كتابة النص: الأستاذ الدكتور يوسف أبو العدوس - جامعة جرش قراءة النص: الدكتور أحمد أبو دلو - جامعة اليرموك مونتاج وإخراج : الدكتور محمد أبوشقير، حمزة الناطور، علي ميّاس تصوير : الأستاذ أحمد الصمادي الإشراف العام: الأستاذ الدكتور يوسف أبو العدوس
فيديو بمناسبة الإسراء والمعراج - إحتفال كلية الشريعة بجامعة جرش 2019 - 1440
فيديو بمناسبة ذكرى المولد النبوي الشريف- مونتاج وإخراج الدكتور محمد أبوشقير- كلية تكنولوجيا المعلومات
التميز في مجالات التعليم والبحث العلمي، وخدمة المجتمع، والارتقاء لمصاف الجامعات المرموقة محليا واقليميا وعالميا.
المساهمة في بناء مجتمع المعرفة وتطوره من خلال إيجاد بيئة جامعية، وشراكة مجتمعية محفزة للابداع، وحرية الفكر والتعبير، ومواكبة التطورات التقنية في مجال التعليم، ومن ثم رفد المجتمع بما يحتاجه من موارد بشرية مؤهلة وملائمة لاحتياجات سوق العمل.
تلتزم الجامعة بترسيخ القيم الجوهرية التالية: الإلتزام الإجتماعي والأخلاقي، الإنتماء،العدالة والمساواة، الإبداع، الجودة والتميّز، الشفافية والمحاسبة، الحرية المنظبطة والمستقبلية.
الدرجة العلمية
التخصص
الجهة المانحة لها
التاريخ
الدكتوراة
الترجمة
جامعة العلوم االماليزية (USM)
2021
الماجستير
الجامعة اليرموك
2009
البكالوريس
اللغة الأنجليزية وأدابها
جامعة جرش
2006
This study provides a stylistic analysis of the poetry of Maha Al Otoum, a Jordanian poet and academic. As a translation-based study, it focuses on the phenomena of reiteration and ambivalence in her Upper Rooms, exploring how these techniques contribute to the text's unity, harmony, and coherence. Reiteration emphasizes the rhythm and energy of the text both verbally and nominally, contributing to its cohesion. Artistically employed, ambivalence combines seemingly discordant elements to achieve aesthetic goals and enrich the text’s interpretation. This stylistic focus allows the reader to appreciate the depth and nuance in Al Otoum's poetry and understand how these techniques contribute to her distinctive poetic voice. Delving into this sort of poetry dissecting the distinct style and pulling back the curtain on a particular poetic craft, Al Otoum (2019) provides depth to its meaning(s), pushing readers towards a closer, more in-depth reading of the text. In conclusion, the critical stylistic analysis of Al Otoum's poetry reveals how she employs such two key phenomena as reiteration and ambivalence to enrich her work, shape her poetic voice, and stimulate a deeper reader understanding and appreciation of her text. This comprehensive study provides a fresh perspective on Al Otoum's oeuvre and the stylistic choices she makes as a poet.
The Benedictine abbot Peter the Venerable started an effort to study the Holy Quran in the years 1141 and 1142 when he was staying at the Abbey of Cluny. Robert of Ketton was one of the groups he assembled to translate the Islamic scripture. The goal of this campaign was to introduce Islam, which by that time had become a significant political force, to Western Christians. The ultimate objective was to aid missionaries who were trying to convert the people in areas that Christians had recaptured. Based on predetermined goals and duties, the translation was pursued. This essay seeks to shed light on the details of this translation, one of the first in Europe, which was done by individuals with little to no knowledge of Islam, misinterpreting the identities and attitudes of its adherents and acting on false ideological assumptions in order to further their own and their sponsors’ goals. A descriptive critical review is used in this work to illuminate the historical background that contributes to the understanding of the underlying problem. We take into account several viewpoints, most notably James Kritzeck’s, whose critiques aid in clarifying the translation process, and strive to reach a fair conclusion regarding it. Analyzing the translation alone, from a linguistic and cultural perspective, is another important consideration. By providing a critical-historical analysis of the setting, this initiative hopes to make translators and other interested parties aware of the project’s limitations. We defer verification and responses to subject-matter specialists since understanding the goals of this complex endeavor takes specialized knowledge, sufficient time, and consistent effort.
Complimenting is a common communicative act in daily interactions that occurs among people in their daily communication. Complimenting practices vary across societies due to social and contextual factors. This study examined compliment response strategies employed by Jordanian students in an academic setting). This study collected data from undergraduate students at Jerash University who study in the English departments. A mixed-methods approach, employing observation and interviews, was used. Chen and Yang (2010) theoretical framework was adopted to analyze the data. The results showed that Jordanian students used various types of compliment responses: acceptance, mitigation/deflection, rejection, non-response and request interpretations. They utilized different strategies for each type, such as thanking, downgrading, disagreement, and silence. This study recommends future research comparing these findings with compliment response strategies used by students in other cultural contexts.
This study examines the interplay between linguistic theories and their application in literary and translation studies. Employing a qualitative methodology, the research analyzes existing studies through coding and thematic analysis, classifying them based on the degree of integration observed among linguistics, literary, and translation. The results indicate a more pronounced influence of linguistic frameworks within translation studies than literary studies. This disparity can be attributed to the intrinsic link between translation and linguistic principles, necessitating translators' engagement with grammar, syntax, semantics, context, and morphology. This suggests that the practical application of linguistic theories is more readily apparent in translation, where linguistic structures are actively manipulated and adapted. Further research is warranted to explore the potential impact of linguistic perspectives on diverse fields beyond literature and translation, such as management and medicine. This could involve investigating how linguistic analysis can inform communication strategies, cross-cultural understanding, and the interpretation of complex texts within these domains. Such interdisciplinary investigations could reveal valuable insights into the pervasive influence of language across various fields of study.
This study investigates the motivations and types of code-switching among bilingual Jordanian speakers of Arabic and English. It explores the reasons why these speakers switch between their first language (L1), Arabic, and their second language (L2), English, during interactions. Data are collected through observation and detailed note-taking. A theoretical model is employed to analyze the data and provide an in-depth understanding of this phenomenon. The findings reveal two key aspects of code-switching among the participants. First, code-switching serves distinct motivational purposes, notably expressing identity and self-confidence through the simultaneous use of both languages. Additionally, it compensates for lexical gaps when expressing reactions to others' speech or actions. Second, the study identifies three distinct types of code-switching employed: inter-sentential switching, tag-switching, and intra-sentential switching. Intra-sentential switching is the most frequent (43 instances), followed by inter-sentential switching (29 instances) and tag-switching (21 instances). This research contributes valuable insights into the dynamics of code-switching in a specific bilingual community and recommends future research on the sociolinguistic functions of code-switching in diverse contexts, such as multilingual classrooms, kings and presidents in different settings or media.
This study investigates the persuasive strategies employed by Jordanian interlocutors within an academic setting, utilizing Aristotle's rhetorical triangle—ethos (credibility), logos (logic), and pathos (emotion)—as a framework for analysis. Data was collected through observation and memo-writing, allowing in-situ analysis of naturally occurring interactions between students and professors. The study reveals that distinct preferences emerge when students and professors employ all three rhetorical appeals. Professors tend to favor logos-driven strategies, emphasizing logical reasoning and evidence-based arguments. Students, conversely, lean towards pathos-driven approaches, appealing to emotions and shared experiences to achieve their persuasive goals. Furthermore, this research incorporates a translation studies perspective, recognizing that academic discourse in Jordan often involves navigating multiple languages and cultural contexts. This highlights how language can become a persuasion tool, adding complexity to the interplay of rhetorical strategies and cross-cultural communication. This study contributes to a deeper understanding of how cultural context shapes persuasive communication within academic settings, while also offering insights into the dynamics of rhetoric and translation in multilingual environments. Future research could explore the specific linguistic strategies employed within each rhetorical appeal and further investigate the interplay between cultural background and the interpretation of persuasive language. This research has pedagogical implications for enhancing communication skills in academic settings, particularly in multilingual and cross-cultural contexts.
This study examines the refusal strategies employed in superior-subordinate communication during departmental meetings. It aims to reveal these strategies' function, specifically exploring why individuals use particular refusal techniques in their interactions. Data is collected through observation of participants' turn-taking patterns in departmental meetings. The findings indicate that both heads of departments and department members utilized direct and indirect refusal strategies. Participants employed two direct refusal strategies, as defined in the Beebe et al. (1990, pp. 55-73) framework, and five indirect refusal strategies: explanation, statement of alternatives, attempts to dissuade, acceptance functioning as a refusal, and silence. The most frequently used direct strategy is the non-performative statement, while the most common indirect strategies are explanation and statements of alternatives. Social power dynamics are evident in the heads of departments' speech, as they seek to control dissenting opinions. Department members, however, exercise social power by forming coalitions to support specific viewpoints discussed in the meetings. Future research could investigate the politeness strategies used by superiors and subordinates in these meetings and their impact on influencing heads of departments.
Refusal strategies are ubiquitous linguistic tools employed in everyday communication. Understanding the application of these strategies is crucial for interpreting the reactions of those receiving the refusals. This study investigates the diverse refusal strategies Jordanian students utilize to explore the cultural and linguistic factors influencing their choices. Data will be collected through interviews and observations and analyzed using Beebe et al.’s (1990) framework. The anticipated results include the identification of the significant influence of linguistic and cultural factors on the forms of refusal strategies employed by the students. The study also expects to identify direct and indirect refusal strategies. Ultimately, this research will provide a foundation for future investigations into the syntactic and morphological processes underlying Jordanian students' construction of refusal strategies in their interactions. A deeper understanding of these processes will contribute to a more nuanced comprehension of pragmatic communication within this cultural context.
Translator training programs worldwide offer translation technology courses to meet the market's growing needs, and translation programs in the Arab world are no exception. Developing ‘technological competence’ should be reflected in the curricula of translator training programs (See, Kenny 2020, Pym and Torres-Simón 2020, O’Brien 2019). However, the focus on technological competence varies across translator training programs around the world. This study aims to pinpoint the importance of technology in MA programs in Jordan. Furthermore, it determines whether technology-connected courses are acknowledged in the program descriptions and objectives. To conduct this study, all the Universities with MA in translation and/or translation and English programs in Jordan were recognized. In addition, a corpus of all MA programs with translation technology courses, course descriptions, and program objectives was also gathered. As a final point, a comprehensive explanation and examination were carried out to recognize technology in MA programs in Jordan. The outcomes of this study indicate that ‘technological competence’ is widely disregarded in the huge mainstream of MA translation programs curricula in Jordan.
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