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Prof.Showqi Bahumaid ASSISTANT DEAN OF COLLEGE OF ARTS,HUMANITIES, AND SOCIAL SCIENCES Academic RankProfessor

Specialization:

  • Ph.D. Linguistics (University of Exeter, U.K.),1991

Research Interests:

  • Collocations, idioms and metaphors in translation; culture-bound expressions in translation; English loanwords in Arabic; TEFL materials evaluation and development

Contact

Ph.D. in Linguistics, University of Exeter, UK, 1991.
Lecturer, Aden University, Yemen, 1979-1990 Assistant Professor, Aden University, Yemen, 1991-1996 Associate Professor, Aden University, Yemen, 1997-1998 Associate Professor, Ajman University of Science and Technology, UAE, 1998-2005 Associate Professor, Sharjah University, UAE, 2006-2010 Professor, Sharjah University, 2011-Now
Since 1979, I have been involved in teaching at the tertiary level in several Arab universities. I have also pursued research in several areas related to applied linguistics and translation. I have published around twenty-five papers. My professional life has also included presenting at numerous regional and international conferences in several countries including Ireland, The Netherlands, Austria, Spain, Japan, Hong Kong, Thailand, Malaysia, Turkey, Indonesia, Jordan, Qatar and UAE.
Member of APETAU and TESOL Arabia
Terminological Problems in Arabic. In Robert De Beaugrande et al (eds.), Language, Discourse and Translation in the West & Middle East (pp. 133- 140), Benjamins (1994); . “On the Teaching of Translation at the University Level”, Turjuman 4/2, pp. 95-104, , King Fahd School of Translation, (1995); The World Arabic Encyclopedia (Co-translator), Encyclopedia Works Publishing and Distribution, Riyadh, Saudi Arabia, (1996); “Idiomphobia: The EFL Learner’s Syndrome, IJAES, Vol.1:2, pp. 331-340 (December 2000); “Review of Schaffner, C. and Adab, B. Developing Translation Competence”, Babel Vol. 51:1, 2005 (pp. 98-102); Collocation in English-Arabic Translation”, Babel Vol. 52:2, pp. 133-152, (November 2006); TEFL Materials Evaluation: A Teacher’s Perspective”, Poznan Studies in Contemporary Linguistics Vol. 48/4, pp. 423-432 (December 2008); The Use of Translation Tasks for Integrating Cultural Content in TEFL Course Books”. University of Sharjah Journal of Humanities and Social Sciences Vol. 7/2, pp. 47-71 (February 2010);The Terminological Issue in Arabic Revisited: The Case of Discourse Analysis Terms”, Zeitschrift fur Arabisch Linguistik (Journal of Arabic Linguistics) Vol. 52, pp. 68-83, (2010); Strategies of Translating Idioms in English-Arabic dictionaries", IJAES Vol. 11, pp. 101-126, (2010); Investigating Cultural Competence in English-Arabic Translator Training Programs”. Meta Vol. 55 / 3, pp. 269-288 (September 2010); The Communicative Approach in EFL Contexts Revisited,. Journal of Humanities and Social Sciences, Vol. 6/2, (November 2012); Revisiting the Use of MCQs in English Language Tests”, Proceedings of the International Symposium on Language, Literature and Education, pp. 651-657 (2013); A Cognitive Study of Business Metaphors in English-Arabic Translation: Implications for Translation Pedagogy". International Journal of Translation, Vol. 26/1, pp. 5-37 (January-June 2014); Lexical Borrowing: The Case of English Loanwords in Hadhrami Arabic. International Journal of Language and Linguistics. Vol.2/6, pp. 13-24, (December 2015).
I have supervised and acted as internal / external examiner for several dissertations of the M.A. students in Applied Linguistics and Translation Programs.
Several Scientific and Administrative Excellence Awards from Minister of Education, Yemen and Sharjah University.
My teaching philosophy hinges on specific principles that have certain philosophical and psychological underpinnings. First, I believe that learner-oriented teaching promotes learning which is both purposeful and meaningful. Hence, I view myself as a facilitator of learning rather than an expert who imparts knowledge and delivers information to students. I strive to maintain a collegial relationship with students and make myself available for informal discussion with them and emphasize my willingness to help sort out any problems they may have in what they are learning. Second, I believe that effectiveness in teaching depends primarily on motivating students and stimulating their interest in learning by engaging them actively in class. To this end, I focus in my teaching on student participation in extensive class discussion. Third, I consider promoting quality teaching as an essential element in my academic career. To achieve this, I try hard to keep abreast of developments and research in the areas of my teaching by consulting recent printed and online resources. I also endeavor to improve my teaching competencies on the basis of useful feedback from both colleagues and students.
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