Articles de revues sur le sujet « Dutch language – Foreign words and phrases – Arabic »

<p style="text-align: justify;"><em>Loan words were foreign words used by a particular language to fill a linguistic gap, multiplying borrowed words in the target language. In addition to borrowing words from Sanskrit, Spanish, Portuguese, Dutch, and English, the Indonesian language also use many words from Arabic. As part of this research, the researchers attempted to determine which words were borrowed and to investigate the meaning of the Arabic borrowed words in the primary body of the Indonesian Constitution. The method used for this research was the qualitative descriptive method, and the approach used is a librarian and the procedure for data collection. The researcher used written documents and the method to analyze the data. The researcher used the comparative approach to define the change of meaning of Arabic borrowed words in the Indonesian language in the preamble of the Indonesian Constitution in 1945. The result of the research was the number of Arabic borrowed words at the opening of the Basic Constitution 19. The borrowed word the research is expected to add ınsıght and knowledge ın the field of langueage and can provıde ınformatıon and ınput.</em></p>

"The article examines hybrid words in the field of information technology terminology. Since information technology terminology is produced in English, the English language now influences all languages globally. Besides Kazakh, there are other languages that draw heavily from the English vocabulary. However, it is a truth worth acknowledging that the English language has acquired loan terms from nearly 300 languages. The most prevalent of those are derived from Latin, Greek, and French. This research paper highlights the classifications of researchers regarding borrowed words. From an etymological perspective, the article explores the existence of words in Kazakh that represent a hybrid of two languages. The hybrid words are created by merging Kazakh words or Kazakh language endings with phrases from another language. Primarily, all borrowed words from a foreign language are adapted to the linguistic specifics of the Russian language which is the dominant influence on terminology. The article aims at categorizing hybrid terms into kinds depending on the languages into which the borrowed words were imported. It was determined that hybrid words were generated by merging the roots and endings of Greek-Latin, Greek-Latin-Kazakh, English-Kazakh, French-Kazakh, Arabic-Kazakh, Greek-Arabic, Greek-Arabic-Kazakh, Persian-Greek-Kazakh, Persian-Latin-Kazakh, Greek-Persian, Latin-Persian, and Persian-Kazakh. The paper also discusses the linguistic characteristics of hybrid terms in Kazakh. Keywords: hybrid terms, loan words, Information Technology, terminology, term "

Abstrak Sejarah ketamadunan manusia yang panjang menyaksikan pertembungan sengit antara tamadun Islam dan tamadun barat serta saling mempengaruhi antara satu sama lain dari pelbagai aspek kehidupan. Aspek bahasa dan sosio-budaya adalah antara kesan persaingan ini yang dapat dilihat. Namun, realiti masa kini yang menyaksikan tamadun barat mendominasi kehidupan masyarakat maju melalui ciptaan-ciptaan moden dalam sains dan teknologi, bahasa Arab tidak terkecuali terpengaruh dari bahasa-bahasa yang digunakan di barat. Kemasukan banyak istilah baharu dari barat ke dalam bahasa Arab menyebabkan para sarjana bahasa mengagaskan istilah baharu Bahasa Arab Moden Standard (MSA) bagi menandakan era baharu perkembangan bahasa berbanding bahasa Arab klasik yang digunakan dalam al-Quran dan teks-teks klasik. Justeru, kertas ini bertujuan untuk menilai sejauh mana ketahanan bahasa Arab dari aspek morfologi mengharungi cabaran dalam situasi ini. Ia juga mengkaji sejauh mana morfologi Arab boleh bertoleransi dalam menerima beberapa ciri perkataan dan frasa dari bahasa asing. Seterusnya kertas ini juga menganalisa secara ringkas beberapa artikel akhbar dari lima buah negara Arab bagi melihat persamaan dan perbezaaan penggunaan perkataan dan frasa asing mewakili negara masing-masing. Dapatan menunjukkan bahawa bahasa Arab mempunyai asas yang kukuh untuk menerima beberapa perkataan asing. Ia berlaku melalui pelbagai kaedah iaitu samada penerimaan terus sesuatu perkataan tanpa perubahan, penerimaan terus dengan keakuran terhadap kepada sistem linguistik Arab atau melalui pembentukan kata terbitan Arab baharu. Kata kunci: Pertembungan Bahasa; Morfologi Arab; Tamadun Barat, MSA Abstract The long history of human civilization witnessed an intense clash between Islamic and western civilization resulting in influence between each other in various aspects of life. Language and socio-cultural aspects are among the consequence of this clash. Today’s reality that sees western civilization dominated the modern society way of life through their continuous inventions in science and technology, Arabic language is no exception effected by the languages used in the west. As a results, the new term of Modern Standard Arabic (MSA) has been introduced in the Arab world to indicate a new era of significant language development as compared to Classical Arabic used in Quranic versus and traditional Arabic text. This paper aims to investigate to what extend the Arabic language is resilient to face the challenges of this situation in morphological aspect. It also examines how Arabic morphology can be tolerant in accepting new words and phrases from foreign languages. Several newspaper articles from five Arab countries were studied to find out similarities and differences in the use of foreign words and phrases representing those countries. Findings show that Arabic language has strong justifications to tolerate with numerous foreign words. It occurs through several methods in adaption, either by direct acceptance of a word without modification or subjected to the Arabic linguistics system, or through the formation of new Arabic derivation

Some of challenging features faced by the Arabic languagelearners are lack of linguistic vocabulary, psychologicalmotivation, the scarcity of cognitive and social materials,and the difficulty of practicing second or foreign languagesamong learners. Therefore, it is necessary to establish asearch for elements and sources that help the leaners to facethose difficulties. The researchers believe that the dailyremembrance (dzikr) of the Qur’anic verses, the prophetictraditions, and the invocations (du’a) that Muslims dealwith in their daily lives can be among the specific sourcesof Arabic language practice among non-Arab learners.Therefore, the researchers by using analytical andexperimental approach chose some Arabic words orvocabulary from the popular invocations used by Muslimsin their daily recitations and then presented it in the Arabiclanguage classes. The researchers conducted threeexperiments on three groups of Malaysian junior studentsin Arabic subject in the second and third stages. The studyfound there are many sources that prevent the practice ofthe Arabic language. These barriers related to severalfactors such as the lack of language adaptation,psychological and behavioral conditions. However, thestudy concluded that good selection of vocabulary, orlanguage phrases, especially from daily Islamic terms,drives Malaysian learners to practice Arabic.

Some of challenging features faced by the Arabic language learners are lack of linguistic vocabulary, psychological motivation, the scarcity of cognitive and social materials, and the difficulty of practicing second or foreign languages among learners. Therefore, it is necessary to establish a search for elements and sources that help the leaners to face those difficulties. The researchers believe that the daily remembrance (dzikr) of the Qur’anic verses, the prophetic traditions, and the invocations (du’a) that Muslims deal with in their daily lives can be among the specific sources of Arabic language practice among non-Arab learners. Therefore, the researchers by using analytical and experimental approach chose some Arabic words or vocabulary from the popular invocations used by Muslims in their daily recitations and then presented it in the Arabic language classes. The researchers conducted three experiments on three groups of Malaysian junior students in Arabic subject in the second and third stages. The study found there are many sources that prevent the practice of the Arabic language. These barriers related to several factors such as the lack of language adaptation, psychological and behavioral conditions. However, the study concluded that good selection of vocabulary, or language phrases, especially from daily Islamic terms, drives Malaysian learners to practice Arabic.

Stylistic synonymy or hendiadys (Latinized from Old Greek έν διά δυοȋν «one through two») is an important feature frequently detected in Ottoman Turkish literary standard texts. Simultaneously several scholars found it as a prominent feature of the Bible language, precisely in Old Testament. Thus, it is not surprising to find it in the fragment of Book of Daniel in Krymchak manuscript, Yosif Gabai’s jonk, dated to the early 20th century, which is in the possession of the Crimean Ethnographic Museum. As linguistic data proves, Book of Daniel probably was translated much earlier in Ottoman period and represents Hebrew-Turkic translation literature. The translator employed hendiadys by using different strategies of combination, but usually they are two nouns, or two verbs connected by a conjunction. Phrases composed by Turkic and foreign words of the same meaning or synonymic loanwords with Turkic suffixes, expressing one notion. Stylistic figures found in the manuscript are represented by following types: Turkic-Hebrew, Hebrew-Arabic, Arabic-Persian, Persian-Turkic, Arabic-Mongolian, Arabic-Turkic. Some of them could be treated as religious hendiadys. Hendyadyoin is not attested in folklore texts of Yosif Gabai’s Krymchak jonk, but in religion texts, which are variety of standard.

The article is devoted to the origin, causes and degree of development of loanwords into the Japanese language from other languages throughout the history of the formation of the cultural identity of the Japanese nation. The first and most ancient loanwords are words and phrases from the ancient language of the Ainu peoples. The original Japanese language wago, a significant cultural layer of words of Chinese origin kango, foreign loanwords gairaigo and wasei gairaigo are described. Direct and indirect loanwords came from the Dutch, German, Swedish, Russian languages. The lexical layer of the most significant proportion of modern loanwords from English and American languages, which have a significant impact on the development and variability of the modern Japanese language, is considered. Examples of synonyms in the style of wago, kango and gairaigo are given. An assessment is given of the transformation of anglicisms in the means of telecommunications and Japanese mass culture in the era of globalization.

<p>Indonesian language or sometimes called <em>Bahasa</em> is the national language of Indonesia. It was derived from Malay language and established as a national language in 1928. Until now, the Indonesian language keeps borrowing words from other languages. It was questioned whether the language was actually a pidgin that authorized into a creole since it was not only contained of Malay language but also languages that it was made contact with since colonialism eras, such as Dutch, English, Arabic, and other languages. This research used library study to find the data since it was not possible to trace the data in the field. This study was aimed to determine whether the Indonesian language was categorized into pidgin or creole. The result of the study revealed that Indonesian was not either pidgin or creole since the characteristics features did not meet any of them. It is believed that the Indonesian language was one of the means to achieve independence, but it is opened to receive lexicons from other foreign languages as the words keep increasing each year that can be seen in <em>Kamus Besar Bahasa Indonesia</em> (KBBI).</p><p><br /><em></em><strong></strong></p>

This study aims to find out in-depth about the application of foreignization strategies in translating the Quran into Indonesian. The application of foreignization strategies in terms of meaning accuracy in the source language (SL) and target language (TL) as well as its suitability with the cultural context. The research method used is content analysis adapted from Krippendorff (1980). Based on an analysis of the foreignization strategy implemented by the Quran Translation Team of the Ministry of Religious Affairs (MoRA) of the Republic of Indonesia, it was found that 94 words and phrases were foreignized in the translation of Surah Al-Baqarah. Judging from the aspect of the accuracy of meaning, equivalence, and its use in Indonesian, the vocabulary is still accurate in meaning, as intended by the SL text and its users. However, some absorption vocabularies experience a shift in meaning, broad, narrow, general, and specific, as well as those containing good and bad values. Two factors influence the translator in implementing the foreignization strategy in the translation of the Quran, namely (a) the condition of the Quranic text, which is difficult to translate into Indonesian, and (b) the translator’s belief that foreign vocabulary retention (foreignization) can give the nuances of the authenticity of Arabic culture (Quran).

This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral communication skills and the effectiveness of teaching and learning strategies in boarding schools.

This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral communication skills and the effectiveness of teaching and learning strategies in boarding schools.

The outbreak of the Covid-19 compelled the education sector to teach remotely. This study attempts to investigate the translation strategies used by Arabic-speaking students in EFL Saudi during online learning. The study used a questionnaire to gather the data. The participants of the study were the 120 EFL learners who majored in English at the PSU. The participant's language is Arabic to find the Phenomenon of Arabic-English Translation of Foreign Language. SPSS was used to analyze the data. The findings are encouraging. And supportive for Arabic-English translation of Foreign Language classes in online teaching. Participants used numerous translation strategies during online learning. They expressed a wide range of opinions about translation to help them in the online learning environment. The outcome demonstrates that they feel one must be immersed in an English-speaking environment for some time before thinking fluently in English. The translation was the most often utilized tool by Saudi EFL students to learn English words and phrases, write, and read English during online learning. The translation had no negative impact on participants' EFL learning. Arabic-English Translation helped in the comprehension of the subject as it is lareners’ mother tongue. Also, it is supported tremendously in EFL learning

In recent research on figurative phrases, factors (e.g., familiarity, transparency, meaning, and decomposability) have played a significant influence on how native and non-native English speakers (various L1 and L1 Arabic) acquire, process, and comprehend figurative language. These factors are not always described and operationalized precisely and are frequently considered autonomous. This study explores these factors in terms of language users’ ratings and their abilities to accurately infer meaning from a variety of familiar English and translated idioms and novel metaphors. A total of 123 participants from various language groups engaged in this study. The findings showed that familiarity is a strong predictor of transparency. In the ability to infer the meaning correctly, the best-fit model included an interaction between transparency and familiarity. The findings showed that guessing the meaning correctly led to a greater increase in the scores of transparency and decomposability. We explore how these factors work together to enable speakers to infer the meaning of both known and new figurative words at various levels. These results have significant implications for the learning and teaching of figurative phrases in the English as a foreign language (EFL) context, as they indicate variables that may make a figurative phrase valuable in terms of teaching time and effort.

This article presents and reviews a new methodological resource for research in second language acquisition (SLA), CEDEL2 ( Corpus Escrito del Español L2 ‘L2 Spanish Written Corpus’), and its free online search-engine interface ( cedel2.learnercorpora.com ). CEDEL2 is a multi-first-language corpus (Spanish, English, German, Dutch, Portuguese, Italian, French, Greek, Russian, Japanese, Chinese, and Arabic) of L2 Spanish learners at all proficiency levels. It additionally contains several native control subcorpora (English, Portuguese, Greek, Japanese, and Arabic). Its latest release (version 2) holds material from around 4,400 speakers, which amounts to over 1,100,000 words. CEDEL2 follows strict corpus-design criteria (Sinclair, 2005) and L2 corpus-design recommendations (Tracy-Ventura and Paquot, 2021), and all subcorpora are equally designed to be fully contrastable, as recommended by Contrastive Interlanguage Analysis (Granger, 2015). Thanks to its design and web interface, CEDEL2 allows for complex searches which can be further narrowed down according to its SLA-motivated variables, e.g. first language (L1), proficiency level, self-reported proficiency level, age of onset to the L2, length of exposure to the L2, length of residence in a Spanish-speaking country, knowledge of other foreign languages, type of task, etc. These CEDEL2 features allow L2 researchers to address SLA questions and hypotheses.

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