Explore the vast range of titles available.

Questo lavoro vuole essere un contributo pratico ed utile a meglio inquadrare uno dei più interessanti ed efficaci strumenti di cui può giovarsi l'insegnante nell'esercizio della sua attività didattica. S'è scelto di guardare al cinema italiano non solo come manifestazione di competenze tecniche ed artistiche all'unanimità riconosciute all'estero, piuttosto come strumento capace di descrivere un reale processo spesso sconosciuto in ambiente arabofono o talvolta ignorato, che spinge lo spettatore a mettere in discussione ciò che poco prima era altro ed altrove. L'esito di un tale processo può sortire degli effetti sorprendenti: quanto più viene riconsiderato e metabolizzato quanto non si conosceva o veniva ignorato, tanto più diviene esperienza concreta diretta, nella nuova forma assunta, che può essere comunicata. Ha inoltre il merito di stimolare il dubbio, la curiosità, la capacità di sintesi e la memoria acustica oltreché visiva, tutti elementi essenziali all'interno di un percorso di apprendimento linguistico, la cui ricorrenza viene puntualmente annotata ed affrontata. nelle ultime due sezioni di queste pagine, in cui la visione di alcune scene di Fantozzi ha confermato ancor più a chi scrive le mille potenzialità di tale strumento e le sue altrettante qualità, prima fra tutte il saper creare consapevolezza e riflessione.

This research examines common paragraph writing errors among Libyan intermediate level students learning English as a foreign language. This study systematically analyzes written samples to identify common issues in vocabulary, spelling, and paragraph structure among Libyan intermediate-level English learners. Employing a qualitative approach, the research involved 13 students from Tripoli who were tasked with writing a well-structured paragraph on a given topic. Their paragraphs were meticulously reviewed for errors and to identify the types of errors relevant to the study. By examining these errors, the research aims to cover their underlying causes and propose targeted pedagogical strategies to improve writing proficiency. The findings indicate that Libyan students face substantial difficulties in maintaining standard paragraph organization, particularly in vocabulary development, spelling accuracy, and adherence to academic paragraph structure. The study highlights frequent vocabulary and spelling errors, inappropriate word choices, and structural issues, emphasizing the need for targeted instruction. These insights are intended to inform the development of more effective English language curricula and teaching methodologies for this student population.

Libyan students encounter major difficulties in their communication with native speakers of English during their study in the UK. These problems are not so much due to their linguistic incompetence in the target language (English) but rather due to their cultural and social incompetence of the target culture. This paper explores the influence of the native culture of Libyan students' on their verbal and nonverbal communication. In so doing, this study looked at real-life examples representing the issues facing some Libyan students during their stay in the UK. The subjects of the study were Libyan students pursuing their higher studies in the UK. The findings show that Libyan students are very much influenced by their native culture and as a result, they are facing so many problems in their communications with native speakers. The study believes that cultural literacy in language teaching is needed as it helps to overcome significant hardship in communicating meaning to native speakers. The study concludes with some recommendations for the Ministry of Education and the textbooks designers on how to improve the current situation and it also outlines some suggestions for further research.

Receiving feedback on learners' errors is an important part of the process of teaching and learning. Whenever students commit errors, the teacher should react to that immediately. This paper seeks to investigate the effects of oral explicit and implicit corrective feedback on EFL learners' grammar accuracy during the speaking class. It also aimed to shed light on the effect of two types of corrective feedback: recast as an implicit feedback and metalinguistic feedback as an explicit on foreign language learners' spoken language accuracy of grammar. In this study ten Libyan freshmen students had participated, their level in English is low- intermediate based on a standard test. They studied English as foreign language in middle and high school. They all had the experience of English learning for at least four years in the educational setting. In an experimental design (two experimental groups and a control group) the participants were randomly divided into three groups; the first group received recast (implicit feedback) and the second group received metalinguistic (explicit feedback) as corrective feedback in response to any utterance containing an error in the target structure and the last group which is a control group. This study used picture description (Picture Stories), about actions happened in the past tense, tasks to elicit learners' knowledge of simple past tense. This accuracy of the use of past of the participates' spoken language was measured through using spoken test before and after the treatment. To analyze the data SPSS and One-way ANOVA were run and the results of the study indicated that the accuracy of the simple past tense in explicit groups improved more than other groups. Besides, based on the numbers of errors before and after the treatment explicit group outperformed implicit group and it seems that explicit corrective feedback is more effective than implicit one.

This study investigates the difficulties encountered by some Libyan third-year secondary school students in Jaber Bin Hiun Secondary School in Alkoms city when forming and using future tenses. It is hypothesized that most of Libyan secondary school students encounter difficulties when forming and using future tense. In order to achieve the aim of the study, a test has been done on secondary school students. It is based on 18 to 19 adult -secondary school students. The test consists of forty items of combination type. In this research, errors are revealed by investigating students' answers to the test. The study reveals that the subjects make various kinds of errors in all of the items of the test. The students' errors were attributed to several factors among which are the negative transfer from Arabic and the inherent difficulty of English future tense.

The purpose of the study is to investigate Libyan students\" reactions to teacher feedback on their essays. The participants, who were attending a Pre-sessional EAP course at Nottingham Trent University, were asked to take part in this study to find out their general opinions of, preferences for and responses to teacher feedback and the difficulties they might encounter, and what they can do to get the maximum benefit from the feedback they received from their teachers. For the purpose of the current study, ten Libyan students were interviewed and samples of first and second drafts of their essays were analysed to find out how they could take up the feedback provided. According to the study findings, the participants reported that they highly valued the comments and corrections they received in their written products from the course teacher. However, they varied in their preferences for and responses to teacher feedback on their writing. Moreover, they reported that they encountered some difficulties in handling teacher feedback.

ينطلق هذا البحث لتحقيق مجموعة من الأهداف، وهي: التطبيق العملي لأسلوب التحليل التمييزي، لتحليل المتغير التابع (طالب متكيف =0 وطالب غير متكيف = 1) وأثره في المتغيرات التوضيحية، واختبار معنوية العوامل المأخوذة في الدراسة، وأثرها على المتغير التابع وكذلك تحديد الأهمية النسبية للعوامل المؤثرة في تكيف الطلبة الوافدون بجامعة اجدابيا... وأخيراً قدرة الدالة التمييزية على تصنيف الطلبة إلى مجموعتين (طلبة متكيفين، وطلبة غير متكيفين). وقد اعتمد البحث على العينة العشوائية الطبقية النسبية من الطلاب الوافدين بكليات جامعة اجدابيا وقد بلغ عددهم (85 طالب)، ولتحقيق هدف البحث تم جمع البيانات عن طريق استبانة واستخدام برمجية الحزمة الإحصائية للعلوم الاجتماعية (28 IBM SPSS Statistics) كأداة لتحليل بيانات الدراسة، وتوصل البحث إلى مجموعة من النتائج أهمها: إن الدالة التمييزية عالية المعنوية، وتمتلك القدرة على التمييز بين المجموعتين (الطلبة الوافدين المتكيفين والغير متكيفين داخل الجامعة). كما توصلت إلى أن المتغيرات التوضيحية المستخدمة في النموذج قد نجحت في تفسير 74% من التمييز بين الطلبة المتكيفين والغير متكيفين، كما تبين أن التصنيف الصحيح الإجمالي للعينة في النموذج الخاص (صعوبات التكيف) يقدر بـ 97.6%، والتصنيف الصحيح الإجمالي للعينة في النموذج الخاص (الصعوبات الإدارية) يقدر بـ 71.8%.