The reason for presenting this work can be summarized in the following points: 1. To draw attention to the linguistic variations that make the Arabic language a richly expressive language. 2. To exhibit a sufficient amount of the differences in linguistic value and the differences in expressing a sentence in the Iraqi Arabic dialect of a literary work, written in the same dialect, under the name Frankenstein in Baghdad (FB), translated into the Spanish language . 3. To focus the light on translation errors. We will explain the reasons for this type of error and how to analyze it in the following pages. It is a common mistake that translators make, particularly when relating to an Arabic proverb or a saying of ethnic or religious origin. The opposite for parts of the classical Arabic language. Since the exact and natural meaning is found when transferring a value from standard Arabic to Castilian Spanish. It is known how to equate the term (in God we trust هللا على توملىب او هللا بمشيئت (to Spanish because it is a shared factor, rather a common linguistic aspect. 4. To know why errors occur in transferring information in places where Spanish is a pure language and Arabic is a language of multiple diversities, due to historical changes in meaning. That is why it happens that care is not taken in translating the cultural part and the origin of a locution is not sought. 5. This type of analysis would be very beneficial to us and enables us to avoid any futuristic error by following the steps of the contrastive analysis of cultural aspects. We personally believe that the difference in the way the Arabic language is formed from that of Spanish and the transfer of meaning between using the slang of the Iraqi dialect would be less if we had found an equivalent in the Spanish slang.
La formación lingüínstica del profesorado iraquí: evaluación de los niveles lingüísticos del curso 2011 / 2012
دراسة تحليلية لترجمة المسكوكات اللغوية في الصحافة الاسبانية.
Las formas de cortesía como herramienta para fomentar la comunicación lingüística de los alumnos de español
This paper deals with the use of additive discursive markers by Arab students who learn Spanish as a foreign language through brief written compositions that they carry out within the framework of the subjects taught at the University of Baghdad. The objective is to know if these Arab students, who have a B1 level of Spanish, use these linguistic elements and the problems they may face to express the cohesion of the discourse. For this study, a learning corpus of more than 3,200 words of the texts written by the students has been compiled to carry out an analysis of their use. By studying the results, we want to shed light on whether or not students use discourse markers, and what difficulties can be found both in learning and in teaching.
This paper shows that there are few studies on errors and difficulties with unstressed pronouns in Spanish. Similarly, when consulting teaching methods, we find that the most consulted texts are ELE manuals. In this sense, the purpose of this paper is to verify the teaching proposal regarding unstressed pronouns in the ELE manuals most used at the Faculty of Languages - University of Baghdad, Iraq. It is urgently needed for ELE teachers in Iraq and students to obtain the most recent ELE manuals, as this will help them teach and learn about unstressed pronouns with texts that contain more didactic and engaging exercises. Furthermore, teachers will be able to plan strategies and lessons for the correct use of these texts.
The objective of this study is to analyze the difficulties faced by intermediate-level Iraqi students in the use of Spanish unstressed pronouns as a foreign language (ELE). Through a mixed methodology, a descriptive and explanatory analysis was conducted based on written and oral productions of B1-level students at the University of Baghdad.The results show that factors such as interference from the native language (Arabic) and English, as well as grammatical differences between Spanish and Arabic, generate difficulties in the correct use of unstressed pronouns. A contrastive teaching approach is proposed that takes advantage of students' cognitive abilities to highlight similarities and differences between both languages.This stu
... Show MoreEl presente trabajo se trata de un extenso estudio sobre la traducción del Corán al español. El estudio contuvo una visión histórica sobre las traducciones del Corán al castellano, así como hemos brindado los motivos que residen detrás del proceso de la traducción, ya que algunas traducciones tenían como objetivo criticar el Islam e intentar refutarlo, mientras hay otras traducciones que intentaban hacer la palabra de Allah llegar a los pueblos no musulmanes. También hemos expuesto en el presente las traducciones del Corán al español más destacados.
يُعدّ الوجود احد أعمق المواضيع التي تناولها الفلاسفة على مرّ العصور، إذ يشتمل على تساؤلات حول الحياة والموت وغاية الوجود والحرية الإنسانية، وغيرها من التساؤلات التي نشأت مع نشوء الانسان. وقد لعب الفلاسفة، قديمهم وحديثهم، دورًا أساسيًا في إرساء دعائم الفكر الوجودي المعاصر؛ إلا أننا, مع ذلك, لا نستطيع إنكار دور الدين في التأثير على الفكر الفلسفي الوجودي بشكل عام. وقد انعكست أفكار الوجودية الفلسفية المعاصرة في
... Show Moreان ترجمة الافعال التي تصف احداث جارية وقت لحظة التكلم او في حالة استمرارية تفصح عن اختلافًا جذريا بين الإسبانية والعربية بسبب طبيعة الأفعال التي تصف هذه الأحداث، منها تعقيد بعض الصيغ، خاصة باللغة العربية، وعدم التكافؤ النحوي بين اللغتين في الكثير من البنى اللغوية. بهذا المعنى ، نجد أنه في اللغة العربية ، تتم صياغة هذه الظواهر اللغوية عن طريق أفعال تسمى الأفعال الناقصة التي تختلف طبيعتها ووظيفتها داخل الجملة
... Show MoreIn this research, a critical and comparative study of the translation of the meanings of the Holy Koran Julio Cortés and Abd el-Ghani Melara is carried out. The study is divided into two chapters: in the first, we address the issue of the difficulty of translation, the role of Orientalists in translating the meanings of the Holy Koran.And also discuss the most important translations for several centuries and the mistakes made by the translators, when translating the meanings of the Koran. In the second chapter, we address the methodologies of the two translators mentioned above, presenting examples of their translations, and comparing them later.