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| E8 English Literature Students Level eight Forum |
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ÃÏæÇÊ ÇáãæÖæÚ |
2018- 4- 30
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#181 |
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ãõÊãíÒÉ ÈÇáãÓÊæì E7
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ÑÏ: ÊÇÈÚ ÊÌãÚ ãÐÇßÑÉ ÇáÊÑÌãå ÇáÊÊÇÈÚíå
Sign language interpreting
ÊÑÌãÉ áÛÉ ÇáÇÔÇÑÉ ÏÇÆãÇ Êßæä Ýí ÈíÆÉ ÊÚáíãíÉ place in educational settings ÊÑÌãÉ ÊÚáíãíÉ (educational interpreting) finger spelling ÇáÊåÌÆÉ ÈÇáÇÕÇÈÚ ØÈÚÇ åí ÊÓÊÎÏã deaf- blind ááÕã æ ÇáãßÝæÝíä åí ÇáÊÑÌãÉ Úä ØÑíÞ ÇááãÓ (tactile interpreting) |
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2018- 4- 30
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#182 | |
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ÃßÜÇÏíÜãÜí ÝÜÖÜí
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ÑÏ: ÊÇÈÚ ÊÌãÚ ãÐÇßÑÉ ÇáÊÑÌãå ÇáÊÊÇÈÚíå
ÇÞÊÈÇÓ:
åå åååå Çáááå íÞØÚ ÇÈáíÓß   ÇÞæáß Úáì ÓÑ Çááå íæÝÞß Úáì åÇáÊÌãÚ æíæÝÞ ãä ÔÇÑß Ýíå |
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2018- 4- 30
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#183 |
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ãõÊãíÒÉ ÈÇáãÓÊæì E7
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ÑÏ: ÊÇÈÚ ÊÌãÚ ãÐÇßÑÉ ÇáÊÑÌãå ÇáÊÊÇÈÚíå
consecutive interpreting with the use of systematic note taking is sometimes referred to as ‘classic consecutive
ÇáãÊÊÇÈÚÉ áÎØÇÈ Øæíá ÊÍÊÇÌ ÊÏæíä ãáÇÍÙÇÊ æíÔÇÑ ÇáíåÇ ÊÊÇÈÚ ßáÇÓíßí in contrast to short consecutive without notes Úáì ÚßÓ ÇáÊÊÇÈÚ ÇáÞÕíÑ ãä ÛíÑ ãáÇÍÙÇÊ |
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2018- 4- 30
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#184 |
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ãõÊãíÒÉ ÈÇáãÓÊæì E7
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ÑÏ: ÊÇÈÚ ÊÌãÚ ãÐÇßÑÉ ÇáÊÑÌãå ÇáÊÊÇÈÚíå
ÑßÒæÇ åäÇ
consecutive interpreting ( after the source-language utterance) åäÇ ÂÝÊÑ (íÚäí ÈÚÏ ) ÇáÊÊÇÈÚíÉ simultaneous interpreting (as the source-language text is being presented) ÇãÇ ÇáÝæÑíÉ (being ) |
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2018- 4- 30
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#185 |
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ÃßÜÇÏíÜãÜí ÝÜÖÜí
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ÑÏ: ÊÇÈÚ ÊÌãÚ ãÐÇßÑÉ ÇáÊÑÌãå ÇáÊÊÇÈÚíå
ÈäÇÊ ÇäÊÈåæÇ ááÓÄÇá åÐÇ ããßä íÌíÈ Çááí Èíä ÇáÞæÓíä Ýí ã ٢
Notions of translation like transfer, ideas, sameness, intention or culture are.... to the definition of interpreting. a.Adaptable ( and refined in diffrent ways) ÞÇÈá ááÊßÑÇÑ (æÇáÊßíÝ ÈØÑÞ ãÎÊáÝÉ |
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2018- 4- 30
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#186 |
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ÃßÜÇÏíÜãÜí ÝÜÖÜí
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ÑÏ: ÊÇÈÚ ÊÌãÚ ãÐÇßÑÉ ÇáÊÑÌãå ÇáÊÊÇÈÚíå
ÈäÇÊ ÇáÓÄÇá Ýí ÇáãÍÇÖÑÉ ÇáÇæáì
Úä ÇáÊÝÓíÑ íÎÊáÝ Úä ÛíÑå ãä ÇäæÇÚ ÇáÊÑÌãÉ ããßä íÛíÑ ßáãÉ ãÎÊáÝ áßáãÇÊ ãÑÇÏÝÉ ãËá unlike -dissimiler -servel-disparate- contrastive ãä ÞäÇÉ ÎÒÇãì Çááå íÓÚÏåÇ |
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2018- 4- 30
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#187 |
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ãõÊãíÒÉ ÈÇáãÓÊæì E7
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ÑÏ: ÊÇÈÚ ÊÌãÚ ãÐÇßÑÉ ÇáÊÑÌãå ÇáÊÊÇÈÚíå
A specific exercise in simultaneous verbal processing is shadowing
ÊãÑíä ÇßÓÑÓÇíÒ ãÚÇáÌÉ áÝÙíÉ ãÊÒÇãäÉ åæ ÇáÊÙáíá |
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2018- 4- 30
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#188 |
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ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
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ÑÏ: ÊÇÈÚ ÊÌãÚ ãÐÇßÑÉ ÇáÊÑÌãå ÇáÊÊÇÈÚíå
39) " ÝÞÇá ÇáÃÓÊÇÐ : åÇÊ ãÇ ÚäÏß áÃÓãÚ " The most appropriate interpreting of
æÔ ÌæÇÈÉ B. the teacher said: 'give me what you have to listen to Çæ D. the teacher said: 'speak, I am listening |
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2018- 4- 30
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#189 |
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ÃßÜÇÏíÜãÜí ÝÜÖÜí
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ÑÏ: ÊÇÈÚ ÊÌãÚ ãÐÇßÑÉ ÇáÊÑÌãå ÇáÊÊÇÈÚíå
ÈÓÇáßã ÇáãÍÇÖÑå ١٣ æÔ æÖÚåÇ
ãÇ ÔæÝ ÚáíåÇ ÊÑßíÒ Ýí ÇáäãÇÐÌ |
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2018- 4- 30
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#190 | |
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ÃßÜÇÏíÜãÜí ÝÜÖÜí
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ÑÏ: ÊÇÈÚ ÊÌãÚ ãÐÇßÑÉ ÇáÊÑÌãå ÇáÊÊÇÈÚíå
ÇÞÊÈÇÓ:
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| ÇáÐíä íÔÇåÏæä ãÍÊæì ÇáãæÖæÚ ÇáÂä : 1 ( ÇáÃÚÖÇÁ 0 æÇáÒæÇÑ 1) | |
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| [ ãÐÇßÑÉ ÌãÇÚíÉ ] : ÇÚÇÏÉ ÇÎÊÈÇÑ ÇäÌáíÒí ÞÑÇÁÉ | d7oom_2j | ÇáãÓÊæì ÇáËÇäí - ÇáÏÑÇÓÇÊ ÇáÇÓáÇãíÉ æÚáã ÇÌÊãÇÚ | 2 | 2014- 4- 30 08:37 PM |
| [ ÇÓÆáÉ ÇÎÊÈÇÑÇÊ ] : ÊÌãÚ ááÃÎÊÈÇÑ ÇáäÕÝí áãÇÏÉ ÇáÇäÌáíÒí ÞÑÇÁå ( ÇÚÇÏå ) | ÓåæÔ | ÇáãÓÊæì ÇáËÇäí - ÇáÏÑÇÓÇÊ ÇáÇÓáÇãíÉ æÚáã ÇÌÊãÇÚ | 50 | 2014- 4- 22 07:06 PM |
| [ ÇÓÆáÉ ÇÎÊÈÇÑÇÊ ] : ÃÎÊÈÇÑ ÃÚãÇá ÇáÓäå áãÇÏÉ ÇáÂäÞáíÒí ( ÞÑÇÁå ) | ÇÈÜæãÇÒä | ÇáãÓÊæì ÇáËÇäí - ÇáÏÑÇÓÇÊ ÇáÇÓáÇãíÉ æÚáã ÇÌÊãÇÚ | 182 | 2014- 4- 3 09:44 AM |
