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Dr.Ahmad Mohammad Ahmad AL-Harahsheh Associate Professor Academic RankAssociate Professor

Specialization:

  • Applied Linguistics

Research Interests:

  • Translation Studies, Sociolinguistics, Pragmatics, Discourse Analysis, and Semantics.

Contact

1-Ph.D in Applied Linguistics, Edith Cowan University- Perth / Western Australia (2012). Title of Thesis (The Perception and Practice of Silence in Australian and Jordanian Societies: A Socio-Pragmatic Study.) 2- MA in Linguistics, Yarmouk University – Irbid – Jordan (2004) Title of Thesis (A Study of Linguistic Techniques in the Language of the Internet and Mobile Phones) 3- B.A. in English Language& Its literature, Yarmouk University – Irbid – Jordan (1999).
 1/9/2020- Till Now: Associate Professor, Department of Foreign Languages  3/7/2017- till now: Associate Professor, Translation Department, Yarmouk University, Irbid, Jordan.  9/9/2012 -3/7/2017: Assistant Professor, Translation Department, Yarmouk University, Irbid, Jordan.  18/9/2016- 10/9/2017 :Chairman of Translation Department, Yarmouk University, Jordan  23/9/2017- 30/8/2018:Representative of the Faculty of Arts at Yarmouk University’s Council
 Courses Taught at Yarmouk University (Translation Dept.), (MA level) (Sep. 2012- 2018) 1- Media Translation (Tra.687) 2- Translation Theories (Tra.669) 3- Terminology and Arabicization (Tra.681) 4- Translating General Topics from English into Arabic.(Tra.671) 5- Legal Translation (Tra. 686) 6- Research Methods in Translation Studies (Tra. 601) 7- Contrastive Linguistics for Translation Students (Tra.622) Courses Taught at Yarmouk University (English Language and Literature Dept.), (MA level) (Sep. 2012- 2018) 1- Sociolinguistics (Eng. 628) 2- Research Methods ( Eng. 611) 3- Languages, Dialects and Nations ( Eng.644) 4- Special Topics in Linguistics (Eng. 692) Course Taught at Yarmouk University ( BA Level) (Sep. 2012- 2018) 1- Translation of Religious Texts (Tra 489) 2- Media Translation (Tra.306) 3- Technical Translation (Tra. 304) 4- Legal Translation (Tra. 333) 5- Consecutive and simultaneous interpretation (English into Arabic) (Tra. 275) 6- Consecutive and simultaneous interpretation (Arabic into English ) (Tra. 302) 7- Vocabulary Building (Tra. 104) 8- Listening and Reading Comprehension (Tra. 101). 9- Translation of Touristic Texts (Tra. 491) 10- Analysis of Literary Texts (Tra.106) 11- Writing in Arabic (Tra.102) 12- Literary Translation (Tra.311) 13- Discourse Analysis( TRA.408) 14- Paragraph Writing in English (Tra.204) 15- Graduation Project (Tra.492) 16- Phonetics ( Tra. 105) 17- Lexicography (Tra.334) Courses Taught at Jordan University of Science and Technology (Part-time) 1- Sociolinguistics (Eng.406) 2- Functional Grammar (Eng. 374) 3- Applied Linguistics (Eng. 771).
Yarmouk University At the Department Level: 1. Textbooks Committee. 2. Graduate Studies Committee. 3. Extra-Curricular Committee. 4. Academic Advisor. 5. Library Committee. 6. Appointment Committee. 7. Improving Students’ Performance Committee. 8. Study Plan Revision Committee. 9. Academic Journals authentication Committee. 10. Social Committee. 11. Quality Assurance Committee 12. Students’ Affairs Committee 13. Appointments and Promotions Committee 14. Study Schedule Committee. At the Faculty Level: 1. Graduate Studies Committee. 2. Budget Committee. 3. Cultural Affairs Committee. 4. Study Schedule Committee. 5. Library Committee At the University Level 1. Budget Committee. 2. Legal Committee. 3. Students' affairs Committee.
Publications :(Peer-reviewed Journal Articles) 1. Nassar, Mahmoud & Al-Harahsheh, Ahmad (2020). A Socio-Pragmatic Study of the Lebanese Uprising Slogans. International Journal of English and Education ,Vol. 9 No. (3),pp.174-184. 2. Al-Harahsheh, Ahmad & Al-Rousan, Rafat.(2020).Animal Names used in addressing people in Jordanian Arabic. Dirasat, Human and Social Sciences, Vol.47, No.(1) pp.328-336. SCOPUS (Q4). 3. Al-Harahsheh ,Ahmad, Shehab, Ekrema and Al-Rousan, Rafat (2020). Consecutive Interpretation Training: Challenges and Solutions. Journal of Foreign Language Teaching and Translation Studies.Vol. 5, No.1, pp.85-102 4. Al-Harahsheh, Ahmad (2020). Cohesion and Coherence Shift in Jabra’s Translation of Hamlet. Accepted in (Onomázein). SCOPUS(Q2)/ Clarivate Analysis (Thomson Reurters). 5. Al-Rousan, Rafat; Al-Harahsheh, Ahmad and Houwari Fadia(2020). The Pragmatic Functions of the Discourse Marker Bas in Jordanian Spoken Arabic: Evidence from a Corpus. Journal of Educational and Social Research.Vol.10 (1),pp.130-142. SCOPUS (Q 4). 6. Al-Harahsheh, Ahmad and Aljuniadi, Heba (2020). The Translation of Euphemistic Expressions in Surat Al-Nur. AL-MUTARĞIM المترجم., Vol.19(1), pp.219-238. 7. Al-Harahsheh, Ahmad (2020). A Process-oriented Approach for Training Translators in Jordan. (Under review) 8. Al-Harahsheh, Ahmad; Aladba, Maha and Aladwan, Amer (2020). Think Aloud Protocol in Translating Sheikh Jassim bin Mohammed Al Thani’s Poetry. (Accepted in Revue de Traduction et Langues). 9. Shehab, Ekrema; Al-Harahsheh, Ahmad &Riham Shadid (2020). Islamic Discourse, Ideology and Translation: Sayyid Qutb’s Milestones as a Model. (Accepted for publication in Revue de Traduction et Langues) 10. Al-Harahsheh, Ahmad & Farghal, Mohammad (2020). Anti-language: A Case Study of Jordanian Inmates. SKASE Journal of Theoretical Linguistics. Vol.17(1),pp.102-117. SCOPUS (Q3) 11. Al-Harahsheh, Ahmad and Boucif, Fawzia (2019). A Socio-Pragmatic Study of Greeting and Leave-Taking Patterns in Algerian Arabic in Mostaganem. Jordan Journal of Modern Languages and Literatures, Vol. 11, No. 2, pp.23-54.SCOPUS (Has not got Q index yet) 12. Al-Harahsheh, Ahmad& Al-Omari, Mariam (2019). Self-Translation: A Faithful Rendition or a Rewriting Process?Haikal’s Autumn of Fury as an Example. 3L: The Southeast Asian Journal of English Language Studies. Vol. 25(1): 144-157. SCOPUS (Q1). 13. Al-Harahsheh, Ahmad & Al-Muheisin, Isra'(2019). A Sociolinguistic Approach to Translating Jordanian Proverbs Related to Women as Mothers into English (sent for publication) 14. Al-Rousan, Rafat &Al-Harahsheh, Ahmad (2019). The Walls Are Talking: Gender Differences in the Thematic Content of Latrinalia in Jordanian Universities. DIRSAT for Social Sciences and Humanities. Volume 46, No. 2, pp.429-441. SCOPUS (Q4). 15. Al-Harahsheh, Ahmad & Shudiafat, Younis (2019). Translating Binominals in the Qur’an into English (Accepted in Jordan Journal of Modern Languages and Literature). SCOPUS ( Has not got Q index yet) 16. Al-Harahsheh, Ahmad (2019). The Rhetorical Feature of Chiasmus in the Quran and its Translation into English (Accepted in An-Najah University Journal for Research - B (Humanities)) 17. Al-Harahsheh, Ahmad; Sabri, Ekrema and Thawabteh, Mohammad (2020). Translation Peripheries: Paratextual Elements in the English Translation of El-Saadawi’s ‘Woman at Point Zero’ (Accepted in SKASE JOURNAL OF TRANSLATION AND INTERPRETATION) 18. Al-Harahsheh, A. and Obeidat M. (2017). A Sociolinguistic Study of Colors Used in Jordanian Colloquial Arabic. Dirasat, Human and Social Sciences, Volume 44, No. 4, Supplement 2, pp.241-250. SCOPUS (Q4). 19. Obeidat, M. ,Al-Harahsheh, Ahmad & Mahasneh, Anjad(2016). Challenges of Translating of Measure Terms in Jordanian Spoken Arabic from Arabic into English: A Sociolinguistic Perspective. DIRSAT for Social Sciences and Humanities ,Vol. 43, Supplement 5, 2235-2244. SCOPUS (Q4). 20. Al-Harahsheh, Ahmad &Obeidat, Mohammad (2015). A Critical Discourse Analysis Approach to the Challenges of Translating Parenthetical Sentences from English into Arabic in Political Texts: Joseph Nye’s The Future of Power as a Model. International Journal of Translation. Vol. 27, No. 1-2. 21. Al-Harahsheh, Ahmad (2015). A Conversation Analysis of Self-Initiated Repair Structures in Jordanian Spoken Arabic. Discourse Studies. Vol.17 (4), pp.397-414. SCOPUS (Q1)/ Clarivate Analysis (Thomson Reurters). 22. Al-Harahsheh, Ahmad & Obeidat, Mohammad (May, 2014). Syntactic and Semantic Challenges in Translating Political News Report: A linguistic Approach. AWEJ. Special Issue on Translation No.3.116-123. 23. Al-Harahsheh, Ahmad (2014). Measure Terms in Rural Jordanian Spoken Arabic. International Journal of Arabic–English Studies. Vol 15, pp.121-134. SCOPUS (Q3). 24. Al-Harahsheh, Ahmad (May, 2014). Language and Gender differences in Jordanian Spoken Arabic: A Sociolinguistics Study. Theory and Practice in Language Studies. Vol.4. No.5.872-882. SCOPUS ( At the time of publishing the paper). 25. Al-Harahsheh, Ahmad (2014). The Sociolinguistic Roles of Silence in Jordanian Spoken Arabic. Journal of Advances in Linguistics, Vol.1.No.1, 17-32. 26. Mahmoud Ali Kanakri &Ahmad Mohammad Al-Harahsheh (2013). The Discourse Analysis and Pragmatics of ʕ’a:di in Jordanian Spoken Arabic. International Journal of English Linguistics.Vol.3.No.6. 59-63. 27. Al-Harahsheh, Ahmad M.A.(2013). Translation of Islamic Texts and ideology. Arab World English Journal. Special Issue on Translation No.(2) 2013, 107-117. 28. Al-Harahsheh, Ahmad M.A. (2013). A Study of Pragmatic Functions of Silence in Colloquial Jordanian Arabic. Indian Journal of Applied Linguistics.39(1), 1-23. 29. Al-Harahsheh, Ahmad M.A. (2012).Silence and Politeness in Jordanian Society. Arab World English Journal. 3 (3).246-269. 30. Al-Harahsheh, Ahmad & Kanakri, Mahmoud (2013). The Pragmatic Functions and the Translatability of "Tayib" in Jordanian Spoken Arabic. US-Foreign Language .Vol.11 No.3.196-202. 31. Al-Harahsheh, Ahmad M.(2013). The Translatability of Figures of Speech of Khalid Mashaal's Political Speeches: A Critical Discourse Analysis. International Journal of English Linguistics.Vol.3, No.3, 100-114.
The aspirations or objectives of teaching-learning process are to encourage mastery, competency, life-long learning, general skills, meaningful learning, and critical thinking. I reach these aspiration or objectives by encouraging students to venture beyond what is familiar and comfortable that the real work of education can take place. This work is also of primary importance to me in the independent study courses. I teach every semester—I teach different courses in order to accommodate student interests and to expose them to as many facets of linguistic issues as possible—and several of these courses have led to honors theses in which the students’ intense independent research and thought are wonderfully legible. I reinforce this process by teaching in a way that offers my students a sense of who I am: in the classroom, I try to be just, ethical, and open-minded. I encourage them to study and learn, but I remain open to their individual differences and, in fact, I believe that my treating them equally rests on registering their differences rather than acting as if they are all the same, or encouraging them all to share a given opinion. I encourage all of them to express themselves, but I do not allow them to say just anything: I want them to learn what it means to make arguments to support what they say and I encourage them to understand that the way in which they speak and present their ideas is a measure of who they are. I want them to take responsibility for their thoughts and opinions and, ultimately, for their lives. I ask them to understand that linguistics is a living thing and a window onto peoples and cultures. I also encourage self-learning and co-operative learning, because I believe that these educational strategies are useful for my students as students can benefit from their own experiences. Moreover, I encourage my students to think only of the outputs of the course rather than thinking of the marks. I return the exam papers after marking them to my students, and I discuss and comment on their answers and then I provide them with the correct answers. I encourage all students to read their assignments in the classroom; we discuss their answers; we evaluate these answers and then we come up with the most acceptable answers. In addition, I deal with low achiever students uniquely, I provide them with some remedial plans such as repeating some issues raised in the classroom during my office hours and ask them to do certain assignments and mark them and suggest certain strategies to help them overcome their weaknesses. On the other side, I reinforce the high achiever students by supporting them positively such as complimenting and praising them.
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