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Al-Sulaimani, Adil Abdul Hameed Musa. "Reading difficulties in Arab learners of English." Thesis, Birkbeck (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261693.
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Hamdallah, R. W. "Syntactic errors in written English : Study of errors made by Arab students of English." Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235104.
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Alduhaim, Asmaa. "Multimodal translation analysis : Arab Spring speeches in Arabic and English." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8561/.
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In the contemporary globalized world, translation plays a key role in sharing news across the globe, in particular in the age of multimedia, where meaning is transferred through various modes and genres. This study focuses on two Arab Spring speeches of Mummar Algaddafi’s and Hosni Mubarak’s and their translations in different media. The thesis initially conducts a comparative study of the source texts (STs), including a textual/contextual analysis drawing on Norman Fairclough’s Critical Discourse Analysis, and on Gunther Kress’ multimodal analysis. This is followed by examining the target texts (TTs) to investigate the inventible changes that occur during the translation process, particularly if the translation involves not only a transfer of meaning from Arabic to English but also from mode to mode (such as, speaking to writing) and genre to genre (a political speech to a newspaper article). The thesis introduces the Multimodal Translation Analysis model to investigate the following aspects of the TTs: linguistic aspects of the TTs, the TT’s multimodal qualities, and, drawing on Mona Baker’s narrative theory, the role of dominant narratives in the shaping of the TT.
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Hassan, Fouad Khalil. "Arab EFL learners' attitudes towards and perceptions of English culture and their achievement in English." Thesis, Durham University, 1994. http://etheses.dur.ac.uk/1699/.
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Dahan, Laila Suleiman. "A critical examination of the significance of Arabic in realizing an Arab identity : the perspectives of Arab youth at an English medium university in the United Arab Emirates." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21466.
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In the past few years in the United Arab Emirates (UAE) there has been an overwhelming focus on the use of English at all levels of education, in both public and private schools. In addition, the UAE has given English a fairly central role in both the educational sphere and within society. This rapid spread of English has caused concern among members of the general public, some political figures, and the media. Much of the concern with the spread of English is that the language is taking away from young people’s attachment to and fluency in Arabic. In addition, there is a major concern that any loss of Arabic is tantamount to a loss of Arab identity. The discourse of Arabic as an identity marker needs to be assessed in order to determine the validity of these concerns. In order to evaluate this discourse, this study examines how students, who are native speakers of Arabic, perceive their Arab identity. This is done in two ways: first, by asking them to articulate their perceptions about their own Arab identities, and secondly by asking them to discuss their use of both languages. The study asks the students directly what they believe marks their Arab identity. The research for this thesis took place at an American curriculum, English medium university in the UAE. The data for the study was collected in two ways, through a questionnaire that 304 Arabic speaking students completed, followed by semi-structured interviews with 12 of those students. The findings of this study reveal that Arab youth living in the UAE have a complex Arab identity which is made up of a variety of markers or affiliations. Most participants were unable to state definitively that Arabic was the main marker of their Arab identity, or even a major marker. In a world of globalization and global English, these Arab youth have found another language in which to communicate. They see both Arabic and English as resources for facilitating communication, and do not see a strict bond between Arabic and an Arab identity. The participants view their identity as fluid and display agency in their understanding of their Arab identity and in how they use both languages. The results reveal that there is some concern with a loss of Arabic literacy, but there seems to be very little concern about any loss of Arab identity. Overall the findings show that researching Arab identity is a complicated process, and the responses that are garnered show how complex this process is in the UAE. Based on these findings, it is argued that in this particular setting within the UAE, Arabic is not looked upon as an identity marker. However, due to the paucity of research directly interrogating Arabic and Arab identity construction in the Arab world, this study recommends that further studies be carried out in other institutions of higher education in the UAE, where students may not be as proficient in English, and in other Arab nations where English is perhaps not as firmly entrenched.
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Al-Subahi, Abdul Hai Ahmad. "A communicative-functional English curriculum for intermediate school in Saudi Arabia : a model for English syllabus design and implementation." Thesis, University of Edinburgh, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314400.
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Emara, Mohamed Hamed Hafez. "Modernist Arabic poetry and the English modernists : a comparative linguistic study." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326926.
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Abdulghaffar, Muhammad Abdulghazzaq. "The Problematic of identity in the Arab novel written in English." Thesis, SOAS, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492664.
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This study investigates the Arab novel written in English, notwithstanding its exclusion from postcolonial writing of minorities who live in the Anglophone world. It focuses on how identity is constructed and how it becomes problematic through cultural politics of nationalism, gender, sexuality, ethnicity, religion and political history. It explores theories of cultural, regional, national and gender identities. It also examines theories of discursive and dispersive identities. Reading strategies are derived from such theories that address two questions: what are collective identities and how do individuals formulate their identities? The writers construct their identities by positioning themselves in relation to particular social conditions. Such positions and conditions are formed vis-a-vis the issues of cultural politics. Identity crisis emerges when the individuals struggle to reconcile the conflicting and transitional conditions of their positions inside and outside the 'nation-state'. Also, the differences of the social conditions and positions mould the 'hybrid' aspects of the individuals to the extent that there are types of hybridity which become a means of critique of the affinities of individuals with society and national identity. The predication of identity representations is not who we are but what identities are for. Textually, identity constructions are revealed through specific affiliations to the literary and religious traditions, The Arabian Nights, travel writing, the Qur'an and al-Manamat. The writers' engagement with these texts is part of their discourses on identity and can be described as modernist uses of the tradition. The texts express different affinities with the Arabic tradition and sphere. There are texts that have affiliations to the Arabic tradition and themes of Arab culture. There are texts that are only affiliated to the Arabic tradition. There are texts that only represent themes of Arab culture. Then, there are texts that have no affinities with the Arabic tradition and do not represent themes of the Arabic sphere. All these types of works are examined in this thesis in order to reveal complex aspects of what has been called 'The Problematic of Identity'.
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Sarko, Ghisseh. "The acquisition of the English article system by L1 Syrian Arab and French learners of English." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502137.
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It is widely reported that second language (L2) speakers of English diverge from native speakers in their use of articles (the, a, 0) in two ways: they omit articles where they are required, and they assign interpretations to articles that are not those assigned by native speakers (Huebner, 1985; Ionin et al., 2004; Lardiere, 2004; 2005; Parrish, 1987; Robertson, 2000; Thomas, 1989; White, 2003a). Many of these studies have focused on speakers whose Us s lack articles (Korean, Russian, Japanese, Turkish). Within the framework of the Full Transfer/Full Access hypothesis about L2 acquisition (Schwartz and Sprouse, 1996), a number of proposals for explaining this divergence have emerged: articles are omitted because learners have difficulty mapping abstract syntactic representations into phonological forms (the Missing Surface Inflection Hypothesis-White, 2003a); learners assign non-target interpretations to articles because they are fluctuating between the definite and specific values of an article choice parameter (the Fluctuation Hypothesis-Ionin et al., 2004), or they have difficulty with `feature assembly' in the L2 (Hawkins et al., 2006; Lardiere, 2005). The predictions for speakers of Us that have articles that encode definiteness appear to be that these speakers will show much less divergence when they acquire English, although there is currently little evidence relating to such speakers. In this thesis, existing hypotheses about divergence in the use of English articles by non native speakers are tested in the context of LI speakers of Syrian Arabic and French. Syrian Arabic differs from English in having no phonologically overt exponent of indefiniteness; French differs from English in requiring phonologically overt exponents of definiteness/indefiniteness in all contexts. Evidence was collected from participants (including a control group of native speakers) through a forced-choice elicitation task, an oral story re-call task and a written production task. Results suggest that both Syrian Arabic and French speakers use English articles differently from speakers of LIs that lack articles, and differently from each other. Neither group shows evidence of fluctuating between definite and specific interpretations of articles (unlike speakers of article-less LIs), but the Syrian Arabic speakers in particular appear to have divergent knowledge of article distribution by comparison with the French speakers. It is argued that these findings are consistent with Full Transfer of the properties of the L1 initially, followed by restructuring towards target use of English articles, consistent with Full Access to Universal Grammar. Persistent non-target-like use of articles appears to be a problem of `feature reassembly'.
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Khulusi, Sada. "Towards a theory of Arab-English translation with special reference to the role of Arab translators as transmitters of civilization." Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304451.
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McLaren, Peter Bowman. "English medium in the United Arab Emirates : serving local or global needs?" Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3580.
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The United Arab Emirates promotes English as the Medium of Instruction (hereafter referred to as EMI) at tertiary level, which results in many ‘content’ subjects being taught via English. Many institutions employ native English speaking teachers, referred to as either NESTs or NS, for language classes and insist that content teachers operate through this second or other language (L2), to the detriment of ‘non-native’ English speaking teachers in terms of recruitment, and also to the detriment of the students who must study their major subjects via a foreign language. NS teachers are expected to enforce a monolingual classroom environment where English is compulsory and use of the students’ first language is penalised. The U.A.E. is also engaged in spreading this monolingual culture to primary and secondary schools. This mixed methodology study evaluates faculty and management perceptions of the English medium status quo and current concerns within the TEFL/ TESOL profession. As well as surveying faculty opinions via a quantitative questionnaire and then a qualitative appraisal of written comments, interviews with senior management aided a critical appraisal of so-called ‘common-sense’ (Tollefson, 2002) policies and assumptions. The quantitative stage indicated discrepancies between different groups of faculty and the qualitative analysis of written comments and interview data allowed for some, often contradictory, themes to emerge. It will be suggested that many faculty were unconvinced that monolingual classroom environments were efficacious. EMI was challenged on the grounds that studying through another language adds to the learner’s cognitive burden (Troudi, 2009) and makes mastery of content subjects more difficult and contingent upon the student’s language skills. The management interviewees conceded these issues but felt that Content and Language Integrated Learning in English was vital for students who must function in an increasingly globalised market place. Little thought was given to what this might mean for the status of Arabic. It was recommended that Arabic should be reinstated as the medium of content instruction, that English be taught as a foreign language only, and that the way in which English is taught should be critically overhauled to make best use of the diverse skills of NESTs and NNESTs alike. It was also suggested that countries such as the U.A.E. are more likely to achieve the modernity they seek by following a model where the L1 is the language of instruction, while English fulfils its parallel role as a foreign language and international lingua-franca.
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McCollum, Jonathon C. "The Correlation of Arab ELLs' Academic Reading Fluency in Arabic and English." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3657.
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Educational and economic developments in the Persian Gulf have increased the need for academic English reading fluency in the rising generation of college-bound students. A discussion of the literature on the linguistic properties of Arabic diglossia and orthography affirms the challenge that Arabs confront in L1 literacy. Because of the difficulties encountered in Arabic literacy, the transfer of L1 skills to L2 emerges as a salient issue for English instruction in the Arab world. The following study of Arab ELLs' academic reading fluency in Arabic and English investigates a hypothesized positive correlation between L1 and L2 reading abilities. Quantitative and qualitative data were obtained through the administration of academic reading fluency instruments in both Arabic and English and a survey of reading habits to a sample of 112 post-secondary Gulf Arab students in an English language program in Doha, Qatar. The analysis of the data reveals a correlation between Arabic and English reading fluency confirming previous research on transfer of reading skills between L1 and L2. The data further suggest the advisability of promoting reading fluency training in L1 as a facilitator of L2 fluency, especially in localities such as the Persian Gulf, where the professional environment requires young graduates to have fluency skills in both languages.
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O'Brien, Josephine. "Tense and aspect in the interlanguage of Gulf Arab learners of English." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30848.
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Expression of temporality in English through the use of finite verbs is challenging for LI Arabic learners of English. Non-target language forms have been recorded in the interlanguage of Arabic speaking Emirati students in a third level college system in the UAE. Analysis of the errors suggests that there may be systematicity in these non-TL forms. Two factors are considered in the study as possible influences on the learners' choices of verb forms. The first considers verb type, looking at how the lexical aspect of verb types affects verb form. The second factor considers the possibility of transfer from the Arabic tense/ aspect system and examines how the function of morphological forms in Arabic may affect choice of form in English. Two research instruments in the form of English grammar and Arabic translation tasks were designed to acquire data on English morphological forms selected by learners for both verb types and functions. In addition, the normal tasks required of learners i.e. free composition writing provided a source of verbs which were analysed for learner verb type, function and form associations. Learners at five language levels participated in the research. Data were analysed for rates of accuracy in the most common verb forms found in learner output and measured against expectations set by the grammar component of writing band descriptors used to assess student writing. All observed morphological choices for verb type and function were recorded, categorized and measured against the two selected hypotheses. Results indicate the relevance of certain features of both hypotheses and highlight the importance of taking dimensions other than form into consideration when considering verb use in learners' interlanguage.
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Atallah, Bidart Sawsan. "How International News is Constructed : The Case of Arab Spring." Thesis, Bordeaux 3, 2019. http://www.theses.fr/2019BOR30007.
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Cette thèse utilise une approche de type théorie ancrée, en constituant un corpus de 252 vidéos d’informations, diffusées par Al Jazeera English, Press TV English, Euronews English et France 24 English, sur les événements du Printemps Arabe, pour apporter des réponses aux trois questions suivantes : [QR1] : Comment les institutions dominantes de l’information ont elles affecté le flux de l’information internationale pendant les événements du Printemps Arabe ? [QR2] : Comment les événements du Printemps Arabe furent représentés sous forme de reportages ? Et [QR3] : Comment les contributions à l’information ont-elles été utilisées pour construire les reportages internationaux ? Les vidéos d’informations du corpus sont étudiées à travers une Analyse Critique du Discours. Par conséquent, l’analyse est complémentée par une recherche documentaire et par une recherche empirique, sous la forme d’interviews, sur les institutions dominantes de l’information du Printemps Arabe, comprenant les chaines d’information mentionnées précédemment ainsi que l’agence de presse AFP et l’agence UGC Crowdspark. De plus, les paysages de l’information et des médias du Bahreïn, de l’Egypte, de la Libye, de l’Arabie Saoudite, de la Syrie, de la Tunisie et du Yémen, entre 2011 et 2013, ont également été étudiés à partir de recherche documentaire. Il est apparu que tous ces pays avaient des lois strictes sur l’accès à l’information et la publication, tout particulièrement quand ces informations concernaient les autorités, la religion ou la sécurité du pays, amenant des actes de censure stricts et des menaces, qui ont eux-mêmes conduit à l’autocensure chez les acteurs de l’information locaux et internationaux. Cette recherche a montré que la plupart des événements du Printemps Arabe ont été représentés en utilisant des images des lieux des événements, avec une représentation internationale minime et avec des modèles de représentation de manifestations pacifiques lors des soulèvements en Egypte, en Syrie et au Yémen et des modèles de représentation d’émeutes violentes lors des soulèvement Bahreïnis et Tunisiens. Des modèles mettant en scène la destruction ou des explosions ont pu être observés dans les pays en proie à une quelconque forme de conflit, à savoir en Libye et en Syrie. Les images de mort et de souffrance étaient peu répandues et seulement prédominantes dans les informations représentant la mort de Gaddafi et l’attaque chimique dans le Ghouta. La majorité des interviews d’information ont donné voix aux acteurs importants des événements, par opposition aux experts sur le sujet. L’analyse critique du discours a permis de formuler des théories sur l’utilisation des différents contenus dans les informations internationales, à savoir : les interviews, le contenu amateur, les chiffres et les pourcentages, les citations et le contenu de télévision publiqueThis thesis uses a grounded theory approach, by building a corpus of 252 news videos, broadcast by Al Jazeera English, Press TV English, Euronews English and France 24 English, on events of the Arab Spring, to answer three questions: [RQ1] how did the dominant institutions of information affect international news flow during the events of the Arab Spring? [RQ2] how were the events of the Arab Spring represented in form of news stories? And [RQ3] how was contributed material used to construct international news stories?The news videos from the corpus are analysed using Critical Discourse Analysis, therefore the discourse analysis is complemented by literature, and empirical research in form of interviews, on the dominant information institutions of the Arab Spring, including the aforementioned news channels as well as the news agency AFP and the UGC agency Crowdspark. Additionally, the information and media landscape of Bahrain, Egypt, Libya, Saudi Arabia, Syria, Tunisia and Yemen between 2011 and 2013 has also been studied using existing literature. It was found that all countries had strict laws against information access or publication, especially if the information was related to authorities, religion or security, leading to strict acts of censorship and threats, which further instilled self-censorship in local and international news actors.This research found that most events of the Arab Spring were represented using footage in the event location, with minimal international representatives and with frames of peaceful demonstrations during the uprisings of Egypt, Syria and Yemen, and frames of violent riots in the Bahraini and Tunisian uprisings. Frames featuring destruction or explosions were observed in countries that experienced some kind of conflict, namely, Libya and Syria. Images of death and suffering were minimal and only evident in news representing the death of Gaddafi and the Ghoutta chemical attack. Majority of news interviews gave a voice to relevant event actors, as opposed to topic experts. The critical discourse analysis produced theories on the usage of various content in international news, namely: interviews, amateur content, figures and percentages, quotes and state TV content
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Alsulami, Issa D. "Distortion of Arab Character in Films and Literature." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2016. http://digitalcommons.auctr.edu/cauetds/50.
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The work under consideration scrutinizes the distortion of Arab character in mass media, literature, and cinematography. This research argues that Western culture systematically and consistently projects grotesque images of Arabs, as rich people supporting terrorism and violence in an innocent world, which contributes to the perception of Arabs as terrorists, rich, greedy, and killers of children. The work illustrates that Arabs are constantly vilified in a variety of ways especially in film and literature. The paper will critically examine two films The Rules of Engagement and Exodus and two novels Broken Bridge and The Pirate. Chapter one serving as the Introduction, each following chapter will be dedicated to the critical examination of each film and novel. Chapter two will focus on both Broken Bridge and Exodus both examine the Israeli-Palestinian conflict in the film. Chapter three will examine the novel, The Pirate. Chapter four will analyze The Rules of Engagement. While also summarizing my argument, the conclusion will offer new ways to analyze the misconceptions of Arab stereotypes as depicted in fiction and film.
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Mustafa, Ghassoub Sharif Hassan. "English language teaching and learning at government schools in the United Arab Emirates." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269828.
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This thesis presents the findings of a study that investigated the teaching and learning of English in female government schools in the United Arab Emirates. The research was conducted by means of qualitative methods and 61 participants participated in the interviews. The research sample represents the three main parties that are directly concerned with teaching and learning English and they are: schoolteachers, school graduates, and higher education teachers. The investigation reveals three main aspects of English language teaching and learning at school. First, schoolteachers use ineffective grammar-translation methods with some principles from the direct and communicative methods. Second, school graduates have negative perceptions of English language teaching at schools and blame it on their failure to learn the language. Finally, tertiary institutions receive school graduates with poor English. There are a number of factors that affect teachers' performance in the English class. First, the syllabus is prescriptive and there is a heavy emphasis on textbooks and exams. Second, teachers operate according to a given scheme, which prioritizes high success rates in English as a school subject, and de-emphasizes English as a medium of communication. This has led to restricting teachers' autonomy and causing stagnation in the process of learning English. Also due to teachers' beliefs and other overwhelming circumstances, they resorted to the transmission model to deliver information to exam takers rather than language learners. The abovementioned conditions reflect negatively on students' attitudes, motivation, and learning style. However, they cling to a small amount of instrumental motivation that energizes them to study for the exam. Although many students are aware of the importance of English, they are not given an opportunity to learn it appropriately, which lowers their motivation substantially. Additionally, the English classroom lacks a humane classroom environment.
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Alsharekh, Alanoud. "Angry words softly spoken : a comparative study of English and Arab women novelists." Thesis, SOAS, University of London, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405657.
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Alian, Najat Hashem Mohammad. "The representation of the Arab Spring narrative in English and Arabic news media." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17742/.
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Since its emergence in late December 2010, the Arab Spring narrative has sparked many controversies among researchers, commentators, analysts, and scholars from different disciplines around the world in terms of the causes and the reasons behind it and even its name: ‘Arab Spring’. This study explores the Arab Spring narrative from its emergence to its continuing dénouement in the English and Arabic mainstream news media from corpus-linguistic and critical discourse analytic perspectives. The Arab Spring bilingual corpus consists of two main sub-corpora, English and Arabic, compiled from LexisNexis and other news websites. Totalling 15,088 articles and 11,522,846 words, the English sub-corpus consists of 7,018 texts with total of 5,901,416 words, while the Arabic sub-corpus comprises 8,070 news texts and a total of 5,621,430 words. Taken from prominent news media outlets from Western, Arab and Islamic countries, and divided into two major text types (news and editorials and opinions) with date range coverage from 15 June 2010 until 31 August 2013, it allows us to diachronically and synchronically examine the discursive construction of the Arab Spring narrative. Combining quantitative and qualitative methods associated with Corpus Linguistics (CL) and Critical Discourse Analysis (CDA), the current study explores the key topics associated with the Arab Spring at both the linguistic as well as the semantic levels by means of frequency, keyword (KKW list function in my case), collocation list functions and concordance. Analysis also identifies the main news actors and news values. Actors and events are represented, negatively and positively by means of lexical choice, and the different presentation strategies indicate that many of the Arab Spring news stories are politically, socially, and ideologically polarized. The contrasting themes/concepts within the resulting semantic categories (by means of pairs of items with positive/negative connotations) are also prevalent. For example, at the lexical level the following contrasting pairs are revealed: democracy/dictatorship; religious, sectarian/secular; peace/ violence; government/regime; allies/enemy; corruption/ reform, opposition/ support. Similarly, at the grammatical level items, such as pro/anti, is/non- and not, also indicate the contrastive as well as the polarizing nature of the Arab Spring narrative.
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Al, Sharekh Al Anoud. "Angry words softly spoken : a comparative study of English and Arab women writers." Thesis, SOAS, University of London, 2003. http://eprints.soas.ac.uk/28867/.
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This thesis will be a comparative study charting the emergence of feminist consciousness in the novels of English and Arab female writers. The tripartite structure that this evolution follows - Feminine, Feminist, Female - will be based to some degree on the theory presented by Elaine Showalter's A Literature of Their Own. The work of three English novelists will be compared and contrasted with that of three modern Arabic novelists, which would fall into the same stage of development. The outline for this is as follows: 1. Feminine stage: the development of female consciousness during this phase was still being directly influenced and affected by a repressive patriarchal society. This manifested itself in the adoption of male pseudonyms by women writers, and the writing was generally oblique, displaced, ironic and subversive. The English author representative of this stage is Charlotte Bronte, and the Arab author Layla al-'Uthman. 2. Feminist stage: the distinguishing characteristics of women writers' work in this stage were vocal protests against male government, law and medicine, and the quest for a female utopia. The English author Sarah Grand will be the example of development in female consciousness at this level, and for the Arab author Nawal al-Sacdawi. 3. Female stage (which runs up to the present time): achieved by the authors through the redefinition of internal and external experiences, and determined by forays into the imprisoning and liberating aspects of female consciousness. For the purposes of this thesis, the English author Virginia Woolf will be representing this stage, and the Arab author Hanan al-Shaykh. In presenting an overview of the development of female literary consciousness through the novels of English women writers, this thesis will attempt to assess the development of contemporary Arab female writers, and uncover the trajectory of softness and anger in their work.
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Hudson, Paul. "Tiptoeing through the minefield : teaching English in Higher Educational Institutes in the United Arab Emirates." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12101/.
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In the context of rapidly expanding English-medium higher education in the UAE (United Arab Emirates), this thesis investigates how a group of native speaker English language teaching professionals perceive the social aspects of the environment in which they are working and the extent to which these perceptions affect the conceptualisation of their professional identities. Specifically, it focuses on how a complex interplay of cultural, economic, religious and political ideologies may impact upon the working lives of the respondents. This research was carried out at eleven higher educational institutes in the UAE and data was gathered through interviews with English language teachers, teacher trainers and managers. The study’s findings reveal a complex, diverse and often conflicting picture of the way the respondents perceive the context in which they are working and a wide variety of attitudes regarding the ideological issues identified as impacting upon ELT in the region. However, emerging from the data was a dominant discourse of fear related to issues of power, religion, gender and money, maintained by uncertainty regarding the extent to which a censorial approach to teaching was required. The perceived precariousness of the respondents’ employment was also identified as the source of practises which raise ethical questions about the construction of professionalism in a context dominated by a discourse of fear and, in turn, implications for both practitioners and institutions. Overall, this study reveals that in a context where ‘Gulf Arab/Muslim’ students interact with ‘Western native-speaker’ teachers, the preconceptions that often adhere to such labels in their respective societies may bear little resemblance to the attitudes, actions and beliefs of the individuals concerned. This raises implications both for the training of English teachers in the importance of contextual considerations and for the construction of the native speaker teacher in the literature.
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Issa, Islam. "Transforming Paradise Lost : translation and reception of John Milton's writing in the Arab-Muslim world." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4907/.
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This thesis is the first full-length study of the reception of John Milton’s writings in the Arab-Muslim world. It examines the responses of contemporary Arab-Muslim readers to Milton’s works, and in particular, to his epic poem: Paradise Lost. It contributes to knowledge of the history, development, and ways in which Milton’s writings are read and understood by Muslims, mapping the literary and more broadly cultural consequences of the censure, translation and abridgement of Milton’s works in the Arab-Muslim world. This study examines and compares cultural, theological, linguistic and translational issues, and draws upon primary empirical data from fieldwork carried out at Egyptian universities, libraries and publishers. It finds that Milton occupies a surprisingly significant place in the intellectual life of the Middle East. It also finds that the Arab-Muslim reception of Paradise Lost is coloured by the prevailing socio-political climate, the overarching religious culture of readers, and semantic shifts between Milton’s original English text and Mohamed Enani’s Arabic translation. Overall, the thesis breaks new ground in presenting a rich and multi-faceted picture of the potential attitudes and responses of twenty-first-century Arab-Muslims to the writings of Milton, epitomised by an unexpectedly reciprocal relationship between Paradise Lost and its Muslim reader.
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Al-Hyari, Omar Hisham Radwan. "Challenging Arbitral Awards under the Model Law and Arab and English laws based thereon." Thesis, University of the West of England, Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495458.
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This study deals with one of the most important subjects that can be raised in the field of arbitration, namely. challenging arbitral awards. It provides an in-depth analysis, and identifies the deficiencies, of article 34 of the UNCITRAL Model Law on International Commercial Arbitration. Basically, the study argues that the Model Law has failed to recognise appeals to arbitral tribunals of second instance as well as appeals to courts on points of law, and whereas it has also failed to provide sufficient grounds for setting aside arbitral awards, the grounds that it provides were not well formulated by its drafters. The study also provides an in-depth analysis of the adoption of article 34 by Bahrain, Egypt, England, Jordan, Oman and Tunisia. Whilst it concludes that Egypt, Jordan, Oman and Tunisia have tackled some of the deficiencies of article 34, the study recommends UNCITRAL to adopt, after inserting some amendments, sections 30, 67, 68, 69 and 70 of the English Act as a substitute for article 34. In addition, this study proves that the Model Law is defective in many respects in relation to its provisions that deal with arbitral awards, and it discusses a number of unnecessary divergences from the Model Law made by Egypt, England, Jordan, Oman and Tunisia.
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Rababah, Ghaleb Ahmed Ali. "An investigation into the strategic competence of Arab learners of English at Jordanian universities." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/953.
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This thesis is a qualitative study of the strategic competence of Arab English majors at Yarmouk University in Jordan. Its aim is to fill the gap found in communication strategy (CS) research, which has at present little relevance to the Jordanian situation. Its main aim is to determine which communication strategies (CSs) are used by English majors while communicating in Ll Arabic and L2 English. Furthermore, since meaning is very important in language teaching, it aims to examine whether the messages transmitted by the learners are successful and comprehensible or not. This will increase our knowledge of how and by means of which strategies Arab English majors overcome their communication problems, and which strategies they use in communicating in their native language. The subjects of the study are 30 English majors at Yarmouk University, a typical Jordanian university, put into three proficiency levels according to an adapted TOEFL test. The sample represents a full range of English majors' ability at the English Department of the same university. Their ages range from 19-23. ... The main finding of the research is that English majors make wide use of CSs. These strategies are mostly L2- English based strategies. Another finding is that in spite of their limited linguistic knowledge, English majors manage to communicate their intended meaning by making use of CSs. It is also found that the learners' use of CSs is related to their proficiency level, in that Ll-Arabic based strategies decrease as proficiency improves. One of the most interesting additional findings is the effect of the mother tongue/Arabic which increases the variety of strategy use. For example, literal translation and word coinage are widely influenced by mother tongue interference. It is found that Arabic speakers use many communication strategies when compared with speakers of other languages in CS research. The subjects' use of CSs is also related to the type of task they are performing. Finally, Arab learners use CSs in their native language, but when compared to the CSs used in their target language, these are fewer in terms of frequency and vary in terms of type. Pedagogical implications and recommendations for further research are presented in light of the findings.
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Noor, Hashim Hamza. "The aquisition of temporal conjunctions by Arab learners of English as a foreign language." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315982.
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Jubran, Hanna Elias. "Learning English as a fourth language : the case of the Arab pupils in Israel." Thesis, Anglia Ruskin University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424845.
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Ali, Zainab. "The processing of multi-word expressions by native Arab second language speakers of English." Thesis, University of Essex, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668158.
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Eldeeb, Muftah Bashir. "THE ACQUISITION OF DERIVATIONAL MORPHOLOGY BY ARAB LEARNERS OF ENGLISH: VERB>NOUN DERIVATION." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1185.
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This study examines seven deverbal nominalizing suffixes through theoretical framework and previous research. They include the morphological aspects, productivity of suffixes, base-driven approach and phonological neutral and nonneutral suffixes. Learners participated in an instrument to account for their competence of verb-noun derivation. The participants presented knowledge of relational, syntactic and relatively distributional morphology. Also, some suffixes are more productive than others and that was shown through the level of accuracy of these suffixes. The suffixes -ing, -er, and (at)-ion are of high accuracy and thus productive. Whereas the suffixes -ment, -ent/-ant, -ence/-ance and -al are less accurate and less productive. The underlying reason behind the productivity and non-productivity of these suffixes is because of the phonological transparency factors. Suffixes that do not cause internal phonological changes in the base presented high accuracy and easily learned, while suffixes that require internal phonological changes posed challenges to learners. The -ment suffix is neutral, no internal change required, however; its accuracy went down in this study.
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Al-adah, Laila Mohammad Salem. "The experience of Arab university medical students whose main subjects are taught in English." Thesis, University of Huddersfield, 2008. http://eprints.hud.ac.uk/id/eprint/5012/.
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The study is about the experience of Arab University students whose main subjects are taught in English. It investigates and discusses many English language problems in the Kingdom of Saudi Arabia in teaching, learning and studying medicine, pure science and technical English. In general, Arab learners of the English language encounter problems in the four skills of the English language, in speaking, writing, reading and listening. They also show weaknesses in many aspects of the English language such as vocabulary, grammar, pronunciation, spelling, morphology and syntax. The question is how these language difficulties affect their studies in medicine. The initial hypothesis was that all depended on the students’ facility in English, but this turned out not to be the case. The research started with the analysis of students’ written replies to questions. This was followed by the development of a questionnaire distributed to 736 medical students. This explored various factors in relation to their success in exams to find out which factors might be significant. There were few correlations between success in medical exams and previous encounters with the English language. The one correlation between the test results and the questionnaire findings was not the uses of and familiarity with English but the parents’ background. The research therefore went on to explore, through interviews, and analysis of written statements, the students’ attitudes towards the teaching of medicine in relation to the use of the English language. It was found that the hypothesis of the importance of English as a prerequisite for success was not borne out. What was discovered was the students’ pragmatic attitude towards their study and that what they thought they needed as medical practitioners depended on a kind of secondary technical vocabulary. The research discusses some of the effects of learning and teaching theories and their relationship to the process of the education system. Whilst social constructivism is held to be the ideal one to apply to the learning process, this research demonstrated that behaviorism and rote learning still dominated the experience of the students in their learning of medicine. Despite their continued commitment to the ideals of learning English, the students took a pragmatic approach to their studies, which consisted of a mixture of Arabic and English medical vocabulary.
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Abukhadrah, Qutaiba A. "Arab Male Students’ Preferences for Oral Corrective Feedback: A Case Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330997332.
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Alseweed, Mohammed Ali. "The effects and training on word-solving strategies of Arab EFL readers." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310061.
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Monassar, Hisham M. "Cohesion and coherence : contrastive transitions in the EFL/ESL writing of university Arab students." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312004.
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This dissertation investigates the expression of contrastive transitions in the ESL/EFL (English as a Second Language/English as a Foreign Language) writing of university students of Arabic language background. For this purpose, an experimental group of 30 freshmen at Sohar University in Oman whose native language is Arabic served as the experimental group. They did three tasks, two writing activities and a cloze test, ranging from semi controlled (free writing) to the highly controlled cloze test. A control group of 30 Ball State University freshmen in Muncie, Indiana who speak English as a native language performed the same three tasks.For the first task, the subjects wrote about one of 15 possible topics. They then performed the second task, which was writing about a different topic, and were also provided a list of 35 contrastive transitions to use at their discretion. For the third task, the subjects inserted contrastive transitions in the blanks of the doze test, marking the confidence in their choices on scales provided in the margins.This study indicates that the Arabic ESL/EFL students use contrastive transitions when writing contrastively in English. However, the expression of these contrastive transitions is relatively inadequate and limited compared to that of their native-English speaking peers. The Arabic students show a high rate of success in their expression of but as a contrastive transition. However, they show a lower rate of success in their expression of other contrastive transitions. Furthermore, the difference in the levels of confidence in the choices between appropriate and inappropriate contrastive transitions used in a controlled context shows they have little or no idea if their choices are correct or not.Department of English
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Karmani, Sohail. "On perceptions of the socialising effects of English-medium education on students at a Gulf Arab university with particular reference to the United Arab Emirates." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/99373.
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In the context of post-9/11 calls for educational reform in the Arab-Muslim world, this study investigates a set of underlying claims and assumptions about the socialising capacities of English-medium education. Specifically, the study examines perceptions about the socialising effects of English-medium education from the standpoint of Arab-Muslim students at a Gulf Arab university. In assessing these perceptions, the study compares students’ perceptions on two levels: (i) on one level, it looks into students’ perceptions about the socialising effects of English-medium education in direct contrast to those of Arabic-medium education; and (ii) on another level, it contrasts the perceptions of English-medium students with those of Arabic-medium students. The research for this thesis was carried out at an international bilingual Arab university in the United Arab Emirates. Data for the study was gathered from two data collection sources, namely student questionnaires and group interview sessions. In both instances, students’ perceptions were sought on a range of contrastive issues related to a series of underlying claims and assumptions about English-medium and Arabic-medium education. Overall, 365 Arabic-speaking students from both an English-medium and Arabic-medium educational background participated in the study. Within this sample group, students were drawn from four university colleges: College of Engineering, College of Business, College of Law, and College of Shari’a and Islamic Studies. The study’s findings unveil a complex, often mixed and divided picture of students’ perceptions about the socialising roles of both English-medium and Arabic-medium education. In regard to English-medium education, it finds that though there is a general acceptance of the benefits of studying the English-language, there is also to some extent an acknowledgement of the culturally alienating effects on Arab-Muslim students. The study therefore recommends that granted the paucity of research in this area there is a need to further investigate students’ perceptions from a broader range of institutional cultures in the region.
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Maslamani, Khitam Yousuf. "Family background and learning English in the United Arab Emirates : investigating the socio-cultural milieu." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441819.
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Nassauer, Luisa Kristina [Verfasser]. "Beyond Borders : Representations of Gender in Post-Colonial Arab Literature in English / Luisa Kristina Nassauer." Konstanz : Bibliothek der Universität Konstanz, 2018. http://d-nb.info/1169572669/34.
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Sarmini, Samar El-Rifai. "Exploring Bilingual Arab-American Students' Performance in Solving Mathematics Word Problems in Arabic and English." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/905.
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This study aims at answering questions pertaining to the performance of bilingual Arab-American students on solving word problems written in their home and school languages: (1) Does the language in which a word problem is stated have an effect on the performance of the bilingual Arab-American students?; (2) Do Arab-American students with higher levels of Arabic proficiency perform better in either or both versions of the word problems?; and (3) What are some common differences and similarities in the problem solving processes of Arab-American students as they solve problems in English or Arabic? The study used both quantitative and qualitative methods to analyze these questions. A total of 173 students from a full-time Islamic school participated in this study: 56 students in fifth grade, 56 students in sixth grade, and 61 students in seventh grade. All students were asked to solve two sets of ten word problems each. The students were randomly assigned to one of four groups. Results showed that Arab-American students performed significantly better in the English version of the word problems. Arab-American students with higher levels of Arabic proficiency performed better in the Arabic version of the word problems. Students' standardized scores on mathematics problem solving was a significant factor in explaining variances in student performance on both language versions of both sets of word problems. While students' standardized scores on reading comprehension was a significant factor in predicting the students' performance on the English version of the word problems, students' final average in the Arabic subject was a significant factor in predicting students' performance on the Arabic version of the word problems. Differences and similarities emerged in the problem solving processes of Arab-American students solving the word problems in either English or Arabic. Some students found statements involving double comparisons, problems with hidden information, and problems that required multi-step solutions or thinking backwards to be problematic in both language versions of the problems. Difficult vocabulary was especially problematic for students when solving the Arabic version of the word problems.
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Abu, Jalalah Fatma Ali. "The cultural dimension of teaching English as a foreign language in an Arab Gulf State." Thesis, Durham University, 1993. http://etheses.dur.ac.uk/1559/.
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Awad, Abdul Kareem. "The relevance of cultural context to the reading comprehension of advanced Arab learners of English." Thesis, Liverpool John Moores University, 2002. http://researchonline.ljmu.ac.uk/4979/.
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Solloway, Anthony Jonathan. "English-medium instruction in higher education in the United Arab Emirates : the perspectives of students." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/26316.
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This exploratory, interpretive study investigates the attitudes towards and experiences of English-medium instruction (EMI) within higher education (HE) on the part of female students completing an intensive foundation programme at a major federal tertiary institution in the United Arab Emirates (UAE). Two data collection procedures were employed in this study, a 21-item questionnaire, and in-depth, face-to-face, semi-structured interviews. Content analysis was performed on transcriptions of the latter, a procedure which gave rise to recurring, emergent themes. Such themes included the belief expressed by some participants that having the second language (L2) of English as the medium of instruction (MI) can act as a barrier to learning, and that it would be preferable to study in their first language (L1) of Arabic. Additionally, it was found that some students believed their secondary school education had failed to afford them adequate preparation for EMI HE, a disturbing finding given that the government of the UAE appears to have stated a desire to achieve universal HE for females, whilst also signalling its intention to eliminate university-based foundation programmes. In addition to such academic-related findings, it emerged that there exists significant ambivalence towards the place and standing of English in contemporary Emirati society, with a recurring theme being that whilst knowledge of and proficiency in English is required for the globalised economy, and thus for the future of the country, the pervasive spread of the English language in the UAE poses a threat not only to Arabic, but also to the religious identity and cultural integrity of the indigenous Emirati population. The findings of this study lead to the recommendation that the UAE implement a paradigmatic shift in its language policy within federally-sponsored HE by reverting to Arabic as the primary MI, with English as a foreign language (EFL) or English as a second language (ESL) as a subject replacing EMI.
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Alwan, Fatma Hamad. "An analysis of English language teachers' perceptions of curriculum change in the United Arab Emirates." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425244.
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Qaddumi, Muhammad K. H. "Textual deviation and coherence problems in the writings of Arab students at the University of Bahrain : sources and solutions." Thesis, University of Nottingham, 1995. http://eprints.nottingham.ac.uk/11212/.
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The present study compares the writings of a group of Arab students at the University of Bahrain in both Arabic and English. The main purpose is to investigate possible sources and solutions to the problem of textual incoherence and deviation. To this end, four hundred and sixty composition papers have been reviewed and thirty texts were analyzed in both languages to discover possible interference at the linguistic, cultural and rhetorical levels. The study investigates a variety of opinions on coherence from different perspectives such as cohesion, recoverability, continuity, development of topics, role of lexis, text structure and organization. For the analysis of texts, the researcher proposes and applies a new measurement for text coherence and topic development. The cultural, rhetorical and linguistic background of Arabic is presented as variables affecting students' performance in writing in both Arabic and English. The analysis of texts reveals that repetition, parallelism, sentence length, lack of variation and misuse of certain cohesive devices are major sources of incoherence and textual deviation in students' writing. The study is supplemented by the views of the Arabic Department staff on the quality of students' performance in Arabic. Interpretation of and solutions to various problems are suggested. The major conclusion is that there should be more concentration on the preservation of topic unity in teaching writing. A proposed plan for teaching writing based on the findings of this study is also suggested.
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O'Sullivan, Kathy. "The role of motivational factors in the apparent lack of success in English language learning in Arab-speaking countries, particularly Oman and the United Arab Emirates." Thesis, University of Portsmouth, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613432.
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This thesis examines the degree to which motivational factors influence the successful acquisition of English as a foreign language in female Emirati and Omani learners. The research participants were female third-level students taking foundation English and English for Specific Purposes courses in a university in the United Arab Emirates and a teacher-training college in Oman, both of which are based on an American model. Problems frequently occur when learners similar to those described in this study go through higher education, particularly when the institutions in question are based on a Western model. Such problems may include reluctance to assume responsibility for their learning (Ali, 2003) and a perceived lack of successful language acquisition. Undoubtedly, high school education with its traditional emphasis on rote learning and memorising exam questions plays a role (Canning & Bornstein, 200 I), as does the sociocultural context, which means that students have almost no opportunity to socialise outside their family environment. However, in the wider context, Western culture is having an enonnous impact on the entire region, primarily due to the media's reporting of regional and political affairs. Such reporting has also resulted in heightened tension in the region, which have been the subject of demonstrations on university campuses and anxiety in some language classrooms where English language teachers are for the most part native speakers of English. It is against such a background that changes are taking place in the educational systems across the region, with English assuming more significance as a language of instruction. Arabic is being phased out as the primary language of instruction in many instances. This has an impact on the learners' motivation to study the English language. Studies have suggested that motivation to learn a foreign language may be affected by attitudes towards the target language community and fears of loss of identity (Lambert, 1979; Pool, 1979; Williams, 1994; Costelloe, 2001; Kharbat, 2002), thus indicating that the macro-context may be one of the motivational factors involved in successful language acquisition. Some recent studies have also focused on the role of power in language learning, arguing that it is one of the factors that affect motivation (MacIntyre & Gardner, 1991; Lightbrown & Spada, 1993; Norton, 2000). In English language education, studies have been conducted on linguistic imperialism (Philippson, 1992) and resistance to such imperialism (Canagarajah, 1999) which refer to the impact that underlying political, religious and socio-economic issues may have on motivation to achieve a higher level in the English language. The results of the study I have undertaken similarly show that participants' acquisition of the English language was affected by a number of motivational factors, including the macro-context of power relations and culture, as well as the micro-context of the classroom, where the teacher, curriculum and materials all had a role to play. Many of the participants appear to have a clear grasp of how both the macro and micro contexts influence their motivation to study English and achieve a high level in the language. These findings suggest that in order for learners to achieve a higher level in the English language, language planners and policy makers need to be aware of how both the macro and micro contexts influence language acquisition. The research emphasizes a necessity for both administration and for instructors in higher education institutions in Oman and the UAE to conduct needs analysis amongst the learners so that their needs, as well as those of other stakeholders, can be catered to. Such measures should support the learners as they strive to achieve a measure of success in English language acquisition. The findings of this research propose that a greater understanding of the role of motivational factors may conceivably have a valuable part to play in raising standards of English language acquisition in Arabic-speaking countries.
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Mohammed, A. M. M. "Error-based interlinguistic comparisons as a learner-centred technique of teaching English grammar to Arab students." Thesis, University of Salford, 1991. http://usir.salford.ac.uk/2143/.
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English is taught as a compulsory subject in general education and some higher education institutions in Sudan. Students are totally dependent on the five to six hours per week of language input provided through formal classroom instruction. Besides limited exposure to the language, there are other factors confounding the teaching and learning of English such as large classes, lack of books, untrained teachers, examination _oriented teaching and learning, and teaching grammarians' grammar. Such factors have contributed to the decline of standards in English to the extent that the pass mark in English has been reduced to 30 percent in the secondary school certificate examination. The students' interlanguage exhibits features indicating heavy reliance on literal translation from Arabic. At least 50% of their errors could be attributed to this interlinguistic transfer, a strategy which is frequently employed due to the lack of the requisite knowledge of the target language. Of all the detrimental factors, the teaching of grammar seems to be the one that is most directly related to the deterioration of the standard in English. It usually takes the form of giving rules, facts and explanations couched in metalinguistic terms, which is at variance with the learners' hypotheses formation process. Reciting rules and facts about the language is the only one thing that untrained teachers can do. Trained teachers also resort to giving rules and facts due to the fact that the situation in the schools and universities is not conducive to developing the language as a skill. Based on the fact that the effectiveness of foreign language teaching in general and the teaching of grammar in particular is greatly reduced when the focus is on giving rules and complicated grammatical analysis, it is the purpose of this study to explore the possibility that the teaching of grammar could profitably be based on the findings of recent studies on interlanguage and learning strategies. The study focusses on the interlinguistic transfer strategy through translation errors in an attempt to arrive at a learnercentred technique of teaching grammar. Based on the analysis of errors, providing students with simple contrastive comparisons between the native and the target language was articipated to be more effective than giving them abstract rules and metalinguistic explanations. The study provides empirical data verifying the effectiveness of simple interlinguistic comparisons in minimizing translation errors. An experiment was conducted in eight secondary schools and the University of Gezira in Wad Medani, Sudan. A total of 714 male and female Arabicspeaking students were pretested, matched and divided into two equal groups in each school. Based on the results of error analysis, two lessons, one normal and one experimental, were developed to teach the relative clauses in English. The normal lesson followed the traditional format of examples, rules and explanations couched in metalinguistic terms. The experimental lesson included terminology-free comparisons of relative clauses in English and Arabic. The two groups were taught by the same teacher in each school and the university. The same pretest was administered as a post-test. The matched group t test was used to compare the means of the active object relative clauses correctly produced by the two groups in each school. A significant difference was observed between the two groups. The experimental group performed better than the normal group. The t values were 6.387 (df=83), 3.240 (df=54), 1.969 (df=29), 1.758 (df=28), 3.043 (df=41), 4.586 (df=35), 2.651 (df=23), 3.030 (df=14), and 3.747 (df=41). The probability that the difference was due to chance was less than 5% in all cases. The findings supported the hypothesis that the error-based interlinguistic comparisons techniques would be more efficient than the currently used traditional technique in minimizing negative transfer errors. The implications of the findings on the teaching of grammar, error correction, materials development and teacher training are discussed together with the limitations of the study and the need for further research to confirm the findings before they can be generalized.
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Zghyer, Rima Nassar. "ARAB STUDENTS' DIFFICULTIES WITH ENGLISH WRITING DURING THEIR TRANSITION TO THE UNITED STATES: AN EXPLORATORY STUDY." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/897.
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Many research studies have been conducted in Arab countries to examine the difficulties that Arab students encounter in learning English writing. Unfortunately, not much of that scholarship deals with the challenges that these second language learners face when they pursue degrees abroad. Furthermore, the earlier studies failed to include the students' views about their difficulties, the causes, and possible solutions. In an effort to fill the gap in our understanding of the problems Arab students face in learning to write in English, this study explores the experiences and perceptions of a sampling of forty Arab students who chose to study in the United States. The students who participated provide firsthand information about their experiences in distinctly different learning and cultural environments; they provide information about their difficulties in improving their English writing skills and offer suggestions for all who teach writing to second language learners. The difficulties identified and described by these students provide a sketch of experiences and perceptions of Arab students who learn English as a Foreign Language (EFL) in their home countries and English as a Second Language (ESL) in the United States. The information provided as a result of this study will guide future research on second language learners, help develop pedagogies that will better serve the students, and expand our understanding of language acquisition as it pertains to an increasingly multilingual world.
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Ashiurakis, M. A. "The influence of the socio-educational reading environment in an Arab University upon English reading performance." Thesis, Aston University, 1987. http://publications.aston.ac.uk/14821/.
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Research into FL/EFL macro-reading (the effect of the broader context of reading) has been little explored in spite of its importance in the FL/EFL reading programmes. This study was designed to build on previous work by explaining in more depth the influence of the socio-educational reading environment in an Arab university (Al-Fateh University in Tripoli, Libya) - as reported by students, upon these students' reading ability in English and Arabic (particularly the former). Certain aspects of the lecturers' reading habits and attitudes and classroom operation were also investigated. Written cloze tests in English and Arabic and self-administered questionnaires were given to 125 preliminary-year undergraduates in three faculties of Al-Fateh University on the basis of their use of English as a medium of instruction (one representing the Arts' stream and two representing the Science stream). Twenty two lecturers were interviewed and observed by an inventory technique along with twenty other preliminary-year students. Factor analysis and standard multiple regression technique were among the statistical methods used to analyse the main data. The findings demonstrate a significant relationship between reading ability in English and the reading individual and environmental variables - as defined in the study. A combination of common and different series of such predictors were found accountable for the variation (43% for the first year English specialist; 48% for the combined Medicine student sample) in the English reading tests. Also found was a significant, though not very large, relationship between reading ability in Arabic and the reading environment. Non-statistical but objective analyses, based on the present data, also revealed an overall association between English reading performance and an important number of reading environmental variables - where many `poor' users of the reading environment (particularly the academic one) obtained low scores in the English cloze tests. Accepting the limitations of a single study, it is nevertheless clear that the reading environment at the University is in need of improvement and that students' use of it also requires better guidance and training in how to use it effectively. Suggestions are made for appropriate educational changes.
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Hopkyns, Sarah Lynsey. "A conflict of desires : global English and its effects on cultural identity in the United Arab Emirates." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40444.
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The United Arab Emirates’ (UAE) complex history, its current demographics, its youthfulness as a country, and the fact that it is a region undergoing fast-paced change make the issue of cultural identity particularly relevant and urgent to address in this part of the world. This is especially true given the rapid spread of English in the sphere of education and everyday life in recent years. The study investigates the effects of global English on cultural identity in the UAE through the perspectives of three distinct participant groups all working or studying at a large state university in the UAE’s capital, Abu Dhabi. Taking a hybrid approach in the form of a phenomenological case study, the research draws on in-depth qualitative data from open-response questionnaires, focus groups and the researcher’s research journal. Salient findings from the study revealed vastly differing views concerning English and Arabic. While English was associated with the wider world, education, future careers and global communication, Arabic was connected to religion, home life, traditions and the region of the Middle East. Although the majority of Emirati participants held positive views towards English, seeing it as important, necessary and enabling, concerns were raised throughout the study over its dominance in multiple domains, including education, and its effects on the Arabic language and local culture, especially for the next generation. The study revealed Emirati cultural identities to be complex, multifaceted and at times conflicting. Hybridity in identity construction was prominent in terms of differentiated bilingualism, code switching and use of an informal creative written language combining English and Arabic, known as ‘Arabizi’. In terms of teaching preferences, native-speaker English teachers were favoured, along with a marked interest in learning about western culture as part of an English course. The majority of participants called for a choice between or combination of English Medium Instruction (EMI) and Arabic Medium Instruction (AMI) in Emirati Higher Education (HE). The findings led to four main recommendations for future policy and practice. These include challenging contrasting views of English and Arabic, promoting Arabic and local culture in education, a greater acceptance of hybridity over purity, and providing a choice regarding medium of instruction in higher education.
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Sadek, Gihane. "Learning English in a globalized context : a case study of students in the United Arab Emirates (UAE)." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707569.
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This doctoral thesis examines the relationship between social identity and the learning and use of English as an International Language (EIL). It reports on a study involving Emirati students at a foreign university in the UAE where English is used as the medium of instruction. The study investigates how the students conceptualize the relationship between identity and the English language. The people of the United Arab Emirates (UAE) like many others in the Arabian Gulf and elsewhere realize the need to learn English. Most of the country’s communication in business, economy, science and health is carried out in English. This requirement comes from the fact that the Emiratis constitute only 19% of the UAE population (Mohammed, 2008), while the rest are non-Arabic speakers. The expatriates either have English as their mother tongue or use English as a medium of daily communication. However, since 2008, there has been a major debate in the media concerning the loss of the Emirati language and identity in the UAE (Al Baik, 2008; Gulf News, 2008; Musabih, 2008; Saayegh, 2008, accessed 14/10/2008; Gulf News, 2008, accessed 23/8/2008). It has been pointed out that nationals not only have to adapt to the new language, but also to the accompanying ‘Western culture’, including different norms, values and ideals that may conflict with the learners’ own Arab Muslim beliefs and ideologies. Previous studies have explored a long-standing debate which centers on the issue of whether we can teach a language successfully without teaching its accompanying culture (Kramsch, 1993, 1998; Byram, 2002, 2010; Beykont, 2002; Brown, 2000; Risager, 2011, 2012; Hinkel, 1999; Dervin and Risager, 2014). It has been argued that in a globalized context, English has become the gatekeeper to higher education, a high-income job, and information (e.g. through the Internet) (Phillipson, 1992; Pennycook, 1994; Holliday, 2005; Canagarajah, 1999; Phan, 2008; Sharifian, 2010; Rapatahana and Bunce et al, 2012). Moreover, English in many contexts is regarded as a status symbol of the elite (Holborow, 2000). The present study adds to this debate by investigating the place of English in the UAE, where the non-Arabic speaking expatriates outnumber the locals. It discusses this situation in general and particularly investigates the attitudes of eight Emiratis towards EIL. The study was interpretive and qualitative. The data were gathered by means of interviews with eight student participants and analysed thematically. The study reveals that there is considerable disconnection between the language policy intentions and the implementation of Arabic and English teaching and learning in schools and higher education. Moreover, the findings suggest a detachment between the ideologies practices of Emirati people and the policy of the government of the UAE. They also reveal that although participants are discontented with the Arabic status within their country, they still use English extensively in their daily communication. In addition, Emiratis often negatively assign low status to the Arabic language.
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Darweesh, Hind. "A qualitative study on problems in speaking English as L3 : The case of Arab immigrants in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42524.
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This study aims to identify the problems faced by Arab immigrant students when learning English as a third language (L3) in Sweden. The paper explores the views of non-native English-speaking students and teachers in adult education, about the speaking issues of Arab immigrant students in particular, by identifying the factors that result in the emergence and development of these problems. To achieve these objectives, I utilized a qualitative approach, using semi-structured interviews. While five of the interviews were face-to-face, one teacher answered the questions by email. The results indicate that the speaking difficulties are encountered due to similarities between Swedish and English words, weak linguistic skills (in phonetics, phonology, morphology and/or syntax) and weak speaking and writing skills due to inadequate practice. The findings from the analyses also indicate that the types of teaching methods and the differences between the cultures of the countries (i.e., Swedish and Arabic speaking countries) are the most prominent factors that affect the learning of English as L3 for Arab immigrants in Sweden. To improve students’ speaking skills in English, the participants proposed a number of suggestions, including providing more lessons and activities in English. Furthermore, they suggested that English teachers should communicate only in English with their students and should have proper training. Based on the findings of the study, recommendations for policy changes will be provided.
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Al-Jabri, Hanan J. "TV simultaneous interpreting of emotive overtones in Arabic presidential political speeches into English during the Arab Spring." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/814056/.
Full textAbstract:
Despite the vast research on simultaneous interpreting in different settings, little is known about interpreting practices in the field of TV, particularly between Arabic and English. The recent events of the Arab Spring led to more reliance on simultaneous interpreting for broadcasting presidential speeches live to audiences worldwide. Emotive overtones were a salient feature in the Arabic-language speeches and posed challenges to the TV interpreters who had to handle other difficulties and constraints involved in the task. The current study aims to investigate the way TV interpreters, who worked in the simultaneous mode, handled the task of conveying the emotive overtones employed in Arabic-language political speeches into English. It also aims to examine the difficulties and challenges that emerged during this process and might have influenced the interpreters’ choices. The study also evaluates the way the TV interpreters handled this task and whether the original emotive effect was maintained, upgraded, downgraded or abandoned in their renditions. To achieve its aims, the study analysed a corpus of four Arabic presidential political speeches delivered during the Arab Spring, along with their English simultaneous interpretations produced by different international TV stations. The analysis relied on a macro framework and a micro framework. The macro framework presents an overview of the wider context of the Arabic-language speeches and the individual speakers to help understand the linguistic choices made by the speakers. The micro framework investigates the linguistic tools which were employed by the speakers to stir people’s emotions. The study analyses the Arabic-language speeches through applying emotive categories which are based on Shamaa’s (1978) classification of emotive meaning according to their linguistic level: phonological, morphological, syntactic, and semantic and lexical levels. The micro level also investigates the strategies which were used by the TV interpreters to render the emotive linguistic tools into English. By adopting a qualitative approach, the study aims to contribute to a better understanding of TV simultaneous interpreting between Arabic and English, as well as the practices of TV interpreters when working into their B language and rendering emotiveness.
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Elkafri, Linda. "The Effect of Transfer on Arab and Portuguese Learners' Use of the English Prepositions to and for." Thesis, Umeå universitet, Institutionen för språkstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144651.
Full textAbstract:
The researcher has studied, in this paper, the effect of transfer on the Arabic and Portuguese learners’ using prepositions during their process of learning English as a second language. The prepositions that the study deals with are to and, for. The aim of the study is to show the influence of the learner’s first language on the target language. The study draws upon literary sources such as Littlewood’s book Foreign and Second Language Learning (Littlewood, 1984), as well as practical experiments which are divided into a multiple choice test and a translation test. Through the analysis of the results of these tests, the study shows the extent of influence of the first language on the process of learning a second language. The answers of the students are analyzed by comparing the rules of using prepositions in the learner’s first language and English. The participants in this study are students in ACS international school in Qatar. The study also includes interviews with two teachers. The interviews are done in order to provide additional information on the effect of the learner’s first language on learning a second language. The teachers express their views which was formed after many years of teaching experience.
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Handhal, F. "A glossary of the dialect of the United Arab Emirates transcribed and arranged according to the English alphabet." Thesis, University of Exeter, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380685.
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