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The Reflection of Scientific Facts in the Translation of the Qur’an
Bakri Al-Azzam,
Muhammad Al-Ahaydib,
Hussein Abdo Rababah
Issue:
Volume 3, Issue 4, July 2015
Pages:
193-202
Received:
13 May 2015
Accepted:
25 May 2015
Published:
6 June 2015
Abstract: The purpose of this study is to explore the possibility of preserving scientific facts in the translation of the Qur’an, as one of its challenging and inimitable features. It should be pointed out that many scientific subject matters, dealt with in the Qur’an, give rise to translation challenges. Such matters are scientifically proven by today's scientific discoveries, but not dealt with sufficiently in translation. Lack of knowledge in many scientific issues results in incompatibility between the translation product and the advanced knowledge of today; this requires that translators of the Qur’an should be equipped with thorough scientific knowledge in order to enable the target text accommodate the source text's scientific facts. The theoretical part of the study is based on the idea that scientific facts in the Qur’an have not been adequately scrutinized from a translational perspective. Most of their efforts focus on the linguistic aspects and literal semantics of the sacred text, stripped from scientific implications. In order to prove the translators’ unintended neglect of these facts, a number of translations are examined and enough supporting explanation of scientific resources is provided to show the congruence between what was revealed in the Qur’an before fourteen centuries, and what modern sciences have uncovered. The study draws the conclusion that scientific knowledge in different scientific fields is essential in the translation of the Qur’an, as it is a possible fact that the translator is liable to commit mistakes in the translation of scientific statements if s/he is not expert or specialist in the scientific discipline under question. Therefore, translators should be knowledgeable in all aspects of the Qur’an in order to be able to provide an authentic rendition in the receptive language.
Abstract: The purpose of this study is to explore the possibility of preserving scientific facts in the translation of the Qur’an, as one of its challenging and inimitable features. It should be pointed out that many scientific subject matters, dealt with in the Qur’an, give rise to translation challenges. Such matters are scientifically proven by today's sc...
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A Corpus-Based Study on the Use of Feelings and Emotions Vocabulary by Male and Female EFL Learners
Issue:
Volume 3, Issue 4, July 2015
Pages:
203-209
Received:
13 May 2015
Accepted:
20 May 2015
Published:
6 June 2015
Abstract: Research on the relationship between gender and language has been a challenging inquiry as being closely related to social issues. Particular interest has mainly been in whether women and men use the language differently. Also gender and language related studies have mainly concentrated on the identification and characterization of male/female language and how language users speak and write in ways that reflect their genders. For instance, Newman, Groom, Handelman and Pennebaker (2008) state that women use more words related to psychological and social processes (emotions, sensations, friends, family, etc.) whereas men referred to object properties and impersonal topics. In language learning, besides it is generally believed that females learn and speak a language better and faster (Zhuanglin, 1989), it is still a mystery to what extend males and females express their genders when using a foreign language. This particular corpus-based study investigates gender differences in using feeling and emotion vocabulary in argumentative essays by EFL learners. Results indicate that, unlike the related statements about gender and language in general, male learners tended to use more feeling and emotion vocabulary than female learners in their written L2 productions. In addition, learners from different L1 backgrounds displayed similar tendency in categorical usage of emotional words.
Abstract: Research on the relationship between gender and language has been a challenging inquiry as being closely related to social issues. Particular interest has mainly been in whether women and men use the language differently. Also gender and language related studies have mainly concentrated on the identification and characterization of male/female lang...
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The Attitude of Santri and Ustadz Toward Multilingual Education at Pesantren
Saidna Zulfiqar Bin Tahir
Issue:
Volume 3, Issue 4, July 2015
Pages:
210-216
Received:
3 May 2015
Accepted:
26 May 2015
Published:
9 June 2015
Abstract: The attitude is one of the important aspects of multilingual teaching and learning successful at Pesantren or Islamic boarding school in Indonesia. This study aimed to know the effect of attitude of Santri/students and Ustadz/teachers toward multilingual education at Pesantren in Makassar, Indonesia.This study applied quantitative approach using survey design. The population of the study is all Santri and Ustadz of Pesantren of IMMIM, Pondok Madinah, and Pesantren of Darul Arqam Muhammadiyah Gombara amount to 839 populations which consist of 788 Santries and 51 Ustadzs in academic year 20014/2015. The total samples of simple random sampling technique are 85 then accomplished to 100 samples. In collecting data, the researcher employed questionnaire using Likert Scale model. The data have been analyzed descriptively and inferentially using SPSS Ver. 17.The researcher found that there was an effect of Santri and Ustadzs’ attitude toward multilingual education at pesantren but it was not significant caused of the lack of knowledge, belief, and loyalty to the government regulation.
Abstract: The attitude is one of the important aspects of multilingual teaching and learning successful at Pesantren or Islamic boarding school in Indonesia. This study aimed to know the effect of attitude of Santri/students and Ustadz/teachers toward multilingual education at Pesantren in Makassar, Indonesia.This study applied quantitative approach using su...
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The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`
Issue:
Volume 3, Issue 4, July 2015
Pages:
217-221
Received:
23 May 2015
Accepted:
1 June 2015
Published:
11 June 2015
Abstract: Grammar learning is considered to be one of the major parts of any language bringing about some difficulty in the course of language teaching and learning. Particularly, due to lack of enough language input, learners in foreign language contexts suffer from such trouble more than those in second language contexts. On way through which the teachers can help their learners to tackle such a demanding job is to accompany the grammar instruction with a promising garden path technique. That is because such a technique can be used in the class as a corrective feedback and it also helps the learners and teachers to learn and teach grammatical points implicitly. It is believed that since garden path technique makes an attempt to be used indirectly, it can help the learners to enjoy the learning and be away from the boring explanation of grammatical point. The present study investigates the possible effect of garden path technique, grammar instruction, in forming comparative and superlative adjectives, some of which are confusing and irregular. To this end, 40 elementary learners were selected and assigned into two groups of experimental and control groups. Then, 80 confusing and irregular forms of comparative and superlative adjectives taking out of piloting phase were taught to the experimental group using garden path technique. However, those in the control group were required to follow the regular class of the institute through American English File one. No treatment was given to the control group. Then, both experimental and control groups received a posttest in the form of ten pictures of different features to describe using the comparative and superlative adjectives. The posttest items were based on the 80 target adjectives obtained from the piloting phase. The answers were compared applying an independent samples t-test. The results indicated that the garden path group had a better performance compared to the picture counterpart in describing pictures using the comparative and superlative adjectives. This study might have messages for both language teachers and learners as well as syllabus designers.
Abstract: Grammar learning is considered to be one of the major parts of any language bringing about some difficulty in the course of language teaching and learning. Particularly, due to lack of enough language input, learners in foreign language contexts suffer from such trouble more than those in second language contexts. On way through which the teachers ...
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Some Vietnamese Viewpoints upon Second Language Acquistion Theories in Language Contact Environment
Issue:
Volume 3, Issue 4, July 2015
Pages:
222-229
Received:
30 May 2015
Accepted:
3 June 2015
Published:
15 June 2015
Abstract: This study focuses on the interference between the theories of second language acquisition by the native speakers (such as: Behaviorist's theory, Nativist's theory, Interactionist's theory, Information Processing theory, Vygotsky's theory, Halliday's theory, Sociolinguistic's theory) and the viewpoints of the non-native speakers (e.g. Vietnamese) who study a native language (e.g. English) as a second language or foreign language. Moreover, based on the summary table of the second language acquisition theories, the viewpoints of non-native speakers are analyzed to find out which theories adapt the viewpoints of the learners, being really the ones who acquire second languages. Last but not least, the effects of learning process and of learners on second language acquisition are explored for illustration.
Abstract: This study focuses on the interference between the theories of second language acquisition by the native speakers (such as: Behaviorist's theory, Nativist's theory, Interactionist's theory, Information Processing theory, Vygotsky's theory, Halliday's theory, Sociolinguistic's theory) and the viewpoints of the non-native speakers (e.g. Vietnamese) w...
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Prefix (hu) as a Cognate Morpheme in Old English and Avestan
Issue:
Volume 3, Issue 4, July 2015
Pages:
239-243
Received:
28 May 2015
Accepted:
14 June 2015
Published:
17 June 2015
Abstract: This study is confirms the historical lexical correlation between Old English Germanic group and Indo – Iranian group with the insights of lexical theories and analyze the origin of cognate morphemes particularly, this prefix (hu). The present study consists of four sections: The first section introduces the aims, the method of this study as a comparative analysis, etymology and prefix as a part of derivational morphemes. Section two investigates the origin of two groups of Indo – European language family (IE) Viz. Germanic group and Indo – Iranian group, also comparing their daughter languages English language versus Kurdish language. Section three shows the origin of prefix (hu) as a similar morpheme between English and Kurdish languages, and giving examples as cognates between them and Avestan language. The last part is section four ; this section is about results and finally, the study points out some conclusions.
Abstract: This study is confirms the historical lexical correlation between Old English Germanic group and Indo – Iranian group with the insights of lexical theories and analyze the origin of cognate morphemes particularly, this prefix (hu). The present study consists of four sections: The first section introduces the aims, the method of this study as a comp...
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The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition
Issue:
Volume 3, Issue 4, July 2015
Pages:
244-251
Received:
1 June 2015
Accepted:
6 June 2015
Published:
25 June 2015
Abstract: The objective of the research was to find out whether or not the use of pictures story can improve the students’ writing ability in terms of content, organization, vocabulary, language use, and mechanics to narrative composition. This research employed Quasi-experimental method that applied experimental and control class. The population was the first year students (X) of SMA Negeri 3 Parepare in 2013/2014 academic years. Total number of population was 192 students. In sampling process, the researcher used random sampling because the researcher considered that the populations were heterogenic members. In addition, the numbers of students in first year of SMA Negeri 3 Parepare were too large. This sample of this research took I.E as experimental class with 38 students and I.D as control class with 40 students. The result of this research showed that the experimental group got the mean score (75.80) while the control group got mean score (68.03). This showed that there was significant difference between the students who were taught by using Pictures Story and those who were taught without Pictures Story. The result of the t-test value (2.63) was greater than t-table (alpha two-tailed = 0.05: 72 = 2.000). This means that H1 was accepted. The study concluded that teaching writing by using Pictures Story increased the students’ ability to write narrative composition at SMA Negeri 3 Parepare.
Abstract: The objective of the research was to find out whether or not the use of pictures story can improve the students’ writing ability in terms of content, organization, vocabulary, language use, and mechanics to narrative composition. This research employed Quasi-experimental method that applied experimental and control class. The population was the fir...
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The Role of Motivation in Learning Chinese as a Second Language: A Case study of Zimbabwean Students Learning Chinese as a Second Language
Faith Mkize,
Godfrey Chisoni
Issue:
Volume 3, Issue 4, July 2015
Pages:
252-257
Received:
13 June 2015
Accepted:
1 July 2015
Published:
9 July 2015
Abstract: Motivation in second language learning is an important factor that should be never ignored, it requires much attention for second language learning and teaching to be successful, the students should be motivated and the teacher needs to employ teaching methods that motivate the students in acquiring their target language. This research was conducted at the University of Zimbabwe Confucius Institute which is the main center for teaching and learning of Chinese language and culture in Zimbabwe and concluded that students who are motivated are easy to teach and can perform better without much assistance from the instructor. The paper discusses the role played by motivation in the acquiring of second language, which is Chinese language, and the impact it has in improving the target language by students. Usually the teaching methods and criteria used by the teachers to reward or motivate the students are the ones which determine the students’ performance in the second language learning. Without motivation students easily quit or lose interest in the target language. However, although motivation plays a pivotal and unreplaceable role in the second language learning and teaching, it is easily forgotten and not given much attention. This paper will also focus on showing the impact motivation has in the second language learning and teaching, and how the University of Zimbabwe students are being motivated to acquire Chinese as a second language. Most teachers know and are aware of the importance of motivation in second language learning, but easily neglected in the actual teaching and learning process. Motivation provides the primary impetus to initiate learning the L2 and the driving force to sustain the long and often tedious learning process. The University of Zimbabwe students who are learning Chinese are motivated well but there is still need for review of the teaching methods and the frameworks being used, since the majority of the students complained about the methods used in class.
Abstract: Motivation in second language learning is an important factor that should be never ignored, it requires much attention for second language learning and teaching to be successful, the students should be motivated and the teacher needs to employ teaching methods that motivate the students in acquiring their target language. This research was conducte...
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Learning Simple Perfect Tenses Using Implicit and Explicit Recasts
Sepehr Enjili,
Asgar Mahmoudi
Issue:
Volume 3, Issue 4, July 2015
Pages:
258-265
Received:
25 June 2015
Accepted:
29 June 2015
Published:
10 July 2015
Abstract: Numerous studies have been focused on corrective feedback (CF), specifically recasts. These studies have identified, classified, and explained their acquisitional effects. In terms of acquisitional effects, however, it seems that the studies have not yet covered all areas of grammar which constitutes a very broad range of issues. This study was an attempt to address this problem to some extent by investigating the effects of implicit and explicit recasts on the acquisition of simple perfect tenses (simple present, past, and future perfect tenses). In a within-between pretest-posttest group design, 45 Iranian students of English as a foreign language were assigned to two experimental and one control groups and underwent a treatment which lasted for 15 sessions. The students then were tested on their ability in correct application of simple perfect tenses. Following that, the collected data were subjected to different statistical tests, including MANOVA. The final results affirmed the effectiveness of recasts in improving the acquisition of simple perfect tenses. Of the two types of recasts—explicit vs. implicit—used in the study, explicit recasts proved to be more effective. Among the three tenses studied simple present perfect and simple future perfect tenses seemed to be more significantly affected.
Abstract: Numerous studies have been focused on corrective feedback (CF), specifically recasts. These studies have identified, classified, and explained their acquisitional effects. In terms of acquisitional effects, however, it seems that the studies have not yet covered all areas of grammar which constitutes a very broad range of issues. This study was an ...
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The Study on Ken Hyland’s Interactional Model in OUP Publications
Mohammad Akbarpour,
Hossein Sadeghoghli
Issue:
Volume 3, Issue 4, July 2015
Pages:
266-270
Received:
19 March 2015
Accepted:
1 June 2015
Published:
15 July 2015
Abstract: This study is an attempt to understand how different authors of research articles in diverse fields draw on interactional devices in their writings to convince and interact with their audience. In order to do so seventy research articles from Economics, Humanities, Life Sciences, Social Sciences, Law, Mathematics & Physical Sciences, and Medicine were selected to constitute the data of this study. Then Ken Hyland’s interactional model was applied to find out to what extent writers used interpersonal resources in their writings. The results showed some considerable similarities and variations cross and across the fields. The findings of this study may also provide some useful insights into the teaching of writing research articles and may be helpful for writing teachers and students.
Abstract: This study is an attempt to understand how different authors of research articles in diverse fields draw on interactional devices in their writings to convince and interact with their audience. In order to do so seventy research articles from Economics, Humanities, Life Sciences, Social Sciences, Law, Mathematics & Physical Sciences, and Medicine w...
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The Impact of Self-assessment of EFL Learners' Tolerance of Ambiguity
Zahra Jafari,
Samira Yavari,
Moein Shokri
Issue:
Volume 3, Issue 4, July 2015
Pages:
271-274
Received:
9 June 2015
Accepted:
2 July 2015
Published:
15 July 2015
Abstract: Tolerance of ambiguity has been an important focus of educational practices and research for more than three decades. The present paper investigated the possibility that there might be an impact of self-assessment on Iranian intermediate EFL learners' tolerance of ambiguity and language proficiency. Therefore, two groups each with 20 EFL intermediate learners served as the experimental and control groups. In the experimental group, self-assessment was practiced. While the participants of control group, just received traditional evaluation. Ely (1995) Ambiguity Tolerance Questionnaire (ATQ) was administered as the measure of learners' tolerance of ambiguity. The results of the study indicate that learners' tolerance of ambiguity increases as the effect of self-assessment. Self-assessment can also affect the learners' proficiency in general.
Abstract: Tolerance of ambiguity has been an important focus of educational practices and research for more than three decades. The present paper investigated the possibility that there might be an impact of self-assessment on Iranian intermediate EFL learners' tolerance of ambiguity and language proficiency. Therefore, two groups each with 20 EFL intermedia...
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