Al-Noor Journal for Humanitarian Studies

The present research deals with the Arabic deceptive language used by advertisers within a pragmatic framework. It sheds light on the problem related to the tricks used by advertisers to misrepresent their advertisements in an attempt to affect their consumers' perceptions. Thus, it aims to identify the pragmatic traps in Arabic misleading advertisements. The study hypothesizes that advertisers use misleading claims in their advertisements and that different pragmatic traps can be identified in misleading advertisements at the level of all pragmatic theories.
It also hypothesizes that all pragmatic theories can be used in identifying the traps that exist in these misleading advertisements. To achieve the aim of the study and to verify its hypotheses, two independent models have been adopted for data analysis. The first one is the "deception by implication" model by Hastak and Mazis (2011); it is concerned with identifying misleading claims. This model has been applied to 400 advertisement claims related to different types of products collected through an observation method from different sources. The second model is an eclectic one; it is concerned with identifying the pragmatic traps in deceptive advertisements under the framework of Searle’s speech act theory (1979), Grice's cooperative principle theory (1975), Leech's politeness theory (1983), presupposition (1996), and deixis. After analyzing the data qualitatively, it is concluded that Arabic advertisements contain a specific type of deceptive advertisements which is misleading advertisements, and these misleading advertisements are presented differently through different strategies by advertisers. It is also concluded that all theories and aspects of pragmatics can account for and identify the pragmatic traps in misleading ads.

This study analyzes the aspects of pragmatic analysis and discourse analysis of educational post on Instagram, focusing on the comments of this post by examining 3 comments from @jayfujiwara British account, distributed three communicative functions. This study aims to examine communicative functions, the theory of implicature, inference and attitude based on appraisal theory through the branches of attitude, which affect, judgment and appreciation. The main purpose of this study is to understand the analytical diversities on Instagram for educational posts.
Comments are classified as observed adhering to Grice's cooperative principle, and non-observed as flouting Grice's maxims,
in addition to distinguishing between negative and positive comments according to their attitude, presenting different viewpoints and how users can interact. The results suggested that there are important differences among British commenters who react with this educational post. This study contributes to understanding the communication on social media platforms.

Free verse, with its unregulated lines, transcends language barriers, but its melody varies among different cultures. This study examines the adoption of free verse from the Western world into Arabic literary works, highlighting the obstacles and advancements encountered by Arab translators and poets. The study inspects the main qualities that differentiate English free verse from its Arabic counterpart. The study examines how the natural musicality of Arabic affects its treatment of free verse by analyzing the distinct functions of meter and rhyme.
How does the lack of meter in English free verse contrast with the abundant rhythmic customs of Arabic poetry? The research also explores the historical background, comparing the earlier popularity of free verse in English with its later development in Arabic literature, while being aware of the traditional poetic legacy it aimed to transform. How did Arab poets combine the Western rebellious structure with the traditional Arabic poetry rhythm and rhyme? What changes did the poets make to imagery and sound devices to connect with Arab feelings and emotions? This study examines the pioneering work of Nazik Al-Mala'ika, Badr Shaker Al-Sayyab, and T. S. Eliot’s influence in shaping Arabic free verse and its impact on modern Arabic literature.

This study investigates the different morphological patterns, syntactic structures and meanings of the versatile verbs “أتى” (to come) and "أخذ" (to take). This study analyses these verbs linguistically, providing a holistic view of their usage and versatility within Qur’anic texts. A qualitative approach is used to analyze data. This study aims to investigate the influence of the context on the morphological forms, the syntactic patterns and different meanings of these verbs. Furthermore, it aims to investigate how the translators transfer the linguistic characteristics of these verbs into English. To achieve the aims of the study, the researcher adopts an eclectic model.
Accordingly, two verbs are chosen as the study sample. The main findings of this study are as follows: firstly, the verb “اتى” is considered versatile in accordance to both its meanings and syntactic structures; that is, it has different meanings and different syntactic structures. The verb “أخذ” is considered versatile due to its meanings only; that is, it has different meanings with fixed syntactic structure (it is transitive in all the selected ’Ayahs). Secondly, all the different meanings are considered polysemous senses of the same selected roots. Thirdly, the context is the most influential factor that makes these verbs versatile. Finally, concerning the renderings of the selected Arabic verbs into the TL, it is concluded that sometimes translators have taken the context into account and have rendered some of these verbs into the equivalently TL. Some other times, they do not render these verbs equally.

The current study delves into a significant topic, namely, the background knowledge impact that affects the quality of translation of the translated verses under study. It examines the extent to which the translators of the noble Quran intervene in the translation process with their ideological background. It is hypothesized that once the translator inculcates his background knowledge (whether religious or social ideology), the quality of the translation product is a result of managing rather than monitoring. Being the case so, they add, alter, or delete some lexical items while translating the Quran. Five verses along with four translations constitute the data of this study.
After an insightful interpretation and analysis depending on the authentic books of exegesis, it became evident that some of the translations are managed by using ideologically biased words and phrases. Finally, it is highly recommended that these translations need to be revised in a way that reflects the intended meaning accurately and faithfully.

Anticipation is a fundamental cognitive process in interpreting that enables interpreters to predict upcoming speech segments and facilitate the transfer of meaning between languages. This abstract explores the cognitive aspects of anticipation in interpreting and examines how artificial intelligence (AI) can enhance this process.
Drawing on research from cognitive psychology and interpreting studies, the abstract discusses the cognitive mechanisms involved in anticipation, including the role of working memory, attention, and language processing.
It explores how interpreters utilize anticipation at different levels, such as lexical, syntactic, and semantic anticipation, to produce fluent and coherent interpretations. Furthermore, the abstract examines the potential of AI in supporting interpreters\' anticipation skills. It discusses how AI technologies, such as machine learning and natural language processing, can analyze language patterns, predict upcoming speech segments, and provide real-time suggestions to interpreters. The integration of AI in interpreting can augment interpreters\' anticipation abilities, improve accuracy, and enhance the overall interpreting experience. However, challenges such as the need for training AI models on diverse language pairs and the importance of maintaining the human interpreter\'s role and expertise should be considered. Understanding the cognitive aspects of anticipation in interpreting and the potential of AI can inform the development of AI-assisted interpreting tools and advance the field by optimizing the efficiency and quality of interpretation.

This paper examines George R.R. Martin’s series of epic fantasy sagas, A Song of Ice and Fire (henceforth Ice and Fire). The books are A Game of Thrones, A Clash of Kings, A Storm of Swords, A Feast for Crows, A Dance with Dragons, The Winds of Winter, and A Dream of Spring. The paper aims to investigate the depictions of ethical, cultural, and social issues of disabled characters by redefining their cognitive capabilities and physiques in different cultural contexts that represent various literary conventions. Henceforth, the paper explores the disabled characters’ quest for identity and the ways in which Martin has thoroughly modified and recreated their image.
The stereotype is that people with either physical or cognitive inferiority are emasculated or impotent, that having a disability is a sign of heavenly retribution, and that people with disabilities are outrageous or monstrous. These cultural fantasies all shaped the marginalisation of their identity. Therefore, the attention in this paper is paid explicitly to investigate how Martin’s characters are portrayed, exposed, suffered, and excluded by their ‘abled’ society. In addition, the emphasis is on how these characters have survived and reacted to the typical image set by the dominant society despite their diverse impairments. However, considering the popularity of Martin’s sagas and the fact that characters’ choices for their disabilities can scarcely be episodic, this paper endeavours to reverse the negative attitudes of society and build positive attitudes towards these individuals.

This study is a critical attempt to investigate the patterns of foregrounding in Rudyard Kipling and W.H. Davies’s selected poems. Foregrounding employs act of expression to create language self-attention. It urges the literary language to compose reality; therefore, it exists mainly in the poetic language. The study aims to identify the function of foregrounding in the selected poems either the linguistic or literary ones. It is divided into three sections. The first section deals with the aesthetic and theoretical frameworks through shedding light on the theories of Theodor W.
Adorno and Pierre Zima in the aesthetic framework, while the theoretical framework of this section concentrates on the theories of Roger Fowler, Michael Riffaterre, Roman Jakobson, and Geoffrey N. Leech respectively. The second section tackles the application of foregrounding in the selected poems of Rudyard Kipling and W.H. Davies’s. Rudyard Kipling’s poems are selected from the collection entitled The Jungle Book whereas W. H. Davies’s poem Leisure and others are selected from his collection Foliage: Various Poems. It investigates the appearance of deviation, foregrounding, parallelism, repetition, etc. in the studied poems. Finally, the third section of the study reaches to serious effect of foregrounding on reader’s mind and its impact on the literariness or poeticity of the poems through the patterns and functions used as operational functions for the poetic texts.

This study is dedicated to investigate and detect the frequency and nature of morphological errors in the writing of EFL students at Iraqi universities. By analyzing data from 100 participants, 66 morphological errors have been identified. It has been found that the most common issues involved the omission of plural markers and the verb inflections. These findings emphasize significant gaps in students\' understanding and application of grammatical rules of word formation and agreement. The current study draws attention to the need for targeted grammar instruction,
enhanced practice exercises, and effective feedback procedures to improve the morphological accuracy.
Thus, It is suggested that curricular developers need to focus on the integration of these elements into EFL education to enhance writing proficiency and clarity. The current research contributes to the field of EFL education in Iraq by providing practical insights and recommendations for improving language instruction and student achievements.

This article is feedback from experience carried out together in two Jordanian universities with a view to making the best use of AI in French for foreigners’ classes. It presents several examples of courses and exams specially created with the support of Chat GPT, Gamma.IA, Magic School and more, tested in BA (Bachelor of Arts) literature classes at an expected B2 level. Then, with the help of some detailed sequences, it highlights the unlimited potential of these learning tools, in particular by showing how the mastery of AI and the creativity of teachers involve those of learners. Finally, it underlines the need to add to the use of AI in the university sphere strict ethical rules both on the side of teachers and on the side of students.

The landscape of language education is shifting dramatically, driven by the burgeoning presence of artificial intelligence (AI). Technology today is available everywhere and incorporated into many aspects of our lives at an impressive speed.
In this dynamic context, the post-method teacher emerges as a vital figure, not just delivering instruction, but actively adapting, collaborating, and evolving alongside AI tools. This paper delves into the intricate dance between human expertise and machine intelligence, exploring how post-method teachers can harness the power of AI to personalize learning, and augment reality. Post-method teachers can create dynamic and personalized learning experiences that prepare students for success This research was applied as a sample to 25 English professors from the Technical State University of Quevedo-Ecuador. Qualitative and quantitative methods were applied with the survey as a research instrument. data was analyzed and interpreted using a descriptive approach. The findings of the study showed that all the participants had a satisfactory understanding level of post-method pedagogy, however not all of them were confident in their ability to use AI. This paper invites us to envision a future where AI and human expertise synergistically enhance languag learning , empowering post-method teachers tonot just adapt, but actively shape the evolution of education in the AI age.

Depuis son apparition, qui remonte aux années cinquante du dernier siècle, l’intelligence artificielle (IA) est une question importante et controversée. Mais dans le même temps, elle a révolutionné de nombreux domaines de la recherche scientifique et humaine notamment celui de la langue et de la traduction. De plus, l’IA a réalisé des progrès remarquables en contribuant à la création de nouveaux horizons et possibilités dans la sphère de traduction automatique de divers textes, qui joue un rôle efficace pour faciliter en rapidité le processus de traduction et économiser du temps.En effet, traduire un texte d’une langue à une autre langue figure une tâche qui exige à la fois un bagage cognitif,

This study examines how digital drawing tools change experimental learning at Jadara University, focusing on design and visual communication. This research examines how novel digital sketching tools might improve students\' learning experiences and results in an age of distant education. This mixed-methods research uses controlled experiments on 45 randomly chosen students in two groups: Group A, the control, and Group B, the experimental.
The experimental group learns visual communication using modern digital sketching tools,
whereas the control group uses conventional techniques. Pre- and post-assessments gather quantitative data to analyze how digital drawing tools affect students\' academic achievement. Surveys and interviews provide qualitative data on students\' perspectives, involvement, and satisfaction with digital tool integration. This research demonstrates the substantial influence of digital drawings tools on experimental learning. It uses a mixed-methods approach to combine quantitative rigor with qualitative depth to examine how these tools affect design and visual communication pedagogy. The study findings are likely to help educators and institutions use digital sketching tools to improve applied subject training and redefine education.

This work is located at the confluence of two areas of research, NLP and CALL, which remained long separated, while their intersections have a field of interdisciplinary research very promising. We have proposed the TELA environment in the aim to offer teachers interactive tools to generate educational activities more diversified interesting.
The integration of the techniques of NLP in the CALL offers CALL systems new capabilities of treatments that allow him to manipulate knowledge explicit and calculable, to interact with the learner.
The techniques NLP provide learning tools dynamics and the Methods of Evaluation of performance, they also allow to make evolve the learning methods and programs of teaching of the Arabic language

The widespread application of digital technology has triggered profound changes in the field of education, promoting the innovation and transformation of the education model, and international organizations have deeply discussed and given creative suggestions on sensitive topics such as when and how artificial intelligence can be used in education.
This paper focuses on the latest norms proposed by UNESCO, the OECD and the EU on the application of AI in education,
and compares and analyses them in four dimensions, namely, focusing on the perspective, actual influence, degree of innovation, and focusing on preventing risks. Lastly, the international organizations provide useful references and guidance for the specific field of \\"generative AI\\", which covering teacher training, educational content standardization, data protection and ethical concerns. The comparison of the education policy recommendations of the three international organizations aims to help governments sort out the similarities and differences between the starting points, concerns and goals of different international organizations, and then clarify the relevance and feasibility of their recommendations.

Depuis l’arrivée du générateur de textes Chat-GPT, ainsi que du producteur d’images iconique Dall-E par l’entreprise américaine Open AI fin 2022, début 2023, les opinions publiques du monde entier ont pris conscience que l’usage de l’intelligence artificielle (IA) marquera le début d’un phénomène disruptif dans la digitalisation des sociétés, voire d’un saut dans l’inconnu. Des assistants IA rédigent déjà nos courriers électriques, organisent nos agendas, nous accompagnent dans la gestion du quotidien.

The rapid advancement of artificial intelligence (AI) and technology is dramatically reshaping our world, impacting not only human lives but also the very nature of the social sciences. This paper explores the diverse and profound ways in which this technological revolution is bridging the gap between these formerly distinct realms.
Focusing on key statistics and data points, the paper begins by demonstrating the growing influence of AI and technology across various aspects of humanity.
These include the exponential rise in AI spending, the widespread adoption of intelligent machines in daily life, and the increasing number of individuals participating in the gig economy. Following this analysis, the paper delves into the transformation of the social sciences through the integration of AI tools and methods. It examines the growing number of social scientists utilizing AI in their research, the emergence of new research methods utilizing machine learning and natural language processing, and the evolving landscape of data collection and analysis in the social sciences. Moving beyond a purely descriptive approach, the paper then critically examines the implications of these interconnected trends. It highlights potential benefits such as enhanced research capabilities, improved efficiency, and deeper insights into human behavior. However, it also acknowledges the inherent challenges, including concerns about ethical considerations, potential for bias, and the need for responsible data governance. Finally, the paper proposes an integrated approach to navigating the future where AI and technology are seamlessly woven into the fabric of humanity and the social sciences. This vision emphasizes ongoing collaboration between diverse stakeholders, continuous exploration of the ethical implications, and the development of responsible frameworks for responsible innovation. By bridging the gap between AI, technology, and the social sciences, we can collectively shape a future where these powerful tools serve humanity\'s best interests and advance our understanding of ourselves and the world around us.

Artificial intelligence presents immense opportunities to transform the Middle East and North Africa (MENA) region through advances in healthcare, environmental sustainability, economic inclusion, and more. However, the adoption of AI also poses risks if deployed unethically, as seen in biased facial recognition harming vulnerable populations. This paper analyzes AI’s potential while assessing core ethical challenges in the MENA context. It spotlights perspectives from regional experts on grounding AI governance in cultural values, exemplified by initiatives like the UAE’s AI ethics council. Proposed solutions include diversifying AI design teams, auditing for bias, and centering human needs in policymaking. Rather than resist progress, this talk empowers MENA nations to proactively shape an AI landscape that promotes human dignity, community, justice and participatory decision-making. Audiences will gain an understanding of strategies to realize AI’s benefits through an ethical lens. The aim is to provide practitioners and policymakers with an actionable framework to develop and regulate AI systems that align with regional values and elevate society

This research objective is to investigate the impact of emerging technology, mediated by emotional contagion, on the formation of civic engagement to develop a new conceptual framework for digital citizenship education that promotes critical thinking and emotional intelligence skills.

The widespread application of digital technology has triggered profound changes in the field of education, promoting the innovation and transformation of the education model, and international organizations have deeply discussed and given creative suggestions on sensitive topics such as when and how artificial intelligence can be used in education. This paper focuses on the latest norms proposed by UNESCO, the OECD and the EU on the application of AI in education,
and compares and analyses them in four dimensions, namely, focusing on the perspective, actual influence, degree of innovation, and focusing on preventing risks. Lastly, the international organizations provide useful references and guidance for the specific field of \"generative AI\", which covering teacher training, educational content standardization, data protection and ethical concerns. The comparison of the education policy recommendations of the three international organizations aims to help governments sort out the similarities and differences between the starting points, concerns and goals of different international organizations, and then clarify the relevance and feasibility of their recommendations.

This study interrogates otherworldliness and speculative figures in the representation of immediate social realities in Saadawi’s Love in the Kingdom of Oil. While a number of studies exist on the novel, they neglect Saadawi’s use of otherworldliness and speculative figures to express gender disparities in settings pervaded with religious fundamentalism. The modernist novel has the propensity to address existing realities of life with scientific exactitude, and readers either find it difficult to understand works within the bounds of speculative fiction or contemptuously dismiss them as mere fantasy.
Some modernist critics describe works by speculative fiction writers as so utterly fantastic that they do not address realities of life.This analytical study was carried out on an African novel to cross-examine the effect of otherworldliness and postmodernist forms on exploration of social realities in African fiction. Three novels by African writers (both pioneer and contemporary) were read. Saadawi’s Love in the Kingdom of Oil was purposively sampled because it is more fervent about speculative figures. The study adopted a qualitative narrative analysis design. Data from secondary sources enabled the theoretical comprehension and qualitative analysis of primary texts. The study proceeded through close textual reading of the primary and secondary texts, while Atwood’s version of speculative fiction served as a theoretical base for interpretation. It was found that rather than express wanton fantasy, some writers in the Global South employ speculative figures and otherworldliness to explore socio-political realities in their settings.

Wordplay is a literary technique and a form of wit in which words used become the main subject of the work, primarily for the purpose of intended effect or amusement (Green: 1991). As for Sheriden ((1998) states that wordplay is the activity of joking about the meanings of words especially in an intelligent way. According to Oxford Dictionary, it is also called play on words which means the witty and cleaver use of words. It uses technical and literary devices like spelling, rhyme, pun, slang, idiom, and acronym. It is quite common in cultures as a method of reinforcing meaning. Wordplay was found in languages with or without alphabet based scripts such as homophonic puns in Mandarin Chinese. As for Salingar (1976) states that wordplay includes polysemy and it is the ability to evoke the ambiguity. He adds that wordplay is variant repetition that requires the similarity of sound and variation which means the different meanings of words with the same sound. Kabergs and Ausloos (2012) states that wordplay is “a specific play and a reciprocal interaction between sound patterns brought up by the variation in morphological structures, on the one hand, and meaning defined by the use of a word in a specific literary context on the other hand. They emphasize that “wordplay can only fulfill its function within the literary context when there is an interaction between sound and meaning. The main problem is that without the understanding the meaning of the utterance, one can’t get the appropriate intention of the speaker which will lead to ambiguity.