21/12/2012
13/12/2012
KTH Learning Lab - An overview of Applied Linguistics
KTH Learning Lab - YouTube:
Learning Lab
An overview of Applied Linguistics
http://www.youtube.com/watch?v=T7dbWW83a74&feature=youtu.be
Learning Lab
An overview of Applied Linguistics
http://www.youtube.com/watch?v=T7dbWW83a74&feature=youtu.be
12/12/2012
Teaching of Arabic as a foreign language (TAFL) : a study of the communicative approach in relation to Arabic
Research@StAndrews:FullText: Teaching of Arabic as a foreign language (TAFL) : a study of the communicative approach in relation to Arabic: "Teaching of Arabic as a foreign language (TAFL) : a study of the communicative approach in relation to Arabic"
| Abstract: | The study is concerned with the problem of how to improve the teaching of Arabic as a foreign or a second language. It lays down some of the essential foundation-work necessary for bringing about systematic and constructive improvements in the teaching of Arabic as a foreign language (TAFL) by investigating the contributions of modern linguistic sciences (such as applied linguistics, educational linguistics, psycholinguistics and sociolinguistics) to the development of foreign language (FL) teaching and learning. A survey of the literature indicates that a 'revolution' is currently taking place in FL teaching and that a new approach, known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adopted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language. The thesis is divided into 7 chapters. Chapter 1 introduces the importance of viewing the nature of language and FL teaching from a multidimensional point of view. Chapter 2 outlines the general nature and importance of the subject matter (i.e. the Arabic language) in a wide context. In order to understand what has directly or indirectly influenced the teaching practices of TAFL, Chapter 3 provides an overview of the development of views of FL teaching approaches and methods in recent times, from formalism (teacher-centred learning) to functionalism (student -centred learning). Chapter 4 concentrates on providing an interpretation of the current 'state of the art' of TPPL in Britain. A theoretical outline of the CA is presented in Chapter 5. This chapter provides a working hypothesis of a proposed integrative model for communicative competence that can be used as a practical reference tool in the relevant areas of communicative language development In TAPL. Chapter 6 focuses on one of these areas; communicative syllabus design, in which the stages in Arabic language programme development and types of communicative syllabuses are discussed. The last chapter concludes with a suggetion of specific further research needs in TAFL: communicative teaching methodology, communicative materials development, communicative testing techniques and communicative tea cher training. |
| URI: | http://hdl.handle.net/10023/2949 |
| Type: | Thesis |
| Publisher: | University of St Andrews |
| Appears in Collections: | Arabic Theses |
10/12/2012
08/12/2012
Arabic Text Book الكتاب الأساسي » جامعة أم القرى
الكتاب الأساسي » جامعة أم القرى: http://uqu.edu.sa/amawad/ar/57358
Dear Teacher
Clicking on the above link will take you to 13 parts of الكتاب الأساسي where you can download and save.
Source جامعة أم القرى
Please note that these text books are different than الكتاب الأساسي AL-KITAB AL-ASASI of the American University in Cairo by EL-Said Badawi although both have the same name.
Dear Teacher
Clicking on the above link will take you to 13 parts of الكتاب الأساسي where you can download and save.
Source جامعة أم القرى
Please note that these text books are different than الكتاب الأساسي AL-KITAB AL-ASASI of the American University in Cairo by EL-Said Badawi although both have the same name.
05/11/2012
28/10/2012
08/10/2012
Al-kitaab Homepage
Al-kitaab Homepage:
useful links
Source (see the above link)
useful links
Source (see the above link)
Phonology and Script
- Arabic 2000 (Overview of the Arabic Letters with sound)
- Arabic alphabet (different shapes of each letter, color coding, illustrating examples, and transliteration. A wonderful resource)
- Numbers from 1 to 10 (The same site above)
- Omniglot Arabic (a guide to Arabic letters and numbers)
- The art of Arabic Callegraphy
- Fathah - Tanwin (Islamic University of Madeenah)
- Joining the letters (Islamic University of Madeenah)
- Sukuun - Qalqalah (Islamic University of Madeenah)
- Sukuun - Shaddah (Islamic University of Madeenah)
- Words with Sukuun (Islamic University of Madeenah)
- Vocabulary - Relationships (Islamic University of Madeenah)
- Consonants Chart and Summary of Arabic Alphabet Characteristics
- Chart of initial/final/medial positions of letters in the Arabic alphabet
- Letter Recognition Exercise (Good for unit one) (David Mehal, Georgetown University)
- Learn Arabic (From Egypt Today; letters with trace-and-copy exercises)
- Arab Academy (Flash animated Arabic Alphabet) Requires Flash Player.
- The Alphabet song an great resource (requires Flash player)
- Letter Recognition Exercise for unit Two (David Mehal, Georgetown University)
- Stress Rules (David Mehal, Georgetown University)
- Babel Arabic Writing Part I
- Babel Arabic Writing Part II
- Babel Arabic Writing Part III
- Babel Arabic Writing Part IV
- Letter Recognition Exercise for unit Three (David Mehal, Georgetown University)
- Letter Recognition Exercise for unit Four (David Mehal, Georgetown University)
- Letter Recognition Exercise for unit Five (David Mehal, Georgetown University)
- Letter Recognition Exercise for unit Six (David Mehal, Georgetown University)
- Letter Recognition Exercise for unit Seven (David Mehal, Georgetown University)
- Arabic Numerals (Good fo unit 8)
- Babel Arabic Counting (Good fo unit 8)
Words and Phrases
- Arabic 2000 (Greetings and very simple exchanges for beginners)
- Arabic 2000 (A word a day) with very simple sentences and paragraphs (with Tashkeel)
- Ajeeb online translator (Translate words, phrases, paragraphs or entire web sites from English to Arabic and vice versa)
- Almisbar translation, word, paragraph, site
- ETACO Arabic English online dictionary and translator
- Travlang Language for travellers with sound (click on the Saudi flag for Arabic)
- Cafe Syria, Greetings
- Cafe Syria, Arabic basic phrases
- Cafe Syria, small talk (great for unit seven)
- Fruits and Vegetables, and other Food Items (Islamic University of Madeenah)
Culture
- Egyptian dialect (Hadretik / Hadretak)
- Arabic Greetings
- Alhemdullela'ah
- Lebanese proverbs
- Egyptian proverbs
- Egyptian Arabic
- Levantine Arabic
- Gulf Arabic
- Algerian Arabic
- A list of English and Europian words that come from Arabic
- Meanings of Arabic names (M - F)
- Arabic coffee (Good to use with unit Six)
- ABC Arabic quisine, names of meals and food items
- An article about Arabic numerals (Good to use with unit eight)
- Islamic contributions to mathematics (Good to use with unit eight)
- Muslim thinkers and scientists(Good to use with unit eight)
- Maps of the Middle east
- Online Arabic songs
- Arabic advertisements with English Translation
22/07/2012
A Classical Music Concert in Aid of Syria Relief – 31st July 2012 | Syria Relief
A Classical Music Concert in Aid of Syria Relief – 31st July 2012 | Syria Relief Click here for more details
Louisa Coward, a keen supporter of Syria Relief, is organizing a fund-raising classical concert in aid of our Charity, at 1Arabicpm on 31st July 2012.
Musicians from The Philharmonia, including Zsolt-Tihamér Visontay, the Leader of the Orchestra, and Gordon Hunt, the principal oboist, who will be the conductor and the soloist. Gordon played the Adagio from the Albinoni at the Service of Prayer and Dedication following the marriage of Prince Charles and Camilla, Duchess of Cornwall.
The concert will be held at St George the Martyr, Borough High Street, London SE1 1JA, and the Programme will be:
· Albinoni Oboe Concerto in D minor
· Mozart Symphony No. 29 in A
· Albinoni Oboe Concerto in D minor
· Mozart Symphony No. 29 in A
We do hope that you will be able to join us and support this fantastic effort.
14/07/2012
29/06/2012
Listening strategy instruction (or extensive listening?): A response to Renandya (2012)
http://files.campus.edublogs.org/blog.nus.edu.sg/dist/7/112/files/2012/06/Listening-strategy-instruction-or-extensive-listening_editforpdf-14tz0op.pdf
Listening strategy instruction (or extensive listening?): A response to Renandya (2012)
by Jeremy Cross
Formerly of the British Council in Japan (Japan)
Jeremy Cross primarily researches different approaches to teaching second language listening,
and he has had his work published in a range of recognized journals. He also has extensive
experience as an L2 teacher.
Listening strategy instruction (or extensive listening?): A response to Renandya (2012)
by Jeremy Cross
Formerly of the British Council in Japan (Japan)
Jeremy Cross primarily researches different approaches to teaching second language listening,
and he has had his work published in a range of recognized journals. He also has extensive
experience as an L2 teacher.
Five Reasons Why Listening Strategy Instruction Might Not Work with Lower Proficiency Learners | ELTWorldOnline.com
Five Reasons Why Listening Strategy Instruction Might Not Work with Lower Proficiency Learners | ELTWorldOnline.com:
Dr Willy A Renandya is a language teacher educator with extensive teaching experience in Asia. He currently teaches applied linguistics courses at the National Institute of Education, Nanyang Technological University, Singapore. His recent publication “Teacher, the tape is too fast – Extensive listening in ELT” appeared in the ELT Journal (OUP, 2011).
14/06/2012
Glary Utilities 2.46.0.1518 - Download - Fliepuma.com
Glary Utilities 2.46.0.1518 - Download - Fliepuma.com
Glary Utilities is a freeware with registry and disk cleaning, privacy protection, performance accelerator and amazing multifunctional tools. It can fix dogged registry errors, wipe off clutters, optimize internet speed, safeguard confidential files and maintain maximum performance.
It is designed for both novice and professionals. User-friendly interface shows clear & detailed directions. For novice, all work can be done with just 1 or 2 clicks, while for professionals, abundant options are available.
Key features:
- Optimize, clean and boost the speed of your Windows.
- Protect your privacy and security.
- Block spyware, trojans, adware, etc.
- Fix certain application errors.
- Simple, fast and user friendly interface.
- For only private use.
07/05/2012
04/05/2012
communicative language testing
In this paper we will first attempt to define the term ‘communicative language testing’. We will
then go on to examine ways in which communicative testing differs from other forms of language
testing, both in the theoretical basis and what is tested. In the next part we will identify some of
the problems communicative language testing faces, and look at how these problems have been
addressed.
'via Blog this'
then go on to examine ways in which communicative testing differs from other forms of language
testing, both in the theoretical basis and what is tested. In the next part we will identify some of
the problems communicative language testing faces, and look at how these problems have been
addressed.
'via Blog this'
19/04/2012
Second Language Learning and Language Teaching - YouTube
Second Language Learning and Language Teaching - YouTube
Meaning of Language http://www.youtube.com/watch?v=bCglGihT_Cc&feature=relmfu
Vivian Cook
Multicompetence and SLA
http://www.youtube.com/watch?v=LF7zmsqtIUQ&noredirect=1
The Second Language (L2) user
http://www.youtube.com/watch?v=22b4o8N9ta0&feature=relmfu
And you must see this video http://www.youtube.com/watch?v=jZu3NJ3tGrc&feature=channel&list=UL
Meaning of Language http://www.youtube.com/watch?v=bCglGihT_Cc&feature=relmfu
Vivian Cook
Multicompetence and SLA
http://www.youtube.com/watch?v=LF7zmsqtIUQ&noredirect=1
The Second Language (L2) user
http://www.youtube.com/watch?v=22b4o8N9ta0&feature=relmfu
And you must see this video http://www.youtube.com/watch?v=jZu3NJ3tGrc&feature=channel&list=UL
28/03/2012
Stop the cuts in provision and staff - The Petition Site
Stop the cuts in provision and staff - The Petition Site
Dear Colleagues
please signe the petition in the link above in the support to stop the cuts in the LC Jobs and the LC languages.
Dear Colleagues
please signe the petition in the link above in the support to stop the cuts in the LC Jobs and the LC languages.
11/03/2012
Arabic Without Walls
Arabic Without Walls
Arabic Without Walls contains materials for three separate components broken down under the Course Content into Al-Kitaab, Part one Second Edition Interviews, and Culture. While each component may stand by itself and therefore may be studied independently, the three are designed to complement each other in Arabic Without Walls. The course syllabus will help you go back and forth between the textbooks, the DVDs, and the Web materials as you proceed in a given chapter. For review purposes, however, or when you choose to concentrate on a single element of the Web-based course, you will find it useful to go to Course Content and select the relevant component.
Click on the course content, there are 15 units...
Accessed 11/03/2012
Arabic Without Walls contains materials for three separate components broken down under the Course Content into Al-Kitaab, Part one Second Edition Interviews, and Culture. While each component may stand by itself and therefore may be studied independently, the three are designed to complement each other in Arabic Without Walls. The course syllabus will help you go back and forth between the textbooks, the DVDs, and the Web materials as you proceed in a given chapter. For review purposes, however, or when you choose to concentrate on a single element of the Web-based course, you will find it useful to go to Course Content and select the relevant component.
Click on the course content, there are 15 units...
Accessed 11/03/2012
Hot Potatoes Version 6
Hot Potatoes Version 6
The Hot Potatoes home page is located at the University of Victoria. You can download the latest versions of the programs from there.
The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. On September 1, 2009, Hot Potatoes was released as freeware.
Hot Potatoes was created by the Research and Development team at the University of Victoria Humanities Computing and Media Centre. Commercial aspects of the software are handled by Half-Baked Software Inc.
The Hot Potatoes home page is located at the University of Victoria. You can download the latest versions of the programs from there.
The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. On September 1, 2009, Hot Potatoes was released as freeware.
Hot Potatoes was created by the Research and Development team at the University of Victoria Humanities Computing and Media Centre. Commercial aspects of the software are handled by Half-Baked Software Inc.
09/03/2012
Ideas and Reasons for Integrating new technologies and especially my Flexipacks in Teaching and Learning Turkish | SOAS, University of London
Ideas and Reasons for Integrating new technologies and especially my Flexipacks in Teaching and Learning Turkish | SOAS, University of London
Finishes: 16 March 2012Time: 5:30 PM
Series:CLP ForumThis will be a general discussion of how new technologies have been integrated in the teaching and learning of Turkish in practice. Apart from teachers devoting sufficient time to preparation and to their students, teachers are advised to use new technologies to allow “lonely souls of technology” and “tutor/classroom shy learners” to interact and communicate from a distance and get a better grasp of the cultural aspects of the living language.
I discuss the experience of preparing and using adapted ‘Flexipacks’ for language teaching and learning designed to fill an important gap in self study and revision. Students not only enjoyed working privately with audio/video units and handouts, but also felt they could also revise and consolidate their learning at their own pace and in their own time. Additionally, it gave them the freedom to work on their skills in an unconstrained environment. Moreover, it also emerged that the Blackboard VLE that was used by all levels of students, appeared to lead to students exchanging learning tips, revealing the importance of such technologies to enhance learning and attenuate cultural and linguistic differences.
Given these experiences it is suggested that video conferencing for amalgamating language classrooms between countries, especially one of them being the target language country, is something that is likely to be very useful. Learners would be able to exchange their own learning experiences and tips regardless of their location, background or ability.
Ideas and Reasons for Integrating new technologies and especially my Flexipacks in Teaching and Learning Turkish
Nil Okan Paniguian JP, FCIOL (Fellow of Chartered Institute of Linguists)
Date: 16 March 2012Time: 4:10 PMFinishes: 16 March 2012Time: 5:30 PM
Venue: Russell Square: College BuildingsRoom: 4421
Type of Event: ForumSeries:CLP Forum
I discuss the experience of preparing and using adapted ‘Flexipacks’ for language teaching and learning designed to fill an important gap in self study and revision. Students not only enjoyed working privately with audio/video units and handouts, but also felt they could also revise and consolidate their learning at their own pace and in their own time. Additionally, it gave them the freedom to work on their skills in an unconstrained environment. Moreover, it also emerged that the Blackboard VLE that was used by all levels of students, appeared to lead to students exchanging learning tips, revealing the importance of such technologies to enhance learning and attenuate cultural and linguistic differences.
Given these experiences it is suggested that video conferencing for amalgamating language classrooms between countries, especially one of them being the target language country, is something that is likely to be very useful. Learners would be able to exchange their own learning experiences and tips regardless of their location, background or ability.
Contact email: ni3(at)soas.ac.uk
04/03/2012
Elementary Immersion Learning Strategies
Elementary Immersion Learning Strategies
Successful language learners are more strategic than less effective language
learners. By "strategic," we mean that they are better able to figure out the
task requirements and are flexible in their approach to solving any problems
they encounter while working on the task. Unsuccessful language learners, on the
other hand, while not necessarily unaware of strategies, have difficulty in
choosing the best strategy for a specific task, and often have a limited variety
of strategies in their repertoire.
Students who think and work strategically are more motivated to learn (Paris,
1988) and have a higher sense of self-efficacy, or confidence in their own
learning ability (Zimmerman, 1990; Zimmerman & Pons, 1986). That is,
strategic students perceive themselves as more able to succeed academically than
students who do not know how to use strategies effectively. With this positive
attitude toward language learning, students are also able to lower their anxiety
level while working with a foreign language. Instructing students in strategies
that lower anxiety can help all students gain the confidence they need to
perform their best, especially in the classroom (Khaldieh, 2000). Students who
expect to be successful at a learning task generally are successful, and each
successful learning experience increases motivation.
You can download the whole book from the aboce link, this is something that your students should be aware of "LEARNING L2 STRADEGIES "
Successful language learners are more strategic than less effective language
learners. By "strategic," we mean that they are better able to figure out the
task requirements and are flexible in their approach to solving any problems
they encounter while working on the task. Unsuccessful language learners, on the
other hand, while not necessarily unaware of strategies, have difficulty in
choosing the best strategy for a specific task, and often have a limited variety
of strategies in their repertoire.
Students who think and work strategically are more motivated to learn (Paris,
1988) and have a higher sense of self-efficacy, or confidence in their own
learning ability (Zimmerman, 1990; Zimmerman & Pons, 1986). That is,
strategic students perceive themselves as more able to succeed academically than
students who do not know how to use strategies effectively. With this positive
attitude toward language learning, students are also able to lower their anxiety
level while working with a foreign language. Instructing students in strategies
that lower anxiety can help all students gain the confidence they need to
perform their best, especially in the classroom (Khaldieh, 2000). Students who
expect to be successful at a learning task generally are successful, and each
successful learning experience increases motivation.
You can download the whole book from the aboce link, this is something that your students should be aware of "LEARNING L2 STRADEGIES "
01/03/2012
TFL: Session 1: Meaningful Interpretation
TFL: Session 1: Meaningful Interpretation
(Click above to watch )
Video SummaryIn "Meaningful Interpretation," Professor Virginia Scott
of Vanderbilt University addresses the value of teaching interpretive
communication skills. Professor Scott also joins a round-table discussion on
effective approaches to teaching interpretation skills, moderated by University
of Pittsburgh professor Richard Donato, and including teachers Lauri Dabbieri of
Fairfax, Virginia, and Michel Pasquier of New Hyde Park, New York. The video
also features excerpts from Ms. Dabbieri's and Mr. Pasquier's classes, as well
as other classes across different grade levels and languages.* The video
addresses the following questions:
What is text?
What is interpretation?
At what level can interpretation begin?
Can there be multiple interpretations?
How is the interpretive mode assessed? *The classroom excerpts
featured in this video are from the Teaching Foreign Languages K-12 video
library. To learn more about the featured lessons, go to the Library Videos Chart.
(Click above to watch )
Video SummaryIn "Meaningful Interpretation," Professor Virginia Scott
of Vanderbilt University addresses the value of teaching interpretive
communication skills. Professor Scott also joins a round-table discussion on
effective approaches to teaching interpretation skills, moderated by University
of Pittsburgh professor Richard Donato, and including teachers Lauri Dabbieri of
Fairfax, Virginia, and Michel Pasquier of New Hyde Park, New York. The video
also features excerpts from Ms. Dabbieri's and Mr. Pasquier's classes, as well
as other classes across different grade levels and languages.* The video
addresses the following questions:
What is text?
What is interpretation?
At what level can interpretation begin?
Can there be multiple interpretations?
How is the interpretive mode assessed? *The classroom excerpts
featured in this video are from the Teaching Foreign Languages K-12 video
library. To learn more about the featured lessons, go to the Library Videos Chart.
29/02/2012
Free Lessons in Arabic at SOAS Language Centre in London
Free Lessons in Arabic at SOAS Language Centre in London
Advanced Communicative Arabic – Free Lessons5-week course starting 3rd of March 2012. Saturdays 12.30pm to 2.30pmThe course aims to reinforce the skill of communicating in Modern Standard Arabic acquired on the Upper Intermediate course or similar courses. In addition to learning Modern Standard Arabic - both written and spoken - students will be learn communicative colloquial Arabic in their day-to day-life and work situations. by the end of the course students should be able toin a 'real world' setting, understand meaning from the written and spoken context and with the help of grammatical indicatorsinitiate and sustain conversations on a variety of topicsbe familiar with the difference between formal and spoken ArabicThe course is taught in English and Arabic and covers reading, speaking and listening using contemporary printed and audio material. An appropriate balance is struck between communicative activities, structure, practice and grammar. Class size is normally limited to fifteen to make learning as interactive as possible.
The course will be taught with the PG dip ss as well as teaching Listening Strategy .
The FREE course will cover all 4 skills (listening, speaking ,reading and writing )
Please contact arabic@soas.ac.uk before 3 pm 2 March 2012 First come first serve.
Advanced Communicative Arabic – Free Lessons5-week course starting 3rd of March 2012. Saturdays 12.30pm to 2.30pmThe course aims to reinforce the skill of communicating in Modern Standard Arabic acquired on the Upper Intermediate course or similar courses. In addition to learning Modern Standard Arabic - both written and spoken - students will be learn communicative colloquial Arabic in their day-to day-life and work situations. by the end of the course students should be able toin a 'real world' setting, understand meaning from the written and spoken context and with the help of grammatical indicatorsinitiate and sustain conversations on a variety of topicsbe familiar with the difference between formal and spoken ArabicThe course is taught in English and Arabic and covers reading, speaking and listening using contemporary printed and audio material. An appropriate balance is struck between communicative activities, structure, practice and grammar. Class size is normally limited to fifteen to make learning as interactive as possible.
The course will be taught with the PG dip ss as well as teaching Listening Strategy .
The FREE course will cover all 4 skills (listening, speaking ,reading and writing )
Please contact arabic@soas.ac.uk before 3 pm 2 March 2012 First come first serve.
15/02/2012
Purdue OWL: APA Formatting and Style Guide
Purdue OWL: APA Formatting and Style Guide
For Essay writing in "SOAS" Language Padagogy you need :
Reference List: BooksSummary: APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, 6th edition, second printing.
ALSO http://www.apastyle.org/apa-style-help.aspx
For Essay writing in "SOAS" Language Padagogy you need :
Reference List: BooksSummary: APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, 6th edition, second printing.
ALSO http://www.apastyle.org/apa-style-help.aspx
13/01/2012
Learner autonomy and second/foreign language learning | LLAS Centre for Languages, Linguistics and Area Studies
Learner autonomy and second/foreign language learning LLAS Centre for Languages, Linguistics and Area Studies
This article defines the autonomous learner; summarises arguments in favour of helping language learners to become autonomous; briefly considers the process of 'autonomisation' in language classrooms and self-access learning schemes; identifies some principal lines of research; and concludes by suggesting that the Council of Europe's European Language Portfolio may bring 'autonomisation' to much larger numbers of learners than hitherto and in doing so may provide an important focus for research.
This article defines the autonomous learner; summarises arguments in favour of helping language learners to become autonomous; briefly considers the process of 'autonomisation' in language classrooms and self-access learning schemes; identifies some principal lines of research; and concludes by suggesting that the Council of Europe's European Language Portfolio may bring 'autonomisation' to much larger numbers of learners than hitherto and in doing so may provide an important focus for research.
05/01/2012
English 101 | An-Najah Videos
English 101 An-Najah Videos
Teaching Vocabulary in context
This Video is in English for Arabic students. Watch the teacher and think about his approach ...
More Videos: http://videos.najah.edu/taxonomy/term/478
Teaching Vocabulary in context
This Video is in English for Arabic students. Watch the teacher and think about his approach ...
More Videos: http://videos.najah.edu/taxonomy/term/478
Advaned Writing | An-Najah Videos
Advaned Writing An-Najah Videos
Approach to teaching Writing/ Correction
This is English class but it is easy to transfer the technique to Arabic class.
More video : http://videos.najah.edu/
Approach to teaching Writing/ Correction
This is English class but it is easy to transfer the technique to Arabic class.
More video : http://videos.najah.edu/
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