Explore the vast range of titles available.

هدف البحث إلى التعرف على آثار البرامج التلفزيونية الأجنبية على الشباب العربي. اعتمد البحث على المنهج الوصفي. وتمثلت أدوات البحث في الاستبانة، والمطالعة والاستقراء والاستنباط والاستنتاج وجمع المعلومات النظرية. وتكونت العينة من (200) مبحوث من ثلاث جامعات هي جامعة الشارقة والكلية الإماراتية الكندية الجامعة وجامعة عجمان. وأظهرت النتائج أن للبرامج الأجنبية المترجمة والمدبلجة آثار ثقافية واجتماعية سلوكية على الشباب العربي، أن ميل الشباب الجامعي العربي إلى متابعة البرامج الأجنبية الموجهة تسبب في عولمة ثقافة هؤلاء الشباب، وستكون لهذا النوع من التأثر انعكاسات سلبية على المنظومة القيمية العربية والهوية الوطنية والحضارية لمجتمعاتنا. وأوصى البحث بإنشاء مراكز أبحاث ترتبط بقنواتنا المحلية لدراسة ميول واتجاهات واحتياجات الشباب العربي، وإعداد خطط برامجية لإشباعها بحيث تشكل البديل المناسب للبرامج الأجنبية الوافدة. كُتب هذا المستخلص من قِبل المنظومة 2022

Locating Television: Zones of Consumption takes an important next step for television studies: it acknowledges the growing diversity of the international experience of television today in order to address the question of 'what is television now?' The book addresses this question in two interrelated ways: by situating the consumption of television within the full range of structures, patterns and practices of everyday life; and by retrieving the importance of location as fundamental to these structures, patterns and practices - and, consequently, to the experience of television. This approach, involving collaboration between authors from cultural studies and cultural anthropology, offers new ways of studying the consumption of television - in particular, the use of the notion of 'zones of consumption' as a new means of locating television within the full range of its spatial, temporal, cultural, political and industrial contexts. Although the study draws its examples from a wide range of locations (the US, the UK, Australia, Malaysia, Cuba, and the Chinese language markets in Asia - -Hong Kong, Singapore, China and Taiwan), its argument is strongly informed by the evidence and the insights which emerged from ethnographic research in Mexico. This research site serves a strategic purpose: by working on a location with a highly developed and commercially successful transnational television industry, but which is not among the locations usually considered by television studies written in English, the limitations to some of the assumptions underlying the orthodoxies in Anglo-American television studies are highlighted. Suitable for both upper level students and researchers, this book is a valuable and original contribution to television, media and cultural studies, and anthropology, presenting approaches and evidence that are new to the field.

This study aims to examine the level of translation accuracy applied to the titles of PhD theses presented in the field of Islamic Education at Yarmouk University. A detailed analysis was conducted to reveal the types of errors present in the translation and these were subsequently categorized into six sections, based on the nature of the error. Furthermore, errors were assessed based on their impact on the translation accuracy, which determined the level of its acceptability. The findings uncovered major translation errors in the majority of the titles, many of which are the result of a shortfall in the translator's terminology; general, educational, or Islamic. It is recommended that researchers and scientific research deanships should be aware of the importance of accurate translation being applied to academic research work and the positive outcomes that would ensue, not only on individual research work but also on the university's reputation.

The history of the didactics of translation indicates that it has been effectively used in the teaching of foreign languages. In the case of English as a Foreign Language (EFL), translation can have a sufficiently facilitating role in its teaching and learning. Particularly for the teaching of EFL in Oman, where English is taught at all stages of the educational system, translation from and into Arabic and English may improve the mastery of English. But there is disagreement among EFL teachers on the use of translation in their classes. This paper explores the views of EFL teachers in Oman with regard to the feasibility and usefulness of translation in EFL teaching. Findings suggest that EFL teachers in Oman are almost split on this vital issue.

Teaching languages has continuously been centered on teaching their grammars which in turn focuses on teaching tenses. This research aims at investigating the effectiveness of using Role Play to teach the Present Perfect. It also seeks to analyze the attitudes of grammar teachers and their implementation of Role Play to teach the Present Perfect, at the Department of Letters and English, University 'Des Frères Mentouri', Constantine. We hypothesize that, first, if teachers of grammar are made aware of the importance of using Role Play to teach the Present Perfect, they will have positive attitudes towards its implementation in their own classes. Second, if teachers use Role Play in their teaching of the Present Perfect, it will help the students understand and use this tense adequately. To test our hypotheses, a Teachers' Questionnaire and a Students' Test are used. The analysis of the questionnaire shows that teachers of grammar hold positive attitudes towards using Role Play to teach the Present Perfect which totally confirms our first hypothesis. The sample (70 learners) is taken from second year students of English, at the Department of Letters and English, University 'Des Frères Mentouri', Constantine, during the academic year 2014/2015. The results obtained from the test partially confirm the second hypothesis, in other words, Role Play has succeeded to some extent to better the students' understanding and use of the Present Perfect.

Writing has an effective role in learning any language. It is a basic skill that endorses language acquisition, fosters critical thinking and permits students to communicate. Moreover, it becomes an essential competence for the learner to communicate in the globalized world and to achieve academic success. This study is a fulfillment of the urgent need to make students aware of some metacognitive strategies that facilitate the writing task. It seeks to explore the efficiency of implementing metacognitive strategies via the use of the Process Approach in English Foreign Language writing classes to develop the students' written production. Two main tools are used which are the teachers and the students questionnaires, and a quasi- experimental research (pre test and post test). During the experimental study, the researcher used metacognitive strategies and taught the participants in the experimental group how to use them in their writing skill. Through this study, the researcher has attempted to create a motivating environment and aid the learners to write essays following the different recursive stages of the Process Approach as a metacognitive strategy. However, the participants in the control group did not receive any treatment during their writing practice. The results show that the written compositions of the experimental group are highly improved compared to the control group.

Currently language learning is being facilitated by social networks and microblogging, which emerged as a quite new form of communication and content-sharing through which users can publish online some small pieces of digital content. This relates to connectivism, a learning theory that views learning as the process of creating connections and expanding or increasing network complexity. While writing, EFL student teachers at Assiut University Faculty of Education always presented content that was full of redundancy and excessive elaboration. In addition, they demonstrated poor critical reading skills necessary for giving clear and comprehensive summaries of the linguistic content encountered online. Therefore, the present study aims at investigating the effect of microblogging through Twitter on developing those student teachers' critical reading and summarization skills. To accomplish this aim, a review of literature was made supported with some open interviews with EFL specialists to come out with a list of those critical reading skills (3 main skills and 18 sub-skills) and another list of those summarization skills (4 main skills and 24 sub-skills) needed by EFL student teachers. Accordingly, a pre-test on those skills was administered to a group of 50 EFL student teachers (research participants). Then, a microblogging model based on Twitter was experimented with participants for 5 weeks. Finally, a post-test on critical reading and summarization skills, was administered to participants, and the means of scores were compared. Results indicated statistically significant differences between the participants' means of scores in both the pre and post-administration of the two tests, and thus microblogging through Twitter was found to be effective in developing EFL student teachers' critical reading and summarization skills. Based on these results, many suggestions and recommendations were presented.