Abstract

The humanistic psychoanalysis theory on the Lord of the Flies novel is less analyzed by literary experts. Therefore, the researcher strives to give a contribution toward the humanistic psychoanalysis theory. Humanistic psychoanalysis approach is implemented in order to complete the literary work interpretation Humanistic psychoanalysis was introduced by Abraham Maslow that claims the behaviorism can give the answers on the questions happened in human life, and then he applies the tools and the principles of behaviorism. Maslow’s approach is humanistic psychoanalysis have shown by many people as a good preventive on the behaviorism features which has mechanistic system and the psychoanalysis features which is dark and full disappointment things. The lord of the Flies novel was one of profound American novel in 1954. Therefore, this research strives to reveal the existence of this novel as the representative of the personality and requirement each character toward humanistic psychoanalysis approach. 

This study is an attempt to describe improving speaking skill

through simulation Technique to First year University

students, where speaking is being taught as a complicated issue

that need to be explained to students in more details to help

them in speaking without obstacles .

https://dspace.zu.edu.ly/bitstream/handle/1/2293/Walid%20Al-Dawy%20Al-Mashreqi.pdf?sequence=1&isAllowed=y

رابط البحث

The impact of using Total Physical Response in teaching vocabulary to younger learners in Assaba area (Jandoba Preparatory School)

Waleed aldhawi almishraqi

Faculty of Arts –Assaba

University of Gharyan

Abstract

The purpose of this study is to ascertain whether teaching vocabulary to students through Total Physical Response is effective. The 8th grade and his English teacher at Jandob Preparatory School were the case study of this paper. In collecting data, the researcher used test and interview. The tests were used to know the improvement of the vocabulary after using TPR method. Meanwhile, the interview was used to know to what extend teacher know TPR. According to tests results showed that improvement of students after using TPR from 41.6% to 74.2%andthe information obtained from the teacher's interview shown that he was unaware of TPR. The findings of the study support the idea that TPR improve students' vocabulary understanding.

Key words : Total physical response(TPR), vocabulary, students, elementary, pupils.

هدف هذه الدراسة هو التأكد مما إذا كان تدريس المفردات للطلاب من خلال الاستجابة الجسدية الكلية فعالًا. وكانت دراسة حالة الصف الثامن ومعلم اللغة الإنجليزية في مدرسة جندوبة الإعدادية هي موضوع هذه الورقة. في جمع البيانات، استخدم الباحث الاختبار والمقابلة. استخدمت الاختبارات لمعرفة تحسين المفردات بعد استخدام طريقة الاستجابة الجسدية الكلية. في حين استخدمت المقابلة لمعرفة مدى دراية المعلم بالاستجابة الجسدية الكلية. ووفقًا لنتائج الاختبارات، أظهرت تحسينًا في مستوى المفردات للطلاب بعد استخدام الاستجابة الجسدية الكلية من 41.6٪ إلى 74.2٪ ، وأظهرت معلومات المقابلة التي تم الحصول عليها من المعلم أنه غير مدرك للتقنية. تدعم نتائج الدراسة فكرة أن الاستجابة الجسدية الكلية تحسن فهم المفردات لدى الطلاب

كلمات مفتاحية: الاستجابة الجسدية الكلية (TPR) ، المفردات ، الطلاب ، المرحلة الإعدادية  ، الطلاب.

Teaching English vocabulary is an important field in language teaching and, is worthy of effort. In order four our students to acquire reading, listening, speaking and writing skills, we need to help students with developing their vocabulary knowledge. Vocabulary learning is essential to the development of language skills. One of the most effective ways of learning vocabulary, is guessing the meanings of words from context. The context is the other words and sentences that are around the unknown words . When you figure out the meaning of a word from context, you are making a guess about what the word means. To do this, you use the hints and clues of the other words and sentences. A basic strategy for unlocking the meaning of an unfamiliar word is to search the context of the sentence in which a new word appears for clues. Sometimes this can be easy to do because the author may have provided a definition or a synonym right there next to or near a term that you can use to unlock its meaning. The study is an attempt to investigate learning vocabulary through context made by second year university students of English Department.

Research procedure and techniques to be used to collect data required for this study will be fulfilled by the use of student's test, as well as data analyzed , through using list of words indicating identifying the meaning of words.

• Abstract: The aim of this study is to investigate some punctuation errors made by English majors at Faculty of Arts, Assab'ah, University of Gheryan. To reach to this goal, the researchers administered a test to a group of 12 students, 2 males and 10 females. The results revealed that the most common errors committed by the participants were: wrong capitalization, misuse of the comma, the inappropriate use of full stop, dropping question marks, and some problems in using hyphen and quotation marks. In the light of the study findings, the researchers suggests that teachers should emphasize the importance of all the punctuation marks in writing. Key words: punctuation, committed, Majors, errors.

Abstract

Pronunciation plays a very important role in both teaching and learning processes in our social lives. Many students desire to speak the language perfectly and properly. When one wants to learn a language his first attempt to prove its knowledge is by speaking. When we study a language we are dealing with different sounds, utterances as well as other characteristics of forming speech, one of which is used to put emphasis on words that we think the key ones, this feature is called stress. Teaching word stress is a very important aspect in English language. Arranged drills are of a great importance in a advance of learning stress, they help to overcome the problems of mispronounce some words.

This study is an attempt to investigate word stress error made by secondary school students, where stress is being taught as

complicated issue that need to be analyzed and explained to students in more details to help them pronounce the words without obstacles.

Abstract

This study aims to discover the problems that face Libyan university

students when translating Libyan proverbs into English. It also focuses on

the techniques applied by the students in the translation process. To

achieve the goals, the researchers asked the study participants to

translate about ten Libyan proverbs into Arabic. The sample of this study

consisted of twelve second year students specialized in translation from

the English department in the Assabha Faculty of Arts. The results

showed that some students faced problems in transferring the meaning of

Libyan proverbs into the target language (English). This could be

attributed to the different culture between both languages (i.e. Arabic and

English) The results also revealed that the participants used literal

translation method as their primary strategy. Translation tutors and

curriculum designers need to focus on the effective strategies to achieve

the correct translation of Libyan proverbs into English

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Pronunciation plays a very important role in both teaching and learning processes in our social lives. Many students desire to speak the language perfectly and properly. When one wants to learn a language his first attempt to prove its knowledge is by speaking. When we study a language we are dealing with different sounds, utterances as well as other characteristics of forming speech, one of which is used to put emphasis on words that we think the key ones, this feature is called stress. Teaching word stress is a very important aspect in English language. Arranged drills are of a great importance in a advance of learning stress, they help to overcome the problems of mispronounce some words.

This study is an attempt to investigate word stress error made by secondary school students, where stress is being taught as

complicated issue that need to be analyzed and explained to students in more details to help them pronounce the words without obstacles.

Abstract

Although listening skill plays a significant role in daily communication and

education process in teaching English , listening subject has long been neglected

in second language teaching. This study aims to explore problems, difficulties

and barriers in teaching listening to Libyan students in our case study Alassaba

area, 3rd year secondary science school, Mosab Ben Omer Secondary School

and Omer Ben Alkhtab Secondary school. The participants of our study were 5

teachers. Classroom observation and teacher’s interview are used for data

collection. It is found that all teachers were using grammar translation method

in teaching listening. Most classes were uncomfortable learning atmosphere,

beside the absence of technology which used and facilitate teaching listening.

The findings based on data analysis and discussion may be of a great

significance to find solutions for these problems and improving the way of

teaching listening