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This paper tries to investigate if there is a difference in the memory recall of emotional words between Arabic-English bilinguals. The methodology involves an experiment of free-recall responses to emotional word stimuli by 68 Egyptian Arabic-English bilinguals where the Arabic language is their native language (L1) and English language is their second language (L2). The participants divided into early English learners who acquired L2 at year 6, and late English learners who acquired L2 at year 12. A design of 2 x 2 x 3 three-way mixed ANOVA was administered with three independent variables; the group of L2 language acquisition (i.e., early, and late), the language (i.e., Arabic, English), and the emotionality of words (i.e., positive, negative, and neutral). The result showed no significant difference between late and early L2 learners in memory recall. However, there was significant main effect of language as well as main effect of emotionality on memory recall. Furthermore, the results showed significant interaction between emotionality and whether subjects acquired L2 early or late, as well as the result showed significant interaction between language and emotionality. Finally, the results showed significant interaction between the language, emotionality, and whether the subjects acquired L2 early or late.

This study examines changes in the beliefs of a group of undergraduate students about learning and teaching English as a foreign language. Learners' beliefs are thought to shape students' language learning experience and often guide their future teaching practices. Thus, any mistaken beliefs could negatively affect student learning and teaching experience for decades (Peacock, 2001). While some studies suggest that students' beliefs are stable, inflexible and resistant to change, others show that students' beliefs are amenable to change with proper intervention. This study uses a questionnaire to collect data from 212 students in the English Department at Sultan Qaboos University. The results show that learners hold strong beliefs about the role of vocabulary, grammar and practice in learning a foreign language. Moreover, their beliefs did not undergo any significant changes during the duration of the program though slight shifts in their beliefs could be noticed in the final year of their training. The study suggests that special attention should be given to this area to eliminate any detrimental beliefs held by prospective teachers. Early intervention may steer students in the right direction and could equip them with the theoretical and pedagogical beliefs necessary to positively influence their future students.

This study investigates Iraqi EFL university learners' use of the speech act of agreement at the pragmatic level. Additionally, the present study analyzes the productive level of the learners' use of agreemcnt. The study basically aims at analysing the speech act of agreement at the pragmatic level. It also aims at investigating the most common strategies used by Iraqi EFL learners to issue communicative acts of agreement at the productive level. The study hypothesizes that (1) the students' performance of the direct strategies for showing agreement is better than the indirect ones at the productive level, and (2) the students' performance of the explicit performative strategies for showing agreement is better than the implicit ones. To achieve the aims of the study and verify or refute its hypotheses, a sample of twenty Iraqi EFL learners from fourth year-stage in the Department of English Language, College of Education, University of AI-Qadisiya during the academic year (2014-2015) is randomly chosen to answer a questionnaire which consists of twenty different interactional situations requiring from the subjects to respond with agreement. The study verifies the hypotheses and yields that (1) a percentage of (92%) goes to the direct strategies for showing agreement, whereas (8%) goes to the indirect ones, (2) a percentage of (67%) goes to the learners use of explicit performatives for showing agreement, whereas only (33%) goes to the learners' use of the implicit ones. So, the study concludes the poor use of indirect strategies and implicit performatives for showing agreement compared to the direct strategies and the explicit performatives by the Iraqi EFL learners.

The present research aimed to identify the characteristics of the effective English language teacher from the perspective of the female student-teachers at the English Unit at the College of Education -Kuwait University. The sample consisted of 300 participants, (147) female student-teachers majoring in intermediate and high school stage and (153) female student-teachers majoring in elementary school stage. The reliability in this study was measured by calculating the Cronbach alpha reliability coefficient, which its result was (0.869). The analysis of the responses given by the study sample was done using the SPSS program to find out the percentages, averages and standard deviations. In addition, t-test and One Way ANOVA were applied for further results and analyses. The obtained results revealed several findings. First, the rating of the characteristics of the effective English language teacher was based on high means as follows: socio-affective skills (3.969), personality (3.954), pedagogical knowledge (3.923), subject-matter knowledge (3.577), and assessment of students' language (2.816). Second, there were significant differences according to the research variables in domains three and four according to major in college and in domains two and five according to high school specialization, and only in domain four according to years of study.

This study is an attempt to highlight the role working memory capacity plays in developing language learners' oral proficiency. It also targets the issue of identifying the very essential component of the same system, the phonological loop, in the speech production process. This article begins with a literature review explaining the different parts of the human memory as a whole, and the major constituents of working memory in particular. This is followed by an experimental study analysis conducted on a population of 45 students in the Department of English in the Teacher Training School of Constantine, and the results of which revealed that the specific characteristics and functions of working memory would be of great significance in improving learners' speaking fluency, thus, confirming and validating our hypothesis.

Teaching Grammar has moved from focusing on the grammatical structures and combinations using a direct and explicit instruction to emphasizing communication and developing the communicative skills. Like all the grammatical aspects, the English article system is taught following the same perspective. Articles, however, are unstressed, which makes them very difficult, if not impossible, for non-native speakers to detect and eventually learn. Direct explanation of their rules is necessary, as they are hard to be heard and cannot be taught following the Communicative Approach solely. The present paper is intended to show how the Communicative/Structural Approach can be applied in the classroom to teach in general and teach the English article system particularly. We will give a full account of the data obtained during the process of our research which seeks to examine the effectiveness of the Communicative/Structural Approach. We will present the teachers' views about the usefulness of incorporating the Communicative/Structural Approach in the teaching of articles as well

This study is concerned with revealing some aspects of Iraqi EFL learners' manipulation of the speech act of refusal. The study falls into four sections. Section one introduces the problem, aims, hypotheses, procedures, limits and the value of the study. Section two is devoted to the theoretical framework of refusal speech act. Section three is about collecting and analyzing data and section four is concerned with the conclusions of this study. In order to achieve the objectives of the study, the researcher conducted a test in which 100 Iraqi EFL College students at the fourth year Department of English, College of Education, University of Babylon were asked to respond to the test of the study. Their performance is compared to the performance of a control group (10 NESs). Concerning the second objective of the study which is to find out if there is any evidence of pragmatic transfer, the test has been translated into Arabic and (10) native speakers of Arabic are involved in the test to compare their responses with those of Iraqi learners.

Sarina Chugani Molina is an American university teacher, she has worked for a long time in Asia and Africa as a teacher of English language and she gets a great experience in the educational field. So she wrote her educational achievements in books, articles, conferences reports, and different publications proposing pertinent methods to make learning operation successful for both components of education process: the teacher and the student. A good number of these publications have been collected in order to demonstrate the new and great pedagogy applied in teaching English language inside and outside her country which let us understand an important thing, it's the investment overseas which becomes as a domination or another face of power.