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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Language and Pragmatics Studies Journal of Education, Social & Communication Studies
Dr. Mahmood Eshreteh
Hebron University, PALESTINE
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Cultural dynamics and challenges in translation to achieve equivalence while balancing meaning and context to ensure accurate and culturally sensitive communication Pande Putu Resmia Ovieta; Majid Wajdi; Muhammad Issa; Md. Kamrul Hasan; Nadia Idri; Tran Nho Huong; Dr. Mahmood Eshreteh
Journal of Education, Social & Communication Studies Vol. 3 No. 2 (2026): May 2026
Publisher : PT. MAWAMEDIA JAYAMUSTA BUANASIHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71028/jescs.v3i2.140

Abstract

This study aims to explore the cultural dynamics and challenges involved in achieving equivalence in translation, focusing on balancing meaning and context to ensure accurate and culturally sensitive communication. The methodology includes qualitative analyses of translation cases across literary, technical, and survey contexts, employing comparative textual analysis, interviews with translators, and content analysis to examine strategies such as dynamic equivalence, localization, adaptation, and consultation with cultural informants. Analysis reveals that translators must navigate complex cultural references, idiomatic expressions, and emotional connotations while maintaining semantic, conceptual, and content equivalence. Findings highlight the importance of translators acting as cultural mediators who balance fidelity to the source text with necessary adaptations to the target culture’s norms and sensitivities. The study concludes that successful translation requires a nuanced approach that integrates linguistic accuracy with cultural competence to bridge gaps between source and target audiences effectively. Future translation efforts should emphasize collaboration with cultural experts and adopt flexible strategies to preserve both meaning and cultural context.
Enhancing critical reading skills through summarizing and paraphrasing strategies to improve comprehension and analytical thinking in learners Pande Putu Resmia Ovieta; I Nyoman Suka Sanjaya; Zulfiqar Ali; Ahmet Selçuk Akdemir; Sadia Ayub; Dr. Mahmood Eshreteh; Selinay Gündoğan
Journal of Language and Pragmatics Studies Vol. 5 No. 1 (2026): April 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v5i1.82

Abstract

This study aims to investigate the effectiveness of summarizing and paraphrasing techniques in enhancing reading skills, particularly focusing on developing critical reading abilities. The research employs a mixed-methods approach involving a quasi-experimental design complemented by qualitative analysis. Participants included high school students divided into experimental and control groups; the experimental group received targeted instruction in summarizing and paraphrasing strategies within the context of critical reading exercises. Data were collected through pre- and post-tests assessing reading comprehension and critical thinking, alongside observation and interviews to gain insights into students’ engagement and strategy application. The analysis revealed that students trained in summarizing and paraphrasing demonstrated significant improvement in identifying main ideas, synthesizing information, and evaluating textual arguments compared to the control group. Qualitative findings underscored enhanced metacognitive awareness and deeper engagement with texts when students actively practiced these strategies. The results support the hypothesis that integrating summarizing and paraphrasing into critical reading instruction promotes not only comprehension but also analytical skills essential for academic success. In conclusion, this study highlights the pedagogical value of explicit instruction in summarizing and paraphrasing to cultivate critical reading competencies. It recommends incorporating these strategies systematically in reading curricula to foster higher-order thinking and empower students to become independent, reflective readers.
Co-Authors Ahmet Selçuk Akdemir I Nyoman Suka Sanjaya Majid Wajdi Md. Kamrul Hasan Muhammad Issa Nadia Idri Pande Putu Resmia Ovieta Pande Putu Resmia Ovieta Sadia Ayub Selinay Gündoğan Tran Nho Huong Zulfiqar Ali