Research Publications (Foreign Languages)http://hdl.handle.net/10566/1792024-03-29T12:53:41Z2024-03-29T12:53:41ZAn exploration of student interpreters’ attitudes towards the undergraduate interpreting training programmes at Yemeni universitiesAl-Sowaidi, BelqesMohammed, Tawffeekhttp://hdl.handle.net/10566/89562023-05-31T00:01:25Z2023-01-01T00:00:00ZAn exploration of student interpreters’ attitudes towards the undergraduate interpreting training programmes at Yemeni universities
Al-Sowaidi, Belqes; Mohammed, Tawffeek
This study investigates the attitudes of trainee interpreters towards their training programmes at Yemeni universities. 61 interpreters in Taiz province participated in the study. A 16-item questionnaire was designed to explore their attitudes towards their programmes. The findings of this study show that the interpreters are not satisfied with the current programmes. The results also show that the programme does notadequately enhance the interpreting competence of would-be interpreters. The programme is mainly concerned with the enhancement of the linguistic and cultural competencies, paying less attention to other components of interpreting competence such as instrumental, psycho-physiological, and strategic. The results also show that respondents are not satisfied with the content of instructional modules, activities used in the training, the time allocated for practicums, and the amount of technology integration. This study has also investigated the interpreting directionality of beginner and advanced student interpreters at Al-Saeed University by quantitatively analysing their final scores in interpreting modules. Beginner and advanced groups in the current study demonstrate different levels of interpreting competence in both directions. The results from various statistical tools show that student interpreters, whether beginners or advanced, are more competent to interpret into their mother tongue, while very few of them show balanced skills in both directions. Additionally, the overall scores of beginner and advanced student interpreters in both directions do not reflect the expected level of proficiency.
2023-01-01T00:00:00ZEnhancing instrumental competence in translator training in a higher education context: A task-based approachMohammed, Tawffeek A. S.http://hdl.handle.net/10566/88742023-04-25T00:02:40Z2023-01-01T00:00:00ZEnhancing instrumental competence in translator training in a higher education context: A task-based approach
Mohammed, Tawffeek A. S.
Abstract—This study aims to design a task-based e-Course for teaching computer-aided translation technology in a higher education context. It also investigates the impact of the e-Course on enhancing the instrumental competence of trainees, as reflected from their use of translation products. This study employs mixed qualitative and quantitative methods using descriptive statistics, pre-post paired sample tests, and an analysis of the translation process. Results of the paired-sample tests showed a noticeable increase in the scores of trainees. The difference in means between the pre and post-tests is statistically significant at P < 0.05. The descriptive statistics of errors have also shown that translation errors decreased dramatically after completing the e-Course. Analysis of the translation process indicated that trainees developed a noticeable mastery over translation competence when employing various CAT tools in the translation process.
2023-01-01T00:00:00ZTowards a comprehensive dictionary of Gabonese frenchMavoungou, Paul A.Ndinga-Koumba-Binza, Hugues SteveAssam, Blanche Nyingonehttp://hdl.handle.net/10566/77492022-08-20T00:00:52Z2022-01-01T00:00:00ZTowards a comprehensive dictionary of Gabonese french
Mavoungou, Paul A.; Ndinga-Koumba-Binza, Hugues Steve; Assam, Blanche Nyingone
The present article reports on the conceptualization of the Dictionnaire Général du
Français Gabonais. The dictionary project is a first of its kind in Gabonese lexicography. As an outcome of the inception of Gabonese French lexicography, the dictionary project arose from a discussion on the definition of Gabonese French, which Gabonese French lexicography should account
for. In this article, the project background as well as the interests for the planned dictionary are
presented. The article also deals with two key aspects of the dictionary conceptualization plan, i.e.,
lexicographic processes and the dictionary basis.
2022-01-01T00:00:00ZTowards a Blended Programme for Arabic and Other Less CommonlyTaught Languages (LCTLs) in the South African Higher Education ContextMohammed, TSaidi, MAssam, BEldokali, Ehttp://hdl.handle.net/10566/76822022-08-05T00:00:51Z2021-01-01T00:00:00ZTowards a Blended Programme for Arabic and Other Less CommonlyTaught Languages (LCTLs) in the South African Higher Education Context
Mohammed, T; Saidi, M; Assam, B; Eldokali, E
Disruptive technologies are widely used in education today. They aim to develop the knowledge, skills, and competencies of students. The field of applied linguistics, in general, and foreign language teaching, in particular, have benefited immensely from the developments taking place in computer-assisted language learning (CALL) and mobile-assisted language learning (MALL). However, meaningful learning cannot be achieved by using technology indiscriminately; an understanding of educational theories and key instructional design models is urgently required. The present study argues that the adoption of established instructional design models will yield effective learning materials not only for the less commonly taught languages (LCTLs) but also for language classrooms in general. It investigates the use of ADDIE instructional design model for designing and developing a blended syllabus for teaching Arabic as a foreign language in South African institutions of higher learning. The study also deals with the attitudes of the students towards the designed blended syllabus. The proposed syllabus is based on a wide range of web-based tools and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). This study serves as a guideline for developing instructional materials for teaching Arabic, as well as other languages.
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