2 research outputs found
Translating conceptual qur’anic metaphor: A cogno-translational approach
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)
Towards a technology-enhanced blended approach for teaching Arabic for Shari’ah purposes (ASP) in the light of the South African national qualifications framework
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 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 S ri’ purposes in the South African
context and the attitudes of learners towards it