《古兰经》对阿拉伯语言的影响

阿拉伯语是阿拉伯民族的语言,是世界上极富特色的语言之一,是阿拉伯世界22个国家的通用语言,被定为国语。阿拉伯语是世界十多亿穆斯林的宗教语言,是国际上通用的语言,也是联合国工作语言之一。阿拉伯语发源于阿拉伯半岛,属闪语系的一个分支,是闪语系中生命力最强、使用最普遍、传播最广泛的一种语言。

阿拉伯语言教学中要重视伊斯兰文化的培养

阿拉伯语言与伊斯兰文化是彼此独立,而又相互联系的,阿拉伯语言是伊斯兰文化的重要组成部分,同时又是伊斯兰文化的载体。培养起伊斯兰文化意识,它可以使我们从字词、句子、语篇等不同层面上分析中阿习惯思维方式的差异,以及在语言上的表现。阿拉伯语言与伊斯兰文化尤如鱼水关系,阿拉伯语言教学如果离开了其特定的伊斯兰文化,意义也就失去了其应有的价值。

阿、汉成语中的动物象征初探

象征在世界各个不同民族的文化中都很常见,它借助事物间的联系,以具体事物作媒介,使人联想到与该事物有联系的相关事物.由于它采用的是"托义于物"的手法,不但具有生动感的特点,又意在言外,容易使人产生广泛的联想.如我们看到"做老黄牛"这个字句,所想到的不仅是"黄牛"本身,而且由此联想到忍辱负重、敦厚温顺的人格."在象征中,语言符号本身似乎只是一种媒介,或者说只是一架桥梁而已,它让人们通过有限的符号去产生无限的联想,去联想语言符号所暗示的意义."[1]因为联想思维的不同,语言中丰富多彩的象征词汇在不同民族文化传统中所表示的寓意又大相径庭.如喜鹊,被阿拉伯人视为不祥之兆,当作小偷或笨鸟;但中国人却视之为吉祥鸟,报喜鸟.

The Influence of the First Language （Arabic） on Learning English as a Second Language in Jordanian Schools, and Its Relation to Educational Policy： Structural Errors

This study was conducted to investigate the influence of the L 1 （first language） （Arabic） on learning ESL （English as a second language） in Jordanian schools, and its relation to education policy. The sample of the study consisted of 266 high school graduates Jordanian students in the academic year 2013-2014. A translation test consisted of 24 items and divided to eight areas was constructed to arrive at the objectives of the study. The study concluded that the percentage of total errors committed by the study sample in all areas exceeds percentage of correct answers （wrong answers is 52.48＇%, correct answers is 47.52%）, and the students committed more transfer errors in the types of verb to be, addition to, andpassive voice than other types of errors as a result of the effect of the L1.

Heritage of Arabic Language in South Caucasus： Arabic Inscriptions From Trialeti

In this article the author would like to discuss the usage of Arabic language in South Georgia as language of religious and ethnical minority in circumstances of Russian rule. The best examples of this are Arabic inscriptions on gravestones. In this article the author describes several inscriptions from Trialeri, South Georgia, which, because of unknown reasons, have never been studied by scientists before. Another important reason why the author has paid importance to those inscriptions is their recent condition and danger to lose them forever. The author has studied inscriptions from three main cemeteries： Beshtasheni, Tikma-Dash, and Minayasar. As a result of his research the author can say that Arabic language have been used by Muslims of Turk origins in Trialeti till Soviet time. They were using this language to preserve their identity, but it used to work only about a century. Soviet rule tried to destroy all identities and religions and especially after WWII they have reached more or less success. Today the Muslim population of Trialtei does not understand Arabic, they just know that their religion is Islam and in the graves with Arabic inscriptions lay their predecessors.

The Effect of Using L1 （Arabic Language） in the L2 （English Language） Classroom on the Achievement in General English of Foundation Year Students in King Abdulaziz University

This study aims at investigating the effect of using L 1 （Arabic Language） while teaching a target language （English Language） on the achievement in General English of foundation year students in King Abdulaziz University. To achieve the purpose of the study, the researcher used an experimental design： an experimental group and a control group. The independent variable is using L1 while teaching English in very limited and specified areas. The dependent variable is students＇ achievement in general English. The statistics used is the t-test. The population of the study was all students enrolled in the foundation year 1431/1432 in the ELI （English Language Institute） at King Abdulaziz University. The sample of the study consisted of 50 students taking North Star in the sections A and B as a university requirement in the foundation year 1431/1432 in King Abdulaziz University. The results of the study were in favor of banning Arabic in the English language classroom as shown in the mean scores of the control and experimental groups in the tables. It is recommended that teachers and instructors should be trained to use teaching strategies that help them use English only in the English language classroom.

Developing EFL Students＇ Comprehension and Improving Writing Through Presentations： Success in the UAE

In today＇s globalized world with English as the lingua franca, many countries, including the United Arab Emirates （UAE）, are focusing on English as a medium of instruction （EMI）. Due to the many expatriates resident in the UAE English has become the main language of business, industry, and higher education. This paper looks at one of those English medium universities with an American curriculum. Since most American curriculums require substantial amounts of writing, it is important that students become competent at writing in their second language at this particular institution. This paper discusses how a novel assignment, allowing English as a foreign language （EFL） students to present readings in the classroom at an EMI university in the UAE, has helped them become both better readers and writers. Since the majority of the students are native speakers of Arabic, the project was designed with their oral traditions and proficiency in mind.

Equivalence Problems in Translation

Equivalence is an important notion in translation theory. Therefore, theorists in the field of translation studies are interested in studying and examining this notion in order to discover its effect on the way a translator deals with a text. The aim of this study is to explore the different definitions of translation as a process and as a product. The study focuses on specific definitions that have been introduced by Arab scholars in the field of translation, for example, AI-zarqani （1998） who argued that translation is an act of transferring a text with all its meanings and objectives from one language to another. This idea of transferring the different meanings and objectives of a given text imposes an important question that the researcher tries to answer in this paper. Is translation a process of substituting a text in one language for a text in another？ After reviewing the related literature and by analyzing different translated passages from Arabic and English, it shows that translation is not a mere substitution of texts among languages. The translator must be aware of the objectives and meanings conveyed in the source text in order to produce an accurate translation.

Literary Translation and Loanwords： A Study of English and Igbo Translations ofFranz Kafka＇s Brief an den Vater

Multilingualism and multiculturalism have become so characteristic of our times that it is hard to come by a literary work that is strictly monolingual. Languages in contact influence each other in various ways. One language could be more influential than the other as a result of linguistic and non-linguistic factors. A language that is documented and enjoys a more privileged political, economic, cultural, or religious position is likely to be more influential than another language that lacks these qualities. Languages in contact often borrow words from each other though a language that is considered to be more prestigious than another is more likely to be the donor language less prestigious one. Loanwords are therefore common among languages in contact. Intercultural literary communication is mostly effected through translation. Due to Africa＇s colonial experience, literary translation practice in Africa often involves European languages, Arabic, and indigenous African languages. In Nigeria, the languages that have played significant roles in literary translation include English, French, German, Arabic, and indigenous Nigerian languages. Franz Kafka＇s Brief an den Vater which was written in German has been translated into English as Letter to His Father by Ernest Kaiser and Eithne Wilkins and into Igbo as Soro Okwu m maobu Leta （Ndi） Nna by Felicia Ibemesi. This paper sets out to study loanwords in the English and Igbo translations from a target reader＇s perspective

Saudi Speakers＇ Perception of the English Bilabial Stops/b/and/p/

Languages differ in their phoneme inventories. Some phonemes exist in more than one language but others exist in relatively few languages. More specifically, English Language has some sounds that Arabic does not have and vice versa. This paper focuses on the perception of the English bilabial stops/b/and/p/in contrast to the perception of the English alveolar stops/t/and/d/by some Saudi linguists who have been speaking English for more than six years and who are currently in an English speaking country, Australia. This phenomenon of perception of the English bilabial stops/b/and/p/will be tested mainly by virtue of minimal pairs and other words that may better help to investigate this perception. The paper uses some minimal pairs in which the bilabial and alveolar stops occur initially and finally. Also, it uses some verbs that end with the suffix/-ed/, but this/-ed/suffix is pronounced [t] or [d] when preceded by /p/ or /b/ respectively. Notice that [t] and [d] are allophones of the English past tense morpheme/-ed/（for example, Fromkin, Rodman, ＆ Hyams, 2007）. The pronunciation of the suffix as It] and [d] works as a clue for the subjects to know the preceding bilabial sound.

On Language, Culture and Diversity in Spain

The Iberian Peninsula was first inhabited by Celts, Iberians, Carthaginians, Romans, Visigoths, and later Berbers. How is it possible that in a spam of only 50 years, the Berbers were able to go pass the Pyrenees and practically ruled what today is Portugal, Spain, and region of France？ This article attempts to uncover the sociological aspects that helped the Berbers and Arabs rule the Iberian Peninsula quite rapidly. It was due to the commonalities and not the differences that Spain＇s political leaders went from Arian Visigoths to Muslims for the next 800 years. Ignacio Olague＇s book La Revoluci6n Isldmica en Occidente （The Islamic Revolution in the West）, also translated as Les Arabes N＇ont Jamais Envahi l＇Espagne （The Arabs Never Invaded Spain）, serves as one instrument to shed light to how this historical event took place. The result of this fusion of cultures not only created a rich civilization that would planted the seeds of the Renaissance three centuries before it began in Italy, but also contributed to the formation of a new language （between 720-750 AD）： El castellano o espahol （Spanish language）, which today is the official language in 21 st countries.

Teaching Writing to EFL/ESP Arab Learners： A Socioculturally Based Approach

Teaching writing to Arab EFL learners in general, and to students who have never been exposed to an Anglo-Saxon foreign language in particular in institutions of higher education, through incorporating culturally meaningful learning materials, can actually be enjoyable and fruitful. However, it can also be very challenging given the sociocultural and linguistic background of the learners as well as other factors related to the nature of the imported teaching materials from overseas. The challenge then is identifying and selecting materials for each particular class, as well as how to get students motivated and successfully engaged in the process of writing. This paper enlightens educators and language programs managers and planners about the mechanism of the writing process while incorporating the cultural components relevant to the learner, as well as drawing their attention to the benefits of engaging students in the actual process of writing and boosting their motivation via a meaningful socioculturally based approach.

Relationship between Numbers and Letters

This paper proposes that there is a relation between numbers and letters. This relation may exist in all types of different languages. This research focuses on the reason of choosing some mathematical symbols like ＂ ＂ and ＂π＂ in Arabic, Latin, and English languages. Also, this paper presents some relations between months, weeks, and days in Arabic, English, and Latin languages.