Reima Al-Jarf - Academia.edu

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Reima Al-Jarf

Prof. Al-Jarf has taught ESL, ESP, translation, and linguistics courses for 26 years. She has published over 200 books, ebooks, book chapters, journal article, conference papers and has given 325 presentations and 40 workshops in 69 countries. She is an international reviewer and evaluator of Ph.D. theses, faculty promotion work, journal articles such as (Foreign Language Annals, Asian EFL Journal, Linguistik Online, Topics, Intercultural Pragmatics, Journal of Languages and Culture, Linguistics Journal and many others), conference proposals and papers (such as NECC, ISTE, TESOL, IBIMA, TICET ), grant proposals (Economic and Social Research Council in the UK
Address: p.o. Box 69827, Riyadh 11557, Saudi Arabia

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715 Followers | 36 Following | —Total Views

Papers

Teaching and Learning With Online Medical Animations and Videos

Ealthy Magazine, 2017

Many students, enrolled in colleges and universities that use English as a medium of instruction,... more Many students, enrolled in colleges and universities that use English as a medium of instruction, have difficulty understanding lectures in specialized courses delivered in English such as medicine, dentistry, pharmacy, biology, biochemistry, anatomy, physiology and others. They also have difficulties reading specialized texts and learning specialized terminology. To help students enrolled in English for medicine courses improve their listening, speaking, reading and writing skills, expand their knowledge of medical terminology and fill the gap in their background knowledge, English for medicine courses can be supplemented with online medical animations and videos. The presentation will show the following: (i) the advantages of integrating medical online animations and videos; (ii) the relationship between medical animations and videos and meaningful learning; (iii) give a sample of websites where online medical animations and videos can be downloaded; (iv) show a sample of online medical animations and videos; (v) describe the criteria for selecting online medical animations and videos; (vi) medical video genres and themes; (vii) where to post animations and videos; (viii) outline the skills that can be developed through supplementary online medical animations and videos; (ix) give examples of activities that use animations and videos to develop listening, speaking, reading, writing skills and medical terminology knowledge; (ix) phases of teaching and learning with online medical animations and videos: Before watching the animation, while watching the animation and after watching the animation; and (x) describe the teacher's role. It will conclude with some recommendations such as creating an online medical animations and video repository.

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Top Stories magazine

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Top Stories magazine

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What EFL teachers should know about online grammar tasks

Asian English Language Classrooms: Where Theory and Practice Meet, 2017

The chapter shows the types of online grammar tasks that can be integrated in blended grammar ins... more The chapter shows the types of online grammar tasks that can be integrated in blended grammar instruction for EFL college students. The types of online grammar tasks selected should be related to the grammatical structures covered in class and should focus on a single grammatical structure such as information questions, tag questions, negative questions, a single verb tenses, a modal, complex sentences (noun, adjective and adverb clauses), verb conjugation, phrasal verbs, prefixes and suffixes or singular and plural forms. They should also include pre- and post-instruction self-assessment, error correction, production grammar tasks, remedial grammar tasks, self-improvement tasks, study skills, test anxiety tasks, electronic searching tasks, a daily grammar lesson and a Quiz Center. Websites used should provide definitions, explanations, examples, supplementary exercises for extra practice and provide student with instant feedback. Online grammar tasks can be performed individually, in pairs or in small groups; interactive or collaborative; synchronously or asynchronously. Comparisons of grammar pre- and post-test results showed significant improvement in grammar skills of students who were exposed to the above-mentioned online tasks. Illustrative examples and teacher and students roles will be given in detail.

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Exploring Online Collaborative Translator Training in an Online Discussion Forum

Journal of Applied Linguistics and Language Research , 2017

An asynchronous online translation discussion forum was created and used to post texts to be tran... more An asynchronous online translation discussion forum was created and used to post texts to be translated by participating English-Arabic student translators from different countries. Volunteer translation instructors read participants' translations and gave communicative feedback on the location and types of errors. Errors were color-coded. No correct translations were provided. The participants revised their translations and re-posted them for further feedback. Each translation was subjected to several revisions and re-submissions before it reached an acceptable level. Translation tips were given. The participants had access to a variety of online dictionaries and resources. At the end of the semester, participants responded to a questionnaire regarding their online collaborative experience. Participant views and further reflections on online translation instruction are given.

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Technology Integration in Translator Training in Saudi Arabia

Although translation students at the college of Languages and Translation in Saudi Arabia take tw... more Although translation students at the college of Languages and Translation in Saudi Arabia take two courses in computer applications in translation, these two courses are inadequate in preparing translation graduates for the translation job market. Results of an interview questionnaire have showed that the content of these courses is inadequate. In the introductory course, students are introduced to the components of computers, computer hardware and they are trained to use the MS WORD, POWERPOINT and EXCEL programs. In the advanced course, the students are introduced to theoretical issues in machine translation. They never have a chance to use machine translation systems. In order for the students to be able to meet the demands of the translation labor market in the 21 st century, they need to practice using advance translation software such as Trados and speech recognition software. They need to be introduced to online specialized dictionaries and terminology databanks, online resources, online translation tools, translation directories, translation associations, translation journals online translation job sites, and how to communicate with other translators in other parts of the world.

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College Administrator-Student Communication Via Twitter

This paper analyzes the tweet content of the official Saudi language, literature and translation ... more This paper analyzes the tweet content of the official Saudi language, literature and translation institutions' Twitter accounts to find out the types of issues tweeted and characteristics of administrator-student interaction. 115 students and 5 administrators were also interviewed to find out how they perceive their institution Twitter accounts and their advantages and shortcomings. It was found that only 20 (34%) language, literature and translation colleges and departments at 10 universities have Twitter accounts. Twitter is mainly used for announcements about admission, registration, drop-ad and withdrawal dates, exam schedules, class cancellation, extra-curricular activities, student clubs, and others. Announcements are mainly tweeted in Arabic; whereas English is used for course-related issues and language learning tips. Photos tweeted consist of images of course lists, memos, forms and schedules, activities and functions held by the students and faculty. No significant differences between male and female department Twitter accounts were found in the above aspects. Both students and administrators find Twitter to be very useful in sending notifications about the department logistics and functions in a quick and easy way. Results of the quantitative and qualitative analyses of the Twitter accounts under study together with student and administrator views are reported in detail.

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Interlingual Pronoun Errors in English-Arabic Translation

Unlike English, Standard Arabic has two forms of subject pronouns: Independent such as ?na (I), a... more Unlike English, Standard Arabic has two forms of subject pronouns: Independent such as ?na (I), and a pronominal suffix that is an integral part of the verb such as katab-tu (I wrote). Independent subject pronouns are commonly used in nominal sentences, not verbal sentences. Use of independent subject pronouns in verbal statements depends on syntactic, pragmatic, discoursal and semantic factors available in a particular context. The present study investigates translation students' awareness of the syntactic, pragmatic and discoursal restrictions that determine the use of Arabic subject pronouns when translating connected discourse from English into Arabic. An error corpus of faulty uses of Arabic independent subject pronouns was collected from the translation projects of senior students majoring in translation. Syntactic, pragmatic and discoursal criteria were used to judge the deviations. It was found that students translate imitatively rather than discriminately. Since English sentences begin with a subject pronoun such as I, he, they, the students used an independent subject pronoun followed by a verb + pronominal suffix in declarative, affirmative statement, without realizing that the subject is contained in the verb, and use of ?na or huwa is redundant. Implications for increasing students' awareness of pragmatic, discoursal and syntactic constraints in translating English pronouns into Arabic are provided.

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ARAB PREFERENCE FOR FOREIGN WORDS OVER ARABIC EQUIVALENTS

In the first half of the 20th century, Arab countries were mainly colonized by Britain and France... more In the first half of the 20th century, Arab countries were mainly colonized by Britain and France. English and French became dominant in education and business. As most Arab countries gained independence in the 1950-1960’s, the cultural and linguistic influence of those colonizers continued. Therefore, use of Arabic as a national language was called for. Arabization became a widespread endeavor. Despite that, English became a dominant second/foreign language in some Arab countries, French in others, especially in the past decade or so with the advent of satellite T.V., Internet, social media and advancements in technology. A new linguistic phenomenon has appeared. Many Arabs, T.V. anchors and social media users prefer to use English or French words although Arabic equivalents exist. For example, students use "class, project, cancel, mobile"; Facebook and Twitter users use "share, comment, like, profile, message, tweet, hashtag"; and T.V. anchors use "break, agenda, politic, media" and others. A corpus of commonly used English/French words was collected. A sample of language and translation students and faculty was tested and surveyed to find out whether they were familiar with the Arabic equivalents to foreign words commonly used, reasons for preferring to use foreign words, although Arabic equivalents exist, and the effects of this phenomenon on Arabic and education. Results showed that instructors identified 56% of the Arabic equivalents to foreign words on the test, whereas students identified 52%. Students gave more accurate Arabic equivalents. The participants gave historical, sociolinguistic, technological and globalization factors that affect the preference of foreign words to Arabic equivalents, in addition to brevity, poor knowledge of Arabic equivalents, especially new coinages. They think it is more prestigious to use foreign words, "everybody is doing it" and "it's a habit". Foreign words attract customers' attention more than native words, and more customers can be reached worldwide.

Views

Enhancing Reading and Speaking Skills In EFL Through Multicultural Children's Short Stories

This study proposes a model for integrating multicultural children's short stories as an extensio... more This study proposes a model for integrating multicultural children's short stories as an extension activity or as a supplement to in-class instruction to develop college students' reading and speaking skills in English as a foreign language (EFL), together with cultural awareness. It gives the advantages of using multicultural children's short stories; criteria for selecting multicultural children's short stories; examples of multicultural children's short stories and examples of websites where the instructor can find multicultural children's short stories; reading and speaking skills that can be developed with multicultural children's short stories; and instructional stages with multicultural children's short stories. Reading and speaking tests can be used to measure students' skill level before and after instruction. A questionnaire-survey can be also used to assess improvement in the students' multicultural awareness as a result of using multicultural children's short stories.

Views

Teaching and Learning With Online Medical Animations and Videos

Ealthy Magazine, 2017

Many students, enrolled in colleges and universities that use English as a medium of instruction,... more Many students, enrolled in colleges and universities that use English as a medium of instruction, have difficulty understanding lectures in specialized courses delivered in English such as medicine, dentistry, pharmacy, biology, biochemistry, anatomy, physiology and others. They also have difficulties reading specialized texts and learning specialized terminology. To help students enrolled in English for medicine courses improve their listening, speaking, reading and writing skills, expand their knowledge of medical terminology and fill the gap in their background knowledge, English for medicine courses can be supplemented with online medical animations and videos. The presentation will show the following: (i) the advantages of integrating medical online animations and videos; (ii) the relationship between medical animations and videos and meaningful learning; (iii) give a sample of websites where online medical animations and videos can be downloaded; (iv) show a sample of online medical animations and videos; (v) describe the criteria for selecting online medical animations and videos; (vi) medical video genres and themes; (vii) where to post animations and videos; (viii) outline the skills that can be developed through supplementary online medical animations and videos; (ix) give examples of activities that use animations and videos to develop listening, speaking, reading, writing skills and medical terminology knowledge; (ix) phases of teaching and learning with online medical animations and videos: Before watching the animation, while watching the animation and after watching the animation; and (x) describe the teacher's role. It will conclude with some recommendations such as creating an online medical animations and video repository.

Views

Top Stories magazine

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Top Stories magazine

Views

What EFL teachers should know about online grammar tasks

Asian English Language Classrooms: Where Theory and Practice Meet, 2017

The chapter shows the types of online grammar tasks that can be integrated in blended grammar ins... more The chapter shows the types of online grammar tasks that can be integrated in blended grammar instruction for EFL college students. The types of online grammar tasks selected should be related to the grammatical structures covered in class and should focus on a single grammatical structure such as information questions, tag questions, negative questions, a single verb tenses, a modal, complex sentences (noun, adjective and adverb clauses), verb conjugation, phrasal verbs, prefixes and suffixes or singular and plural forms. They should also include pre- and post-instruction self-assessment, error correction, production grammar tasks, remedial grammar tasks, self-improvement tasks, study skills, test anxiety tasks, electronic searching tasks, a daily grammar lesson and a Quiz Center. Websites used should provide definitions, explanations, examples, supplementary exercises for extra practice and provide student with instant feedback. Online grammar tasks can be performed individually, in pairs or in small groups; interactive or collaborative; synchronously or asynchronously. Comparisons of grammar pre- and post-test results showed significant improvement in grammar skills of students who were exposed to the above-mentioned online tasks. Illustrative examples and teacher and students roles will be given in detail.

Views

Exploring Online Collaborative Translator Training in an Online Discussion Forum

Journal of Applied Linguistics and Language Research , 2017

An asynchronous online translation discussion forum was created and used to post texts to be tran... more An asynchronous online translation discussion forum was created and used to post texts to be translated by participating English-Arabic student translators from different countries. Volunteer translation instructors read participants' translations and gave communicative feedback on the location and types of errors. Errors were color-coded. No correct translations were provided. The participants revised their translations and re-posted them for further feedback. Each translation was subjected to several revisions and re-submissions before it reached an acceptable level. Translation tips were given. The participants had access to a variety of online dictionaries and resources. At the end of the semester, participants responded to a questionnaire regarding their online collaborative experience. Participant views and further reflections on online translation instruction are given.

Views

Technology Integration in Translator Training in Saudi Arabia

Although translation students at the college of Languages and Translation in Saudi Arabia take tw... more Although translation students at the college of Languages and Translation in Saudi Arabia take two courses in computer applications in translation, these two courses are inadequate in preparing translation graduates for the translation job market. Results of an interview questionnaire have showed that the content of these courses is inadequate. In the introductory course, students are introduced to the components of computers, computer hardware and they are trained to use the MS WORD, POWERPOINT and EXCEL programs. In the advanced course, the students are introduced to theoretical issues in machine translation. They never have a chance to use machine translation systems. In order for the students to be able to meet the demands of the translation labor market in the 21 st century, they need to practice using advance translation software such as Trados and speech recognition software. They need to be introduced to online specialized dictionaries and terminology databanks, online resources, online translation tools, translation directories, translation associations, translation journals online translation job sites, and how to communicate with other translators in other parts of the world.

Views

College Administrator-Student Communication Via Twitter

This paper analyzes the tweet content of the official Saudi language, literature and translation ... more This paper analyzes the tweet content of the official Saudi language, literature and translation institutions' Twitter accounts to find out the types of issues tweeted and characteristics of administrator-student interaction. 115 students and 5 administrators were also interviewed to find out how they perceive their institution Twitter accounts and their advantages and shortcomings. It was found that only 20 (34%) language, literature and translation colleges and departments at 10 universities have Twitter accounts. Twitter is mainly used for announcements about admission, registration, drop-ad and withdrawal dates, exam schedules, class cancellation, extra-curricular activities, student clubs, and others. Announcements are mainly tweeted in Arabic; whereas English is used for course-related issues and language learning tips. Photos tweeted consist of images of course lists, memos, forms and schedules, activities and functions held by the students and faculty. No significant differences between male and female department Twitter accounts were found in the above aspects. Both students and administrators find Twitter to be very useful in sending notifications about the department logistics and functions in a quick and easy way. Results of the quantitative and qualitative analyses of the Twitter accounts under study together with student and administrator views are reported in detail.

Views

Interlingual Pronoun Errors in English-Arabic Translation

Unlike English, Standard Arabic has two forms of subject pronouns: Independent such as ?na (I), a... more Unlike English, Standard Arabic has two forms of subject pronouns: Independent such as ?na (I), and a pronominal suffix that is an integral part of the verb such as katab-tu (I wrote). Independent subject pronouns are commonly used in nominal sentences, not verbal sentences. Use of independent subject pronouns in verbal statements depends on syntactic, pragmatic, discoursal and semantic factors available in a particular context. The present study investigates translation students' awareness of the syntactic, pragmatic and discoursal restrictions that determine the use of Arabic subject pronouns when translating connected discourse from English into Arabic. An error corpus of faulty uses of Arabic independent subject pronouns was collected from the translation projects of senior students majoring in translation. Syntactic, pragmatic and discoursal criteria were used to judge the deviations. It was found that students translate imitatively rather than discriminately. Since English sentences begin with a subject pronoun such as I, he, they, the students used an independent subject pronoun followed by a verb + pronominal suffix in declarative, affirmative statement, without realizing that the subject is contained in the verb, and use of ?na or huwa is redundant. Implications for increasing students' awareness of pragmatic, discoursal and syntactic constraints in translating English pronouns into Arabic are provided.

Views

ARAB PREFERENCE FOR FOREIGN WORDS OVER ARABIC EQUIVALENTS

In the first half of the 20th century, Arab countries were mainly colonized by Britain and France... more In the first half of the 20th century, Arab countries were mainly colonized by Britain and France. English and French became dominant in education and business. As most Arab countries gained independence in the 1950-1960’s, the cultural and linguistic influence of those colonizers continued. Therefore, use of Arabic as a national language was called for. Arabization became a widespread endeavor. Despite that, English became a dominant second/foreign language in some Arab countries, French in others, especially in the past decade or so with the advent of satellite T.V., Internet, social media and advancements in technology. A new linguistic phenomenon has appeared. Many Arabs, T.V. anchors and social media users prefer to use English or French words although Arabic equivalents exist. For example, students use "class, project, cancel, mobile"; Facebook and Twitter users use "share, comment, like, profile, message, tweet, hashtag"; and T.V. anchors use "break, agenda, politic, media" and others. A corpus of commonly used English/French words was collected. A sample of language and translation students and faculty was tested and surveyed to find out whether they were familiar with the Arabic equivalents to foreign words commonly used, reasons for preferring to use foreign words, although Arabic equivalents exist, and the effects of this phenomenon on Arabic and education. Results showed that instructors identified 56% of the Arabic equivalents to foreign words on the test, whereas students identified 52%. Students gave more accurate Arabic equivalents. The participants gave historical, sociolinguistic, technological and globalization factors that affect the preference of foreign words to Arabic equivalents, in addition to brevity, poor knowledge of Arabic equivalents, especially new coinages. They think it is more prestigious to use foreign words, "everybody is doing it" and "it's a habit". Foreign words attract customers' attention more than native words, and more customers can be reached worldwide.

Views

Enhancing Reading and Speaking Skills In EFL Through Multicultural Children's Short Stories

This study proposes a model for integrating multicultural children's short stories as an extensio... more This study proposes a model for integrating multicultural children's short stories as an extension activity or as a supplement to in-class instruction to develop college students' reading and speaking skills in English as a foreign language (EFL), together with cultural awareness. It gives the advantages of using multicultural children's short stories; criteria for selecting multicultural children's short stories; examples of multicultural children's short stories and examples of websites where the instructor can find multicultural children's short stories; reading and speaking skills that can be developed with multicultural children's short stories; and instructional stages with multicultural children's short stories. Reading and speaking tests can be used to measure students' skill level before and after instruction. A questionnaire-survey can be also used to assess improvement in the students' multicultural awareness as a result of using multicultural children's short stories.

Views

To Dr Reima with Love.pdf

For 26 years, I have taught all kinds of English language courses to all college levels and I enj... more For 26 years, I have taught all kinds of English language courses to all college levels and I enjoyed every minute of it. The best part of my teaching career was interacting with students, especially in the online courses where students felt free to post whatever they wanted. They expressed their thoughts, views and feelings in their own words and commented on classroom activities. This had positive effects on their attitudes as well as English language skill development. They took every opportunity to show how much they appreciated what I was doing for them. In this volume, I have only compiled a sample of 100+ messages from freshman students only in which they show words of appreciation to me. Compiling all the thank-you notes and messages of appreciation from all the students whom I have taught would fill several volumes. I have left the students' messages unedited. No grammatical, spelling, capitalization or punctuation errors were corrected. The messages vary in length, genre and sophistication level. But in all the messages, the reader would feel their true and sincere feelings. I will always cherish every word my students wrote to me and will always cherish every moment I spent teaching and interacting with them.

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إلى د ريما مع التحية

يحتوي هذا الكتاب على عينة من رسائل وبطاقات الشكر والتقدير التي تلقيتها من طالباتي وبعض الطلاب أث... more يحتوي هذا الكتاب على عينة من رسائل وبطاقات الشكر والتقدير التي تلقيتها من طالباتي وبعض الطلاب أثناء فترة عملي بالجامعة. ولو أردت أن أجمع جميع كلمات الشكر والعرفان التي وصلتني من طالبات على مدى أكثر من 26 عاما لما اتسعت لها مجلدات. إن هذه الرسائل وغيرها هي ذكريات خالدة ستبقى حية في قلبي وذاكرتي ما حييت. شكرا لكن طالباتي العزيزات - أينما كنتن - على كل كلمة جميلة كتبتنها لي. مع تمنياتي لكن بالتوفيق والسداد والله يرعاكن.

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Reaching Out: Support Messages To and From My Students

This book contains some of the support messages that I have written to some of my freshman studen... more This book contains some of the support messages that I have written to some of my freshman students at the College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia. It also contains some of the support messages that my freshman students have written to me and to each other on different occasions, and posted in our online discussion forums. I am presenting those messages to students learning English as a foreign language (EFL) to help them overcome similar issues and problems. EFL students can also read them as an extensive reading activity. I have kept the students' messages unedited. No corrections were made. The messages reflect different competency levels, but they all show the students' true feelings, warmth, and eagerness to write for communication.

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This booklet contains a collection of short articles that I wrote for my EFL freshman students ab... more This booklet contains a collection of short articles that I wrote for my EFL freshman students about the homes I have lived in Jordan, Saudi Arabia, Malaysia and the USA. The aim of the articles was to help develop the students' reading comprehension skills. Both teachers and students can use these articles as an extensive reading activity. Further articles will be added in the future editions of this booklet.

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يوميات رمضانية

خلال الأعوام القليلة الماضية قضيت بضعة أيام من رمضان في كل من مكة المكرمة والمدينة المنورة. كل ي... more خلال الأعوام القليلة الماضية قضيت بضعة أيام من رمضان في كل من مكة المكرمة والمدينة المنورة. كل يوم كنت أسجل بعض الملاحظات على ما يدور أمامي في الحرمين الشريفين من سلوكيات مقبولة وغير مقبولة تصدر عن زوار الحرمين الشريفين وأنشرها على الفيسبوك، وارتأيت أجمعها في هذا الكتاب.

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معجم الكلمات المنحوتة في اللغة العربية

أقدم للطلاب هذا المعجم الذي يحتوي على قائمة بالكلمات المنحوتة في اللغة العربية القديمة والحديثة، ... more أقدم للطلاب هذا المعجم الذي يحتوي على قائمة بالكلمات المنحوتة في اللغة العربية القديمة والحديثة، العامة والمتخصصة، والمستعملة والشائعة بين جمهور العامة والمتخصصين وغير المستعملة. والنحت في اللغة العربية هو أحد الطرق المستخدمة في توليد الكلمات الجديدة أي استحداث كلمة جديدة بدمج كلمتين معا بالطرق التالية: (أ) دمج الحروف الأولى من جملة مثل (بسمل من بسم الله الرحمن الرحيم، (2) دمج حرفين مثل "عما" من (عن + ما)، أمن (أم + من)، (3) دمج ظرف مع كلمة مثل "خارج فوق تحت غب قبل بين" مثل "قبتاريخي من (قبل + تاريخي)، بيخلوي (بين + خلوي)، وهنا يتم حذف حرف من الظرف (4) دمج لا النافية + كلمة مثل لاإنساني ، لا صفي، اللاسلم واللاحرب، (5) دمج جزء من كلمة مع كلمة كاملة مثل "صهيوأمريكي" نحتت من (صهيوني + أمريكي)، أوراسيا نحتت من (أوروبا + آسيا)، (6) دمج فعلين معا مثل حبقر من (حب وقر) وضبطر من (ضبط + ضبر) وصلدم من (صلد + صدم)، (7) دمج مضاف ومضاف إليه وذلك حذف حرف من كلمة ودمجها مع كلمة أخرى مثل عبشمس من (عبد شمس) وهي منحوتات قديمة غير مستعملة في عصرنا الحاضر. هذا ويحتوي المعجم كلمات منحوتة مستعارة من لغات أخرى ولكنها مستخدمة وشائعة في اللغة العربية خاصة الأخبار والتحليلات السياسية مثل بترودولار، إسلاموفوبيا، جيواستراتيجي. كما يشمل منحوتات عربية مكونة من بادئة أو لاحقة أجنبية دمجت مع كلمة عربية كما في جيوسياسي، عسكريتاريا، بتروكيماويات. ويتضمن منحوتات علمية حديثة مثل نفسجي من (نفسجي + جسمي)، كهروطيسي، برمائيات، كهرومائي، نقحرة، هندرة. وبه منحوتات شائعة في السياقات الإخبارية والسياسية مثل مجوقلمن (منقول جوا)، أورومتوسطي من (أوروبي + متوسطي)، ويشمل منحوتات علمية حديثة تبدو غريبة وغير مفهومة مثل بَطنَقَدميَّات - بُلْطَقَدَميَّات وغيرها هي أيضا غير مستخدمة، ولكن ارتأيت أن أضمنها في المعجم من باب العلم بالشيء. هذا ولقد جمعت المنحوتات القديمة وبعض المنحوتات العلمية من مصادر ومواقع إنترنت متعددة. أما المنحوتات المستعارة والعربية الحديثة المتداولة وتلك التي تحتوي على "لا النافية" فقد جمعتها مما أعرفه ومن مشاهد البرامج السياسية والحوارية ونشرات الأخبار على التلفاز، وقراءة الأخبار في مواقع الإنترنت. هذا ولقد وضعت أمام كل كلمة منحوتة الكلمتين اللتين تتكون منهما، وشرحت معنى المنحوتات الصعبة منها بشرح مختصر أو بإعطاء مثال على سياق ترد فيه. وبينت إن كانت الكلمة المنحوتة قديمة أم حديثة، عامة أم علمية.

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تغريداتي حول الترجمة

جمعت في هذا الكتاب التغريدات التي كنت قد نشرتها على تويتر حول بعض مهارات الترجمة وأخطاء الترجمة و... more جمعت في هذا الكتاب التغريدات التي كنت قد نشرتها على تويتر حول بعض مهارات الترجمة وأخطاء الترجمة وبعض الكلمات ذات المقابلات العربية المتعددة وبعض المصطلحات في عدد من التخصصات ومقابلاتها العربية.

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رسائل تعليمية وتربوية

يحتوى هلذ الكتاب على مجموعة من المقالات التي كتبها على الفيسبوك وفي مدوناتي ومنتداي في فترات متفر... more

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يوميات وخواطر على الفيسبوك

يحتوي هذا الكتاب على مجموعة من الخواطر واليوميات التي كنت قد كتبتها على الفيسبوك في فترات زمنية م... more

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العيد في حياتي

أقدم في هذا الكتاب بعضا من تجاربي وذكرياتي عن الأعياد منذ الطفولة حتى الوقت الحاضر. كلها تجارب شا... more

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Maximizing ESL freshman readers’ skill with online instruction

The chapter shows instructors how reading comprehension can be effectively taught to struggling E... more The chapter shows instructors how reading comprehension can be effectively taught to struggling EFL/ESL college readers by using strategies such as: Predicting the text content from the title, underlining main ideas, numbering the details, writing the topic in the margin, circling words that signal organization, relating the title to the topics and subtopics by a tree diagram while reading, and summarizing them in a chart after the reading; deriving word meaning from context; decoding words in context by underlining silent letters; breaking words into their component parts using slash lines; circling pronouns and their antecedents; recognizing sentence types; connecting text content with students’ background knowledge; and circling key words in a paragraph while skimming. Sample texts will be used for illustration.

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Developing and Testing Reading Skills Through Art Texts

Since Saudi graduate students majoring in art education are not proficient in English, they are r... more Since Saudi graduate students majoring in art education are not proficient in English, they are required to take an English for art purposes course to enable them to read and comprehend art reference material in English and translate the required information for their assignments and theses. Based on a needs assessment questionnaire and an English Proficiency Test results, a reading course was especially designed to meet art education students’ academic, professional and communication needs. At the end of the semester, the students were posttested. A detailed description of reading course: skills developed, art materials selected, reading test developed, reading skills tested, and results of the training are reported.

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Cross-cultural Communication: Saudi, Ukrainian, and Russian Students Online

This paper describes a cross-cultural online writing project in which three English-a... more This paper describes a cross-cultural online writing project in which three English-as-a foreign language (EFL) college instructors in Ukraine, Russia and Saudi Arabia and their undergraduate students participated. The aim of the project was to develop students’ writing skills in EFL, to develop their awareness of local and global cultural issues and events, and to develop their ability to communicate and interact with students from other cultures. Thirteen discussion threads, twenty external links, nine documents, three assignments, a photo gallery and PowerPoint presentations were posted in the Nicenet course-site. Quantitative and qualitative analyses of the students’ messages and reactions are reported.

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Social Networks and Creative Writing in EFL

A sample of Facebook creative writing club pages created by Arab Facebook users and a sample of F... more A sample of Facebook creative writing club pages created by Arab Facebook users and a sample of Facebook creative wall posts from each creative writing club page were collected and examined. The study aimed to find out the types of creative text forms (genres), themes and discoursal features of the Facebook English creative texts posted by non-native writers. In addition, a sample of Facebook Arab creative writers who are non-native speakers of English was surveyed to find out the personal, social, and cultural factors that impact their creativity in English as a foreign language. The chapter describes the data collection and analysis procedures and the challenges that a researcher faces in collecting, sorting out and analyzing creative texts posted on the Facebook wall. It reports results quantitatively and qualitatively. Implications for developing creative writing skills in foreign/second language learners using Facebook are given.

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Online English-Arabic Specialized Dictionaries

The College of Languages and Translation, at King Saud University in Riyadh, Saudi Arabia prepare... more The College of Languages and Translation, at King Saud University in Riyadh, Saudi Arabia prepares undergraduate Arabic native-speaking students to become translators and interpreters. In the first 4 semesters of the 5-year program, students take 20 hours a week of listening, speaking, reading, writing, vocabulary building courses. Then they take 6 interpreting and 18 translation courses in 18 subject areas: medicine, physical science, computer science, agriculture, education, sociology, oil industry, law, media, military, security, literature, commerce, business administration and others. Since many Saudi students at COLT nowadays own a smart phone and/or a laptop and have access to the internet, many resort to online English-Arabic online dictionaries to check the meanings of the difficult words that they encounter in their translation and language courses. The present study aims to examine the content of 3 online English-Arabic terminology databases: (i) The Saudi Terminology Databank which includes 400,000 terms in many subject areas; (ii) Dictionaries of Arabic Language Academy in Cairo which cover 36 subject areas; and (iii) Dictionaries of the Arabization Center in Morocco which include 20 specialized dictionaries. It aims to find the number of entries in those terminology databases, adequacy and accuracy of Arabic equivalents provided, the types of linguistic information provided in their online entries, and how up-to-date the entries are, i.e. whether they cover the most recent terms and neologisms and update their content on a regular basis. A sample of terms and neologisms was made and each term was looked up in each of the online English-Arabic terminology databases. It was found that the Arabic Language Academy Terminology Databases gives explanatory equivalents. However the coverage is limited and most recent terms are not included. The context and subject area in which equivalents are used are not given. Similarly, the Arabization Center Terminology databases are limited in coverage and are not regularly updated. No explanatory equivalents are given. The Saudi Terminology Databank provides the context and subject area in which an equivalent is used. However, equivalents are not extensive, i.e. given in some subject areas but not others. The presentation will describe the linguistic information provided in the entries of each terminology database. It will provide examples, show the equivalents provided in each and give the strengths and shortcomings of each terminology database. Recommendations for improving and updating English-Arabic online terminology databases will be also given.

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Integrating Ethnic Culture Facebook Pages in EFL Instruction

An ethnic group is a social group sharing a common and distinctive homeland, language (dialect), ... more An ethnic group is a social group sharing a common and distinctive homeland, language (dialect), cultural heritage, ancestry, history, religion, food, costumes, literature, arts, sports, architecture…etc. An ethnic group can be large, consisting of hundreds of millions of individuals such as Arabs, Bengali and Han Chinese people. It can also be small consisting of few thousand individuals such as Native American Indians, Amish and Mennonite groups in the USA; Maoris in New Zealand or aborigines of Australia. It can be a minority within a larger society such as ethnic Chinese or Spanish people in San Francisco; Berbers (Amazigh), Turkmen, Chaldeans and Syriacs in Arab countries. Culture and language, as Kuo & Lai (2006) indicated, are inseparable. To enhance students' linguistic development, instructional strategies for teaching a second/foreign language through culture should be implemented. They added that culture must be incorporated outright, as an essential component of second language learning and teaching. A review of the literature has revealed numerous studies that integrated several cultural elements (themes) in foreign/second language instruction using a variety of activities and technologies such as Rowan (2001), Paige, Cohen & Shively (2004), Yang (2006), Scarino, Crichton & Woods (2007), Schmidt (2008) and Sanchez (2009). Since prior studies have not investigated the effect of integrating ethnic culture(s) and social networks in second/foreign language instruction, the present study presents a model for integrating ethnic culture Facebook pages in second/foreign language learning and teaching. The model aims to help develop college students' proficiency level in EFL/ESL, i.e. their listening, speaking, reading, writing and vocabulary skills; help them explore, understand, compare and contrast ethnic cultures or sub-cultures of interest to them; help them accept and respect diversity, develop a sense of pride in ethnic background, develop a liking for traditional and social activities of "my ethnic group"; and help them create a sense of belonging to a particular ethnic group or ethnic culture. 2. Materials and tasks The instructor and his/her students can create an ethnic culture page on Facebook to share information and knowledge about a particular ethnic group, sub-groups or several ethnic groups within the same country or across several countries. They can use English to study several elements (themes) of the ethnic culture(s) under study such as language, religion, dance, music, architecture, food (cuisine), customs, art, children's literature, festivals, sports or costumes that differ from place to place within the country or across several countries. 3. Instructional Strategy with Facebook: The instructor sets goals for creating an ethnic cultural Facebook page, tells the students what they need to do and focus on, and gives pre-questions to help them focus on the cultural element (theme) they need to explore. EFL students should focus on a single theme of ethnic culture at a time (over one or two weeks). The cultural themes chosen should depend on the students' interests, degree of familiarity, difficulty level and complexity and students' proficiency level in English. The students can search for articles, pictures, podcasts or videos related to the cultural theme under study on their own. Then post a summary, a picture or video related to the theme on the timeline. They should not copy and paste from the internet or any other source. They should not listen to a podcast, or watch a video passively without having to perform a task specified by the instructor. They should summarize what they read in their own words, state their opinions, compare and contrast different sub-cultures in relation to the cultural theme under study. The students should be required to respond to, engage, participate, and be actively involved in the discussion and comments. The students discuss posts, answers to questions, summarize or retell content posted on the timeline orally in class. To motivate students to post cultural information, photos, videos, and podcasts, each can keep a log of her/his contributions. The instructor can give extra credit and include the Facebook timeline content on tests. During all instructional phases, the instructor serves as a facilitator. The students should not be left to work on their own and should not post any material or irrelevant information on the timeline that has nothing to do with the cultural theme. The instructor should support inquiries while interacting with the students and should encourage them to fully participate in learning. His/her guidance is crucial in facilitating use of Facebook to improve students’ English language skills, background and vocabulary knowledge. S(he) encourages and models the skills and cultural themes that the students need to acquire or practice. 4. Conclusion Introducing EFL students to different elements of ethnic culture, similarities and differences between the ethnic cultures of the country and an ethnic culture that exists in several regions is an indispensable part of second/foreign language teaching and learning. L2 instructors can exploit latest technologies and social networks in helping student develop their second language listening, speaking, reading, writing and vocabulary skills together with their ethnic cultural competence.

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Translation of English and Arabic Binomials by Advanced and Novice Student Translators

This study examines English and Arabic binomials, identifies the similarities and differences in ... more This study examines English and Arabic binomials, identifies the similarities and differences in their semantic and syntactic features and semantic relations between the members of binomials. It also investigates translation students’ ability to comprehend and translate binomials from English to Arabic and vice versa. Analysis of a corpus of English and Arabic binomials showed 3 binomials categories: (i) binomials that exist in English but have no equivalents in Arabic, (ii) those that exist in Arabic but have no equivalents in English and (iii) those that exist, ie., are similar in both languages. In addition, some binomials are culture-specific. A sample of translations students translated a sample of English and Arabic binomials. Responses were analyzed to find out problematic areas and strategies they use in translating binomials especially those with a cultural content. Results are reported and recommendations for teaching and learning how to translate binomials are given.

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Assessing EFL College Instructors’ Performance with Digital Rubrics

Many program coordinators and college administrators are unable to accurately and dispassionately... more Many program coordinators and college administrators are unable to accurately and dispassionately assess instructors’ performance. There are discrepancies and biases in their evaluation reports. As a result, instructors are unhappy and feel underrated. Beginning and new instructors, in particular, are not informed of what is expected of them. For those reasons, this article proposes the use of digital rubrics to ensure the reliability of teacher performance assessments. A rubric is a scoring guide that consists of specific pre-established performance criteria, used for evaluating students and teachers’ performance. In this article digital rubrics have been created for evaluating EFL college teachers’ linguistic and professional competencies using the iRubric building tool of RCampus LMS.

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Promoting EFL Secondary Students’ Extensive Reading Skills

Extensive reading means reading in quantity to gain a general understanding of the material read.... more Extensive reading means reading in quantity to gain a general understanding of the material read. The purpose of extensive reading is to train students to read directly and fluently in English as a foreign language (EFL) for pleasure without the help of their teacher. It aims to develop good reading habits, expand the students’ knowledge of vocabulary and grammatical structures; to develop an interest in reading, increase overall comprehension; to enable the students to read independently, familiarize them with relevant socio-cultural material; and to encourage reading for pleasure. It develops at the student's own pace according to his/her individual reading and linguistic abilities. The article presents teachers with a lesson plan for promoting EFL secondary students' extensive reading skills.

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Assessing EFL College Instructors’ Performance with Digital Rubrics

Many program coordinators and college administrators are unable to accurately and dispassionately... more Many program coordinators and college administrators are unable to accurately and dispassionately assess instructors’ performance. There are discrepancies and biases in their evaluation reports. As a result, instructors are unhappy and feel underrated. Beginning and new instructors, in particular, are not informed of what is expected of them. For those reasons, this article proposes the use of digital rubrics to ensure the reliability of teacher performance assessments. A rubric is a scoring guide that consists of specific pre-established performance criteria, used for evaluating students and teachers’ performance. In this article digital rubrics have been created for evaluating EFL college teachers’ linguistic and professional competencies using the iRubric building tool of RCampus LMS.

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Early Language Development: Bridging Brain and Behavior (book review)

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Early Language Development: Bridging Brain and Behavior

This is a review article of the book with reflections and comments comments. The book has ten cha... more This is a review article of the book with reflections and comments comments. The book has ten chapters: (1) A general introduction to event-related potentials (ERPs) methodology and various issues arising in infant studies; (2) a comprehensive overview of key ERP studies investigating phoneme, word, and sentence processing during early language development; (3) the infant s ability to segment words from the continuous auditory speech stream; (4) the problem of word segmentation and the processes underlying word segmentation; (5) an overview of a cross-sectional investigation addressing the onset of word from recognition in English and Welsh infants based on behavioral measures; (6) how ERPs can provide fundamental insight into the ontogenesis of the semantic system between 12 and 14 months; (7) an account of the phonological, prosodic and semantic processing of single words in children between the ages of 3 months and 3 years; (8) a case for experimentation to be grounded in cognitive theory; (9) a description ERP patterns elicited by phrase structure violations in 24-and 32.5 month-olds and compare them to those of adult listeners; and (10) a discussion of the prospects and challenges involved in language acquisition and ERP research approaches.

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Left to my own devices: learner autonomy and mobile-assisted language learning

This new book from Emerald Group Publishing Ltd contains ten chapters as follows: (1) Language le... more This new book from Emerald Group Publishing Ltd contains ten chapters as follows: (1) Language learning defined by time and place: A framework for next generation designs by Agnes Kukulska-Hulme; (2) Towards a rationale for mobile learning by Frank Farmer and María Elena Llaven Nucamendi; (3) Language learning on the move: A review of mobile blogging tasks and their potential by Anna Comas-Quinn and Raquel Mardomingo; (4) Learning on location with AMI: The potentials and dangers of mobile gaming for language learning by David Robinson; (5) Mobile learning in action: Towards a formulaic approach to second language acquisition by Yanling Su Jones; (6) Mobile technology and student autonomy in oral skill acquisition by Reima Al-Jarf; (7) Mobile technology, collaborative reading, and elaborative feedback by Philip Murphy, David Bollen, and Craig Langdon; (8) Bringing the world into the institution: Mobile intercultural learning for staff and students by David M. Palfreyman; (9) Workplace mobile-assisted second language learning: Designing for learner generated authenticity by Lisa Gjedde and Mads Bo-Kristensen; (10) Learning Greenlandic by SMS: The potentials of text messages support for second language learners in Greenland by Barfuss Cathrine Ruge.

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الجامعة المتجددة: تغيير “الحمض النووي” للتعليم العالي من الداخل إلى الخارج

صدر كتاب “الجامعة المتجددة: تغيير “الحمض النووي” للتعليم العالي من الداخل إلى الخارج” للمؤلفين ... more صدر كتاب “الجامعة المتجددة: تغيير “الحمض النووي” للتعليم العالي من الداخل إلى الخارج” للمؤلفين كلايتون كريستنسن وهنري إيرينج عن دار وايلي للنشر عام 2011، ضمن سلسلة جوسي- باس للتعليم العالي وتعليم الكبار. ويقع الكتاب في 475 صفحة من القطع المتوسط. وقد وجه المؤلفان الكتاب إلى كل من له اهتمام بمصير التعليم العالي من طلاب وآباء وخريجين قدامى، وارباب عمل، ودافعي ضرائب، ومشرعين وغيرهم من واضعي السياسات. ويتكون من 5 أبواب هي: 1. الباب الأول بعنوان “إعادة تأطير أزمة التعليم العالي” ويدور حول معضله المجدد التربوي والمخاطر التي تهدده ومبررات الأمل. 2. الباب الثاني وعنوانه “الجامعة الأمريكية العظيمة” وتدور فصوله حول دور الكلية البروتستانتية، وتشارلز إليوت مؤسس التعليم العالي في أمريكا، والأكاديمية الرائدة، وإعادة إحياء كلية هارفارد، والكلية المتغيرة، وحوافز التميز، وطموحات الاربع سنوات في ريكس بيرج ، وقوة جامعة هارفارد المتنامية، والبقاء متجذرا. 3. الباب الثالث وعنوانه “مرحلة النضج للخروج عن المألوف”. ودور فصوله حول القيمة الوزنية للحمض النووي، حتى في جامعة هارفارد، والمؤسسات التعليمية الهشة، والمنافسة الخارجة عن المألوف. 4. الباب الرابع وعنوانه "نوع جديد من الجامعات"، وتدور فصوله حول مرحلة البداية، ورفع مستوى الجودة، وتخفيض النفقات، وخدمة عدد أكبر من الطلاب. 5. الباب الخامس وعنوانه "إعادة الهندسة الوراثية"، وتدور فصوله حول نماذج جديدة، والطلاب والمقررات، وحمض نووي جديد، والتغيير والجامعة الحتمية. إضافة إلى تقدمة المؤلفين وتمهيد وكشاف للموضوعات.

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Women, Gender and National Curricula: Gulf and Saudi Arabia

The article assesses the impact of the national curricula including textbooks, women’s sports, ho... more The article assesses the impact of the national curricula including textbooks, women’s sports, how women are presented in a nationalist curriculum in the Gulf States and Saudi Arabia on women. The article touches upon women’s experiences in the Gulf States and Saudi Arabia, women’s voices, women’s interpretations and understandings of women, gender and national curricula. The historical context is also described.

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ضرورة تعليم اللغة العربية والدين الإسلامي لأبناء الجاليات العربية في المهجر

أهمية اللغة العربية • لغة القرآن • لغة 300 مليون عربي. • يتعلمها المسلون كلغة اجنبية. • لغة النفط... more أهمية اللغة العربية • لغة القرآن • لغة 300 مليون عربي. • يتعلمها المسلون كلغة اجنبية. • لغة النفط. • احدى لغات الامم المتحدة. • خامس لغة في العالم. أثر اللغة العربية في اللغات الأخرى • الكلمات العربية في اللغة الاسبانية الانجليزية والفرنسية والماليزية والتركية والفارسية والأوردية والهندية والعبرية والاوكرانية. • لغات تكتب بحروف عربية. • الظواهر اللغوية في اللغة العربية. • عمر اللغة العربية • ثراء اللغة العربية • تاريخنا التليد. رأي الآخرين في اللغة العربية • رأي Koutsoudas • رأي الطالب الإيراني • أهمية اللغة العربية للغويات اهتمام الشعوب بلغاتها  الالمان والفرنسيون والأسبان يرفضون الحديث بغير لغتهم  ارمينيا  اليونان  كوريا  سياسة اسرائيل في تعليم اللغة العبرية  تيمور الشرقية  اللغة الاوكرانية اهتمام الشعوب بلغاتها  عندما يعيش الاجانب في الدول العربية وغيرها.  يتر ومحمد ابا الخيل وتعليم اللغة التركية لأبنائهم.  اليونانية المتزوجة من بريطاني تتحدث مع ابنتها باليوناني.  س تتحدث الى الطفلة لويز بالفرنسي ووالدها الامريكي يتحدث اليها بالانجليزي.  الطفلة التايوانية على الطائرة.  أفق الطالب التركي. (تركيا تمنع العرب من استخدام لغتهم وعليهم وضع ابنائهم في مدارس تركية والتحدث باللغة التركية.  الاقليات في لبنان والأردن (الارمن، الشركس).  الاقليات الصينية والأسبانية في امريكا.  السفراء والوزراء ورؤساء الدول الاجانب يتحدثون بلغتهم قي المحافل الرسمية.  في الجامعة الاسلامية العالمية مطلوب على الطلاب الاجانب دراسة اللغة الماليزية كمتطلب من متطلبات الجامعة.  عدد الساعات المخصصة للغة الماليزية يفوق أي مادة حتى الدين.  ماليزيا واندونيسيا تعقدان مؤتمرا سنويا لتطوير اللغة الماليزية.  القراءة في القطارات، على الطائرات، المطارات، ووقت فسحة الغذاء.  الذهاب الى المكتبة العامة بعد الدوام.  اخذ الاطفال الى المكتبة العامة يوم الاحد.  انظمة التعليم تنمي عادة القراءة في المرحلة الابتدائية وتشجع البحث وتنمي مهارات استخدام المكتبة منذ الصغر. انحسار اللغة العربية  اللغة العربية في وسائل الاعلام.  اللغة العربية في الشوارع والمحلات.  تزايد نسبة الطلاب العرب الذين يدرسون في مدارس اجنبية في بلادنا.  احتقارنا للغة العربية.  اللغة العربية لا تصلح لشيء.  اللغة الانجليزية أهم، لغة عالمية، لغة العصر، لغة العلم والتكنولوجيا والانترنت والأبحاث والمراجع، ضرورية للعمل والتواصل تقصيرنا تجاه اللغة العربية  لا ندعم تعليم وانتشار اللغة العربية كما تدعم امريكا وبريطانيا تعليم اللغة الانجليزية.  المسئولون من وزراء وسفراء يستخدمون اللغة الاجنبية في المحافل الرسمية.  الكثير من الاباء يريدون تعليم ابناءهم اللغة الانجليزية بدلا من اللغة العربية ويخاطبون ابناءهم باللغة الانجليزية في المنزل.  في دبي الكل يتحدث انجليزي ثم هندي واللغة العربية الثالثة.  منظمة AHWAاعتمدت اللغة الانجليزية لغة لها.  هاني حواس يرسل رسائل الكترونية بالإنجليزي لأنه لا يعرف الطباعة بالعربي. اللغة العربية في المهجر  استخدام الام اللغة الاجنبية في مخاطبة الطفل في المنزل.  صعب على الطفل أن يتعلم عدة لغات.  حتى لا ”يتلخبط“.  حتى يستطيع ان يلعب رفاقه ويتواصل معهم.  التعليم في المدارس الاجنبية افضل من المدارس العربية.  الطفل لا يحتاج الى اللغة العربية.  يمكن أن يتعلم الطفل اللغة العربية عندما يكبر.  خليل لا يعلم ولده عربي لأنه كثير عليه يدرس خمس لغات (الان يدرس روسي واوكراني وألماني وإنجليزية وبعدين يدرس عربي عندما يكبر)  خليل يفتح لابنه التلفزيون على القنوات العربية ولكنه لا يلقي اليها بالا.  وهيبة المغربية  في حالة الزواج من جنسية اخرى، من يتحدث العربية هو الذي يتنازل  جميع الامهات يحرصن على تعليم ابنائهن لغتهن الا الامهات العربيات  شعورنا بالنقص.  اقصر الطرق الى الرقي والتحضر.  عمي عادل وأولاده  فريدة ومنذر  عبيدة وابنها  نورة مهذبي وابنها الدين في المهجر  عدم تعليم مبادئ الدين للطفل.  عدم تعليم الثقافة العربية والتاريخ الاسلامي للطفل.  عدم ممارسة بعض شعائر الدين.  الاحتفال بعيد الميلاد والفصح.  عدم الاحتفال بأعيادنا.  عدم تعريف الطفل بغيره من الأطفال المسلمين. ضرورة تعليم اللغة العربية  اذا لم يتعلم الطفل اللغة العربية في الصغر  اللغة والانتماء  اللغة والهوية  اللغة وعاء الدين (زليخة لا يعني لها القرآن كثيرا لأنها لا تعرف عربي،  اللغة والثقافة العربية، مرسادا لا تفهم القرآن عندما تقرؤه بالإنجليزي)  اللغة نافذة على العالم  احلال لغة مكان لغة  التعلم الرسمي غير كاف  التعلم غير الرسمي  قدرة الطفل على تعلم عدة لغات في آن واحد  تعلم النطق الصحيح  التعليم بدون مجهود  اللغة الفصحى والعامية  دورنا في الحفاظ على لغتنا وثقافتنا وتراثنا كيفية تعليم اللغة العربية  مخاطبة الام والأب للطفل باللغة العربية في المنزل منذ الولادة وطوال الوقت  القراءة للطفل باللغة العربية قبل المدرسة  القراءة مع الطفل عندما يدخل المدرسة  تعليمه مبادئ القراءة  برامج حاسب تعليمية  قنوات التلفزيون العربية  افلام كرتون بالعربية  اناشيد عربية  اهداء الطفل كتب عربية  انشاء مكتبة بها كتب عربية للجالية العربية كيفية تعليم مبادئ الدين والثقافة الاسلامية  تحفيظ الطفل سور قصيرة  حكاية قصص قصيرة مبسطة اسلامية قبل النوم  تعليمه الصلاة  ممارسة الصوم  اصطحابه الى المسجد والى الصلاة، وصلاة العيد.  الصلاة جماعة في المنزل.  الاحتفال بأعيادنا حتى ولو على مستوى الاسرة الصغيرة (شراء ملابس جديدة، هدايا العيد، كعك العيد، تزيين المنزل).  دعوة اصحابه من غير المسلمين للاحتفاء بأعيادنا

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كيف تعد بحثا

مهارات عامة لإعداد بحث لطلاب البكالوريوس.

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الاستذكار علم وفن

Prof. Reima Al-Jarf Riyadh, Saudi Arabia Mobile #: +966555122845 http://fac.ksu.edu.sa/raljurf

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Empowering EFL PY Students with Innovative Technologies

The presentation shows kinds of technologies that can be used in the EFL college classroom to dev... more The presentation shows kinds of technologies that can be used in the EFL college classroom to develop Preparatory Year students’ listening, speaking, reading, writing, vocabulary, grammar, dictionary and note-taking skills, such as: (i) using a blog or a discussion forum to develop students’ writing skills; (ii) using MP3 lessons and podcasts to develop students’ pronunciation, listening comprehension and speaking skills; (iii) a text-to-speech software to improve their oral reading skills; (iv) free ebooks to develop students’ extensive reading skills; (v) online videos to develop students ability to take notes, and record vocabulary and expressions, and others. The presentation will show how each technology can be downloaded, installed and independently used by the students under the instructor’s supervision, kinds of exercises and activities that can be developed and used for practice and evaluation. Samples of activities from each type of technology will be used for illustration.

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Impact of Multiple Technologies on ESL Students' Writing Achievement

The presentation aims to find out whether the integration of technology in traditional ESL in-cla... more

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Connecting g EFL Students & Instructors Online Instructors Online

The study will show how EFL teachers teaching the same course to the same grade or college level ... more The study will show how EFL teachers teaching the same course to the same grade or college level within the same school, school district, university, across universities in the same country, or across different countries can connect, collaborate and interact online. The aim of such online collaborative courses is to develop students’ skills in EFL, to develop their awareness of local and global cultural issues and events, and develop their ability to communicate and interact with students from the same culture or different cultures. Collaborating instructors and students can use a free Online Course Management System such as Moodle or Nicenet. Collaborating students and instructors can use online the collaborative course as a supplement to in-class instruction and can access it from home or computer lab. The study will describe online collaborative activities. Each week, a question or discussion thread that requires the students to use a particular tense or grammatical point or skill can be posted in the “Discussion Forum”, and websites related to a particular grammatical structure or skill can be added. Those websites may contain explanations, exercises, and quizzes. Documents on study skills and Powerpoint presentations can be also posted. The students are encouraged to check the links, respond to the questions and threads, to add their own links, and write about any topic that is of interest to them. The study will describe collaborating instructors and students’ roles and report the effects of such collaborative projects on skill acquisition and factors leading to their success.

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كيف تنجزين الكثير في وقت قصير

تهدف المحاضرة الى التعريف باستراتيجيات تساعد في زيادة استغلال الوقت وطرق التخفيف من مشكلات عدم تن... more تهدف المحاضرة الى التعريف باستراتيجيات تساعد في زيادة استغلال الوقت وطرق التخفيف من مشكلات عدم تنظيم الوقت وذلك عن طريق: • وضع أهداف طويلة المدى وقصيرة المدى ومتابعتها • تحليل طريقة استخدام الوقت وسوء استخدام الوقت. • تحديد مضيعات الوقت • تحديد أنماط التأجيل • كتابة قائمة بالمهام والأمور المطلوب إنجازها خلال الأسبوع • وتحديد الاولويات للمهام والالتزامات، وضع deadlines المتابعة والتفكير. • التحكم في الأعمال الكتابية والزوار والاجتماعات والمكالمات الهاتفية • تنظيم الملفات والمعلومات

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Multiple Arabic Equivalents to English Medical Terms - Translation Issues.pdf

Translation of medical texts poses several challenges to undergraduate student-translators due to... more Translation of medical texts poses several challenges to undergraduate student-translators due to multiple Arabic equivalents to English medical terms. For medical terms such as clinical, intensive care, polyp, and osteoporosis several Arabic equivalents exist. A sample of English medical terms with multiple Arabic equivalents was collected from several English-Arabic medical dictionaries to find out the types of multiple Arabic equivalents given, the shortcomings of Arabic equivalents, and the difficulties that students have with multiple Arabic equivalents. Two lists of categories with definitions and examples were developed and used in classifying and evaluating the equivalents. In addition, students answered an Arabic medical terminology test and responded to a questionnaire-survey to find out their difficulties. Results of the analysis and evaluation of the Arabic equivalents, medical terminology test, and responses to the questionnaire-survey are reported in detail. Recommendations for translation instruction are also given.

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Grammatical Agreement Errors in English Arabic Translation.pdf

159 grammatical agreement errors collected from the translation projects of nine Saudi graduatin... more 159 grammatical agreement errors collected from the translation projects of nine Saudi graduating seniors majoring in translation were analyzed. A grammatical agreement error was defined as the incorrect inflection of nouns, verbs, adjectives, anaphoric pronouns, and determiners to show a mismatch in singular, dual, or plural forms or a mismatch in masculine and feminine gender in correspondence with a subject, modified noun or antecedent. There were more disagreeing verbs than pronouns than adjectives. There were more gender than number agreement errors and more interlingual than intralingual. 27% were due to incorrect gender assignment to the controller or target, 3% were due to the inability to determine the number of the controller or target, 24% were due to inability to associate the verb, pronoun or adjective with its correct referent. There were more agreement errors when the controller was singular and plural, when the plural controller was non-human and when the controller was feminine.

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الدوريات الالكترونية

تهدف هذه الدراسة الى تعريف الحضور بما يلي: (1) الدوريات الالكترونية المتخصصة والمحكمة. (2) أنواع ... more تهدف هذه الدراسة الى تعريف الحضور بما يلي: (1) الدوريات الالكترونية المتخصصة والمحكمة. (2) أنواع الدوريات الالكترونية. (3) مزايا الدوريات الالكترونية مقارنة بالدوريات الورقية التقليدية وأهميتها. (3) أمثلة من الدوريات الالكترونية في التخصصات المختلفة. (4) مكونات الدورية الالكترونية ومكونات صفحتها الرئيسة مثل تعريف بالدورية، وهيئة تحريرها، وشروط النشر فيها، وارشيف الاعداد الصادرة، والابحاث المنشورة فيها، وطريقة ارسال البحث الى هيئة التحرير وغيرها. (5) طرق البحث والنشر في الدوريات الالكترونية. (6) التحكيم الالكتروني. (7) هل لدى الجامعات العربية دوريات الكترونية محكمة متخصصة، في أي الجامعات وأي التخصصات؟ (8) الدوريات ذات التأثير المرتفع، ودوريات معهد المعلومات العلمية ISI. (9) كيفية البحث عن دوريات الكترونية في التخصص في قواعدة معلومات الدوريات ذات التأثير المرتفع ودوريات ISI. (10) قواعد معلومات أبحاث الدوريات المتخصصة وملخصاتها. وستتطرق الدراسة الى كل ما سبق بالتفصيل.

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الخطة‬ ‫الاستراتيجية‬ ‫لجامعة‬ ‫سينسيناتي للقرن الحادي والعشرين‬

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قائمة الجامعات العربية

تشمل قائمة بالجامعات ومؤسسات التعليم العالي في الدول العربية أعددتها عام 2011.

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Evaluation of the EFL Program at King Faisal Schools: Grades 1-12

This is an evaluation report of the English language program at King Faisal Schools in Riyadh, Sa... more

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DESIGN OF ESL READING TEXTS

This is a list of criteria for designing reading texts. The list covers the following sections: I... more This is a list of criteria for designing reading texts. The list covers the following sections: Identification of typographic conventions (typography of text, and typography of words); page-size, typesize and spacing; typefaces, illustrations, tables, graphs, diagrams, and symbols; Illustrations (); factors inhibiting the legibility of graphic aids; prose and alternatives; layout of bibliographies; references and indexes; 2 kinds of typefaces to be avoided; illustrations.

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تصور مقترح لتأسيس أوقاف لجامعة الملك سعود

هدفت الدراسة الى وضع تصور مقترح لتأسيس أوقاف لجامعة الملك سعود يشمل أهداف الوقف وموارد الوقف ومتط... more هدفت الدراسة الى وضع تصور مقترح لتأسيس أوقاف لجامعة الملك سعود يشمل أهداف الوقف وموارد الوقف ومتطلبات تأسيس صندوق وقفي للجامعة وإنشاء إدارة لأوقاف الجامعة وانشاء إدارة قانونية ومالية لأوقاف الجامعة، وإدارة لاستثمار أوقاف الجامعة ، وكيفية استثمار أموال أوقاف الجامعة وسياسات الانفاق من أموال الوقف ومصروفات عائدات الوقف وعدد من المالحق.

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نماذج من الخطط الاستراتيجية للجامعات العالمية

يعرض الكتاب تجربة جامعتين عالميتين في وضع خطة استراتيجية لهما للوصول إلى العالمية هما جامعة سينسي... more يعرض الكتاب تجربة جامعتين عالميتين في وضع خطة استراتيجية لهما للوصول إلى العالمية هما جامعة سينسيناتي في الولايات المتحدة الأمريكية وجامعة التكنولوجيا في ماليزيا. ويعرف الكتاب الجامعة العالمية ومفهوم ثقافة التميز، ويقدم نماذج من الجامعات العالمية، وأفضل ممارساتها، وخصائصها الستة وكيفية تحقيقها وغيرها.

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Pragmatics for Translation Students

To fully understand the meaning of a sentence, we must understand the context in which it was utt... more To fully understand the meaning of a sentence, we must understand the context in which it was uttered. The study of the contribution of context to meaning is called pragmatics. Pragmatics concerns itself with how people use language within a context and why they use language in particular ways, i.e., how we use language to perform speech acts such as asserting, questioning, and requesting. Context can be divided into four subparts: a physical context, i.e., where the conversation takes place, what objects are present, and what actions are taking place; an epistemic context os background knowledge shared by the speakers and the hearers; a linguistic context, i.e., utterances previous to the utterance under consideration, and a social context ehic is the social relationship and setting of the speakers and hearers.

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Dictionary Skills

This is a course material for EFL freshman students majoring in translation.

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English and Arabic Derivation for Translation Students

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American and Arabic Cultures for Translation Students

Culture = all the behavior patterns and products of a social group which are passed on to others ... more

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Contrastive Semantics for Translation Students

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Contrastive Culture for Translation Students

This is part of course material for a contrastive analysis course that I taught to translation st... more

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English and Arabic Word formation Processes for Translation Students

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English and Arabic Phonology For Translation Students

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Phonetics for Translation Students

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The English and Arabic Writing Systems for Translation Students

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How I Studied Grade 12 on My Own at Home

In this article I relate how I studied grade 12 at home: Planning, study schelule, review, homewo... more

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How I studied for the GRE Test

This article relates how I studied for the GRE test before going to the States, my study schedule... more

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An Ethnographic Study of Reading Comprehension Instruction in EFL Classrooms in Secondary Schools in Saudi Arabia

This study aimed at describing reading comprehension instruction in EEI classrooms in secondary ... more This study aimed at describing reading comprehension instruction in EEI classrooms in secondary schools in Saudi Arabia. Thirty nine teachers were observed. Lessons were audiotape-recorded, transcribed and segmented into utterances, episodes and phases. Eight category subsystems were developed and used. to analyze and describe the following aspects of comprehension instruction: phases, content, skiIIs, subskills, instructional events, presentation techniques, student activities, and non-literal comprehension instruction. It was found that the typical reading lesson consisted of a pre-reading phase, reading phase-and post-reading phase. In the pre-reading phase, teachers provided background knowledge and pre-taught vocabulary. In the reading phase, the text was read by the teacher and the students. Following the reading, assessment questions were asked. In the post-reading phase, more assessment questions were asked. Time results showed that 3g minutes were typically allocated to the reading lesson, with over one sixth of that time expended on non-literal comprehension instruction. More time was expended on teaching content than any of the process ski11s. The process skills that received instructional attention here using background knowledge, vocabulary and decoding respectively. In terms of instructional events, presentation, assessment, driving and reading the text were typically emphasized., with more than one fourth of the total lesson time allocated to presentation. In the typical EFI classroom, the teacher did most of the talking. student talk constituted less than one fourth of the total classroom talk. students mainly answered questions, read silently, read aloud and repeated after the teacher. The typical teacher allocated one third of her talk to non-literal comprehension instruction, another third to feedback and the remaining third to the other instructional events. In comparison with recommended practices in the literature, classroom practices seemed to be inadequate. Distribution of time among the phases was not weir-balanced. Many important skiIIs and subskills were ignored. Pictorial, graphic and ostensive presentation techniques were not widely used. There was hardly any process skill instruction during the reading of the text. Feedback and psychological presentation techniques were ineffective. Questioning techniques did not promote thinking. To improve the quality of teaching, some practical suggestions were given.

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How to Develop Your Listening Skills

The presentation gives few websites that help students practice listening and/or speaking skills.

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