Purpose
The spread of Covid-19 has led to the closure of educational institutions worldwide, forcing academic institutions to find online platforms. The purpose of this paper is to accelerate the development of the online learning (OL) environments within those institutions. The Covid-19 pandemic has unfolded the extent of the academic institutions' readiness to deal with such a crisis.
Design/methodology/approach
In this vein, the study aimed to identify the perception of translation instructors in teaching translation courses online during Covid-19, using a questionnaire to explore the strategies and challenges of teaching and assessing students' performance. The analysis revealed instructors' reliance on Zoom and Microsoft Teams in offering virtual classes and WhatsApp in communication with students outside the class.
Findings
The findings revealed the relative effectiveness of online education, but its efficacy is less than face-to-face learning according to the respondents' views. It was also found that students faced difficulties in OL, which lie in adapting to the online environment, lack of interaction and motivation and the deficiency of data connections. Even though online education could work as an aid during Covid-19, but it could not replace face-to-face instruction. Based on the findings, the study recommended blended learning. Combining online education with face-to-face instruction, i.e. face-to-face plus synchronous and asynchronous, would result in a rigorous OL environment.
Originality/value
The research is genuine and there is no conflict of interest.
Purpose
This paper aims to investigate seven prominent translations of verb-noun the Qur'anic collocations into English (Pickthall, 1930; AL-Hilali and Khan, 1977; Ali, 1934; Arberry, 1955; Shakir, 1999; Sarwar, 1981; Saheeh International, 1997) to unfold their renditions of the style and meaning of such Qur'anic verb-noun collocation into English.
Design/methodology/approach
The study follows a corpus-based research in a sense that the study is conducted on seven translations of the Noble Qur'an that have been taken form The Qur'anic Arabic Corpus, using linguistic and exegetical analyses. Based on Reiss’ (2000) model of text analysis, the author analyses the intralinguistic and extralinguistic features of the Qur'anic verb-noun collocations.
Findings
Findings reveal that linguistic and exegetical analyses are perquisites for adequate rendition that prevents deviation in meaning and translation loss. It is also found that Qur'anic collocations use unique literary techniques and devices, which hinder their natural and adequate renditions into English.
Originality/value
This novelty of this study lies in studying the architectural design of the Qur'anic verb-noun collocations in terms of the unique selection of words and style. Such unique architectural design of such collocations creates monumental hindrances in their rendition into other languages, which have not been given due attention in translation studies.
Investigating the problematicity of translating cultural idiomatic expressions from English into Arabic has not been given due consideration by scholars. This situation is reflected in the limited number of theoretical and empirical studies on this area of research. To address this research gap, this paper primarily aims to investigate the subject in an attempt to provide insights into how its difficulties can be addressed. Forty adult Yemeni students of translation in their final year of graduation, whose ages ranged from 22 to 23 years old, were asked to translate seven authentic texts from English into Arabic. The texts, which contain eleven cultural idiomatic expressions, were chosen from the British newspaper The Guardian and translation text books. An analysis of the students' translation scripts revealed that the percentage of the students' errors and dictionary use reached about 74% and 20% respectively, which indicated that the students encountered difficulties in translating such cultural idiomatic expressions. The errors committed by the students are classified into addition, modification, omission, selection, and avoidance, which may have resulted from the students' insufficient knowledge of English idiomatic expressions and lack of training in the use of translation strategies and techniques.
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