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- معلم: khalid Jaber
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The objective of the course is to introduce the
structure of language and how it functions, both socially and culturally. It
focuses on the phonetic, phonological, morphological, syntactic, and semantic
structure of language. The course also introduces other branches of linguistics, such
as pragmatics, sociolinguistics, psycholinguistics, comparative linguistics,
Legal translators have to work accurately and errors may have dire consequences. The translator also needs to be creative, as many Arabic legal terms cannot be found in a dictionary. Naturally, this course cannot teach students to become fully-fledged legal translators. Rather, aim its to gain insight into what happens when one tries to translate texts that are very much culture specific. The teaching consists of lectures and tutorials. In the lectures, we draw a comparison between the legal systems of the Jordan and England and the United States, insofar as this comparison is relevant for legal translators. Furthermore, participants are introduced to the theoretical problems involved in legal translation. In the tutorials, we will explore and work with translation tools and translate a variety of legal texts such as contracts, correspondence, deeds, insurance policies, summons and court decisions.
اكتب فيما لا يقل عن ست صفحات حول اي مفرده من مفردات المادة على ان يتم تسليمه يوم الخميس الموافق 10/1/2019
While no prior experience in interpreting or translation is necessary, students must have a strong command of English and Arabic. The course will introduce students to research in the field of interpreting and translation studies and to a number of practical skills required of professional interpreters and translators. Interpreting and translation will be viewed throughout the course as socio-cultural activities as well as linguistic ones. The social, cultural and ethical complexities of the role of interpreters and translators will therefore be an important focus of the course. Students will work with spoken texts to develop an understanding of micro-textual elements and macro-textual structures and patterns and understand how to analyze both written and spoken texts. They will begin to develop simultaneous interpreting skills using recorded spoken texts in the language lab. Role plays will be conducted to familiarize students with the triadic nature of interpreted communication. Students are also required to increase their reservoir of vocabulary particularly those which are immersed in the political, socio-cultural and economic contexts.
This course aims to refine students’ interpreting skills and techniques in conference setting. In addition to the introduction of professional ethics, the course helps students navigate through the processes of conference preparation and delivery. It includes interpreting exercises for simulated and live conferences, with a view to developing students’ coping strategies and reflective abilities in dealing with problems and challenges posed by real-life interpreting practice.
This course is designed to equip students with advanced skills
and knowledge in consecutive interpreting. It provides intensive
and specialist training in various forms and topics to strengthen
students’ interpreting ability. Students will also be introduced
to tasks in community-based settings, such as political and socio-cultural settings, where consecutive interpreting is commonly used as
the mode of interpretation. This course also aims to develop
students’ awareness of current developments and research studies
in consecutive interpreting.
it also aims to lay the foundation for developing students'
concepts and skills in consecutive interpreting. Students will be
introduced to public speaking skills, active listening, analyzing
and processing the main ideas of the speech, memory retention
training, note-taking, preparation for interpreting tasks, problem solving strategies and interpreting techniques for consecutive
interpreting. In addition, the course will help students strengthen
the ability to monitor their own interpreting performance and to
acquire adaptability in the face of challenging circumstances.
This course addresses some of the main issues that have informed the general reflection on translation in the West over the past two thousand years. By examining statements from philosophers, linguists, theologians, authors, political leaders, and activists, etc., students learn to appreciate the diversity with which translation has been understood and practiced throughout the ages, and develop a critical apparatus to question the traditional understanding of the relationships between the original and translated text, between author and translator, and the source and target languages and cultures. Although there is great diversity in opinion regarding how translation should be performed, some of the most basic notions regarding this activity have remained relatively unchanged throughout history. As we establish the traditional Western view of this practice, we will also explore certain trends from the latter part of the twentieth century, that have radically problematized many of the fundamental presuppositions of the traditional notion of translation.
As Translation Studies becomes more visible in academia, and as the demand for qualified
translators grows worldwide, translators need far more than simply knowledge of equivalents
between languages. They should be aware of the history of translation discourse, which is the
foundation upon which our contemporary understanding of this activity has been constructed.
Students of translation should also be exposed to a variety of tendencies in translation studies that
have come out of this history to develop a more well‐rounded view of the field at large. Finally, and
most importantly, by critically examining the history and tendencies associated with the notions and
practice of translation, students will be better equipped to confront the complexity of the ethical
decisions they will have to make and to argue their choices before possible clients and publishers.
This course will include an overview of the technique and skills involved in the development of locally produced multimedia presentations as well as a discussion and study of instructional design with regard to educational media. Instruction will include hands-on training in use of the software and technology needed for the preparation of multimedia projects. Students will prepare projects using computer applications.
يتناول هذا المساق إلى تعريف الطلبة بمفهوم الوسائل التعليمية المختلفة ودورها في عمليتي التعليم والتعلم وأهميتها في المواقف التعليمية من خلال استعراض مخروط الخبرة لأدجار ديل، وكذلك علاقة هذه الوسائل بتكنولوجيا التعليم. كما ويقدم هذا المساق للطلبة المبادئ الأساسية لتصميم الوسائل التعليمية وخطوات انتاجها. ويعرض المساق بعض الأجهزة المستخدمة في عملية عرض الوسائل التعليمية وخصائصها وطريقة عملها إضافة إلى تقييم هذه الوسائل. كما ويتناول المساق عمليات تصميم الوسائل التعليمية البصرية والسمعية والسمعبصرية وكذلك انتاج برامج تعليمية مبسطة باستخدام الحاسب وعمليات دمج الوسائط المختلفة فيها، إضافة إلى التعرف على مصادر البيئة المجلية وما توفره من مصادر تعلم تخدم مواقف تعليمية متعددة.
This course focuses on the educational uses of computer and its roles in the educational environment. This practical course balances fact, theory, and application as it examines the computer’s role in education as a tool of the mind. It presents theories and models relating to computer-assisted instruction and discusses strategies for using computers in education settings, and demonstrates practical applications.
يتناول هذا المساق في الجانب النظري منها تعريف الطالب باستخدام تكنولوجيا التعليم من خلال استخدام الحاسوب في التدريس/التعليم ومعرفة وظائفه وتصنيفاته واستخداماته في الاتصال وحل المشكلات, واستخداماته في جميع المواقف الصفية, واستخدامه في الحصول على معلومات موثقة بالإضافة إلى القدرة على اختيار وتصميم البرمجيات المناسبة, ويتضمن الجانب التطبيقي التدريب على استخدام بعض البرمجيات مثل:
Microsoft Word, Excel, Power Point, Access, Internet Explorer, … etc.