This research focuses on teaching Arabic to Jewish students in Jerusalem, a city of significant cultural and religious importance for both Arabs and Jews, especially under the backdrop of the prolonged conflict between these communities. The study asserts that the political complexity inherent in this context gives rise to unique challenges in teaching Arabic in Jewish schools in Jerusalem, which is influenced by conflict and racism. These factors contribute to the formation of a psychological barrier within the Arabic educational process. The objective of the study is to provide a comprehensive overview of the status of Arabic teaching to Jews in Jerusalem, emphasizing the unique aspects of this case and addressing the challenges encountered in the process. The outcomes of this research showed that the demographic composition of Jerusalem, with concentrations of both Arabs and extremist Jews, contributes to the distinctive nature of this case compared to other Israeli-occupied cities. This demographic factor influences the goals of teaching Arabic to Jews in Jerusalem and, concurrently, intensifies the challenges faced in this educational process, setting it apart from similar endeavors in different locations.

This study investigated the extent to which explicit and implicit instruction improve L1-Arabic speakers’ articulation of English words whose cognates were acquired earlier in their L2 French. Sixty-eight secondary school students, explicit (n=35) and implicit (n=33), participated in a programme incorporating focus-on-pronunciation activities, comprising three 45-minute sessions. Their learning motivation was first rated using an adapted version of Attitude/Motivation Test Battery (AMTB). Their pronunciation improvement was assessed through an oral-reading task. Ten new words were included in the post-test to see if they would generalize the instructed knowledge analogically. Results indicated that both explicit and implicit instruction had a positive impact on the students’ pronunciation advancement. However, the explicit group outperformed the implicit group with both the targeted and untaught words. There was insignificant interaction effect between instructional method and students’ motivation level, with higher motivation uniformly enhancing the effect of instruction. Nevertheless, motivation played a more crucial role in the learnt knowledge transferability when instruction was of implicit.

Due to the COVID-19 pandemic situation, online education has emerged as an important research field to match its growing necessity. In this vein, this research explores one of the challenges facing online teaching of the Arabic language to Korean students at the university level based on the practical experience of online teaching in the academic year of 2020 while focusing on the role of students. The main goal of this research is to give some answers to its main question, which is: How is it possible to activate the role of students in the online classes of the Arabic language? The study suggests some online activities through which the role of students in online classes can be activated. An online survey questionnaire was provided to test the influence of some of those activities and to explore the students’ feedback. Additionally, interviews were conducted with some students to gain further understanding of their opinions about those activities. The results of the study showed positive feedback from the students towards those activities and provided some advantages of using those online activities for adding enjoyment to the students’ assignments. It is also recommended that teachers include more innovative online activities which match their students’ needs.

This study analyzed the translation strategies of Korean culture-specific items displayed on the Korea.net Arabic website, the government’s representative overseas PR media. 25 articles with a large number of culture-specific items were selected and analyzed among 74 articles published in the Culture section of the Korea.net Arabic website for a total of 7 months from August 2020 to February 2021. The themes of the selected 25 cultural articles were the contents of related cultural events according to the period, such as Chuseok and New Year’s Day, Kimchi-making Season, Lotus Lantern Festival, and Hangeul Day. Culture-specific items were classified into proper nouns such as country, administrative districts, place name, and building name, and other cultural elements such as food, clothing, holidays, according to the classification method of Lee Geun-hee(2008). As expected, a number of strategies to convey meaning along with transliteration appeared as part of an effort to inform Arab readers of Korean culture-specific items. However, it found the need to establish norms or unified standards for culture-specific items translation strategies, especially in transliteration.

This study investigates the current status of the Arabic–Korean and the Korean–Arabic communities interpreting in Korea and examines the curriculum available to community interpreters. Recently, the demand for community interpreters has increased significantly owing to the increase in the number of patients from Gulf countries, Yemeni refugees, Arab tourists, and Arab residents in Korea. Moreover, the demand for medical and judicial services and tourism interpreting reached the highest level in 2019. Although the demand has declined due to the COVID-19 pandemic in 2020, the international community is undertaking measures to end the pandemic, and the research on community interpreting shows that there will be a place for such services during preparation for the post-COVID-19 era. In particular, since the interpreting curriculum for bachelor’s and master’s courses is concentrated on conference interpreting, it is necessary to improve the curriculum so that it meets the needs of community interpreting. Therefore, this study investigates the current status of community interpreting over the past 10 years, analyzes the community interpreting curriculum operated by universities, graduate schools, and government agencies, and suggests the possible future direction of the curriculum for community interpreting.

In this paper I examine the controversy about the shift of writing systems in Azerbaijan and five Central Asian countries. The transition from Cyrillic to Latin alphabet is important as a symbol of elimination of Soviet traditions, independence from Russia, revival of national identity, facilitation of informations in the West, and contact with the Western civilization. Currently, Azerbaijan, Uzbekistan and Turkmenistan have implemented a transition to Latin alphabet. The shift of the writing system in Azerbaijan is the most successful, followed by Turkmenistan. Uzbekistan is regarded as having half success, since both of Latin and Cyrillic alphabets still co-exist. Among the remaining three central Asian countries, Kazakhstan has been actively promoting the conversion to Latin alphabet, planning to complete the conversion by 2025, but there will be many obstacles to its realization. In other words, they need to overcome the opposition of many Russians, Russian speakers, and the Russian Federation. Also an initiative of the second president Tokaev, who was appointed in March 2019, is uncertain. In Kyrgyzstan, there have been no attempts of conversion until recently, but it is also possible to begin discussions regarding the shift of the writing system by looking at geopolitical situations including Kazakhstan's experience. In Tajikistan, unlike other countries, the transition to the Arabic-Persian alphabet is discussed. A successful transition of the writing system in Kyrgyzstan and Tajikistan will depend on the relationship with the Russian government. As a result, the change of writing system depends on the external relationship with Russia, financial conditions, and agreement between the Russian-speaking and young generations.

This study aims to present some strategies for teaching the students Arabic idioms. Arabic idioms can be defined as expressions whose meaning is not predictable from the usual meanings of its constituent elements, as kick the bucket or hang one’s head, or from the general grammatical rules of a language, as the table round for the round table, and that is not a constituent of a larger expression. In linguistics, idioms are usually presumed to be figures of speech, contradicting the principle of compositionality. That compositionality is the key notion for the analysis of idioms is emphasized in most accounts of idioms. This principle states that the meaning of a whole should be constructed from the meanings of the parts that make up the whole. In other words, one should be in a position to understand the whole if one understands the meanings of each of the parts that make up the whole. The strategies presented in this paper are based on the definitions or the linguistic peculiarities of idiom, mainly from the syntactic and semantic points of view. It’s worth mentioning that recently Arab linguists are showing unprecedented interests in idiomatic expressions and compiling the dictionary of Arabic idioms.

본 연구는 gum arabic의 농도에 따른 계면흡착특성과 에멀션의 유화 안정성을 평가하고, gum arabic을 이용한 에멀션 제조 및 안정성을 확인하였다. Gum arabic 농도별(10-4~0.2 wt%)로 계면장력을 측정하여 계면활성능력을 확인 한 뒤, 10 wt%의 palm oil에 대한 농도별(2.0~4.5 wt%) 에멀션의 안정성을 37일 동안 관찰하였다. Gum arabic의 유화능을 측정하기 위해 표면장력계, 입도분석, Turbiscan, 현미경을 이용하여 관찰하였다. Gum arabic의 경우, 농도가 증가할수록 계면장력이 감소하는 경향을 확인할 수 있었다(0.2 wt%, γ ≈ 33.2 mN m-1). 유화액 시스템(팜유 10 wt% in water phase)에서는 4.0 wt%(d43 ≈ 0.54 μm, d32 ≈ 0.32 μm) 이상의 농도에서는 37일 동안의 크기의 변화가 없는 것을 확인할 수 있었다. Gum arabic의 적정농도(≧3.5 wt%)를 결정한 후, 정제수 및 물엿을 이용해 고형분 45 wt%로 조절하여 유화액 분말를 제조하였다. 그리고 제조된 유화액 분말은 분말입자 크기와 지방 용출도로 안정성을 평가하였다. Gum arabic의 농도에 따라 분말입자의 크기는 유의적 차이가 없었으나(d43 ≈ 44.85 μm, d32 ≈ 28.88 μm), Gum arabic 4.0 wt% 이상 함유한 커피크리머는 제조 수율(99.5%)이 높고, 지방 용출도(4.65%)가 낮은 것을 확인할 수 있었다. 따라서, gum arabic이 기존 유화액 제조 시 사용되는 합성유화제를 대체 할 수 있음을 확인하였다.

The purpose of this paper is to compare between Korean and Arabic in terms of phonology and seek effective ways of teaching Arabic for Korean students. Arabic as a Semitic language has 28 consonants and 3 basic vowels (each of which is short and long, and 2 diphthongs). Meanwhile, Korean has 19 consonants and 22 vowels. Due to the phonological differences between Korean and Arabic, it is somewhat difficult for Korean students to learn the correct Arabic consonant phonemes. In this paper, firstly, the consonants are grouped into two: one group common to both languages, and another unique to Arabic consonants. They are explained by phonological and phonetic methods to teach the correct pronunciation of Arabic consonants. Secondly, the Arabic vowels are explained through the examination of allophones in comparison with Korean. Thirdly, the syllables are explained by the structure, sorts, and characteristics. Lastly, it is suggested that professional training in phonology and phonetics fields be provided to instructors so that they can teach correct Arabic pronunciation.

사시력표 투영기용 한글 및 아라비아 숫자 시표를 제작하였다.59명의 대학생을 대 상으로 전체 크기가 5X5단위를 이루도록 설계한 한끌문자 18 개와 5X4단위를 이루 도록 설계한 아라비아 숫자 9 개에 대한 상대가독성을 측정하였다. 우안과 좌안을 서 로 다른 시험렌즈로 운무시킨 상태에서 각 시표를 읽을 수 있는 거리를 측정하여 Strong과 Woo가 사용한 방법으로 각 시표의 상대가독성을 측정하였다. 한글 문자 및 아라비아 숫자에서 가독성이 크게 차이나는 시표똘 제외시키고 한글 시표 13개와 아라비아 숫자 시표 7개의 서체를 약간 수정하고 다시 가독성을 측정하여 사력 0.1 부 터 1.5까지 각 줄에 4개씩 배치될 시표의 가독성의 합이 비슷한 12가지 조합을 선돼 하였다.