Menu
Menu
AWEJ Volume.5 Number.4, 2014
Pp.1-2
Contents
| Article Titles & authors |
Pages |
| Team of this issue |
1 |
| Contents |
1-2 |
| Ideology for Second Language Teachers Mike Orr |
3-13 |
| Motivation and Methods in Learning Arabic in an AFL Environment
Siobhán McPhee & Josephine O’Brien |
14-27 |
|
The Null pro Subject in Early Modern English and Standard Arabic Abdul-Hafeed Ali Fakih |
28-54 |
| Using Primary Sources: A Strategy to Promote the Teaching of Civilization to Algerian Students of English TOULGUI Ladi |
55-63 |
| Explicit Grammar Teaching Pays off: the Case of Moroccan EFL University Students
Abdelmajid Bouziane & Meriem Harrizi |
64- 83
|
| Errors Analysis: A Case Study of Saudi Learner’s English Grammatical Speaking Errors Nesreen Saud Alahmadi |
84-98
|
| Perceptions of American Academic Discourse: Cases of Three Saudi Undergraduate Students Rimma Maddox |
99-110
|
| Explication of Conjunction Errors in A Corpus of Written Discourse by Sudanese English Majors
Hamid Abd Allah Arabi & Nauman Al Amin Ali |
111-130
|
|
The Effects of Writing Intervention Program on Foundation Level Students at Shinas College of Technology, Oman Sarath W. Samaranayake & Joaquin Jr. Gabayno |
131-145
|
| Dialogic Signs of Resistance: a Case Study of Reading Joseph Conrad’s Heart of Darkness
Ayman Abu-Shomar & Fatin AbuHilal |
146-171
|
| Global English and World Culture: A Case Study of the Subjective Worlds of English Teachers in Taiwan
Kun-huei Wu & I-Chung Ke |
172- 186 |
| Metacognitive and Cognitive Strategy Use and Performance on a Reading Test with Multiple-format Tasks
Mohammed Assiri |
187-202 . |
| Fair, Reliable, Valid: Developing a Grammar Test Utilizing the Four Building Blocks
Voke Efeotor |
203-225
|
| Correlation between Cognitive Writing Strategies and Students’
Writing Performance |
226-239
|
| The Arab translation students’ hindrances in translating political culture from English into Arabic Mutahar A. Qassem |
240-253
|
| An Investigation of Top-down Listening Processing Skills Taught by EFL Teachers in Gaza Governmental High Schools Enas Abdullah Hammad |
254-275
|
| Problems with Speaking Activities in the Saudi EFL Classroom Basmah Ali Abu-ghararah |
276-287 |
| The Translation of Tense and Aspect from English into Arabic by Moroccan Undergraduates: Difficulties and Solutions Younes ZHIRI |
288-296
|
| Students’ Ability to Identify Different Tones and the Tonic Syllable in the English Intonation
Areig Osman Ahmed Mohamed |
297-314 . |
| Effective Teaching Strategies of Consecutive Interpreting to Facilitate Cross-Cultural Communication
Nahed M. Wasfi |
315-325
|
| The Effectiveness of Video vs. Written Text in English Comprehension and Acquisition of ESL Students
Essa Ali Batel |
326-335
|
| Exploring the Use of Through-Argumentation and Counter-Argumentation in Arabic-Speaking EFL Learners’ Argumentative Essays
Touria Drid |
336-352 |
| Rites of Passage in an English Class: Auto-ethnography and Coming of Age stories in Cross-Cultural Contexts
Gregory Stephens |
353-364 |
|
Towards Processing Arabic Minimal Syllable Automatically |
365-380
|
| Saadallah Wannous: From Existentialist to Activist
Ebtehal Al-Khateeb |
381-397
|
| Teachers’ ICT Practices: A Case Study of a Moroccan EFL Teacher Sana Lamtara |
398-410
|
| A Socio-linguistic Study to Investigate the Factors Affecting L2 Oral Communication at Postgraduate Level in Pakistan
Misbah Rosheen Khan |
411-426
|
| The Integration of the New Technology at the Moroccan Universities
Nabil BELMEKKI & Elhoucine OUAZZANI IBRAHIMI |
427-442 |
| Reading, Speaking and Writing through Creative Resources: Comics in Second Language Teaching Mª Victoria Guadamillas Gómez |
443-453
|
| The Effects of Form-Focused Instruction on the Learners’ Accuracy of Written Production
Maria Zaheer |
454-468
|
| Group Work in ESL: A Teacher’s Perception and Application
Ashjan Allhedan |
469-483
|
| Reflections on Reading Studies done by M.A Students at Al- University During 2006-2014 Mohammad Hamdan |
484-502
|
| Guessing from Context: A Saudi EFL View Faisal A. Al-Homoud |
503- 520
|