An-Najah National University

Fayez M. Taha Aqel


  • Thursday, December 1, 2005
  • Using the mother Tongue( Arabic Language) in EFL
  • Published at:Journalof Educational Sciences No.(9),Janary,2006. University of Qatar.
  • This paper explores the instructors' and students' reactions to using Arabic language in teaching English as a foreign language in the Department of English and Modem European Languages at the University of Qatar. Therefore, a two-form questionnaire was developed: one for the instructors and One. for the students. As regards instructors' responses, it was found that all of the native speakers and 62.5 of non-native speakers of English felt that it was okay to use Arabic in EFL teaching. With regard to .sfudents' reactions, it was found that 42.85% of freshmen, 54.23% of sophomores, showing a 13% increase over freshmen; 57.64% of juniors, showing a 4% over
    junior students and finally 61.53 of senior students favored the use of Arabic, showing an increase of 4% over juniors. Finally, the paper was concluded by recommending a judicious use of Arabic in EFL teaching, and when it is the shortest possible route to make learners understand, since it is believed that the mother tongue does have a vital, facili
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  • Friday, April 13, 2001
  • Attitude and Achievement in learning English as a foreign Language
  • Published at:I.T.L133-134.pp303-323
  • The factors that make for success in learning a foreign language have been thoroughly investigated in an attempt to account for the variation in the levels of proficiency attained by learners. Among these factors are aptitude, -attitude, teaching techniques, motivation, age... etc. So the attitude of the learner towards the language and its speakers is one of the most important factors that influence learners' motivation to acquire the language. This importance of attitudes in learning English has been recognized by EFL specialists, and accordingly a great deal of research on the subject has been conducted to explore the relationship between attitudes and achievement in L2 learning. For instance, GARDNER (1980) found that there was a strong relationship between attitudes and proficiency in EFL learning. Pierson and others (1980) investigated the relationship between -English attainment and Chinese students' attitudes towards English in Hong Kong; they found that achievement in English was related to the attit
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  • Saturday, April 1, 2000
  • Grammatical Production Versus Grammatical Recognition
  • Published at:IRAL 38(2) ,2000,pp.83-88
  • This paper looks into the errors made by Saudi students in their production and recognition of grammatical structures in English. It was found that the number of errors that Saudi students make in production is higher than that in recognition. This means that Saudi students are less competertt in grammatical production than in grammatical recognition.
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  • Wednesday, April 1, 1998
  • Relativization in Arabic
  • Published at:Damascus UNIV.journal-V14-Number(4) 1998
  • This article points out the typological characteristics and the types of relative clauses in classical Arabic; it also examines the relativization process in view ofComrie's (1981) hierarchy to relative clause formation and shows that relative clauses in Arabic follow their head noun in agreement with Greenberg's universals about relative clauses Cross-linguistically. Finally, it shows that Arabic, unlike many other laiigauges, relativizes on all grammatical relations.
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Fayez M. Taha Aqel
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