Dubbing Melodramas in the Arab World; Between the Standard Language and Colloquial Dialects
Issue:
Volume 2, Issue 3, September 2017
Pages:
49-59
Received:
14 May 2017
Accepted:
6 June 2017
Published:
13 July 2017
DOI:
10.11648/j.allc.20170203.11
Downloads:
Views:
Abstract: This paper addresses the phenomenon of dubbing foreign non-Arab media content, particularly melodramas, using Arabic colloquial varieties instead of the Standard language. It attempts to discover what dialect or variety is preferred most by the participants included, and if the choices made were driven by any suggested criterion. The sample is randomly formed through a mainly quantitative online questionnaire, including 279 participants from Saudi Arabia. A good number of the sample opted for the Standard language over the colloquial varieties, and when they had to choose one from the colloquial, they opted for the Syrian dialect. The strong affinity to the Turkish soap opera, which achieved its success through the Syrian dialect, seems to nourish a more positive attitude toward the Syrian dialect compared to other dialects used and provided by the study, such as the Khaleeji, Hijazi, and Egyptian dialects. However, with foreign dramas other than the Turkish, whatever the criterion behind selecting certain varieties for dubbing, the Standard comes in at first place, then the Syrian. That is, the Khaleeji with the Indian drama, and the Hijazi with Korean drama are not favoured by the participants. This latter finding is interesting, since the Khaleeji and Hijazi are the participants’ own dialects (or those closest to them), yet were rejected nonetheless.
Abstract: This paper addresses the phenomenon of dubbing foreign non-Arab media content, particularly melodramas, using Arabic colloquial varieties instead of the Standard language. It attempts to discover what dialect or variety is preferred most by the participants included, and if the choices made were driven by any suggested criterion. The sample is rand...
Show More
Students’ Attitudes Towards Cooperative Learning (CL) in EFL Writing Class
Wondwosen Tesfamichael Ali
Issue:
Volume 2, Issue 3, September 2017
Pages:
60-68
Received:
11 June 2017
Accepted:
26 June 2017
Published:
26 July 2017
DOI:
10.11648/j.allc.20170203.12
Downloads:
Views:
Abstract: This study focused on assessing whether or not there were differences between male and female students’ attitudes towards cooperative learning (CL) in learning writing skills based on English for Ethiopia Grade Seven Pupil’s Book. The study involved ninety students who were attending their lessons at the same school. The data for the study were gathered through questionnaires. In order to see the actual happening and to triangulate the findings of the questionnaires, interviews were conducted and classrooms were observed. The results of the study showed that the students who were administered questionnaires and interviewed understood the benefits of using CLduring writing though the number of students in each class was large, and they had poor background knowledge of English. The classroom observations proved that the number of students in each class was large; the teachers could not follow up and monitor their learners appropriately while the students were working on the writing activities in groups; the students frequently used their mother tongues rather than English during group discussions; the teachers did not set a time limit for the discussions, and there was no practice of evaluating the writing group activities after CL. Moreover, the mean results indicated that female students had better attitudes towards CLin learning writing skills. However, their difference is not statistically significant. The summary of the findings indicated that the writing lessons in the students’ English textbook should be taught through CL though there were some problems that have been mentioned above to practice them in the classrooms.
Abstract: This study focused on assessing whether or not there were differences between male and female students’ attitudes towards cooperative learning (CL) in learning writing skills based on English for Ethiopia Grade Seven Pupil’s Book. The study involved ninety students who were attending their lessons at the same school. The data for the study were gat...
Show More
Features of the Means and Devices of Denomination in French Language in Comparison with Korean Language
Issue:
Volume 2, Issue 3, September 2017
Pages:
69-74
Received:
11 June 2017
Accepted:
7 July 2017
Published:
10 August 2017
DOI:
10.11648/j.allc.20170203.13
Downloads:
Views:
Abstract: There are many cases in Korean-French translation when the equivalents are not available in French and even when there are, the mechanical translation is not possible because of the difference in their denomination of an object. This paper aims to analyse the features of the means and devices of denomination in French language in comparison with Korean language from the perspective of Korean-French translation. It studied and analysed the denominating means and devices in French language which employ direct denomination and denomination by pronouns, polysemous words, antecedents or auxiliary personal pronouns in comparison with the context and specific situations in Korean language.
Abstract: There are many cases in Korean-French translation when the equivalents are not available in French and even when there are, the mechanical translation is not possible because of the difference in their denomination of an object. This paper aims to analyse the features of the means and devices of denomination in French language in comparison with Ko...
Show More
