Al-Noor Journal for Humanitarian Studies

The quality of the translation of safety manuals as a part of technical texts is one of the factors that can explain the extent to which the necessary protection is provided to workers in potentially dangerous areas, whether by working in a specific environment or using particular equipment or machines. However, this translation area has yet to be extensively researched. The importance of this study derives from the fact that translating safety manuals is a challenging task due to various challenges related to grammatical and linguistic differences between two languages, especially the issue of the absence of technical or scientific equivalence in the target language. This study aims to discuss the problems that may occur while translating technical texts, find solutions to them, and highlight the importance of the skills required by translators during this type of translation.

Keywords: technical translation, safety manuals, challenges, skills.


Résumé : La présente étude porte fondamentalement sur l’impact de l’intelligence artificielle, en particulier l’intelligence artificielle générative, sur les traducteurs et les interprètes. Après une brève introduction aux outils basés sur l'IA, nous discuterons en détail des avantages et des inconvénients de l'utilisation de ces outils. Nous nous concentrerons également sur les domaines qui bénéficient et utilisent les programmes et les applications d’intelligence artificielle. Pour répondre à nos questions : l’intelligence artificielle remplace-t-elle les traducteurs et les interprètes dans leur domaine de travail ? Quel impact la technologie et l'intelligence artificielle pourraient-elles avoir sur la traduction et l’apprentissage des langues étrangères ? Cette étude examine le potentiel de la technologie et de l’intelligence artificielle pour ouvrir de nouveaux horizons dans le domaine de la traduction sous deux aspects. Le premier porte sur la phase préparatoire du traducteur ; l’apprentissage d’une langue étrangère, le deuxième porte sur le marché du travail sur lequel les traducteurs et interprètes exercent leur profession est constamment confronté à de nombreux défis.

The aim of this research is to understand cognitive methods for translation analysis. It looks at using Cognitive Script Theory (CST) as a framework to examine how the Arabic novel "American Granddaughter" is translated into English. According to the Cognitive Script Theory, translators have mental scripts - representations of commonplace occurrences or activities - that help them comprehend and interpret a variety of circumstances. The novel "American Granddaughter by Inaam Kachachi" is an engaging story of family relationships, cultural identity, and tensions across generations. This study uses Cognitive Script Theory to investigate how the translator resolves the emotional and cultural difficulties presented by the SL to accurately translate the story into (TT).
By identifying the underlying scripts in the original novel and their cultural implications, the translator preserves or adapts these scripts to ensure communicative effectiveness in the TL audience. The study involves (6) longer texts collected randomly from the above-mentioned novel and tabulated according to the model of Cognitive Scripts of Reception in Translation (Kruger, 2016). Hence, this paper deals with the role of cognitive scripts in shaping the translation process through setting descriptions, and cultural references to maintain the essence of the ST while resonating with the target audience's cultural norms and expectations. Through qualitative analysis, including textual analysis with the translation, the findings provide valuable insights into the dynamic interplay between Cognitive Script Theory and the translation of literary work, particularly those that carry complex cultural themes and motifs.
Keywords: cognitive scripts theory CST, cognitive narratology, mental representations, reception in translation.

The current study aims at: A, inviting Iraqi EFL educators (from primary to university levels) to reflect and re-examine their current teaching beliefs and practices from an intercultural point of view; B, raising their awareness of what the concept of “culture” really is and its impact on language learning in modern world; C, introducing an adaptable and flexible framework towards intercultural instruction. Moreover, it focuses on shedding light on some linguistic aspects from a cultural point of view as well as the reasons behind overlooking the concept of “culture” in Iraqi EFL contexts.
Keywords: Culture, Interaction, Conversational Activities

Artificial intelligence (AI), in recent years, has become a very real tool that can aid society in addressing many issues, including the challenges faced in the translation. In recent years, Arabic-English or English-Arabic translations have been generally influenced by the technologically driven approaches, like Google translation machine, in handling meaning between the two languages during the translation. The ubiquity of computing has become apparent and has demonstrated that the Arabic-English or English-Arabic translations can be achieved using AI-driven tools. Data collection of the current study included translating some texts in the Holy Quran from Arabic into English to show how translation by AI differs from human translation in many aspects. By analysing these data, this study discusses adopting AI in Arabic-English Translation based on the subfields of AI; machine learning and natural language processing (NLP). The findings reveal that AI subfields can be developed further in Arabic-English Translation, especially machine learning and Natural Language Processing (NLP).
AI projects on Arabic-English translations need adequate funding to establish sound connection between AI and Arabic translations into other languages or vice versa. Absence of the funding would limit AI’s potential and its applicability to all forms of Arabic-English i.e., literary and techno-scientific text. The research concludes by providing examples of how these subfields are being developed in Arabic-English translations for future research.

Keywords: Artificial intelligence, Arabic natural language processing Machine learning • Qur’anic NLP • Religious texts • Classical Arabic.

The aim of this study is to highlight the challenges that might arise while translating English Janus words into Arabic. It is hypothesized that the clues provided by the linguistic context, which inexperienced translators often fail to account for, have a major impact on how the English Janus words are rendered. In addition, the study assumes that freshman translators tend to automatically give a single meaning to each lexical item, without taking into consideration the several additional or secondary meanings that a lexical item might have. To accomplish the aims of the present study, the researcher selects five examples of English Janus words taken from Mittendorff, A. (2018). To collect data for this study, the chosen samples are presented to six MA students at Mosul University's Department of Translation to translate into Arabic during the academic year 2023–2024.
The study concludes that the respondents, in several cases, fail to take into account the clues provided by the linguistic context, ultimately resulting in several inaccurate renditions. Following that, the researcher strongly suggests that the influence of the linguistic context should be taken into consideration while translating such challenging terms.

This study examines the challenges and solutions for translating English metaphors into Arabic in Winston Churchill's diaries. In Churchill's writing, metaphors are important rhetorical devices that elicit metaphoricity and help to communicate difficult concepts. However, due to the fact that Arabic and English have different linguistic standards, cultural contexts, and linguistic structures, translating these metaphorical terms poses special challenges. This study investigates the different translation procedures used by translators to convey meaning and effect of metaphors while maintaining their rhetorical impact in the target language by drawing on theories of metaphor translation and cross-cultural communication. This study examines the common problems encountered in translating metaphors and investigates the efficacy of various translation techniques in capturing the subtleties of meaning and cultural connotations inherent in metaphorical expressions.
To achieve this, a qualitative analysis of eight passages taken from Churchill's diary and their Arabic translations is conducted.
The results provide insights on how to translate Churchill's unique writing style into Arabic while preserving the rhetorical and expressive elements of the source text, illuminating the intricate relationship between language, culture, and metaphor in translation. This study contributes to the understanding of metaphor translation and emphasizes the value of linguistic innovation and cultural sensitivity in overcoming source and target language gaps in literary translation.

It is commonplace to find the age in which we live described as an age of fundamental change in the way people interact. Recent rapid advances in technology have enabled, facilitated or accelerated communications in personal, commercial and educational contexts to such an extent that virtually all fields of human activity appear radically transformed, and on the verge of even more radical transformations. In these circumstances, schools, colleges and universities need to reflect on and to adapt their teaching, learning, and assessment practices, in order to provide an education that is of and for our time, through judicious and controlled use of new and old technologies. What may help us in the process is an awareness of the dialectic between orality and literacy that has existed and developed ever since the invention of writing. In the light of this, I shall try to formulate some practical suggestions for recalibrating our systems to deal with current and future challenges.

This study deals with jargons used by workgroup members who are Mosuli Arabic speakers. It investigates how jargons are perceived by laypeople-certain group of outsiders. It tests the hypothesis saying that laypeople do not understand jargon terms used in specific occupations despite that these terms are used and perceived by the same dialect- Mosuli Arabic. It also tests whether perception rates vary according to social factors such as gender and social class. The data of the study are qualitative, represented by the jargons used by workgroup members, and quantitative, represented by the statistics and numerals of the questionnaire results. After collecting the qualitative data and conducting the questionnaire, laypeople were asked about some jargons to assess their perception of these terms. The terms are related to six workgroups: three of them are professions (physicians, electric engineers, and IT programmers), and the other three occupations are crafts (goldsmiths, car mechanics, and construction workers). Then, the results of the questionnaire were analyzed and discussed concluding that workgroup outsiders do not understand jargons used by workgroup members or insiders, and their rate of perception does not reflect social class nor gender distinctions.
Keywords: register, jargon, Mosuli Arabic (MA), profession, craft, physicians, IT programmers, electrical engineers, goldsmiths, construction workers, car mechanics, gender, social class and occupation.

The present article discusses the impact of one of the effective strategies utilized in the field of education, namely, the constructivist approach. The article puts forward the claim that the traditional approach to teaching adopts a top-down or a bottom-up procedure emphasizes on the meaning of lexical items and expressions. Consequently, this tends to be an impediment to the students’ level of recognition and understanding. Similarly, this may affect the quality of translation once the source and target languages are involving. It is usually argued that education is based on interaction which is of three types: teacher-learner, leaner-learner, and leaner-content interactions. Thus, it can be claimed that the traditional teacher-centered approach incorporates only one type of interaction whereas constructivism incorporates two types of interaction.
Due to the prevalence of this traditional approach in EFL and translation classes, a noticeable number of students prove unable to develop their skills and experiences, to think independently, or read effectively, Therefore, the current study aims at investigating the value of employing the principles of constructivism as a pedagogical method.