scholarly journals PROBLEMS OF THE ARABIC LITERARY LANGUAGE IN MOROCCO AND THEIR SOLUTION AT ABDELMALIK AL-SAADI UNIVERSITY (TETUAN)

2020 ◽  
Vol 21 (2) ◽  
pp. 89-99
Author(s):  
E. V. Kukhareva
Keyword(s):  
English Language ◽  
Publishing Industry ◽  
Arabic Language ◽  
Modern Technology ◽  
Literary Language ◽  
Muslim Identity ◽  
Important Place ◽  
Language Programs ◽  
High Level

The article considers the language situation in modern Morocco, as well as the place of the Arabic literary language in the whole social and communicative system of Moroccan society, its problems and ways of their solution. The role of the Arabic language as an important factor in strengthening and preserving the unity of the Arab nation and its historical Arab-Muslim identity is enshrined in the Moroccan Constitution. However, the multiethnic composition of Moroccan society and the desire of the indigenous Berber population to strengthen the role of the Amazigh language in all spheres of life, the colonial past and still strong position of French and Spanish associated with it, as well as the active penetration of the English language – all these create certain difficulties for the Arabic literary language to be used in other spheres but assigned (religion, media, publishing industry, international contacts, education and a number of others). High-level educational institutions are called upon to solve the emerging problems and minimize the challenges faced by the Arabic literary language in Moroccan society. Among such institutions, Abdelmalik al-Saadi University in Tetuan occupies an important place. Its faculty of Literature and Humanities, the faculty of the Foundations of Religion and the Dialogue of Civilizations, as well as the King Fahd Graduate School of translation in Tangier, have developed unique Arabic language programs training specialists for scientific, cultural and social spheres of life and activities. These programs allow not only to master the Arabic literary language, but also to actively use it in the era of modern technology.

scholarly journals CZY JESTEŚMY GOTOWI NA EKOGLOTTODYDAKTYKĘ W POLSKIM KONTEKŚCIE EDUKACYJNYM?

Neofilolog ◽  
2020 ◽  
pp. 11-26
Author(s):  
Jolanta Sujecka-Zając
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Sense Making ◽  
Main Function ◽  
Important Place ◽  
Nature And Culture ◽  
Language Environment ◽  
Language Context ◽  
The Relationship

The trend for eco-linguistics, which has been dynamically developing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages ​​work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does "strong" affect the "weak" but “weak” reciprocates? "Weak" has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages ​​and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the "teacher of a code" to the "teacher of meaning", which has specific didactic consequences in how language activities are approached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT?

scholarly journals Comparing Social Knowledge Construction of College English Language Learners in Groups Characterized by Facilitative and Directive Other-Regulation: A Case Study

2020 ◽  
Vol 4 (2) ◽  
pp. 44
Author(s):  
Ye Tao ◽  
Yanyan Li
Keyword(s):  
English Language Learners ◽  
Qualitative Analysis ◽  
Knowledge Construction ◽  
Sequential Analysis ◽  
English Language ◽  
Social Knowledge ◽  
Behaviour Pattern ◽  
Online Chat ◽  
High Level

Many studies have explored the role of regulation of learning in supporting social knowledge construction. Other-regulation is a common regulation type in collaborative learning. However, few studies have examined learners` social knowledge construction in other-regulation groups. This study attempts to provide a new lens to understand the role of regulation of learning in supporting social knowledge construction and broaden our knowledge about two forms of other-regulation within groups. Toward that end, this study compares social knowledge construction in groups characterized by facilitative and directive other-regulation. The two case groups of four in this study were selected from a larger sample (N=22). Content analysis and sequential analysis were used to analyze the online chat log collected from two groups. The comparison was made in terms of the frequency and behaviour pattern of social knowledge construction between the two groups. Qualitative analysis was adopted to explore the interrelation between social knowledge construction and two forms of other-regulation. Results indicate that the facilitative other-regulation group engaged in more high-level social knowledge construction and demonstrated more continuous and systematic behaviour patterns. Further qualitative analysis reveals that facilitative other-regulation occurred concurrently with social knowledge construction and played a promoting role in this process. In contrast, directive other-regulation followed social knowledge construction but failed to guide the subsequent knowledge construction moves, ending in impeding the ongoing of social knowledge construction smoothly.

scholarly journals Saudi Parental Involvement in EFL Students’ Achievement via Edmodo

2019 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Areej A. Alsanosi ◽  
Thuraya A. Alabsi
Keyword(s):  
Parental Involvement ◽  
Private School ◽  
English Language ◽  
Intermediate Stage ◽  
Integration Of Technology ◽  
Efl Students ◽  
Role Of Parents ◽  
Main Components ◽  
High Level

Parental involvement is a key predictor of students’ success in academic and general life. Moreover, the integration of technology has had a massive influence on the learning process and in facilitating parents’ involvement. The current study aims to explore the role of parents in the achievements of English as a foreign language (EFL) learners via Edmodo, which is a platform consisting of three important main components. A descriptive method is used to conduct the research with a sample of 50 parents of female students at the intermediate stage of King Abdul Aziz private school, and using a questionnaire as an instrument. The results indicated a high level of parental involvement in supporting their daughters’ progress. Moreover, parents were pleased when the teachers kept them informed about their daughters’ progress in English. Communication with the school and supervision of homework had a positive effect on the quality of learning. The results revealed that parental involvement enhanced English language skills and increased learners’ motivation to work hard. In addition, the study discovers the positive perception of parents regarding the use of Edmodo.

scholarly journals An overview of approaches towards studying railway terminology as an element of language for specific purposes (on the material of English language)

Litera ◽  
2021 ◽  
pp. 56-63
Author(s):  
Elizaveta Igorevna Dmitrieva ◽  
Il'ya Valentnovich Grubin
Keyword(s):  
English Language ◽  
Comparative Method ◽  
Railway Transport ◽  
Semantic Approach ◽  
Important Place ◽  
Origin And Evolution ◽  
Language For Specific Purposes ◽  
Professional Field ◽  
High Level

The subject of this research is the approaches towards studying railway terminology as the language for specific purposes. Transport and namely railway terminology holds an important place in the terminological system of English language. The author explores the basic interpretations of the concept of “language for specific purposes”, as well as such approaches towards studying railway terminology of English language as semantic, structural and etymological. Semantic approach consists in classification of terms by semantic groups. Structural approach analyzes the number and nature of components that comprise terminological units in this area of LSP. Etymological approach reviews the origin and evolution of the meaning of terminological units. The scientific novelty consists in comprehensive description of the approaches towards studying language for specific purposes on the materials of professional field “railway transport”. Research methodology includes the analysis of scientific literature, analysis of dictionary definitions, comparative method, and diachronic analysis. The conclusion was made that the same approaches are applicable to the analysis of railway terminology and to the analysis of language for specific purposes of any other professional sphere. At the same time, systematicity and hierarchical pattern of the acquired classifications indicated a high level of formedness and systematization of terminology under review.  

scholarly journals HISTORICAL CHANGES OF PREFIXES IN ENGLISH WORD FORMATION

2021 ◽  
Vol 6 (4(68)) ◽  
pp. 44-46
Author(s):  
A. Ibrahimova
Keyword(s):  
Middle Ages ◽  
English Language ◽  
Development Process ◽  
English Word ◽  
Word Formation ◽  
The Other ◽  
Literary Language ◽  
New Words ◽  
History Of

The vocabulary of literary language of modern English that becomes rich these days we can see from the development process of its word formation. The role of history of prefixes in forming of new words in the word building is extensive. The article was explored the charachteristics of the history of the English language prefixes. During the Ancient and Middle Ages, prefixes were commonly used less in word formation than before. The decrease in prefixes, of course, is due to certain reasons. Some English prefixes, on the other hand, are derived from OE adverbs and prepositions, and ME and NE are more advanced in number in the creation of new words.

scholarly journals Communicative and Literary approaches to English Language in the current Textbook of Khyber Pakhtunkhwa, Pakistan, Curriculum

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 53-60
Author(s):  
Muhammad Bilal ◽  
Syed Qasim Shah ◽  
Nasim Ullah Khan
Keyword(s):  
English Language ◽  
Course Design ◽  
Science And Technology ◽  
Modern Science ◽  
Academic Work ◽  
Khyber Pakhtunkhwa ◽  
Teachers And Students ◽  
Communicative Approach ◽  
High Level

This study investigates the suitability of literary and communicative approaches in Pakistani course design, and revealed the practical problems faced by both teachers and students regarding the use of approaches. English serves as a Langue Franca in most countries and is a key to modern science and technology. English Language is used in the country for academic purposes. Official, academic work and documentation are recorded in English in courts, senates, parliament, and universities and is used as a source for Pakistani high-level exams. If a language turns out to be so much indispensible for advancing in both educational and official professions, greater importance must be given to syllabus and course design. The purpose of the study is to provide a textbook that may have both communicative and literary approaches based on the demands and requirements of English in Pakistani territory. Therefore this editorial is an effort to examine the nature of the literary approach in the classrooms of today through the role of communicative approach.

scholarly journals Arabic Learning Base On A Communicative Approach In Non-Pesantren School/ Pembelajaran Bahasa Arab Berbasis Pendekatan Komunikatif Di Madrasah Non-Pesantren

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
R. Umi Baroroh ◽  
Syindi Oktaviani R Tolinggi
Keyword(s):  
Learning Environment ◽  
Arabic Language ◽  
Basic Program ◽  
Learning Activities ◽  
Literature Study ◽  
Language Programs ◽  
Learning Evaluation ◽  
Library Research ◽  
Communicative Approach

With the increasing of Arabic language position in the world views, the aim of learning Arabic is also developed, it leads to various types of approaches in learning Arabic, one of them is the communicative approach. This study aimed to examine the Arabic learning based on a communicative approach in non-pesantren madrassas. This research used the method of literature study (library research). The results of this study were the learning of Arabic base on a communicative approach in non-pesantren madrassas can be implemented as well as in pesantren, it must pay attention to the eight interrelated learning components namely objectives, materials, methods, roles of educators and students, learning environment/activities, and learning evaluation. The role of the learning environment was important for achieving the objectives of communicative Arabic learning in non-pesantren madrassas. The school can carry out various supporting Arabic language programs outside the Arabic learning activities in the classroom. The basic program was not only intended for students, but also educators, employees, principals and even parents of students. Madrasah environment must be a supportive Arabic language.

Multilithic English(es) and language ideologies

2008 ◽  
Vol 37 (3) ◽  
pp. 435-444 ◽  
Author(s):  
Alastair Pennycook
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Ideologies ◽  
Service Industries ◽  
World Englishes ◽  
African American Vernacular English ◽  
Language Programs ◽  
Vernacular English ◽  
Cultural Entity

Braj Kachru, Asian Englishes: Beyond the canon. Hong Kong: Hong Kong University Press, 2005. Pp xxiv, 333. Pb. $27.95.>Yamuna Kachru & Cecil Nelson, World Englishes in Asian contexts. Hong Kong: Hong Kong University Press, 2006. Pp. xxiv, 412. Pb. $32.50.Rana Rubdy & Mario Saraceni (eds.) English in the world: Global rules, global roles. London: Continuum, 2006. 218 pp. Pb. £30.00.With the growth of Asia's manufacturing and service industries, the prediction that China and India, respectively, will have the first and third largest global economies within 30 years, a population that comprises over 50% of the world's people, and massive English language programs throughout the region, it is no surprise that the role of English in Asia has become a major concern. At a recent (2006) Asia TEFL conference in Japan, the notions of Asian English(es), along with Asian methodologies and Asian knowledge, were topics of considerable discussion. The size and diversity of Asia, however, makes it a very difficult entity to define: The Asia TEFL conference included delegates from Israel and Iran, and two of the books under review here, Braj Kachru's Asian Englishes: Beyond the canon (AEBC) and Yamuna Kachru & Cecil Nelson's World Englishes in Asian contexts (WEAC), include (with identical maps) Australia and New Zealand. In some ways, the idea of Asia is defined by what it is not: Europe and North America. It is also not, of course, South America or Africa, though with WEAC containing a chapter on African Englishes (as well as African American Vernacular English, or AAVE), it seems as if they might be allowed in. It is clear nevertheless that various notions of Asia – as an economic zone, as a cultural entity, and as a user of a type or types of English – are widely used. We need to take the notion of Asia and Asian English(es) seriously, if only to try to understand what is meant by Braj Kachru's explanation that AEBC is “essentially about the Asianness in Asian Englishes and their gradual, yet marked, distinctiveness” (p. xv).

scholarly journals "The role of English teachers in achieving the vision of the Kingdom 2030. "Survey: دور معلمي اللغة الإنجليزية في تحقيق رؤية المملكة 2030. "دراسة استقصائية"

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Noura Awdah Al - Zahrani
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Public Schools ◽  
English Language ◽  
Future Research ◽  
Government Schools ◽  
Survey Tool ◽  
Efl Teachers ◽  
High Level

The study aimed at exploring the role of English as a Foreign Language (EFL) teachers in public schools in the Kingdom of Saudi Arabia, in achieving ‘Vision 2030’ which relates to the development of education in the EFL discipline. The study adopted the descriptive approach by utilizing a survey tool for the study which consisted of nineteen items divided into four constructs. The study sample consisted of 550 female and 450 male, Saudi government schools EFL teachers from all regions of the Kingdom. The results of the statistical analysis of the responses of the participants indicated overwhelmingly a high level of positive attitude towards professional development in the teaching of the English Language (EL), reaching 91% and a lack of statistically significant relationship between the responses of the participants towards implementing 2030 Vision through the achievement of professional development as well as working towards establishing international networking with teachers of English in various countries around the world. The results also indicated that there are still certain obstacles that may adversely affect the implementation of the vision of Saudi Arabia in 2030. Thus, the researcher has made several recommendations including conducting future research studies that will look into further areas not covered by this study.

Developing Hypertext Reading Materials for the Teaching of Arabic

2011 ◽  
pp. 58-71
Author(s):  
Robert Ariew ◽  
Jeremy Palmer
Keyword(s):  
Teaching And Learning ◽  
Reading Proficiency ◽  
The United States ◽  
Arabic Language ◽  
Educational Institutions ◽  
Language Programs ◽  
Software Applications ◽  
Technology In Teaching ◽  
Reading Materials

Enrollments in Arabic language programs are rapidly growing throughout the United States. Until recently, Arabic has received minimal attention in educational institutions. This chapter describes the textbook materials and software resources in the field of Arabic language teaching and learning. As Arabic programs and teachers rush to implement new teaching materials, modernize and improve curricula, attention is paid to enhancing the role of technology in teaching Arabic. This chapter presents a review of issues related to teaching and learning Arabic, software applications that may assist Arabic learners and an innovative example of hypertext software that may be used to facilitate reading proficiency in Arabic.

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