saeed University and Taiz University. Two groups of students, one control and the other experimental, were selected. Both groups took a pre-test in business translation in which they were asked to translate several texts from Arabic into English, and vice versa. After the pre-test, the two groups completed a 3-month business translation course. Project-based translation training was used with the experimental group. The control group covered the content of the course in a traditional manner. Both groups were asked to take a post-test in business translation after completion of the course. The study concluded that the experimental group that completed the project-based training showed more progress than the control group. The difference between the mean of the two groups was found to be significant, at p < 0.05. Members of the experimental group were also interviewed about the project-based approach adopted in the programme to gain insights into its pros and cons.
This study will investigate metaphor translation as a natural phenomenon. It will analyze some of the problems involving the translation of metaphorical expressions in two Qur’anic translations, namely, Yusuf Ali's The Holy Qur’an: Text, Translation and Commentary and Laleh Mehree Bakhtiar's The Sublime Qur’an. The analysis in this study employs both quantitative and qualitative methods, as well as a cognitive framework of metaphor, which helps conciliate the cultural specificity of metaphors and their transference into linguistically and culturally unrelated languages. The present analysis is based on Mandelblit’s Cognitive Translation Hypothesizes (CTH) (Mandelblit (1995), Maalej’s strategies of translating metaphor (Maalej, 2002, 2008) and Kövecses’s concept of Cultural Variation (Kövecses, 2002,2006). This kind of eclecticism provides a wide-ranging approach to be followed while analyzing the translation of Qur'anic metaphors. The approach used in this study does not only deal with the linguistic aspects of Qur'anic metaphors, but also pays attention to their conceptual and cultural aspects. Cross-cultural variation can affect the outcome of translating metaphorical expressions. Thus, the translator is obliged to adopt certain strategies to preserve the subtle nuances of the original Arabic text and its socio-cultural context, while at the same time ensuring that the translation is accessible to the target audience. This study concludes that most of the conceptual metaphors under scrutiny have been literally translated into English, which is frequently inaccurate. English and Arabic often diverge in their conceptualization in general texts, but especially in sensitive texts like the Qur'an. Therefore, the conceptualizations of some Qur'anic metaphors are often lost in translation. Received: 19 July 2020 / Accepted: 9 November 2020/ Published: 17 January 2021
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