Analysis of Task-Based Language Teaching (TBLT) In the process of teaching and learning the phonetic system of the Arabic language

One of the main challenges in teaching Arabic language is teaching the phonetic system in a systematic method Because language learners need to understand different phonetic levels through practical training in order to establish communicate purposefully and interact properly with native speakers, so that in addition to acceptable and comprehensible pronunciation in their interactions, they can provide correct verbal and non-verbal reactions to the spoken word. Therefore, the present study intends to study the task-based approach in teaching the Arabic sounds with a descriptive-comparative method. The results indicate that main difference between Persian sounds and Arabic is in the fourth level of difficulty (θ /ħ /ð /sˤ /dˤ /tˤ /ðˤ /ʕ /ɣ) and then in the third level (z /s /ʃ /dʒ /k /q /w). the task-based approach with the “pre-task phase” makes the learner cognitively aware of these differences as well as the level of Suprasegmental and creates the necessary preparations, then in the stage During task with emphasis on all aspects of language at the level of Segmental and suprasegmental of speech and behaviorally reinforce them by engaging the learner in applied tasks based on their needs in communication situations, emphasizing pivotal interaction. So that by using real tasks and in the context of the audio text, in addition to placing the learner in areal communication situation, the challenge of changing the properties of sounds, is solved by accompaniment, and by stabilizing the cognitive dimension and repetition of tasks in quasi-real situations in the post-task phase. In creases the communication ability of language learners. Therefore, it can be said that the task-based approach is quite suitable for use in teaching the phonetic system of the Arabic language

Language Layers and External Context in Translational Balance

The present study investigates the relationship between language and meaning. In other words, whether it is language that determines the meaning aspects and domains through its special delicacies, or language acts like a palfrey for the meaning. In translation studies, there has been numerous discussions about literal translation, word-for-word translation, communicative translation, semantic translation, free translation, etc. each of which has dealt with translation from a certain point of view. Besides studying the different language layers—semantic, grammatical, vocabulary—external context and other factors affecting the translation process, the authors seek to show that in order to present a fluent (communicative), accurate (semantic) translation, the translator in addition to being conversant with nuances of three levels of source and target  language, should adequately know culture, language and thoughts of the source language so as to think in their language, understand the translated text adequately enough. Then, relying on his competence and closely examining different semantic, lexical, syntactic and grammatical levels he can transfers the language units from the complex and intertwined network of translation and reconstruct them in the target language