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Register a new userآليات أكاديمية لتطوير الجزء العملي في المقررات النظرية: أقسام اللغة الإنكليزية في جامعاتنا الحكومية أنموذجاً
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Aِl-Baath University ورقة بحثية
Publication date
2017
fields
English
and research's language is
العربية
Authors
الياس خلف( باحث )
Created by
Shamra Editor
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تسعى هذه الورقة إلى توصيف آليات تعليمية لتفعيل الجزء العملي في المقرارت النظرية، و تتخير أقسام اللغة الإنكليزية و آدابها أنموذجاً لهذه الدراسة.
This paper seeks to illustrate teaching mechanisms in order to activate the practical component in theoretical courses, and selects the departments of English language and Literature as an instance for this study
References used
Dictionary of Sociological and Economical Terms , edited by John Bennette, London 2003
Fundamentals of English Language Instruction , edited by Edward Burns, Boston, 2005
Strategies for Teaching Students How to Learn on Their Own , edited by Sandra Davidson, Glasgow University Press, Glasgow, 2008
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Those who work in the field of foreign language teaching are doing their best to improve foreign language teaching / learning . So , any effort is supposed to be welcome in this field as long as it attempts to help learners increase the likelihood of their success in learning a foreign language.
This dissertation tackles the ability of Syrian Learners of English to use English discourse Particles. It addresses the use of five discourse Particles by Syrian learners, and these are oh, well, you know , now, and sort of.
The analysis of ergative verbs in English and many other
languages has been receiving much attention in linguistic studies.
Nothing has been mentioned about the existence of ergative verbs in
Arabic and generally it is a neglected topic. The domin
ant claim is that
Arabic, as a highly inflected language, lacks ergative verbs. The aim of
this paper is to show that Arabic, like English and many other languages,
does have ergative verbs. This argument will be supported by providing
many examples and comparing Arabic ergative verbs with their English
counterparts. After careful inspection of the syntactic and semantic
behavior of certain verbs, it revels that Arabic contains ergative verbs and
there are many significant differences between these verbs and
intransitive verbs.
The present study focuses on investigating the problems and
difficulties facing EFL learners regarding English collocations. It
reports the various factors influencing the process of reception and
production of English collocations. To achieve the
purposes of the
study, two tests were given to 25 students majoring in English
Language and Literature at the Department of English at Al-Baath
University: a gap-filling productive test and a multiple-choice
receptive test. There was also a translation productive test (from
Arabic into English), and it was given to 25 students majoring in
translation in the open learning program at the same department.
The three tests were analyzed and then results and findings were
presented. The results showed that the participants had poor
collocational knowledge and their reception and production of
collocations was unsatisfactory, but they performed better in the
receptive test. The study also concluded that they sometimes
resorted to their first language or to paraphrasing the collocational
expression. They made other types of error like general errors
(completely irrelevant answers) and leaving blank answers.
Moreover, it was found that the students majoring in translation
performed slightly better than the students majoring in English
Language and Literature. Finally, the study concluded with
implications for pedagogy.
This paper examines the ability of Syrian learners of English to
use now as a discourse particle. The paper focuses on
determining the extent to which Syrian learners are aware of the
various functions of now.
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