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 .

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.

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

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.

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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

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

Abstract

Cohesion is one of the most important characteristics of good translation. Having a good translation is not achieved unless this factor is carefully observed. We may find students who have good mastery of spelling, grammatical rules and the skill of speaking but have noticeable weaknesses of using cohesive devices when they translate literary prose texts from Arabic into English. This study tries to examine the use of cohesive devices by University students when they translate literary prose text from Arabic into English. Texts used as a tool or instrument of data collection were given to some students to translate. The participants, in their translations, depended on certain devices ignoring the others. The subjects disregarded completely some categories of cohesive devices, such as the class of possessive pronouns, comparative reference, ellipsis, and substitution. Students sometimes misused the items, such as what happened with ‘the’. Many students were unable to vary the language (expressions) they used to express their ideas. Students sometimes succeeded in achieving cohesiveness but sometimes failed. A number of students did not end the sentences they wrote and started new ones.

This research focuses on the use of the archetypal literary criticism approach in William Golding’s Lord of the Flies through the lens of Carl Jung’s psychoanalytic theories, specifically his notion of archetypes. Archetypal critics make the assumption that human beings all over the world have basic experiences in common and have developed similar stories and symbols to express these experiences. They argue that archetypes determine the form and function of a literary work, that a text's meaning is shaped by cultural and psychological myth. This study aims to study the archetypal patterns in William Golding's novel Lord of the Flies, hoping to understand its symbolism by analyzing the causes and impulses of the characters’ external / internal / social behavior and thus to clarify the individual text by connecting it to more universal patterns that often go beyond literature itself. These archetypal features not only constitute the intelligibility of the text but also tap into a level of desires and anxieties of humankind.