Driven by global development strategies, both domestic and foreign enterprises tend to utilize international brand advertisements to enhance their visibility and expand their global businesses. Since its accession to the WTO, China has experienced rapid development. Therefore, for Chinese enterprises, the appropriate translation of their product advertisements directly impacts commodity sales and consumer’s brand awareness. Building upon intercultural communication theory, this thesis will further analyze the challenges in intercultural communication as perceived by professional translators and explore their specific solutions through a case study. Subsequently, this essay will provide comprehensive insights into strategies and techniques for translating contemporary Chinese local brand advertisements in the context of intercultural communication.

Previous research on J.P Clark’s “Ozidi” and “The Raft” primarily focused on literary elements like theme, characterization, and subject matter. These examinations often overlooked the significance of sound devices in emphasizing stylistic interpretations and the author's communicative goals, both essential for a thorough understanding and interpretation of the works. This analysis, in contrast, delves into the stylistic importance of phonological tools as indicators of meaning within the texts. Using M.A.K. Halliday’s Systemic Functional Grammar for analysis, this study explores sound devices, including alliteration, assonance, and repetition, to highlight specific meanings. The phonological framework is key to capturing the essence and aesthetic appeal of J.P. Clark’s dramatic works.

قضية الذوق والمنطق أوليا سر بقاء البحث في النقد الأدبي، لأن الأدب العربي يهتم بفضل رواته ونقاده وباحثيه الذين تفقهوا في درسه، ووازنوا بين شعرائه وأدبائه ومدارسه واتجاهاته، وكل ذلك لا يتم حصوله إلا بالذوق السليم والمنطق الرائع، وأنهما يعملان بجد واجتهاد على منع وقوع الجرائم والأخطاء الشنيعة في البحث الأدبي والبلاغي، كما أنهما يعدان من العوامل التي تقوم عليها لبنة البلاغة العربية خاصة والأدب العربي عامة.

Arabization is one of the manifestations of the convergence of the Arabic language with other languages at the level of vocabulary. It is also a genius means of enriching the language. It is a unique phenomenon that enriches verbal wealth in any scientific or social field. Arabization is not a new phenomenon in the Arabic language because it was not an isolated area in the Arab nation. In pre-Islamic times, it was used for connections with neighboring nations, such as the Persians, Ethiopians, Romans, Syriacs, Nabataeans, and others. Naturally, this contact was followed by linguistic friction between Arabic and the languages of those nations. The circumstances led to many other languages borrowing words from Arabic. Hausa is a clear example where a large diction of Arabic loaned words is in use. Arabization is a long-standing communicative relationship between the Arabs and the Hausas. The abundance of Arabization in the Hausa language is due to three things: (i) commercial activities and relationships, (ii) the spread of the Hausa language and its place in academia, and (iii) religious activities. So far, Arabic loan words are being used in the Hausa language, covering varieties of socio-economic domains of life.

This research focused on digital body language (DBL) in the context of Online Distance Learning (ODL). In ODL, students and teachers rely on digital platforms and technologies for learning, replacing traditional in-person interaction. DBL, a systematic technique to interpret digital signs similar to physical signs, has emerged to understand body language during digital communication. This study employed Husserlian phenomenology to explore teachers' experiences with students' digital body language during virtual consultations. Eight ODL teachers participated in web-based interviews, and the data were transcribed and analyzed using Colaizzi's (1978) method. The analysis revealed three themes: (1) Building Connections, (2) Threats to Connections, and (3) Varieties in Connections. These findings demonstrate that teachers perceived students' digital body language as positive and negative experiences. The insights gained from this study provide valuable input for teachers and administrators to enhance communication among students and teachers in the virtual learning environment, extending beyond the challenges of the new normal.