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A Comparative Study of Four English Translations of Sûrat Ad-Dukhân on the Semantic Level Author: Saudi Sadiq Date Of Publication: May 2010 Isbn13: 978-1-4438-2060-8 Isbn: 1-4438-2060-1 Through combining a knowledge of translation theory and application, the present book aims at holding a semantic comparison of four English translations attempted by Muhammad Marmaduke Pickthall, ‘Abdullâh Yûsuf ‘Alî, Arthur J. Arberry and Muhammad Mahmûd Ghâlî of Sûrat Ad-Dukhân (the Chapter of Smoke). As a theoretical framework, the book deals with several linguistic and cultural problems of translation, with special reference to Qur'ân translation, and the principles that should be considered on translating the Qur'ân. The core of the book is a comparison of sixty-eight lexical, syntactic and stylistic selections from Sûrat Ad-Dukhân. The comparison depends on various Qur’ân interpretations and Arabic dictionaries to decide the precise meaning(s) of the selections. Then, a translation is suggested, and the four translations are judged: the correct ones are acknowledged and the mistaken shown, along with the reasons underlying the mistake(s). To reach the precise meaning in English and judge the translations compared accurately, many English dictionaries are utilized. The comparison shows that the best translation in terms of meaning precision and easiness of expression is that of Ghâlî, followed by Pickthall's, Arberry’s and ‘Alî’s respectively. Saudi Sadiq was born in Egypt in 1980 and received his B.A. in English from Minia University in 2002. Since then, he has been interested in translation studies and linguistics. He is currently Assistant Lecturer at Minia University and is working on his Ph. D. in Arabic sociolinguistics.
Price Uk Gbp: 39.99 Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!” —Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.” —Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.” —Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education. Kari K Veblen University of Western Ontario British Journal of Music Education October 2011
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