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class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Ibrahim Alfaki" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/123591941/37920373/31912992/s200_ibrahim.alfaki.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Ibrahim Alfaki</h1><div class="affiliations-container fake-truncate js-profile-affiliations"></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Ibrahim" data-follow-user-id="123591941" data-follow-user-source="profile_button" 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class="js-profile-view-count"></span></p></div></span></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://cambridge.academia.edu/BertVaux"><img class="profile-avatar u-positionAbsolute" alt="Bert Vaux" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/39895/13212/12379/s200_bert.vaux.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://cambridge.academia.edu/BertVaux">Bert Vaux</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of 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u-positionAbsolute" alt="Marc Champagne" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/90594/25175/116736640/s200_marc.champagne.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://kwantlen.academia.edu/MarcChampagne">Marc Champagne</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Kwantlen Polytechnic University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://huji.academia.edu/EitanGrossman"><img class="profile-avatar u-positionAbsolute" alt="Eitan Grossman" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" 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class="suggested-user-card__user-info__subheader ds2-5-body-xs">Université Paris 1 - Panthéon-Sorbonne</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://ipri.academia.edu/Lu%C3%ADsDuartedAlmeida"><img class="profile-avatar u-positionAbsolute" alt="Luís Duarte d'Almeida" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/539328/235919/68847338/s200_lu_s.duarte_d_almeida.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ipri.academia.edu/Lu%C3%ADsDuartedAlmeida">Luís Duarte d'Almeida</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Nova University of Lisbon - Portugal</p></div></div><div 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src="https://0.academia-photos.com/4304183/1719652/2060875/s200_udayan.prajapati.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://stxavierscollege.academia.edu/UPrajapati">Udayan Prajapati</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">St. Xavier's College, Ahmedabad</p></div></div></ul></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="123591941" href="https://www.academia.edu/Documents/in/Argumentation_Theory_and_Critical_Thinking"><div id="js-react-on-rails-context" style="display:none" 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data-click-track="profile-work-strip-title" href="https://www.academia.edu/73039488/Curriculum_Design_and_Development_Evaluating_Spine_Textbooks_From_a_Teachers_Perspective">Curriculum Design and Development : Evaluating Spine Textbooks From a Teachers' Perspective</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73039488"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73039488"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var 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href="https://www.academia.edu/73039483/An_Exploration_of_the_Rhetorical_Devices_in_Leila_Aboulelas_Novel_The_Translator">An Exploration of the Rhetorical Devices in Leila Aboulela's Novel " The Translator</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article attempts to explore Aboulela's literary style of writing through her novel The Trans...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article attempts to explore Aboulela's literary style of writing through her novel The Translator. Leila Aboulela is an Egyptian-born Sudanese and British educated writer .The Translator is her first novel, published in 1999. The Translator is a story about a young Sudanese widow living in Scotland and her sprouting relationship with Islamic scholar Rae Isles. The research method adopted is a blend of narrative, rhetoric, and stylistic analyses. All these analytic techniques are from within the constructivism interpretive research paradigm. The analyses focus on the rhetorical devices which are used in the novel: The Translator. These devices are identified and discussed with examples from the novel. The findings indicate that: Aboulela's style reflects rich vocabulary and an increasing flexibility of prose. Although the form of her writing is organized according to the formal patterns of prose , it has sense of rhythm , repetition and balance. These are not governed by a regularly sustained formal arrangement and the significant unit is the sentence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c6e82246bd890dea42463f3d063ecd06" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83889981,"asset_id":73039483,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83889981/download_file?st=MTczNjQwNjM0Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73039483"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73039483"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73039483; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73039483]").text(description); $(".js-view-count[data-work-id=73039483]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73039483; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='73039483']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 73039483, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c6e82246bd890dea42463f3d063ecd06" } } $('.js-work-strip[data-work-id=73039483]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":73039483,"title":"An Exploration of the Rhetorical Devices in Leila Aboulela's Novel \" The Translator","translated_title":"","metadata":{"grobid_abstract":"This article attempts to explore Aboulela's literary style of writing through her novel The Translator. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="73039480"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73039480/A_Contrastive_Study_in_Sentence_Construction_between_English_and_Nubian_Languages"><img alt="Research paper thumbnail of A Contrastive Study in Sentence Construction between English and Nubian Languages" class="work-thumbnail" src="https://attachments.academia-assets.com/83889992/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73039480/A_Contrastive_Study_in_Sentence_Construction_between_English_and_Nubian_Languages">A Contrastive Study in Sentence Construction between English and Nubian Languages</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study focuses on analyzing and contrasting sentence construction in both Nubian and English ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study focuses on analyzing and contrasting sentence construction in both Nubian and English languages. The study intends to find out the potential productivities of these processes for pedagogical purposes, which may prove to be useful for Nubian native and how Nubian English language teachers may benefit from it in teaching English language .The data of this study have been collected from two important sources: The literature which has been written on Nubian language and a sample of Nubian speakers. The literature reviewed covers: the geography of the area where Nubian people live , a description of the Nubian syntax, classification and distribution of the Nubian languages , the contrastive analysis process , and finally some previous studies. The findings reveal that English and Nubian languages have similarities as well as differences. These can be summarized as follows: The points of similarities are as follows: The two languages have similar elements to construct a sentence. Both languages use coordination to construct compound and complex sentences and both language have equivalent conjunctions. Both languages have equivalent pronouns to construct (WH) questions. Ellipsis exists in the two languages. Points of differences between the two languages: The two languages have different syntactic order of elements in sentence construction .Coordinators in English convey shades of meaning, whereas in the Nubian language they cannot do so. Ellipsis in the Nubian language does not result in an ambiguous sentence. The coordinator appears in the middle of the sentence in English. The presence of more than one coordinator may result in an ambiguous sentence. In Nubian languages the coordinator appears after the nominal in each clause and no ambiguous sentence may result. This literature review provides data on: Nubian area and people, syntax of the Nubian language, classification and distribution of the Nubian languages, contrastive analysis, and finally some related studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3671233955693dd7bb618fd15d3793e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83889992,"asset_id":73039480,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83889992/download_file?st=MTczNjQwNjM0Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73039480"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73039480"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73039480; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73039480]").text(description); $(".js-view-count[data-work-id=73039480]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73039480; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='73039480']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 73039480, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3671233955693dd7bb618fd15d3793e1" } } $('.js-work-strip[data-work-id=73039480]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":73039480,"title":"A Contrastive Study in Sentence Construction between English and Nubian Languages","translated_title":"","metadata":{"grobid_abstract":"This study focuses on analyzing and contrasting sentence construction in both Nubian and English languages. The study intends to find out the potential productivities of these processes for pedagogical purposes, which may prove to be useful for Nubian native and how Nubian English language teachers may benefit from it in teaching English language .The data of this study have been collected from two important sources: The literature which has been written on Nubian language and a sample of Nubian speakers. The literature reviewed covers: the geography of the area where Nubian people live , a description of the Nubian syntax, classification and distribution of the Nubian languages , the contrastive analysis process , and finally some previous studies. The findings reveal that English and Nubian languages have similarities as well as differences. These can be summarized as follows: The points of similarities are as follows: The two languages have similar elements to construct a sentence. Both languages use coordination to construct compound and complex sentences and both language have equivalent conjunctions. Both languages have equivalent pronouns to construct (WH) questions. Ellipsis exists in the two languages. Points of differences between the two languages: The two languages have different syntactic order of elements in sentence construction .Coordinators in English convey shades of meaning, whereas in the Nubian language they cannot do so. Ellipsis in the Nubian language does not result in an ambiguous sentence. The coordinator appears in the middle of the sentence in English. The presence of more than one coordinator may result in an ambiguous sentence. In Nubian languages the coordinator appears after the nominal in each clause and no ambiguous sentence may result. 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The study intends to find out the potential productivities of these processes for pedagogical purposes, which may prove to be useful for Nubian native and how Nubian English language teachers may benefit from it in teaching English language .The data of this study have been collected from two important sources: The literature which has been written on Nubian language and a sample of Nubian speakers. The literature reviewed covers: the geography of the area where Nubian people live , a description of the Nubian syntax, classification and distribution of the Nubian languages , the contrastive analysis process , and finally some previous studies. The findings reveal that English and Nubian languages have similarities as well as differences. These can be summarized as follows: The points of similarities are as follows: The two languages have similar elements to construct a sentence. Both languages use coordination to construct compound and complex sentences and both language have equivalent conjunctions. Both languages have equivalent pronouns to construct (WH) questions. Ellipsis exists in the two languages. Points of differences between the two languages: The two languages have different syntactic order of elements in sentence construction .Coordinators in English convey shades of meaning, whereas in the Nubian language they cannot do so. Ellipsis in the Nubian language does not result in an ambiguous sentence. The coordinator appears in the middle of the sentence in English. The presence of more than one coordinator may result in an ambiguous sentence. In Nubian languages the coordinator appears after the nominal in each clause and no ambiguous sentence may result. 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b19793118de6d229cd155a1bd11c9cce" } } $('.js-work-strip[data-work-id=73039477]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":73039477,"title":"Teaching Vocabulary: The Relationship between Techniques of Teaching and Strategies of Learning New Vocabulary Items","translated_title":"","metadata":{},"translated_abstract":null,"internal_url":"https://www.academia.edu/73039477/Teaching_Vocabulary_The_Relationship_between_Techniques_of_Teaching_and_Strategies_of_Learning_New_Vocabulary_Items","translated_internal_url":"","created_at":"2022-03-04T10:11:23.015-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":123591941,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":83890022,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83890022/thumbnails/1.jpg","file_name":"22306.pdf","download_url":"https://www.academia.edu/attachments/83890022/download_file?st=MTczNjQwNjM0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teaching_Vocabulary_The_Relationship_bet.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83890022/22306-libre.pdf?1649738143=\u0026response-content-disposition=attachment%3B+filename%3DTeaching_Vocabulary_The_Relationship_bet.pdf\u0026Expires=1736409942\u0026Signature=E7jHGUsYrf~8eTbp~Z6TJx68IQ72HVsFS9mV2EBuklAJbJ6QOdK1U1TBUd3tBZ9ZjVfAFzH8jSVoXNp5oj-qbDpFujYKZPbbntagRQFmKB4HMaY3iBt8MAOgavQQY~jV~2hzSUpHN5DxI3KVgOqkmPtgoBAIM1oZ0z0VZBk7WzlpCNIwFTJ4h5QTXzTliJaNfnLVOClTuWXuKC1Mch6cqV-jJNKXRfbWAhRiqVHCIpgCCqIz2867eXsnHnHTwRB0paz4Nh0IaJXY4zFIlncMaawql9U3MgHk0CA4y~WvTjhw2geY7rU3odda2yoStytSzsQngc1037xrXXSXhJPxGA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Teaching_Vocabulary_The_Relationship_between_Techniques_of_Teaching_and_Strategies_of_Learning_New_Vocabulary_Items","translated_slug":"","page_count":17,"language":"en","content_type":"Work","summary":null,"owner":{"id":123591941,"first_name":"Ibrahim","middle_initials":null,"last_name":"Alfaki","page_name":"IAlfaki","domain_name":"independent","created_at":"2019-08-24T10:28:29.393-07:00","display_name":"Ibrahim Alfaki","url":"https://independent.academia.edu/IAlfaki"},"attachments":[{"id":83890022,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83890022/thumbnails/1.jpg","file_name":"22306.pdf","download_url":"https://www.academia.edu/attachments/83890022/download_file?st=MTczNjQwNjM0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teaching_Vocabulary_The_Relationship_bet.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83890022/22306-libre.pdf?1649738143=\u0026response-content-disposition=attachment%3B+filename%3DTeaching_Vocabulary_The_Relationship_bet.pdf\u0026Expires=1736409942\u0026Signature=E7jHGUsYrf~8eTbp~Z6TJx68IQ72HVsFS9mV2EBuklAJbJ6QOdK1U1TBUd3tBZ9ZjVfAFzH8jSVoXNp5oj-qbDpFujYKZPbbntagRQFmKB4HMaY3iBt8MAOgavQQY~jV~2hzSUpHN5DxI3KVgOqkmPtgoBAIM1oZ0z0VZBk7WzlpCNIwFTJ4h5QTXzTliJaNfnLVOClTuWXuKC1Mch6cqV-jJNKXRfbWAhRiqVHCIpgCCqIz2867eXsnHnHTwRB0paz4Nh0IaJXY4zFIlncMaawql9U3MgHk0CA4y~WvTjhw2geY7rU3odda2yoStytSzsQngc1037xrXXSXhJPxGA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching"},{"id":228182,"name":"Learning Strategies","url":"https://www.academia.edu/Documents/in/Learning_Strategies-1"},{"id":524056,"name":"Teaching Techniques","url":"https://www.academia.edu/Documents/in/Teaching_Techniques"},{"id":620077,"name":"English Language Teaching","url":"https://www.academia.edu/Documents/in/English_Language_Teaching-1"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="73039419"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73039419/Curriculum_Design_and_Development_Evaluating_Spine_Textbooks_from_a_Teachers_Perspective"><img alt="Research paper thumbnail of Curriculum Design and Development: Evaluating Spine Textbooks from a Teacher's Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/83890010/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73039419/Curriculum_Design_and_Development_Evaluating_Spine_Textbooks_from_a_Teachers_Perspective">Curriculum Design and Development: Evaluating Spine Textbooks from a Teacher's Perspective</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study is to explore Sudanese English language teachers&#39; views of the suitabil...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study is to explore Sudanese English language teachers&#39; views of the suitability and appropriateness of Spine Book One for the pupils of the Basic Level Schools in North Sudan. The Spine Series is a six-textbook series currently taught at the Basic and Secondary Level Schools in North Sudan. The research method adopted is the descriptive research method. The data are qualitative, and are collected with a checklist designed specifically for this purpose. The methodology also included content analysis. The findings indicate that: The content of this textbook is not suitable for Sudanese young learners of English. Most of the material in the textbook is not interesting. A lot of the content is obsolete and old. The four major language skills are not given equal emphasis .Neither the grammatical structures nor the vocabulary items are sequenced</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="178e01f24ce84ea0753d77b046116d32" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83890010,"asset_id":73039419,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83890010/download_file?st=MTczNjQwNjM0Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73039419"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73039419"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73039419; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73039419]").text(description); $(".js-view-count[data-work-id=73039419]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73039419; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='73039419']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 73039419, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "178e01f24ce84ea0753d77b046116d32" } } $('.js-work-strip[data-work-id=73039419]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":73039419,"title":"Curriculum Design and Development: Evaluating Spine Textbooks from a Teacher's Perspective","translated_title":"","metadata":{"abstract":"The aim of this study is to explore Sudanese English language teachers\u0026#39; views of the suitability and appropriateness of Spine Book One for the pupils of the Basic Level Schools in North Sudan. The Spine Series is a six-textbook series currently taught at the Basic and Secondary Level Schools in North Sudan. The research method adopted is the descriptive research method. The data are qualitative, and are collected with a checklist designed specifically for this purpose. The methodology also included content analysis. The findings indicate that: The content of this textbook is not suitable for Sudanese young learners of English. Most of the material in the textbook is not interesting. A lot of the content is obsolete and old. The four major language skills are not given equal emphasis .Neither the grammatical structures nor the vocabulary items are sequenced","publication_date":{"day":null,"month":null,"year":2015,"errors":{}}},"translated_abstract":"The aim of this study is to explore Sudanese English language teachers\u0026#39; views of the suitability and appropriateness of Spine Book One for the pupils of the Basic Level Schools in North Sudan. The Spine Series is a six-textbook series currently taught at the Basic and Secondary Level Schools in North Sudan. The research method adopted is the descriptive research method. The data are qualitative, and are collected with a checklist designed specifically for this purpose. The methodology also included content analysis. The findings indicate that: The content of this textbook is not suitable for Sudanese young learners of English. Most of the material in the textbook is not interesting. A lot of the content is obsolete and old. The four major language skills are not given equal emphasis .Neither the grammatical structures nor the vocabulary items are sequenced","internal_url":"https://www.academia.edu/73039419/Curriculum_Design_and_Development_Evaluating_Spine_Textbooks_from_a_Teachers_Perspective","translated_internal_url":"","created_at":"2022-03-04T10:08:37.420-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":123591941,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":83890010,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83890010/thumbnails/1.jpg","file_name":"Curriculum_Design_and_Development__Evalu20220411-32734-15bmn54.pdf","download_url":"https://www.academia.edu/attachments/83890010/download_file?st=MTczNjQwNjM0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Curriculum_Design_and_Development_Evalua.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83890010/Curriculum_Design_and_Development__Evalu20220411-32734-15bmn54.pdf?1649727036=\u0026response-content-disposition=attachment%3B+filename%3DCurriculum_Design_and_Development_Evalua.pdf\u0026Expires=1736409942\u0026Signature=IwJREhkkOfn2P4LVmXIRikYa7cw951H1bVbnE~IDmSkWh2po1fDKAtBgs9LbVpEmsHYbcj7A2vAVLrE8KajLh2~-4jksqj0hTasdcOxVguGkgOtelIyh~tMkFHIsScVzAQA0bWCC7Yu1rNr1WhoKndP-CcJSZiSTv5jmNYx0pzuSeIb2ziIv5tEiNITmNIXVlJ7~mJD7WkuHNvbYQZhheKLwb1vqBtbGEfP93Nz4-eKqK6v~aoXTSS4LwhK6LggROyho176YfszdP2XUbe1oeoGTVSQPIvDTe8WwM4~XAqFy2A1f0VNTinm~dYr6WjG1fEHuCZNbjTE5sXbx74Jo0A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Curriculum_Design_and_Development_Evaluating_Spine_Textbooks_from_a_Teachers_Perspective","translated_slug":"","page_count":15,"language":"en","content_type":"Work","summary":"The aim of this study is to explore Sudanese English language teachers\u0026#39; views of the suitability and appropriateness of Spine Book One for the pupils of the Basic Level Schools in North Sudan. The Spine Series is a six-textbook series currently taught at the Basic and Secondary Level Schools in North Sudan. The research method adopted is the descriptive research method. The data are qualitative, and are collected with a checklist designed specifically for this purpose. The methodology also included content analysis. The findings indicate that: The content of this textbook is not suitable for Sudanese young learners of English. Most of the material in the textbook is not interesting. A lot of the content is obsolete and old. 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The paper discussed the results of data collected by using three instruments: a teacher's preferences elicitation instrument, a student's preferences elicitation instrument, and a classroom observation checklist. Then the results were processed to test these hypotheses that: Teachers of English at C2 & PB levels of boys Educational System in Oman use different types of oral correction techniques. It was also hypothesized that there would be a significant difference between these teachers' attitudes about oral corrective feedback and their actual practice. In addition to that, students at C2 and PB would expect specific oral corrective feedback approaches from their teachers. The data was processed and all hypotheses were proved to be positive. We made some recommendations, with suggestions for further investigations on the same topic.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2112fe7ddc792d4859acd50723e05fcc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68910673,"asset_id":51045743,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68910673/download_file?st=MTczNjQwNjM0Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51045743"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51045743"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51045743; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51045743]").text(description); $(".js-view-count[data-work-id=51045743]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51045743; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='51045743']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 51045743, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2112fe7ddc792d4859acd50723e05fcc" } } $('.js-work-strip[data-work-id=51045743]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":51045743,"title":"Difficulties Facing Teachers in Using Interactive Whiteboards in Their Classes","translated_title":"","metadata":{"ai_title_tag":"Oral Corrective Feedback Practices Among Omani Teachers","grobid_abstract":"This study aimed to elicit the types of oral corrective feedback that was used by teachers and mostly preferred by students in both cycles of the Basic educational System in Oman. 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The paper discussed the results of data collected by using three instruments: a teacher's preferences elicitation instrument, a student's preferences elicitation instrument, and a classroom observation checklist. Then the results were processed to test these hypotheses that: Teachers of English at C2 & PB levels of boys Educational System in Oman use different types of oral correction techniques. It was also hypothesized that there would be a significant difference between these teachers' attitudes about oral corrective feedback and their actual practice. In addition to that, students at C2 and PB would expect specific oral corrective feedback approaches from their teachers. The data was processed and all hypotheses were proved to be positive. We made some recommendations, with suggestions for further investigations on the same topic.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ad344c7928975240fd3e2d916579d491" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68910672,"asset_id":51045742,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68910672/download_file?st=MTczNjQwNjM0Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51045742"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51045742"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51045742; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51045742]").text(description); $(".js-view-count[data-work-id=51045742]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51045742; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='51045742']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 51045742, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ad344c7928975240fd3e2d916579d491" } } $('.js-work-strip[data-work-id=51045742]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":51045742,"title":"Difficulties Facing Teachers in Using Interactive Whiteboards in Their Classes","translated_title":"","metadata":{"grobid_abstract":"This study aimed to elicit the types of oral corrective feedback that was used by teachers and mostly preferred by students in both cycles of the Basic educational System in Oman. The paper discussed the results of data collected by using three instruments: a teacher's preferences elicitation instrument, a student's preferences elicitation instrument, and a classroom observation checklist. Then the results were processed to test these hypotheses that: Teachers of English at C2 \u0026 PB levels of boys Educational System in Oman use different types of oral correction techniques. It was also hypothesized that there would be a significant difference between these teachers' attitudes about oral corrective feedback and their actual practice. In addition to that, students at C2 and PB would expect specific oral corrective feedback approaches from their teachers. The data was processed and all hypotheses were proved to be positive. 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The paper discussed the results of data collected by using three instruments: a teacher's preferences elicitation instrument, a student's preferences elicitation instrument, and a classroom observation checklist. Then the results were processed to test these hypotheses that: Teachers of English at C2 \u0026 PB levels of boys Educational System in Oman use different types of oral correction techniques. It was also hypothesized that there would be a significant difference between these teachers' attitudes about oral corrective feedback and their actual practice. In addition to that, students at C2 and PB would expect specific oral corrective feedback approaches from their teachers. The data was processed and all hypotheses were proved to be positive. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="73039483"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73039483/An_Exploration_of_the_Rhetorical_Devices_in_Leila_Aboulelas_Novel_The_Translator"><img alt="Research paper thumbnail of An Exploration of the Rhetorical Devices in Leila Aboulela's Novel " The Translator" class="work-thumbnail" src="https://attachments.academia-assets.com/83889981/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73039483/An_Exploration_of_the_Rhetorical_Devices_in_Leila_Aboulelas_Novel_The_Translator">An Exploration of the Rhetorical Devices in Leila Aboulela's Novel " The Translator</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article attempts to explore Aboulela's literary style of writing through her novel The Trans...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article attempts to explore Aboulela's literary style of writing through her novel The Translator. Leila Aboulela is an Egyptian-born Sudanese and British educated writer .The Translator is her first novel, published in 1999. The Translator is a story about a young Sudanese widow living in Scotland and her sprouting relationship with Islamic scholar Rae Isles. The research method adopted is a blend of narrative, rhetoric, and stylistic analyses. All these analytic techniques are from within the constructivism interpretive research paradigm. The analyses focus on the rhetorical devices which are used in the novel: The Translator. These devices are identified and discussed with examples from the novel. The findings indicate that: Aboulela's style reflects rich vocabulary and an increasing flexibility of prose. Although the form of her writing is organized according to the formal patterns of prose , it has sense of rhythm , repetition and balance. 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Leila Aboulela is an Egyptian-born Sudanese and British educated writer .The Translator is her first novel, published in 1999. The Translator is a story about a young Sudanese widow living in Scotland and her sprouting relationship with Islamic scholar Rae Isles. The research method adopted is a blend of narrative, rhetoric, and stylistic analyses. All these analytic techniques are from within the constructivism interpretive research paradigm. The analyses focus on the rhetorical devices which are used in the novel: The Translator. These devices are identified and discussed with examples from the novel. The findings indicate that: Aboulela's style reflects rich vocabulary and an increasing flexibility of prose. Although the form of her writing is organized according to the formal patterns of prose , it has sense of rhythm , repetition and balance. 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The study intends to find out the potential productivities of these processes for pedagogical purposes, which may prove to be useful for Nubian native and how Nubian English language teachers may benefit from it in teaching English language .The data of this study have been collected from two important sources: The literature which has been written on Nubian language and a sample of Nubian speakers. The literature reviewed covers: the geography of the area where Nubian people live , a description of the Nubian syntax, classification and distribution of the Nubian languages , the contrastive analysis process , and finally some previous studies. The findings reveal that English and Nubian languages have similarities as well as differences. These can be summarized as follows: The points of similarities are as follows: The two languages have similar elements to construct a sentence. Both languages use coordination to construct compound and complex sentences and both language have equivalent conjunctions. Both languages have equivalent pronouns to construct (WH) questions. Ellipsis exists in the two languages. Points of differences between the two languages: The two languages have different syntactic order of elements in sentence construction .Coordinators in English convey shades of meaning, whereas in the Nubian language they cannot do so. Ellipsis in the Nubian language does not result in an ambiguous sentence. The coordinator appears in the middle of the sentence in English. The presence of more than one coordinator may result in an ambiguous sentence. In Nubian languages the coordinator appears after the nominal in each clause and no ambiguous sentence may result. This literature review provides data on: Nubian area and people, syntax of the Nubian language, classification and distribution of the Nubian languages, contrastive analysis, and finally some related studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3671233955693dd7bb618fd15d3793e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83889992,"asset_id":73039480,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83889992/download_file?st=MTczNjQwNjM0Myw4LjIyMi4yMDguMTQ2&st=MTczNjQwNjM0Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73039480"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73039480"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73039480; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73039480]").text(description); $(".js-view-count[data-work-id=73039480]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73039480; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='73039480']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 73039480, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3671233955693dd7bb618fd15d3793e1" } } $('.js-work-strip[data-work-id=73039480]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":73039480,"title":"A Contrastive Study in Sentence Construction between English and Nubian Languages","translated_title":"","metadata":{"grobid_abstract":"This study focuses on analyzing and contrasting sentence construction in both Nubian and English languages. The study intends to find out the potential productivities of these processes for pedagogical purposes, which may prove to be useful for Nubian native and how Nubian English language teachers may benefit from it in teaching English language .The data of this study have been collected from two important sources: The literature which has been written on Nubian language and a sample of Nubian speakers. The literature reviewed covers: the geography of the area where Nubian people live , a description of the Nubian syntax, classification and distribution of the Nubian languages , the contrastive analysis process , and finally some previous studies. The findings reveal that English and Nubian languages have similarities as well as differences. These can be summarized as follows: The points of similarities are as follows: The two languages have similar elements to construct a sentence. Both languages use coordination to construct compound and complex sentences and both language have equivalent conjunctions. Both languages have equivalent pronouns to construct (WH) questions. Ellipsis exists in the two languages. Points of differences between the two languages: The two languages have different syntactic order of elements in sentence construction .Coordinators in English convey shades of meaning, whereas in the Nubian language they cannot do so. Ellipsis in the Nubian language does not result in an ambiguous sentence. The coordinator appears in the middle of the sentence in English. The presence of more than one coordinator may result in an ambiguous sentence. In Nubian languages the coordinator appears after the nominal in each clause and no ambiguous sentence may result. 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The study intends to find out the potential productivities of these processes for pedagogical purposes, which may prove to be useful for Nubian native and how Nubian English language teachers may benefit from it in teaching English language .The data of this study have been collected from two important sources: The literature which has been written on Nubian language and a sample of Nubian speakers. The literature reviewed covers: the geography of the area where Nubian people live , a description of the Nubian syntax, classification and distribution of the Nubian languages , the contrastive analysis process , and finally some previous studies. The findings reveal that English and Nubian languages have similarities as well as differences. These can be summarized as follows: The points of similarities are as follows: The two languages have similar elements to construct a sentence. Both languages use coordination to construct compound and complex sentences and both language have equivalent conjunctions. Both languages have equivalent pronouns to construct (WH) questions. Ellipsis exists in the two languages. Points of differences between the two languages: The two languages have different syntactic order of elements in sentence construction .Coordinators in English convey shades of meaning, whereas in the Nubian language they cannot do so. Ellipsis in the Nubian language does not result in an ambiguous sentence. The coordinator appears in the middle of the sentence in English. The presence of more than one coordinator may result in an ambiguous sentence. In Nubian languages the coordinator appears after the nominal in each clause and no ambiguous sentence may result. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="73039419"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/73039419/Curriculum_Design_and_Development_Evaluating_Spine_Textbooks_from_a_Teachers_Perspective"><img alt="Research paper thumbnail of Curriculum Design and Development: Evaluating Spine Textbooks from a Teacher's Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/83890010/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/73039419/Curriculum_Design_and_Development_Evaluating_Spine_Textbooks_from_a_Teachers_Perspective">Curriculum Design and Development: Evaluating Spine Textbooks from a Teacher's Perspective</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study is to explore Sudanese English language teachers&#39; views of the suitabil...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study is to explore Sudanese English language teachers&#39; views of the suitability and appropriateness of Spine Book One for the pupils of the Basic Level Schools in North Sudan. The Spine Series is a six-textbook series currently taught at the Basic and Secondary Level Schools in North Sudan. The research method adopted is the descriptive research method. The data are qualitative, and are collected with a checklist designed specifically for this purpose. The methodology also included content analysis. The findings indicate that: The content of this textbook is not suitable for Sudanese young learners of English. Most of the material in the textbook is not interesting. A lot of the content is obsolete and old. The four major language skills are not given equal emphasis .Neither the grammatical structures nor the vocabulary items are sequenced</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="178e01f24ce84ea0753d77b046116d32" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83890010,"asset_id":73039419,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83890010/download_file?st=MTczNjQwNjM0Myw4LjIyMi4yMDguMTQ2&st=MTczNjQwNjM0Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="73039419"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="73039419"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73039419; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73039419]").text(description); $(".js-view-count[data-work-id=73039419]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73039419; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='73039419']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 73039419, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "178e01f24ce84ea0753d77b046116d32" } } $('.js-work-strip[data-work-id=73039419]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":73039419,"title":"Curriculum Design and Development: Evaluating Spine Textbooks from a Teacher's Perspective","translated_title":"","metadata":{"abstract":"The aim of this study is to explore Sudanese English language teachers\u0026#39; views of the suitability and appropriateness of Spine Book One for the pupils of the Basic Level Schools in North Sudan. The Spine Series is a six-textbook series currently taught at the Basic and Secondary Level Schools in North Sudan. The research method adopted is the descriptive research method. The data are qualitative, and are collected with a checklist designed specifically for this purpose. The methodology also included content analysis. The findings indicate that: The content of this textbook is not suitable for Sudanese young learners of English. Most of the material in the textbook is not interesting. A lot of the content is obsolete and old. The four major language skills are not given equal emphasis .Neither the grammatical structures nor the vocabulary items are sequenced","publication_date":{"day":null,"month":null,"year":2015,"errors":{}}},"translated_abstract":"The aim of this study is to explore Sudanese English language teachers\u0026#39; views of the suitability and appropriateness of Spine Book One for the pupils of the Basic Level Schools in North Sudan. The Spine Series is a six-textbook series currently taught at the Basic and Secondary Level Schools in North Sudan. The research method adopted is the descriptive research method. The data are qualitative, and are collected with a checklist designed specifically for this purpose. The methodology also included content analysis. The findings indicate that: The content of this textbook is not suitable for Sudanese young learners of English. Most of the material in the textbook is not interesting. A lot of the content is obsolete and old. 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The paper discussed the results of data collected by using three instruments: a teacher's preferences elicitation instrument, a student's preferences elicitation instrument, and a classroom observation checklist. Then the results were processed to test these hypotheses that: Teachers of English at C2 & PB levels of boys Educational System in Oman use different types of oral correction techniques. It was also hypothesized that there would be a significant difference between these teachers' attitudes about oral corrective feedback and their actual practice. In addition to that, students at C2 and PB would expect specific oral corrective feedback approaches from their teachers. The data was processed and all hypotheses were proved to be positive. We made some recommendations, with suggestions for further investigations on the same topic.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2112fe7ddc792d4859acd50723e05fcc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68910673,"asset_id":51045743,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68910673/download_file?st=MTczNjQwNjM0Myw4LjIyMi4yMDguMTQ2&st=MTczNjQwNjM0Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51045743"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51045743"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51045743; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51045743]").text(description); $(".js-view-count[data-work-id=51045743]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51045743; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='51045743']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 51045743, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2112fe7ddc792d4859acd50723e05fcc" } } $('.js-work-strip[data-work-id=51045743]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":51045743,"title":"Difficulties Facing Teachers in Using Interactive Whiteboards in Their Classes","translated_title":"","metadata":{"ai_title_tag":"Oral Corrective Feedback Practices Among Omani Teachers","grobid_abstract":"This study aimed to elicit the types of oral corrective feedback that was used by teachers and mostly preferred by students in both cycles of the Basic educational System in Oman. The paper discussed the results of data collected by using three instruments: a teacher's preferences elicitation instrument, a student's preferences elicitation instrument, and a classroom observation checklist. Then the results were processed to test these hypotheses that: Teachers of English at C2 \u0026 PB levels of boys Educational System in Oman use different types of oral correction techniques. It was also hypothesized that there would be a significant difference between these teachers' attitudes about oral corrective feedback and their actual practice. In addition to that, students at C2 and PB would expect specific oral corrective feedback approaches from their teachers. The data was processed and all hypotheses were proved to be positive. 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The paper discussed the results of data collected by using three instruments: a teacher's preferences elicitation instrument, a student's preferences elicitation instrument, and a classroom observation checklist. Then the results were processed to test these hypotheses that: Teachers of English at C2 \u0026 PB levels of boys Educational System in Oman use different types of oral correction techniques. It was also hypothesized that there would be a significant difference between these teachers' attitudes about oral corrective feedback and their actual practice. In addition to that, students at C2 and PB would expect specific oral corrective feedback approaches from their teachers. The data was processed and all hypotheses were proved to be positive. 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The paper discussed the results of data collected by using three instruments: a teacher's preferences elicitation instrument, a student's preferences elicitation instrument, and a classroom observation checklist. Then the results were processed to test these hypotheses that: Teachers of English at C2 & PB levels of boys Educational System in Oman use different types of oral correction techniques. It was also hypothesized that there would be a significant difference between these teachers' attitudes about oral corrective feedback and their actual practice. In addition to that, students at C2 and PB would expect specific oral corrective feedback approaches from their teachers. The data was processed and all hypotheses were proved to be positive. We made some recommendations, with suggestions for further investigations on the same topic.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ad344c7928975240fd3e2d916579d491" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68910672,"asset_id":51045742,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68910672/download_file?st=MTczNjQwNjM0Myw4LjIyMi4yMDguMTQ2&st=MTczNjQwNjM0Myw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51045742"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51045742"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51045742; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51045742]").text(description); $(".js-view-count[data-work-id=51045742]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51045742; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='51045742']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 51045742, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ad344c7928975240fd3e2d916579d491" } } $('.js-work-strip[data-work-id=51045742]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":51045742,"title":"Difficulties Facing Teachers in Using Interactive Whiteboards in Their Classes","translated_title":"","metadata":{"grobid_abstract":"This study aimed to elicit the types of oral corrective feedback that was used by teachers and mostly preferred by students in both cycles of the Basic educational System in Oman. 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