Welcome To Lane 350, by Dr. Shadia Y. Banjar
•Download as PPTX, PDF•
0 likes•200 views
This document introduces an introductory translation course taught by Dr. Shadia Y. Banjar. The course objectives are to highlight the importance of translation, review different translation types and schools, and introduce major linguistic and cultural problems faced by translators. The course aims to develop theoretical and practical translation skills, familiarize students with translation methods, introduce different translation types, and equip students with translation tools and techniques. It offers an overview of translation theory along with practice translating various text types from English to Arabic and vice versa.
Report
Share
Report
Share
Recommended
Technology Integrated English Language Learning One Day Workshop
Technology Integrated English Language Learning workshop focused on the development of students’ communication, critical thinking based on technology integrated language learning approach
Amel latest
Amel Mohammed Al nooh has extensive academic and professional experience in teaching English as a foreign language and education. She holds a PhD in TESOL from the University of Hull in the UK and has worked as an English teacher, supervisor, and administrator in Saudi Arabia for over 20 years. Her career accomplishments include authoring English textbooks, supervising over 100 teachers, organizing conferences, and providing training programs on topics such as research methods, leadership, and teaching strategies.
Supporting the LMD System through tutoring: the “can do” culture in the Alger...
Supporting the LMD System through tutoring: the “can do” culture in the Alger...Naouel Abdellatif Mami
1) The document discusses the reform of education in Algeria prior to and following the implementation of the LMD system, and the consequences on students' motivation.
2) It examines the tutoring process at Ferhat Abbas University, finding that tutors lacked training materials like a syllabus and experience with tutoring.
3) Effective tutoring requires open communication to understand students' misconceptions and set targets, but the "can do" culture of assuming students can succeed without support can hinder the tutoring process.Teaching English under the LMD Reform: the Algerian Experience
This document discusses the teaching of English under educational reforms in Algeria. It provides background on Algeria's educational system post-independence, including a centralized structure and Arabization policies. Reforms aimed to increase efficiency, quality, and adapt curricula. Challenges included colonial legacies and exclusive nationalism. English grew in importance due to globalization, technology, and replacing French influence. The LMD reform adopted competency-based learning and a student-centered approach. It aims to improve English teaching quality and help students acquire communicative skills for their careers. Evaluation focuses on linguistic competencies through various assessment methods. The conclusion calls for improving the reform by encouraging excellence and modifying the teach-evaluate approach.
English Grammar, Unit 43
The document discusses question formation in English. It explains that in yes/no questions, the auxiliary verb (is, are, have, etc.) comes before the subject. It also notes that wh- questions follow the pattern of wh- word + auxiliary verb + subject. The document provides examples of questions using do/does/did and common verbs like work, live, go. It cautions that the subject always comes after the first verb in a question. Finally, it covers question formation with why and a negative verb phrase.
Our Neighbours In Space
The document provides vocabulary and concepts related to science topics including space, the solar system, and chemistry. Key points covered include definitions of terms like satellite, orbit, radiation, and light year. Examples are given of different shapes like spherical, cylindrical, and conical. The solar system section lists the order of planets from the sun. Questions and answers are provided about space exploration milestones. Connectives are discussed for linking sentences, and examples are given of sentences using the passive voice.
Introduction to Translation - Dr. Shadia Yousef Banjar
This 3-credit course introduces students to translation. The course objectives are to highlight the importance of translation, review different translation types and schools, and introduce major linguistic and cultural problems translators face. Students will develop theoretical and practical translation skills, learn methods and approaches, and be equipped to solve translation problems. The course offers an overview of translation theory while providing practice translating different text types between English and Arabic. Students will discuss concepts and problems in Translation Studies and be introduced to the translator's role in intercultural communication.
New Titles
THE COMPASS: Route to Academic English
Navigating the rough patches in the academic landscape is a tough experience... All you need to survive is... “THE COMPASS”!
Recommended
Technology Integrated English Language Learning One Day Workshop
Technology Integrated English Language Learning workshop focused on the development of students’ communication, critical thinking based on technology integrated language learning approach
Amel latest
Amel Mohammed Al nooh has extensive academic and professional experience in teaching English as a foreign language and education. She holds a PhD in TESOL from the University of Hull in the UK and has worked as an English teacher, supervisor, and administrator in Saudi Arabia for over 20 years. Her career accomplishments include authoring English textbooks, supervising over 100 teachers, organizing conferences, and providing training programs on topics such as research methods, leadership, and teaching strategies.
Supporting the LMD System through tutoring: the “can do” culture in the Alger...
Supporting the LMD System through tutoring: the “can do” culture in the Alger...Naouel Abdellatif Mami
1) The document discusses the reform of education in Algeria prior to and following the implementation of the LMD system, and the consequences on students' motivation.
2) It examines the tutoring process at Ferhat Abbas University, finding that tutors lacked training materials like a syllabus and experience with tutoring.
3) Effective tutoring requires open communication to understand students' misconceptions and set targets, but the "can do" culture of assuming students can succeed without support can hinder the tutoring process.Teaching English under the LMD Reform: the Algerian Experience
This document discusses the teaching of English under educational reforms in Algeria. It provides background on Algeria's educational system post-independence, including a centralized structure and Arabization policies. Reforms aimed to increase efficiency, quality, and adapt curricula. Challenges included colonial legacies and exclusive nationalism. English grew in importance due to globalization, technology, and replacing French influence. The LMD reform adopted competency-based learning and a student-centered approach. It aims to improve English teaching quality and help students acquire communicative skills for their careers. Evaluation focuses on linguistic competencies through various assessment methods. The conclusion calls for improving the reform by encouraging excellence and modifying the teach-evaluate approach.
English Grammar, Unit 43
The document discusses question formation in English. It explains that in yes/no questions, the auxiliary verb (is, are, have, etc.) comes before the subject. It also notes that wh- questions follow the pattern of wh- word + auxiliary verb + subject. The document provides examples of questions using do/does/did and common verbs like work, live, go. It cautions that the subject always comes after the first verb in a question. Finally, it covers question formation with why and a negative verb phrase.
Our Neighbours In Space
The document provides vocabulary and concepts related to science topics including space, the solar system, and chemistry. Key points covered include definitions of terms like satellite, orbit, radiation, and light year. Examples are given of different shapes like spherical, cylindrical, and conical. The solar system section lists the order of planets from the sun. Questions and answers are provided about space exploration milestones. Connectives are discussed for linking sentences, and examples are given of sentences using the passive voice.
Introduction to Translation - Dr. Shadia Yousef Banjar
This 3-credit course introduces students to translation. The course objectives are to highlight the importance of translation, review different translation types and schools, and introduce major linguistic and cultural problems translators face. Students will develop theoretical and practical translation skills, learn methods and approaches, and be equipped to solve translation problems. The course offers an overview of translation theory while providing practice translating different text types between English and Arabic. Students will discuss concepts and problems in Translation Studies and be introduced to the translator's role in intercultural communication.
New Titles
THE COMPASS: Route to Academic English
Navigating the rough patches in the academic landscape is a tough experience... All you need to survive is... “THE COMPASS”!
Welcome to lane 462-ca practicum in translation
This document provides information about the LANE 462 Practicum in Translation course taught by Dr. Shadia Yousef Banjar. The 3-credit course gives level 7 bilingual students practical experience in their field of study. Students will learn skills like writing CVs, letters, reports and lesson plans, developing teaching methods, designing a syllabus, translating between languages, and interview skills. Assessment includes assignments, presentations, quizzes and exams. The course aims to prepare students for professional careers by applying their academic knowledge and developing language and critical thinking abilities.
Course portfolio lane 462 year 2011.doc
This document provides information about a Practicum in Translation course taught at King Abdulaziz University.
The 3 credit course is designed for level 7 students and aims to provide practical translation experience. The course goals are to develop students' translation skills and knowledge of translation theory. Students will learn techniques for analyzing specialized texts, strategies for solving translation difficulties, and cultural differences between languages.
The course structure includes modules on theoretical issues in translation, translation skills and tools, editing, translation problems and solutions, marketing as a translator, and various translation activities like at-sight translation and simultaneous translation. Required learning involves notes available at the university bookstore as well as lecture materials covering translation theory and practice.
Department of English - QEC-Final (1).pptx
The document provides information about the English department at Fatima Jinnah Women University. It outlines the vision, mission, objectives of the university and English department. It details the MPhil and PhD programs in English Literature and Linguistics, including curriculum organization, number of students and courses. It also provides information on faculty, library resources, student evaluation process, and initiatives taken by the department.
Problems and Difficulties of Speaking That Encounter English Language Student...
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
Materials for the specific purpose
ESP refers to teaching English for specific purposes like business or academic fields. It focuses on the needs of learners by selecting appropriate content and teaching approaches. ESP covers a wide range of topics but is defined by its aims being more focused than general English courses. There are two main branches - English for Occupational Purposes and English for Academic Purposes. Needs analysis plays an important role in ESP to determine what language skills and content are needed. Authentic materials from relevant fields can be adapted for ESP learners. Evaluation from both learners and teachers is important for improving ESP materials.
The Basis for Curriculum & Syllabus Designing Part 1
The document discusses establishing realistic goals for language learning programs. It emphasizes communicating with others, personal growth, and using the language like near-native speakers through tasks like negotiating, corresponding with foreign companies, and leading business meetings in English. It also discusses surveying existing programs, establishing goals influenced by trends in teaching, and outlining courses to describe what students will learn, when, how, and how it will be evaluated. The summary evaluates course materials and considers factors like the student population, socio-economics, time available, and classroom setting.
EDRD 6000 - Language issues in qualitative research shiyuan zhou
A 10-page slide introduced language issues in qualitative research and some potential solutions for the issues
A Critical Genre Based Approach To Teaching Academic Writing In A Tertiary EF...
The document is a doctoral thesis submitted by Emi Emilia to the University of Melbourne in partial fulfillment of the requirements for the degree of Doctor of Philosophy. It investigates the effectiveness of using a critical genre-based approach to teach academic writing to English as a foreign language students in an Indonesian university. The thesis contains five chapters that provide background on English education in Indonesia, a literature review on critical thinking, critical pedagogy, critical literacy and systemic functional linguistics, the research methodology used, an overview of the teaching program implemented, and a discussion analyzing student texts produced during the program. The findings revealed that the critical genre-based approach was successful in improving students' argumentative writing skills and developing their critical thinking
A lx syllabus 1-2014
This document provides an overview of the Seminario de Lingüística Aplicada course at Universidad Tecnológica de Pereira. The course is a 3 credit, 3 hour per week seminar that focuses on applied linguistics and its relationship to language teaching. Over the 15 week course, students will explore topics like bilingualism, language planning, approaches and methods in language teaching, and language testing. Assessment will include analysis papers, lesson plans, and an final oral presentation. The course aims to help students reflect on their professional development and apply linguistic theory to their teaching practice.
Developing a Checklist for Arabic for Academic Purposes (AAP) Textbooks Evalu...
ملخص
إن تعليم اللغة لأغراض خاصة مجال تدخل عليه تطورات مستمرة تتناسق مع حاجات المتعلم التي تسير مع التطورات في مجال تخصصٍ. وتستلزم هذه الحالة مسايرة الكتب المقررة في هذا المجال مع تلك التطورات. ومن أفضل طريقة لتحديد ذلك، تقييم الكتاب من عدة جوانب. مهما كثرت الأدوات لذلك الغرض، فإنّ تقييم كتاب مقرر ذاتيّ النشاط حيث لا توجد قائمة معينة تشمل جميع المعايير ويمكن تطبيقها على جميع السياقات التعليمية بدون تعديلات كثيرة كي تتساير مع الثقافة والبيئة التعلّمية. ومن أجل ذلك، تهدف هذه الدراسة إلى وضع بنود لقائمة مرجعية لتقييم كتاب مقرر للغة العربية لغرض أكاديمي مستخدم في الجامعة الإسلامية العالمية بماليزيا. ستعرَض في هذه الدراسة مجموعة من بنود لقوائم مرجعية استخدمت لتقييم كتب مقررة للغة لأغراض خاصة. ثم تناقَش هذه البنود وتحلَّل من حيث تركيبها، وتناسُبها للوضع التعليمي الحالي بناءً على نتائج الدراسات السابقة في المجال. ويتم بذلك اختيار أنسب البنود لتقييم الكتاب المقرر.
كلمات مفتاحية: كتاب مقرر - تقييم - معايير - قائمة مرجعية - العربية لأغراض علمية
Abstract
The teaching language for specific purposes is a field with an intervention of continuous developments that are consistent with the needs of the learner, which are moving with developments in the field of specialty. This condition requires the textbooks used in the field to be in pace with the changes in industries of specialties. Among the best ways to determine this is by evaluating the textbook in several aspects. Although there have been many evaluation tools, the textbook evaluation is a subjective activity in which it has no specific checklist consisting standards of evaluation that can be applied to all educational contexts without modifications in order to conform to the learning culture and environment. Hence, this study aims to develop a checklist of items in order to evaluate the textbook of Arabic Language for Academic Purposes (AAP) among learners at the International Islamic University Malaysia (IIUM). This study will present a range of checklist items used in language for specific purposes (LSP) textbook evaluation. These items, then, are discussed and analyzed in terms of structures and practicality to the current educational environment based on the results of previous studies in the field. By then, the selection of appropriate items to evaluate the textbook is done.
Keywords: Textbook - evaluation – standards - checklist - Arabic for Academic Purposes
The importace of materials in TE and LL
Materials development is an important part of teacher education programs and language learning. Traditionally, teacher education focused on transmitting theoretical knowledge with little practical experience, leaving a gap between what teachers knew and what they could do. Currently, programs take a competency-based approach that balances theoretical and practical knowledge. Participating in materials development can increase teachers' awareness, creativity, and self-reflection by providing concrete experiences to link theory and practice. It is also important for researchers, applied linguists, and practicing teachers as a way to stimulate innovation and professional development. Materials development should be a compulsory part of language teacher preparation.
A Review of Teaching English as a Foreign Language
This document discusses language teaching and learning in the 21st century. It addresses the need for a national language strategy to improve language skills. 21st century skills like digital literacy, inventive thinking, and effective communication are emphasized. Factors driving changes in language teaching include broadening goals to include cultural understanding, shifting focus to learners, and opportunities created by technology. The document also discusses different theories of teaching, including science/research, theory/philosophy, and art/craft conceptions. It advocates for a post-method era with learner-focused strategies and content-based instruction.
METHODS_AND_APPROACHES_OF_TEACHING_ENGLI [Autosaved].pptx
The document discusses various methods and approaches for teaching English, including grammar translation, direct method, structural approach, aural-oral approach, and skill-based approach. It provides brief descriptions of each method/approach, highlighting their key features and benefits. For example, it notes that the grammar translation method focuses on grammar mastery and translation, while the direct method teaches through English conversation and reading without translation. The document emphasizes that the most effective approach is often eclectic, combining aspects of different methods to meet student needs.
Zash dissertation ghulam qadir sario pvt
This research study describes grave necessity of teaching-learning English. It aims to find out the existing methodology and strategies are being employed in the government and private schools of larkana
The constructive study of the grammar translation and direct methods of teaching
A Research has written by Mousa Hussein and Dilnaz Hardan which was Submitted to the council of English Language Department, College of Education-Akre, as a partial fulfillment of the requirements for obtaining B.A.degree in English Language.
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
The document discusses the development of online self-assessment tools to profile teachers' foreign language competencies based on competence profiles created by the authors. It describes a scaling survey conducted with 220 teachers and students to develop tailored self-assessment descriptors across various linguistic tasks and components. The goal is to create a new comprehensive self-assessment scale for teachers to evaluate their profession-related language skills in a precise and reliable manner.
Stephen Bailey-Academic Writing_ A Handbook for International Students-Routle...
Stephen Bailey-Academic Writing_ A Handbook for International Students-Routle...Lía Villalobos Riveros
This document provides an overview and review of the book "Academic Writing: A Handbook for International Students" by Stephen Bailey. The book aims to help international students succeed in academic writing in English. It covers all aspects of the writing process from reading and note-taking to avoiding plagiarism and revising work. The book has four main parts that cover the writing process, elements of writing, academic vocabulary, and models of different text types. It provides explanations, examples, and exercises for each topic. The book is designed to be used both in the classroom and for self-study. Reviews praise it for effectively addressing core skills like language use, text structure, academic conventions, and the overall writing process in a clear,bailey wrting answr k ile.pdf
This document provides an overview and reviews of the book "Academic Writing: A Handbook for International Students" by Stephen Bailey. The book aims to help international students with the demanding task of writing good academic English for their exams and coursework. It guides students through the writing process, explains key elements of writing like argument, style and vocabulary, and provides models of common writing formats. The book has been revised for a fourth edition and received positive reviews for effectively addressing core areas of academic writing and equipping students with important language and skills for university-level study through straightforward explanations, examples and exercises.
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Teaching ESL/EFL
Listening and Speaking
Using a framework based on principles of teaching and learning, this guide
for teachers and teacher trainees provides a wealth of suggestions for help-
ing learners at all levels of proficiency develop their listening and speaking
skills and fluency. By following these suggestions, which are organized
around four strands—meaning-focused input, meaning-focused output,
language-focused learning, and fluency development—teachers will be
able to design and present a balanced programme for their students.
Teaching ESL/EFL Listening and Speaking, and its companion text,
Teaching ESL/EFL Reading and Writing, are similar in format and the kinds
of topics covered, but do not need to be used together. Drawing on
research and theory in applied linguistics, their focus is strongly hands-on,
featuring
• easily applied principles,
• a large number of useful teaching techniques, and
• guidelines for testing and monitoring.
All Certificate, Diploma, Masters and Doctoral courses for teachers of
English as a second or foreign language include a teaching methods com-
ponent. The texts are designed for and have been field tested in such
programs.
I. S. P. Nation is Professor of Applied Linguistics in the School of
Linguistics and Applied Language Studies at Victoria University in
Wellington, New Zealand.
Jonathan Newton is a senior lecturer in the School of Linguistics and
Applied Language Studies, Victoria University in Wellington, New
Zealand.
ESL & Applied Linguistics Professional Series
Eli Hinkel, Series Editor
Nation • Teaching ESL/EFL Reading and Writing
Nation/Newton • Teaching ESL/EFL Listening and Speaking
Kachru/Smith • Cultures, Contexts, and World Englishes
McKay/Bokhosrt-Heng • International English in its Sociolinguistic Contexts:
Towards a Socially Sensitive EIL Pedagogy
Christison/Murray, Eds • Leadership in English Language Education: Theoretical
Foundations and Practical Skills for Changing Times
McCafferty/Stam, Eds • Gesture: Second Language Acquisition and Classroom
Research
Liu • Idioms: Description, Comprehension, Acquisition, and Pedagogy
Chapelle/Enright/Jamison, Eds • Building a Validity Argument for the Text of
English as a Foreign Language
Kondo-Brown/Brown, Eds • Teaching Chinese, Japanese, and Korean Heritage
Students: Curriculum Needs, Materials, and Assessments
Youmans • Chicano-Anglo Conversations: Truth, Honesty, and Politeness
Birch • English L2 Reading: Getting to the Bottom, Second Edition
Luk/Lin • Classroom Interactions as Cross-cultural Encounters: Native Speakers in
EFL Lessons
Levy/Stockwell • CALL Dimensions: Issues and Options in Computer Assisted
Language Learning
Nero, Ed. • Dialects, Englishes, Creoles, and Education
Basturkmen • Ideas and Options in English for Specific Purposes
Kumaravadivelu • Understanding Language Teaching: From Method to Postmethod
McKay • Researching Second Language Classrooms
Egbert/Petrie, Eds • CALL Research Perspectives
.
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Teaching ESL/EFL
Listening and Speaking
Using a framework based on principles of teaching and learning, this guide
for teachers and teacher trainees provides a wealth of suggestions for help-
ing learners at all levels of proficiency develop their listening and speaking
skills and fluency. By following these suggestions, which are organized
around four strands—meaning-focused input, meaning-focused output,
language-focused learning, and fluency development—teachers will be
able to design and present a balanced programme for their students.
Teaching ESL/EFL Listening and Speaking, and its companion text,
Teaching ESL/EFL Reading and Writing, are similar in format and the kinds
of topics covered, but do not need to be used together. Drawing on
research and theory in applied linguistics, their focus is strongly hands-on,
featuring
• easily applied principles,
• a large number of useful teaching techniques, and
• guidelines for testing and monitoring.
All Certificate, Diploma, Masters and Doctoral courses for teachers of
English as a second or foreign language include a teaching methods com-
ponent. The texts are designed for and have been field tested in such
programs.
I. S. P. Nation is Professor of Applied Linguistics in the School of
Linguistics and Applied Language Studies at Victoria University in
Wellington, New Zealand.
Jonathan Newton is a senior lecturer in the School of Linguistics and
Applied Language Studies, Victoria University in Wellington, New
Zealand.
ESL & Applied Linguistics Professional Series
Eli Hinkel, Series Editor
Nation • Teaching ESL/EFL Reading and Writing
Nation/Newton • Teaching ESL/EFL Listening and Speaking
Kachru/Smith • Cultures, Contexts, and World Englishes
McKay/Bokhosrt-Heng • International English in its Sociolinguistic Contexts:
Towards a Socially Sensitive EIL Pedagogy
Christison/Murray, Eds • Leadership in English Language Education: Theoretical
Foundations and Practical Skills for Changing Times
McCafferty/Stam, Eds • Gesture: Second Language Acquisition and Classroom
Research
Liu • Idioms: Description, Comprehension, Acquisition, and Pedagogy
Chapelle/Enright/Jamison, Eds • Building a Validity Argument for the Text of
English as a Foreign Language
Kondo-Brown/Brown, Eds • Teaching Chinese, Japanese, and Korean Heritage
Students: Curriculum Needs, Materials, and Assessments
Youmans • Chicano-Anglo Conversations: Truth, Honesty, and Politeness
Birch • English L2 Reading: Getting to the Bottom, Second Edition
Luk/Lin • Classroom Interactions as Cross-cultural Encounters: Native Speakers in
EFL Lessons
Levy/Stockwell • CALL Dimensions: Issues and Options in Computer Assisted
Language Learning
Nero, Ed. • Dialects, Englishes, Creoles, and Education
Basturkmen • Ideas and Options in English for Specific Purposes
Kumaravadivelu • Understanding Language Teaching: From Method to Postmethod
McKay • Researching Second Language Classrooms
Egbert/Petrie, Eds • CALL Research Perspectives
.
Terms of colours
This document summarizes research on children's development of color term naming abilities. It discusses how children first recognize focal colors located at boundaries in the color spectrum before naming more nuanced hue colors. Experiments show children recognize focal colors cognitively before naming abilities and tend to produce focal colors over nonfocal ones as they learn color terms.
Terms of colours pitchford-mullen-2002
This study investigated whether the acquisition of basic color terms in young children is constrained by a developmental order, as proposed by Berlin and Kay (1969). Forty-three children between ages 2-5 were assessed on two tasks: a color comprehension task involving matching colors to spoken words, and a color naming task requiring children to verbally name colors. The study aimed to determine if there was a systematic order to color term acquisition across tasks and ages, if primary colors were acquired before non-primary colors, and at what age children showed reliable knowledge of the 11 basic color terms. Results provided little support for a systematic developmental order or clear advantage for primary colors. Instead, children appeared to acquire reliable knowledge of most color terms within a 3-
More Related Content
Similar to Welcome To Lane 350, by Dr. Shadia Y. Banjar
Welcome to lane 462-ca practicum in translation
This document provides information about the LANE 462 Practicum in Translation course taught by Dr. Shadia Yousef Banjar. The 3-credit course gives level 7 bilingual students practical experience in their field of study. Students will learn skills like writing CVs, letters, reports and lesson plans, developing teaching methods, designing a syllabus, translating between languages, and interview skills. Assessment includes assignments, presentations, quizzes and exams. The course aims to prepare students for professional careers by applying their academic knowledge and developing language and critical thinking abilities.
Course portfolio lane 462 year 2011.doc
This document provides information about a Practicum in Translation course taught at King Abdulaziz University.
The 3 credit course is designed for level 7 students and aims to provide practical translation experience. The course goals are to develop students' translation skills and knowledge of translation theory. Students will learn techniques for analyzing specialized texts, strategies for solving translation difficulties, and cultural differences between languages.
The course structure includes modules on theoretical issues in translation, translation skills and tools, editing, translation problems and solutions, marketing as a translator, and various translation activities like at-sight translation and simultaneous translation. Required learning involves notes available at the university bookstore as well as lecture materials covering translation theory and practice.
Department of English - QEC-Final (1).pptx
The document provides information about the English department at Fatima Jinnah Women University. It outlines the vision, mission, objectives of the university and English department. It details the MPhil and PhD programs in English Literature and Linguistics, including curriculum organization, number of students and courses. It also provides information on faculty, library resources, student evaluation process, and initiatives taken by the department.
Problems and Difficulties of Speaking That Encounter English Language Student...
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
Materials for the specific purpose
ESP refers to teaching English for specific purposes like business or academic fields. It focuses on the needs of learners by selecting appropriate content and teaching approaches. ESP covers a wide range of topics but is defined by its aims being more focused than general English courses. There are two main branches - English for Occupational Purposes and English for Academic Purposes. Needs analysis plays an important role in ESP to determine what language skills and content are needed. Authentic materials from relevant fields can be adapted for ESP learners. Evaluation from both learners and teachers is important for improving ESP materials.
The Basis for Curriculum & Syllabus Designing Part 1
The document discusses establishing realistic goals for language learning programs. It emphasizes communicating with others, personal growth, and using the language like near-native speakers through tasks like negotiating, corresponding with foreign companies, and leading business meetings in English. It also discusses surveying existing programs, establishing goals influenced by trends in teaching, and outlining courses to describe what students will learn, when, how, and how it will be evaluated. The summary evaluates course materials and considers factors like the student population, socio-economics, time available, and classroom setting.
EDRD 6000 - Language issues in qualitative research shiyuan zhou
A 10-page slide introduced language issues in qualitative research and some potential solutions for the issues
A Critical Genre Based Approach To Teaching Academic Writing In A Tertiary EF...
The document is a doctoral thesis submitted by Emi Emilia to the University of Melbourne in partial fulfillment of the requirements for the degree of Doctor of Philosophy. It investigates the effectiveness of using a critical genre-based approach to teach academic writing to English as a foreign language students in an Indonesian university. The thesis contains five chapters that provide background on English education in Indonesia, a literature review on critical thinking, critical pedagogy, critical literacy and systemic functional linguistics, the research methodology used, an overview of the teaching program implemented, and a discussion analyzing student texts produced during the program. The findings revealed that the critical genre-based approach was successful in improving students' argumentative writing skills and developing their critical thinking
A lx syllabus 1-2014
This document provides an overview of the Seminario de Lingüística Aplicada course at Universidad Tecnológica de Pereira. The course is a 3 credit, 3 hour per week seminar that focuses on applied linguistics and its relationship to language teaching. Over the 15 week course, students will explore topics like bilingualism, language planning, approaches and methods in language teaching, and language testing. Assessment will include analysis papers, lesson plans, and an final oral presentation. The course aims to help students reflect on their professional development and apply linguistic theory to their teaching practice.
Developing a Checklist for Arabic for Academic Purposes (AAP) Textbooks Evalu...
ملخص
إن تعليم اللغة لأغراض خاصة مجال تدخل عليه تطورات مستمرة تتناسق مع حاجات المتعلم التي تسير مع التطورات في مجال تخصصٍ. وتستلزم هذه الحالة مسايرة الكتب المقررة في هذا المجال مع تلك التطورات. ومن أفضل طريقة لتحديد ذلك، تقييم الكتاب من عدة جوانب. مهما كثرت الأدوات لذلك الغرض، فإنّ تقييم كتاب مقرر ذاتيّ النشاط حيث لا توجد قائمة معينة تشمل جميع المعايير ويمكن تطبيقها على جميع السياقات التعليمية بدون تعديلات كثيرة كي تتساير مع الثقافة والبيئة التعلّمية. ومن أجل ذلك، تهدف هذه الدراسة إلى وضع بنود لقائمة مرجعية لتقييم كتاب مقرر للغة العربية لغرض أكاديمي مستخدم في الجامعة الإسلامية العالمية بماليزيا. ستعرَض في هذه الدراسة مجموعة من بنود لقوائم مرجعية استخدمت لتقييم كتب مقررة للغة لأغراض خاصة. ثم تناقَش هذه البنود وتحلَّل من حيث تركيبها، وتناسُبها للوضع التعليمي الحالي بناءً على نتائج الدراسات السابقة في المجال. ويتم بذلك اختيار أنسب البنود لتقييم الكتاب المقرر.
كلمات مفتاحية: كتاب مقرر - تقييم - معايير - قائمة مرجعية - العربية لأغراض علمية
Abstract
The teaching language for specific purposes is a field with an intervention of continuous developments that are consistent with the needs of the learner, which are moving with developments in the field of specialty. This condition requires the textbooks used in the field to be in pace with the changes in industries of specialties. Among the best ways to determine this is by evaluating the textbook in several aspects. Although there have been many evaluation tools, the textbook evaluation is a subjective activity in which it has no specific checklist consisting standards of evaluation that can be applied to all educational contexts without modifications in order to conform to the learning culture and environment. Hence, this study aims to develop a checklist of items in order to evaluate the textbook of Arabic Language for Academic Purposes (AAP) among learners at the International Islamic University Malaysia (IIUM). This study will present a range of checklist items used in language for specific purposes (LSP) textbook evaluation. These items, then, are discussed and analyzed in terms of structures and practicality to the current educational environment based on the results of previous studies in the field. By then, the selection of appropriate items to evaluate the textbook is done.
Keywords: Textbook - evaluation – standards - checklist - Arabic for Academic Purposes
The importace of materials in TE and LL
Materials development is an important part of teacher education programs and language learning. Traditionally, teacher education focused on transmitting theoretical knowledge with little practical experience, leaving a gap between what teachers knew and what they could do. Currently, programs take a competency-based approach that balances theoretical and practical knowledge. Participating in materials development can increase teachers' awareness, creativity, and self-reflection by providing concrete experiences to link theory and practice. It is also important for researchers, applied linguists, and practicing teachers as a way to stimulate innovation and professional development. Materials development should be a compulsory part of language teacher preparation.
A Review of Teaching English as a Foreign Language
This document discusses language teaching and learning in the 21st century. It addresses the need for a national language strategy to improve language skills. 21st century skills like digital literacy, inventive thinking, and effective communication are emphasized. Factors driving changes in language teaching include broadening goals to include cultural understanding, shifting focus to learners, and opportunities created by technology. The document also discusses different theories of teaching, including science/research, theory/philosophy, and art/craft conceptions. It advocates for a post-method era with learner-focused strategies and content-based instruction.
METHODS_AND_APPROACHES_OF_TEACHING_ENGLI [Autosaved].pptx
The document discusses various methods and approaches for teaching English, including grammar translation, direct method, structural approach, aural-oral approach, and skill-based approach. It provides brief descriptions of each method/approach, highlighting their key features and benefits. For example, it notes that the grammar translation method focuses on grammar mastery and translation, while the direct method teaches through English conversation and reading without translation. The document emphasizes that the most effective approach is often eclectic, combining aspects of different methods to meet student needs.
Zash dissertation ghulam qadir sario pvt
This research study describes grave necessity of teaching-learning English. It aims to find out the existing methodology and strategies are being employed in the government and private schools of larkana
The constructive study of the grammar translation and direct methods of teaching
A Research has written by Mousa Hussein and Dilnaz Hardan which was Submitted to the council of English Language Department, College of Education-Akre, as a partial fulfillment of the requirements for obtaining B.A.degree in English Language.
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
The document discusses the development of online self-assessment tools to profile teachers' foreign language competencies based on competence profiles created by the authors. It describes a scaling survey conducted with 220 teachers and students to develop tailored self-assessment descriptors across various linguistic tasks and components. The goal is to create a new comprehensive self-assessment scale for teachers to evaluate their profession-related language skills in a precise and reliable manner.
Stephen Bailey-Academic Writing_ A Handbook for International Students-Routle...
Stephen Bailey-Academic Writing_ A Handbook for International Students-Routle...Lía Villalobos Riveros
This document provides an overview and review of the book "Academic Writing: A Handbook for International Students" by Stephen Bailey. The book aims to help international students succeed in academic writing in English. It covers all aspects of the writing process from reading and note-taking to avoiding plagiarism and revising work. The book has four main parts that cover the writing process, elements of writing, academic vocabulary, and models of different text types. It provides explanations, examples, and exercises for each topic. The book is designed to be used both in the classroom and for self-study. Reviews praise it for effectively addressing core skills like language use, text structure, academic conventions, and the overall writing process in a clear,bailey wrting answr k ile.pdf
This document provides an overview and reviews of the book "Academic Writing: A Handbook for International Students" by Stephen Bailey. The book aims to help international students with the demanding task of writing good academic English for their exams and coursework. It guides students through the writing process, explains key elements of writing like argument, style and vocabulary, and provides models of common writing formats. The book has been revised for a fourth edition and received positive reviews for effectively addressing core areas of academic writing and equipping students with important language and skills for university-level study through straightforward explanations, examples and exercises.
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Teaching ESL/EFL
Listening and Speaking
Using a framework based on principles of teaching and learning, this guide
for teachers and teacher trainees provides a wealth of suggestions for help-
ing learners at all levels of proficiency develop their listening and speaking
skills and fluency. By following these suggestions, which are organized
around four strands—meaning-focused input, meaning-focused output,
language-focused learning, and fluency development—teachers will be
able to design and present a balanced programme for their students.
Teaching ESL/EFL Listening and Speaking, and its companion text,
Teaching ESL/EFL Reading and Writing, are similar in format and the kinds
of topics covered, but do not need to be used together. Drawing on
research and theory in applied linguistics, their focus is strongly hands-on,
featuring
• easily applied principles,
• a large number of useful teaching techniques, and
• guidelines for testing and monitoring.
All Certificate, Diploma, Masters and Doctoral courses for teachers of
English as a second or foreign language include a teaching methods com-
ponent. The texts are designed for and have been field tested in such
programs.
I. S. P. Nation is Professor of Applied Linguistics in the School of
Linguistics and Applied Language Studies at Victoria University in
Wellington, New Zealand.
Jonathan Newton is a senior lecturer in the School of Linguistics and
Applied Language Studies, Victoria University in Wellington, New
Zealand.
ESL & Applied Linguistics Professional Series
Eli Hinkel, Series Editor
Nation • Teaching ESL/EFL Reading and Writing
Nation/Newton • Teaching ESL/EFL Listening and Speaking
Kachru/Smith • Cultures, Contexts, and World Englishes
McKay/Bokhosrt-Heng • International English in its Sociolinguistic Contexts:
Towards a Socially Sensitive EIL Pedagogy
Christison/Murray, Eds • Leadership in English Language Education: Theoretical
Foundations and Practical Skills for Changing Times
McCafferty/Stam, Eds • Gesture: Second Language Acquisition and Classroom
Research
Liu • Idioms: Description, Comprehension, Acquisition, and Pedagogy
Chapelle/Enright/Jamison, Eds • Building a Validity Argument for the Text of
English as a Foreign Language
Kondo-Brown/Brown, Eds • Teaching Chinese, Japanese, and Korean Heritage
Students: Curriculum Needs, Materials, and Assessments
Youmans • Chicano-Anglo Conversations: Truth, Honesty, and Politeness
Birch • English L2 Reading: Getting to the Bottom, Second Edition
Luk/Lin • Classroom Interactions as Cross-cultural Encounters: Native Speakers in
EFL Lessons
Levy/Stockwell • CALL Dimensions: Issues and Options in Computer Assisted
Language Learning
Nero, Ed. • Dialects, Englishes, Creoles, and Education
Basturkmen • Ideas and Options in English for Specific Purposes
Kumaravadivelu • Understanding Language Teaching: From Method to Postmethod
McKay • Researching Second Language Classrooms
Egbert/Petrie, Eds • CALL Research Perspectives
.
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Teaching ESL/EFL
Listening and Speaking
Using a framework based on principles of teaching and learning, this guide
for teachers and teacher trainees provides a wealth of suggestions for help-
ing learners at all levels of proficiency develop their listening and speaking
skills and fluency. By following these suggestions, which are organized
around four strands—meaning-focused input, meaning-focused output,
language-focused learning, and fluency development—teachers will be
able to design and present a balanced programme for their students.
Teaching ESL/EFL Listening and Speaking, and its companion text,
Teaching ESL/EFL Reading and Writing, are similar in format and the kinds
of topics covered, but do not need to be used together. Drawing on
research and theory in applied linguistics, their focus is strongly hands-on,
featuring
• easily applied principles,
• a large number of useful teaching techniques, and
• guidelines for testing and monitoring.
All Certificate, Diploma, Masters and Doctoral courses for teachers of
English as a second or foreign language include a teaching methods com-
ponent. The texts are designed for and have been field tested in such
programs.
I. S. P. Nation is Professor of Applied Linguistics in the School of
Linguistics and Applied Language Studies at Victoria University in
Wellington, New Zealand.
Jonathan Newton is a senior lecturer in the School of Linguistics and
Applied Language Studies, Victoria University in Wellington, New
Zealand.
ESL & Applied Linguistics Professional Series
Eli Hinkel, Series Editor
Nation • Teaching ESL/EFL Reading and Writing
Nation/Newton • Teaching ESL/EFL Listening and Speaking
Kachru/Smith • Cultures, Contexts, and World Englishes
McKay/Bokhosrt-Heng • International English in its Sociolinguistic Contexts:
Towards a Socially Sensitive EIL Pedagogy
Christison/Murray, Eds • Leadership in English Language Education: Theoretical
Foundations and Practical Skills for Changing Times
McCafferty/Stam, Eds • Gesture: Second Language Acquisition and Classroom
Research
Liu • Idioms: Description, Comprehension, Acquisition, and Pedagogy
Chapelle/Enright/Jamison, Eds • Building a Validity Argument for the Text of
English as a Foreign Language
Kondo-Brown/Brown, Eds • Teaching Chinese, Japanese, and Korean Heritage
Students: Curriculum Needs, Materials, and Assessments
Youmans • Chicano-Anglo Conversations: Truth, Honesty, and Politeness
Birch • English L2 Reading: Getting to the Bottom, Second Edition
Luk/Lin • Classroom Interactions as Cross-cultural Encounters: Native Speakers in
EFL Lessons
Levy/Stockwell • CALL Dimensions: Issues and Options in Computer Assisted
Language Learning
Nero, Ed. • Dialects, Englishes, Creoles, and Education
Basturkmen • Ideas and Options in English for Specific Purposes
Kumaravadivelu • Understanding Language Teaching: From Method to Postmethod
McKay • Researching Second Language Classrooms
Egbert/Petrie, Eds • CALL Research Perspectives
.
Similar to Welcome To Lane 350, by Dr. Shadia Y. Banjar (20)
Problems and Difficulties of Speaking That Encounter English Language Student...
Problems and Difficulties of Speaking That Encounter English Language Student...
The Basis for Curriculum & Syllabus Designing Part 1
The Basis for Curriculum & Syllabus Designing Part 1
EDRD 6000 - Language issues in qualitative research shiyuan zhou
EDRD 6000 - Language issues in qualitative research shiyuan zhou
A Critical Genre Based Approach To Teaching Academic Writing In A Tertiary EF...
A Critical Genre Based Approach To Teaching Academic Writing In A Tertiary EF...
Developing a Checklist for Arabic for Academic Purposes (AAP) Textbooks Evalu...
Developing a Checklist for Arabic for Academic Purposes (AAP) Textbooks Evalu...
A Review of Teaching English as a Foreign Language
A Review of Teaching English as a Foreign Language
METHODS_AND_APPROACHES_OF_TEACHING_ENGLI [Autosaved].pptx
METHODS_AND_APPROACHES_OF_TEACHING_ENGLI [Autosaved].pptx
The constructive study of the grammar translation and direct methods of teaching
The constructive study of the grammar translation and direct methods of teaching
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...
Stephen Bailey-Academic Writing_ A Handbook for International Students-Routle...
Stephen Bailey-Academic Writing_ A Handbook for International Students-Routle...
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Teaching ESLEFLListening and SpeakingUsing a framew.docx
Teaching ESLEFLListening and SpeakingUsing a framew.docx
More from Dr. Shadia Banjar
Terms of colours
This document summarizes research on children's development of color term naming abilities. It discusses how children first recognize focal colors located at boundaries in the color spectrum before naming more nuanced hue colors. Experiments show children recognize focal colors cognitively before naming abilities and tend to produce focal colors over nonfocal ones as they learn color terms.
Terms of colours pitchford-mullen-2002
This study investigated whether the acquisition of basic color terms in young children is constrained by a developmental order, as proposed by Berlin and Kay (1969). Forty-three children between ages 2-5 were assessed on two tasks: a color comprehension task involving matching colors to spoken words, and a color naming task requiring children to verbally name colors. The study aimed to determine if there was a systematic order to color term acquisition across tasks and ages, if primary colors were acquired before non-primary colors, and at what age children showed reliable knowledge of the 11 basic color terms. Results provided little support for a systematic developmental order or clear advantage for primary colors. Instead, children appeared to acquire reliable knowledge of most color terms within a 3-
Color categories
This document discusses how color categories can vary across cultures both cognitively and linguistically. It summarizes recent research that has re-examined the nature of linguistic and non-linguistic color categories and the relationship between them. The research presented suggests that possession of linguistic color categories facilitates recognition and influences perceptual judgments, and that cognitive categories for color appear to be tightly tied to the linguistic terms used to describe them, rather than being universal cognitive categories that are independent of language.
Arabic Idioms - LANE 424
This document is an excerpt from "The Art of Speech-Arabic Idioms Chapter" by Hussein Maxos. It provides an introduction and overview of the book, which contains Arabic idioms organized alphabetically. The introduction explains that idioms were collected from various sources and only common ones were included. It also describes how the idioms are arranged, translated, and classified. Synonyms, variations, and usage are discussed. The book aims to help non-native Arabic speakers understand and use idiomatic Arabic expressions.
Parts of Speech - Structure Classes, Dr. Shadia Yousef Banjar .pptx
The document discusses different parts of speech categorized as structure classes, including qualifiers, prepositions, determiners, and auxiliaries. Structure classes are words that signal how other words, called content words, relate to each other in a sentence. They have few members and stable definitions. The document then examines qualifiers, prepositions, determiners, and auxiliaries in more detail, providing examples and characteristics of each.
Parts of speech: Dr. Shadia Yousef Banjar
This document discusses the historical development of parts of speech in English grammar. It describes how early grammars defined 8 parts of speech based on Latin, which were later refined. Modern linguistics classifies words into three groups: form classes based on inflection, positional classes based on word order, and structure classes like prepositions. The form classes discussed in detail are nouns, verbs, adjectives, and adverbs - defined by their inflectional patterns and derivational suffixes. Exceptions for words without inflection are also noted.
Inflectional Paradigms - morphology- Dr. Shadia Yousef Banjar
The document discusses verb paradigms and inflectional morphology. It defines a paradigm as a set of related word forms that share the same stem but have different affixes. Specifically, it examines the verb paradigm which consists of 5 forms: the stem, third person singular present, present participle, past tense, and past participle. Each form has a specific grammatical function, such as the stem is used in simple present tense except for third person singular and in imperatives. The past participle is used to form perfect aspect constructions and the passive voice.
Acronyms & word fomation pdf
This document discusses word formation processes that are not based on morphemes, such as acronyms, blends, and clippings. It notes that while mainstream word formation analyzes the formation of new words from morphemes, there are some processes that combine submorphemic elements or shorten words in ways that cannot be analyzed using morphemes. The document aims to analyze the role played by submorphemic elements in the formation of acronyms, blends, and clippings, which have been particularly productive in English since the mid-20th century.
Studying Arabic Dialects
This document provides the contents for a book titled "Arabic Dialectology: In honour of Clive Holes on the Occasion of his Sixtieth Birthday." It contains an acknowledgements section, introduction, bibliography of Clive Holes' published works, a poem written for Clive Holes, and various articles on topics in Arabic dialectology, descriptive dialectology, contact phenomena, social dialectology, and code mixing. The book brings together leading scholars and researchers in Arabic linguistics to honor Clive Holes, a highly acclaimed linguist and professor, on the occasion of his 60th birthday through a collection of articles reflecting the wide spectrum of Arabic linguistics and linguistics in general.
Processes of Word Formation - Morphology-LANE 333-2012- dr. shadia
This document discusses various processes of word formation in English. It examines compounding, derivation, invention, echoism, clipping, acronymy, blending, back-formation, folk etymology, and antonomasia. For each process, examples of English words formed through that process are provided, along with brief explanations and definitions. The document is authored by Dr. Shadia Yousef Banjar and appears to be part of a course on morphology.
Words - Morphology Presentation- Dr. Shadia Y. Banjar
This document discusses the definition and classification of words. It defines words as linguistic units that can be identified by pauses in speech. Words are then classified as simple, complex, or compound. Simple words contain a single morpheme, while complex words contain two bound morphemes or a bound and free morpheme. Compound words contain two or more free morphemes that imply a grammatical relationship, such as subject-verb or adjective-noun.
Phonesthemes- LANE 333- Dr. Shadia Yousef Banjar
Phonesthemes are sounds in words that suggest meaning. They are defined as a sound that appears in multiple words of similar meaning and has a recognizable semantic association. Examples include the 'i' sound suggesting smallness, and 'sl' having overwhelmingly pejorative connotations. Phonesthemes are considered different from morphemes as they do not meet all the criteria to be classified as morphemes. Specifically, phonesthemes are viewed as a distinct linguistic feature or "bound submorphemic" elements.
Homophones LANE 333 - Dr.Shadia Yousef Banjar
This document discusses homophones in morphology. It defines a homophone as a word that sounds like another word but has a different meaning and spelling. The document notes that in morphology, homophones must be remembered as different morphemes. It provides examples of homophones like "sale/sail" and "meet/meat" to illustrate this point. The document also explains that this is true for bound morphemes like verbal, noun plural, and noun possessive suffixes that are homophonous but represent different morphemes.
Allomorphs - Dr. Shadia Yousef Banjar
This document discusses allomorphs, which are different phonological forms of a single morpheme. It provides examples of morphemes with multiple allomorphs conditioned by their phonetic environment, such as the past tense morpheme {-d} having allomorphs /-d/, /-t/, /-əd/. The document also discusses types of allomorphs like additive, replacive, and suppletive allomorphs. Formulas are presented to represent morphemes and their allomorphs, noting tildes for phonological alternation and infinity signs for morphological alternation. Exercises are provided to have the reader identify allomorphs and explain their conditioning.
Immediate Constituents - Dr. Shadia Y. Banjar- presentation
This document discusses the morphology of words and their immediate constituents. It explains that words can be composed of one, two, or more morphemes. When a word has multiple morphemes, it has a hierarchical structure where morphemes are grouped into twosomes. This hierarchical structure can be represented using tree diagrams that show the steps of word formation. When analyzing words, they are broken down into their immediate constituents, which are the smallest meaningful parts the word is divided into. There are recommendations for how to divide words, such as separating suffixes first or ensuring the immediate constituents are related in meaning. Some words can also have ambiguous structures and meanings.
Noun Diminutive Forms- Dr. Shadia Y. Banjar
This document discusses diminutive suffixes in English. It identifies six main diminutive suffixes: -ie, -i, -y; -ette; -kin, -ikini, -kins; -ling; -et; -let. These suffixes typically convey meanings of smallness or endearment. The suffixes contain front vowels like /i/, /ɪ/, or /ɛ/ and are often attached to names or nouns to suggest intimacy or a small version. While the first two suffixes, -ie/-i/-y and -ette, remain productive, the others are less commonly used to form new words. Some borrowed diminutives from other languages have also entered English but lost their diminutive sense over time
Noun Feminine Forms - Dr. Shadia Yousef Banjar
This document discusses feminine derivational suffixes in English. It provides examples of masculine and feminine noun pairs such as nephew/niece and king/queen. It notes that English has a small number of feminizing suffixes, most of which are of foreign origin, that are added to masculine forms or base morphemes to create feminine nouns, such as -ess, -ette, and -ina. Tables are included listing common feminizing suffixes like -e, -enne, and -ix along with examples of masculine-feminine noun pairs they derive. The document concludes that all the listed feminizing suffixes except -ster are of foreign origin and added to create feminine forms.
Suffixal Homophones, Dr. Shadia Yousef Banjar
The document discusses several suffixal homophones in English morphology. It identifies four cases:
1) The inflectional suffix "-ER" has two homophones that indicate an agent/doer or repetition.
2) The verbal inflectional suffix "-ING" has homophones that indicate ongoing action or a noun.
3) The verbal inflectional suffix "-ED" has a homophone that derives adjectives.
4) The adverbial suffix "-LY" has a homophone that derives adjectives from nouns or forms alternate adjectives. Tests are provided to distinguish between homophones in some cases.
Lane 424 - IA-2012- Dr. Shadia Yousef Banjar
The document provides tips for students starting research projects. It discusses choosing a research area and topic, getting organized by making a plan and taking notes, using resources like libraries and databases, conducting research by collecting and analyzing data safely and ethically, and being wise by following presentation guidelines and avoiding plagiarism. The document aims to give students guidance on the initial steps of research from selecting a topic to writing up results.
More from Dr. Shadia Banjar (20)
Parts of Speech - Structure Classes, Dr. Shadia Yousef Banjar .pptx
Parts of Speech - Structure Classes, Dr. Shadia Yousef Banjar .pptx
Inflectional Paradigms - morphology- Dr. Shadia Yousef Banjar
Inflectional Paradigms - morphology- Dr. Shadia Yousef Banjar
Processes of Word Formation - Morphology-LANE 333-2012- dr. shadia
Processes of Word Formation - Morphology-LANE 333-2012- dr. shadia
Words - Morphology Presentation- Dr. Shadia Y. Banjar
Words - Morphology Presentation- Dr. Shadia Y. Banjar
Immediate Constituents - Dr. Shadia Y. Banjar- presentation
Immediate Constituents - Dr. Shadia Y. Banjar- presentation
Recently uploaded
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHow to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Recently uploaded (20)
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Welcome To Lane 350, by Dr. Shadia Y. Banjar
- 1. Welcome to " Introduction to Translation” “LANE 350” By: Dr. Shadia Y. Banjar http://www.kau.edu.sa/SBANJAR http://wwwdrshadiabanjar.blogspot.com Dr. Shadia Yousef Banjar 1
- 2. Dr. Shadia Yousef Banjar 2 " Introduction to Translation” “LANE 350”
- 3. Dr. Shadia Yousef Banjar Textbook 3 A. M. Moustapha, YourGuide to Correct Translation. Ibn Sina Bookshop, Cairo, 2000.
- 4. Dr. Shadia Yousef Banjar 4 Course Objectives: Highlighting the importance of translation with special reference to the transference of technology and modern advancements in scientific disciplines; Reviewing the different types and schools of translation; and Introducing major problems confronted by the translator: cultural and linguistic.
- 5. Dr. Shadia Yousef Banjar 5 The course aims to: Develop theoretical and practical skills for translation. Familiarize students with translation methods and approaches. Introduce them to different types of translation. Equip students with the translation tools and techniques in order to find solutions for translation problems.
- 6. Dr. Shadia Yousef Banjar 6 Course Description This introductory translation course offers students an overview of translation theory while providing practice with a variety of texts. Emphasis is given to rendering translations from English into Arabic language and vice versa in different topics related to translation practices. Basic concepts and problems in the area of Translation Studies are identified and discussed .
- 7. Dr. Shadia Yousef Banjar 7 Various modes and types of translation as well as translation strategies and techniques are also discussed. Students are familiarized with the role and functions of translator/interpreter in the process of intercultural communication.
- 8. Dr. Shadia Yousef Banjar 8 The course has both a theoretical and practical components. Theoretical issues are illustrated by specific examples; and practical exercises are built around them. The course offers practical approaches to translation. It is based on topic areas, incorporating study of different text-types, style, use of dictionaries, text comparison, collocation, equivalents and practical hints and tips. The Internets is used both as text resource and as translation tool.
- 9. Dr. Shadia Yousef Banjar 9 The course is a foundation as well as language-specific training in translation. By the end of the course students should have a basic level of competence which will enable them to take on translation work with confidence.
- 10. Dr. Shadia Yousef Banjar 10 The class formatis a combination of PowerPoint presentation and group discussion. The class deals with linguistic and cultural problems which are involved in the process of translation/interpretation common to most language pairs.
- 11. Dr. Shadia Yousef Banjar 11 Course Grading
- 12. Dr. Shadia Yousef Banjar 12 Main REFERENCES Translation An advanced resource book, Basil Hatim and Jeremy Munday, Routledge 2004. A textbook of translation ,Peter Newmark, rentice-Hall International, 1988 In Other Words A Coursebook on Translation , Mona Baker , Routledge, 1992.
- 14. “The Translator's Handbook", by MorrySofer, Schreiber Publishing, Inc., Rockville, Maryland 1999.
- 15. “Translation Studies” ,By Susan Bassnett , Routledge 2002.
- 16. "The Translation Studies Reader", Edited by Lawrence Venuti, 2nd edition, Routledge, New York and London 2004.
- 17. “Introducing Translation Studies, Theories and Applications”, By Jeremy Munday , Routledge 2008 .
- 19. Dr. Shadia Yousef Banjar 15 Websites: http://www.translationdirectory.com/articles.htm http://www.translationdirectory.com/teaching_translation.htm http://www.translationdirectory.com/translation_theory.htm http://www.translationdirectory.com/translators_and_computer.htm http://www.bing.com/search?srch=106&FORM=AS6&q=antonyms http://www.bing.com/search?srch=106&FORM=AS6&q=synonyms http://www.bing.com/search?srch=106&FORM=AS6&q=collocation http://www.acronymfinder.com http://www.bing.com/search?srch=106&FORM=AS6&q=translation+of+metaphor http://www.bing.com/search?srch=106&FORM=AS6&q=idioms http://www.bing.com/search?srch=106&FORM=AS6&q=Proverb
- 20. Dr. Shadia Yousef Banjar 16 Thank You!