This article explores translation in news institutions. While being heavily relied on by media organizations, translation is rarely acknowledged. Translation is deeply interwoven with news in that it is used to employ ideological tendencies and political agendas. This study investigates the powerful role of media institution as a force that intervenes in producing news reports. It uses a questionnaire and interviews to see the influence of editors in the translation of news texts. For this purpose, the views of 21 news translators, journalists and news were surveyed to infer the role of institutions in translation. The study looks at this role from different angles including translator training, instructions given to translators, textual alterations, and policies of news institutions. The findings indicate that intervention by the editors and producers on translation is taking place. The interview participants tend to agree with the intervention of the institution. The questionnaire respondents agree with the statement that translators are given instructions to use specific terminology but disagree with a statement that they have to comply with the policies of the institution.
This article explores the translation of dialects on-screen within the Jordanian context. Such place of translation is arguably one of the most challenging areas of translation, yet interesting due to its variety. Arab peoples use their dialects to express their opinions on several platforms, including TV media. Audiovisual translation research is growing in investigating subtitling Arabic dialects and languages on screen. Scholars propose a dialect-to-dialect approach or a dialect-to-standard approach. However, in this paper the focus is more on the strategies which inevitably fall within those approaches. The study uses a Jordanian film known as Captain Abu Raed as a source of highlighting and demonstrating translation of dialects within an Arabic context. The initial findings show that some dialectal expressions are taken off or sacrificed by replacing them with neutralized standard language.
In this age of information technology, it has become possible for people all over the world to communicate in different languages through social media platforms with the help of machine translation (MT) systems. As far as the Arabic-English language pair is concerned, most studies have been conducted on evaluating the MT output for the standard varieties of Arabic, with fewer studies focusing on the vernacular or colloquial varieties. This study attempts to address this gap through presenting an evaluation of the performance of MT output for vernacular or colloquial Arabic in the social media domain. As it is currently the most widely used MT system, Google Translate (GT) has been chosen for evaluating the reliability of its output in the context of translating the Arabic colloquial language (i.e., Egyptian/Cairene Arabic variety) used in social media into English. With this goal in mind, a corpus consisting of Egyptian dialectal Arabic sentences were collected from social media networks, i.e., Facebook and Twitter, and then fed into GT system. The GT output was then evaluated by three human translators to assess their accuracy of translation in terms of adequacy and fluency. The results of the study show that several translation problems have been spotted for GT output. These problems are mainly concerned with wrong equivalents, inappropriate additions and deletions, and transliteration for out-of-vocabulary (OOV) words, which are mostly due to the literal translation of the Arabic vernacular sentences into English. This can be due to the fact that Arabic vernacular varieties are different from the standard language for which MT systems have been basically developed. This, consequently, necessitates the need to upgrade such MT systems to deal with the vernacular varieties.
This study explores the particularities of teaching English to adult learners. It looks at whether adult learners’ comprehension of lessons is slowed down by factors of teaching style or classroom settings. The study uses a questionnaire to collect views of adult learners from the Libyan context. The questionnaire that contains 37 statements measures different aspects of teaching English. It was delivered online using Google Forms. Those aspects include teaching style, preferences of correcting mistakes, willingness of cooperation among adult learners, self-dependence and self-confidence of learners, and preferred techniques to learning grammar and vocabulary. This study also offers a remedial method that is inferred from the experience of the researchers and supported by the results of the data. The results show that adult learners have different perception towards acquiring a foreign language. They agree that they need to better their learning input. The suggested remedial process could be an answer to their needs.
The thematic and information structure of scientific and technical texts are arguably different among languages. This study examines the thematic structure of scientific texts in English and Arabic to see the differences in the hierarchical organization at different thematic levels. It adopts Halliday’s functional model of theme-rheme and applies it to English and Arabic scientific texts. The paper mainly investigates the three levels of theme: textual, interpersonal and experiential with the intention of discussing their translations into Arabic. It uses a corpus data of two scientific texts. The syntactic and textual elements of those texts were compared and contrasted and professional translations were provided to study the Arabic thematic structure. The data provides English and Arabic versions which allow for a comparable analysis of structure, convention and style. The study reveals that the most frequent type of themes and thematic progression is the experiential theme. It shows that those experiential themes are almost always occupying initial positions. The structure of themes has the tendency to be reproduced in the translation. However, the findings of this investigation indicate that position of themes may change as a result of translation, or changed from experiential into textual.
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