جامعة القاهرة، کلية الأداب (فرع الخرطوم)مجلة وادي النيل للدراسات والبحوث الإنسانية والاجتماعية والتربويه2536-9555303020210401Challenges of Rendering Qur’anic Total Paronomasia: A Semantic-Pragmatic Study67570616985310.21608/jwadi.2021.169853ARRamadan Hassan AhmedEl SayedAssistant Professor of Translation and Applied Linguistics
Department of English Language
College of Science and Humanities, Shaqra University, KSAJournal Article20210511The current study attempts to investigate the problematic rendering of paronomasia (agnominatio or punning)in the Qur’an from a semantic-pragmatic perspective. M. H. Abrams (1999) defines paronomasia as “A play on words that are either identical in sound (homonyms) or very similar in sound, but are sharply diverse in meaning” (253). Thus, paronomasia is a rhetorical device that is like a word play intentionally used to exploit the confusion between words having similar sounds but different meanings. Use of paronomasia in the Qur’an is intentionally employed in order to address the early Arabs who were fluent in their use of language and literature especially in their poetry which was considered part of their daily life. In Arabic rhetoric, paronomasia has two main types: total and partial under which there are 82 types. However, this paper focuses on discussing the use, effect and meaning, and how to translate total paronomasia in the Qur’an. The problem lies in the fact that the translator may not have the linguistic competency, or the cultural background needed for such a mission in order to transfer the implied meaning of Qur’anic paronomasia with the same level of rhetoric into English. The samples of the study are (5) paronomasia verses drawn from the Qur’an. Five sample verses are the samples of the study with their rendering in eight translations of the Qur’ân. The study findings and conclusion found out that in order to overcome the challenges of translating paronomasia in the Qur'an, the translator has to stick to the original Qur’anic text by mentioning their equivalent terms to preserve the faithfulness to the source text of the Qur'an taking into consideration the readership principle. Achieving this complex equation can be through three strategies; adding within-the-text-notes, or footnotes, or endnotes.https://jwadi.journals.ekb.eg/article_169853_b8f9861c8d9f369953933ab1ae2e4686.pdfجامعة القاهرة، کلية الأداب (فرع الخرطوم)مجلة وادي النيل للدراسات والبحوث الإنسانية والاجتماعية والتربويه2536-9555303020210401Humor and Social Media: A Linguistic Analysis of Some Egyptian Coronavirus Memes70775416985510.21608/jwadi.2021.169855ARMenna Mohammed SalamaEl-MasryLecturer of linguistics, Faculty of Arts, Banha UniversityJournal Article20210511The paper aims at investigating verbal humor in some selected Egyptian web memes about Corona Virus. It also aims at identifying the different strategies and techniques used by memes' producers to create humor. In order to carry out these goals, Attardo's (2014) General Theory of Verbal Humor is used as a methodology of this research. General Theory of Verbal Humour consists of six knowledge resources which are called (KRs): a) script opposition, b) logical mechanism, c) situation, d) target, e) narrative strategy and f) language. Results show that "possible/impossible" and "normal/abnormal" oppositions are the two major types of script opposition in the corpus. Analogy and exaggeration, on the other hand, are the most common logical mechanisms to create humor in memes.https://jwadi.journals.ekb.eg/article_169855_c1048a131e04e700d9251b325bc941a3.pdfجامعة القاهرة، کلية الأداب (فرع الخرطوم)مجلة وادي النيل للدراسات والبحوث الإنسانية والاجتماعية والتربويه2536-9555303020210401Discourse and Identity in the Digital World: Mansoura University Website as a Model75581216985710.21608/jwadi.2021.169857ARRehab FaroukGadAssociate Professor of Linguistics, Mansoura University
Faculty of Arts, Department of EnglishJournal Article20210511Digital Discourse is concerned with the manipulation of multi-modal and multi-semiotic resources which are investigated to characterize identities and ideologies in a digital world that is said to be a part of a whole society, as claimed by Gee (2005). A digital text is a type of human communication that can be described as multimodal by incorporating writing, images, sounds and other semiotic systems. In the last three decades, people have become more attracted to say so many things about themselves and their activities through digital media. However, attempts to give a comprehensive image of a college or university are limited. The present study aims to signify how a digital text can reflect ideologies and realities about the social and academic life of Mansoura University, located in Mansoura city, the capital of Dakahlia Governorate on the east bank of the Nile in Egypt. The data employed as the basis of the analysis in this study is extracted from large database of announcements, texts and images displayed on Mansoura University website in 2020 (following the widespread transmission of Covid-19). The study proposes a multidisciplinary analysis of Mansoura University website, following Darvin (2016) and Petroni (2019). Mansoura University website is said to be an attempt by a collective institution to establish an image of itself on the internet. The digitized discourse is designed to provide a collective image that replicates the identity of Mansoura University and highlights its position (inter)nationally. Dealing with the information displayed on the target website as a type of commodity that possesses multiple traits and, at the same time, reflects issues of identity and reputation building, the study concludes that the analysis of the digital discourse has assigned Mansoura University a type of identity that can be described as a Commodified Identity.https://jwadi.journals.ekb.eg/article_169857_94cb4034fabb5698ab433d1e0cc09167.pdfجامعة القاهرة، کلية الأداب (فرع الخرطوم)مجلة وادي النيل للدراسات والبحوث الإنسانية والاجتماعية والتربويه2536-9555303020210401A corpus-aided discovery learning (CADL) approach to teaching collocations in TEFL settings81385416986110.21608/jwadi.2021.169861ARWesam M. A.IbrahimAssociate Professor of Linguistics
Department of Foreign Languages, Faculty of ..Education, Tanta University, Egypt
Department of Basic Sciences, Community College, Princess Nourah bint Abdulrahman University, Saudi ArabiaAmany A.AlsabbaghTEFL Associate Professor, Head of English Language and Computer Science Department, Police Science Academy,
Sharjah, UAEJournal Article20210511Despite the progress made in the field of corpus linguistics, the use of corpora is relatively scarce in language pedagogy (Krieger, 2003). However, the effectiveness of using corpus-based activities in teaching English has been supported by researchers (Vannestal and Lindquist, 2007). This paper discusses the potential of using a corpus-aided discovery learning (CADL) approach in TEFL settings, particularly in teaching collocations (i.e. habitual cooccurrences of lexical items). There is consensus that the study of collocations is vital for developing language skills and fostering fluency and accuracy (e.g. Biber et al.,1999; McEnery & Wilson, 2001; McAlpine & Myles, 2003) since competence in a language undoubtedly involves collocational knowledge (Herbst, 1996: 389). Evidently, learners’ knowledge of collocations is quite important (Kita and Ogata, 1997: 230) and is needed for effective sentence generation (Smadja and McKeown, 1990) and avoidance of errors (McAlpine and Myles, 2003: 75). In this paper, we argue that using a CADL approach and involving learners in corpus-based activities in the study of collocations would extend their lexicon. To support this argument, the researchers initiated an experiment applying a CADL approach to the teaching of vocabulary, particularly collocations, in the Faculty of Education, Tanta University, Egypt. 20 third-year students were introduced to the BNC[1] web and were given a hands-on session on how to use the BNC. Then, learners were asked to look at the concordances of the most frequent 10 nouns in the BNC, namely: ‘time’, ‘people’, ‘way’, ‘years’, ‘year’, ‘work’, ‘government’, ‘day’, ‘man’, and ‘world’; to decide which adjectives most frequently occur with these nouns; to extract collocates for each noun; and to discuss their findings with their colleagues. This is followed by a number of exercises in which students use the collocates they have found. The aim of the study, or as Chambers (2007) and Mukherjee (2004) call it ‘task’, is to ‘popularise’ the work with corpus data in TEFL settings. Hence, language learners would not rely solely on the teacher but would deal with corpora on their own under the teacher's guidance and find out about language patterning and the behaviour of words and phrases in an ‘autonomous’ way (Bernardini, 2002: 165).https://jwadi.journals.ekb.eg/article_169861_364effc825dad69be24769495f28b7af.pdfجامعة القاهرة، کلية الأداب (فرع الخرطوم)مجلة وادي النيل للدراسات والبحوث الإنسانية والاجتماعية والتربويه2536-9555303020210401Finding a Third Space: A Postcolonial Comparative study of Verdecchia’s Fronteras Americanas and Fugard’s Sizwe Basnsi is Dead85587216986210.21608/jwadi.2021.169862ARRasha F.M.HamzaLecturer of English Literature, Faculty of Al-Alsun
(Languages), Luxor UniversityJournal Article20210511Post colonialism is one the most influential literary theories of the Twentieth Century. It refers to the literary products by the people of the ex- colonies. Additionally, the term is also extended to include the literature produced by the people of the ex-colonies of Europe, both before and after political independence. This type of literature gives a faithful representation of the suffering of the people under the yoke of colonialism. Homi K. Bhabha is one of the most prominent critics of the post-colonial discourse. Bhabha’s theory revolves around answering one question: how can the product of a hybrid culture create his or her own cultural identity? He comes to the conclusion that this product a hybrid culture can actually produce his own new cultural identity. This can occur out of the notion of “in-between spaces”. Furthermore, Bhabha elaborates that in order to avoid any type of cultural clash between the colonizer and the colonized; they should meet in a third space. Both the colonizer and the colonized can meet together to discuss their cultural differences in this third space. Eventually, this will create a culture that is a mixture of both the colonizer and the colonized. The purpose of this paper is to investigate how Verdecchia’s <em>Fronteras Americanas (American Borders) </em>and Fugard’s <em>Sizwe Basnsi is Dead, </em>represent Homi K. Bhabha’s notion of third space.
https://jwadi.journals.ekb.eg/article_169862_c192970fb6b41c89817e2ad5c9ea75a2.pdfجامعة القاهرة، کلية الأداب (فرع الخرطوم)مجلة وادي النيل للدراسات والبحوث الإنسانية والاجتماعية والتربويه2536-9555303020210401The Ambivalent Image of the City in Modern Arabic Poetry as Possibly Influenced by English Romanticists: A Comparative Study of Selected Poems87389616986310.21608/jwadi.2021.169863ARShaymaaAdhamLecturer in English Literature
Faculty of Arts-South Valley UniversityJournal Article20210511The city in the Arabic poetic tradition was on the whole favorable or positive, while in the European poetic tradition the image of the city was, often enough, ambivalent. Poetic Arabic ambivalence, as found primarily in the work of Ahmad Abdul-Mu’ti Hijazi and Salah Abdul-Saboor, marks a change which may be attributed to the influence of Wordsworth and T.S. Eliot. Historically, the ambivalence did not prominently emerge in Arabic poetry before Arabic poets of the Apollo school translated Romantic poetry in the 1930s, and Lewis Awad translated T.S. Eliot in the 1940s, which may suggest a possible influence.
Before the 1960s in Egypt, the typical Arabic poet expressed their love for the city as representing the <em>homeland.</em> Poets exiled by the British occupation authorities spoke nostalgically of their childhood days in their home towns, and Egypt was subliminally their city. To define our terms, the rise of the concept of the city (the Greek <em>polis</em>) in Europe must be examined in relation to its Arab counterpart. This paper will focus on Wordsworth’s and Hijazi’s image of the city as a <em>prima facie </em>case for the validity of the putative influence suggested in the title.https://jwadi.journals.ekb.eg/article_169863_af50a72c1f83de51d61727c0c0f3f251.pdfجامعة القاهرة، کلية الأداب (فرع الخرطوم)مجلة وادي النيل للدراسات والبحوث الإنسانية والاجتماعية والتربويه2536-9555303020210401Relevance Theory and Qur'anic Collocation89791216986410.21608/jwadi.2021.169864ARSamah Hassan Abu-SerieHusseinA Ph.D candidate,
Department of English and Literature,
Faculty of Arts, Helwan UniversityJournal Article20210511The study explores lexical and figurative Qur'anic collocations in four translations. The four Translations chosen for the purpose of the study are as follows;<em> The Meaning of the Glorious Coran</em> (1970) by Marmaduke Pickthall, <em>The meaning of the Glorious Qur’an</em> (1934) by Abdullah Yusuf Ali, <em>The Koran</em> (1947) by N.J.Dawood<em> and The Qur’an: A New Translation</em> (1999) by M.A.S. Abdel-Haleem. The main aim of the study is to find out the problems that face the translator when s/he transfer lexical and figurative collocations from the Source Text to the Target Text. It also triggers some solutions to overcome such problems. Using the functional approach, the researcher tries to apply the Relevance Theory principles in analyzing the selected samples of collocations. It has been found out that applying the Relevance Theory helps the translator understand the implicit as well as the explicit meaning of the SL collocation. Consequently, this helps the translator find the right equivalent. The study has also proved that the functional approach matches the translation of Qur'anic collocations as it can be used in translating various types of collocations.https://jwadi.journals.ekb.eg/article_169864_18fafa0505b2bdf8b7621a72faadd42d.pdfجامعة القاهرة، کلية الأداب (فرع الخرطوم)مجلة وادي النيل للدراسات والبحوث الإنسانية والاجتماعية والتربويه2536-9555303020210401Re-narration In The Translation Of Selected African – American Plays91394416986510.21608/jwadi.2021.169865ARLamia Mahmoud Nabil HelmyFrereA Ph.D candidate,
Department of English and Literature,
Faculty of Arts, Helwan UniversityAhmed HassanAl-ImamAssistant Professor of Linguistics & Translation
English Department
Faculty of Arts
Helwan UniversityAhmad Muhammad AhmadAlyLecturer in Linguistics & Translation
English Department, Faculty of Arts
Helwan University
Visiting Scholar, Emory University, USAJournal Article20210511The main purpose of the present study is to investigate Narrative Theory in the translation of dramatic texts. Narrative Theory was introduced to translation by Mona Baker in 2006. According to this theory, translation is a process of re-narration in the sense that translators re-narrate the source text in such a way to create a certain effect or support a hidden agenda in the target text. The present study seeks to analyze the Arabic translation of African-American plays in order to pursue the different strategies made by each translator to reframe narratives in the target text. The selected plays; <em>Dutchman</em> and <em>The Slave</em> are written by Amiri Baraka the African American poet and playwright. The translations are made by Mohsen Abbas, Saddik Goher and Naema Abdel Jawad. The importance of the present study lies in the fact that although some researches have sought to study Narrative Theory in political and literary text, none of them has dealt with dramatic texts. Another significant point is that all previous researches tried to take the theory for granted; no hypothesis was made that the translated text might appear free from any signs of re-narration. Applying Baker’s model, the present study reveals that although some translators are highly re-narrators, some dramatic texts are neutrally translated.https://jwadi.journals.ekb.eg/article_169865_9d7cdd7d9c6f68e0a581c1a06d57e3e0.pdf