Grammar Translation Method's Effect on Yemeni Advanced Students' English Production in Communicative Situations

In the past and present, the Yemeni government provided free education at all levels of public education. Until the early days, and more precisely until now, the Yemeni government used to send honorary high school students to pursue their university studies abroad, honour university students to pursue a master's degree abroad, and honour holders of a master's degree abroad to pursue a doctorate study. They all obtain special certificates from Egypt, India, the United Kingdom, Australia, and other countries worldwide. EFL was learned at the seventh-grade level. While the Yemeni government has made all these attempts, English for the success of Yemeni advanced students' English production in communication contexts has been unsatisfactory. Several studies in the Arab world, particularly in Yemeni contexts, have shown that the main explanation for this discontent is the method used in Yemeni schools to teach English. Therefore, this research aims to find out the effect of this method on Yemeni students' performance in the English language when they speak English. This study follows a qualitative research method that focuses on secondary sources represented in literature reviews and primary resources expressed in interviews with ten Yemeni English teachers. The study reached many results, the most important of which is that GTM does not necessarily allow Yemeni students to use the English language communicatively. Instead, it allows them to learn about English as a subject. The study makes several suggestions on the basis of the study's findings. In particular, English language teachers should use other effective teaching approaches to help Yemeni students use the English language in communicative contexts, and grammar must be taught in context. &nbsp

Phonological variation of [s] in Almahweet Yemeni Arabic: A sociolinguistic investigation of the Rural-Urban dichotomy

AbstractThis sociolinguistic study examines phonological variation in Almahweet Yemeni Arabic, specifically focusing on the production of the [s] phoneme among the urban modern class (UMC) and rural working class (RWC). Data was collected through sociolinguistic interviews with 48 speakers and analyzed using the Labovian quantitative analysis approach. The study employed descriptive analysis, inferential statistical techniques, and Spradley’s ethnographic analysis model to identify speech patterns, significant differences, and sociocultural context. Findings indicate that RWC participants use the sound [ṣ] more frequently, potentially as a marker of community connection. Age influences [s] variation, but social class does not show significant differences. This research contributes to knowledge about phonological variation in Almahweet Yemeni Arabic, emphasizing the value of the Labovian quantitative analysis approach. It sheds light on the intricate relationship between language, society, and phonological variation, paving the way for further exploration in this field

A pragmatic and discourse study of common deixis used by Yemeni-Arab preachers in friday Islamic sermons at Yemeni mosques

AbstractThe usage of deixis in sermons, especially in Islam, has been understudied. This study investigated deixis in Friday sermons by Muslim preachers in Yemen using pragmatics and discourse analysis. The shape, purpose, feature, and frequency of the three main categories of deixis (personal, spatial, and temporal) were analyzed. The researcher translated 65 Yemeni-Arab sermons into English from offline and internet sources. Qualitative and quantitative methods were employed in the study. The results showed that these three forms of deixis were often found in each corpus, with the personal type predominating and pointing to many context-dependent referents. Preachers employed deixis to structure discourse and for pragmatic reasons. Deictic terms were employed to engage listeners and structure discourse

The simile and metaphor in translation of Yemeni spoken Arabic common names of animals and supernatural creatures into English: A socio-pragmatic approach

AbstractThis study examines the sociopragmatics of animal and supernatural creatures’ names in Yemeni Arabic (YA) and their translation into English. The study aims to identify the most effective English translations of these metaphors by sending a questionnaire to 43 native English speakers (NESs), focusing on Target Language metaphors and similes (TL) and using Abdul-Raof’s (2006) framework to classify similes. The findings indicate that YA dialects use animal and supernatural creatures’ names to convey meanings, feelings, and intents, while NESs preferred to use detailed similes that incorporate both feature and element. Unlike YA, which accepts all three types of metaphor and simile to address humans using animal and supernatural creatures’ names, most NESs rejected the metaphor, which lacks simile. These findings suggest that animal and supernatural creature names are translated differently in the two languages and cultures, highlighting potential differences in cultural aspects. Generally, this study contributes to our understanding of the sociopragmatics of language use in different cultures and their impact on cross-cultural communication. The findings suggest the need for further research into the translation of animal and supernatural creatures’ names in different languages and cultures

A Cross-Cultural Pragmatic Study of Invitation Strategies As Produced by Indonesian and Yemeni EFL Language Learners

Based on cross-cultural pragmatic research perspectives, the present study aimed at comparing the attainment of speech acts of invitation between Indonesian and Yemeni EFL learners. The study participants were 30 undergraduate students from Airlangga University, Indonesia, and 30 undergraduate students from Sana’a University, Yemen. All of the participants were different in terms of their cultural background. The data were gathered by using Discourse Completion Task (DCT) and then analyzed on the bases of Bruder and Tillitt (1999), Al-Khatib (2006), and Suzuki (2009) compilations of invitation strategies. The findings of the study displayed some similarities and differences in terms of invitation making. Some invitation strategies seemed to be culturally specific to one culture and others are universal across the two cultures. In this regard, Indonesian EFL learners preferred to be indirect in the use of speech acts while invitation making with the high preference to use Yes/No questions, asking for willingness and Wh. questions strategies. They believe that the use of such strategies helps them to add some polite expressions that they use in their daily conversation while using their first language. In contrast, Yemeni EFL learners favored being direct in the use of the speech act of invitation, with the highest percentage of imperative strategy followed by Yes/ No questions strategy. This might show a portion of the effect of their first language on their answers. They also know that direct invitations are mostly accepted in their culture. Besides, the findings of the study revealed that Indonesian and Yemeni EFL learners translated the utterances in their mother tongue into the target language without considering the variations between the two languages in patterns of sentences and the order of words. Implications of the study are supplied too