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{"id":26697814,"first_name":"Mohammed","middle_initials":"H","last_name":"Albalawi","page_name":"MAlbalawi","domain_name":"kentstate","created_at":"2015-02-23T22:20:05.064-08:00","display_name":"Mohammed H Albalawi","url":"https://kentstate.academia.edu/MAlbalawi","photo":"https://0.academia-photos.com/26697814/7487149/9087835/s65_mohammed.albalawi.jpg","has_photo":true,"is_analytics_public":false,"interests":[{"id":2860,"name":"Postcolonial Studies","url":"https://www.academia.edu/Documents/in/Postcolonial_Studies"},{"id":30919,"name":"Modern Arabic Literature","url":"https://www.academia.edu/Documents/in/Modern_Arabic_Literature"},{"id":51334,"name":"Orientalism","url":"https://www.academia.edu/Documents/in/Orientalism"},{"id":6245,"name":"Stereotypes and Prejudice","url":"https://www.academia.edu/Documents/in/Stereotypes_and_Prejudice"}]} ); if ($a.is_logged_in() && $viewedUser.is_current_user()) { $('body').addClass('profile-viewed-by-owner'); } $socialProfiles = []</script><div 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class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Mohammed H Albalawi" 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/26697814/7487149/9087835/s200_mohammed.albalawi.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Mohammed H Albalawi</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://jeddah.academia.edu/">University of Jeddah</a>, <a class="u-tcGrayDarker" href="https://jeddah.academia.edu/Departments/English_Language_and_Translation/Documents">English Language and Translation</a>, <span class="u-tcGrayDarker">Faculty Member</span></div><div><a class="u-tcGrayDarker" href="https://kentstate.academia.edu/">Kent State University</a>, <a 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u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://uaeu.academia.edu/SaddikGohar"><img class="profile-avatar u-positionAbsolute" alt="Saddik جوهر Gohar صديق related author profile picture" 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/96450828/21071438/20555326/s200_saddik.gohar.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" 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class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://independent.academia.edu/MohammedAli516">Mohammed Ali</a></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://independent.academia.edu/AhmedAboud1"><img class="profile-avatar u-positionAbsolute" alt="Ahmed Aboud related author profile picture" border="0" src="//a.academia-assets.com/images/s200_no_pic.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://independent.academia.edu/AhmedAboud1">Ahmed Aboud</a></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://xn--universitt-siegen-yqb.academia.edu/LuisaSieber"><img class="profile-avatar u-positionAbsolute" alt="Luisa Sieber related author 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class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://independent.academia.edu/ZahiaSmail">Zahia Smail</a></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://dartmouth.academia.edu/TarekElAriss"><img class="profile-avatar u-positionAbsolute" alt="Tarek El-Ariss related author profile picture" 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/66965/18826/144393872/s200_tarek.el-ariss.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://dartmouth.academia.edu/TarekElAriss">Tarek El-Ariss</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Dartmouth College</p></div></div></ul></div><style type="text/css">.suggested-academics--header h3{font-size:16px;font-weight:500;line-height:20px}</style><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="26697814" href="https://www.academia.edu/Documents/in/Modern_Arabic_Literature"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://kentstate.academia.edu/MAlbalawi","location":"/MAlbalawi","scheme":"https","host":"kentstate.academia.edu","port":null,"pathname":"/MAlbalawi","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Modern Arabic Literature"]}" data-trace="false" 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class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="ALLS-Future,-Current-&-Past-Issues" data-toggle="tab" href="#allsfuturecurrentpastissues" role="tab" title="ALLS Future, Current & Past Issues"><span>2</span> <span class="ds2-5-body-sm-bold">ALLS Future, Current & Past Issues</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>8</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip more-tab" role="presentation"><a class="js-profile-documents-more-tab link-unstyled u-textTruncate" data-toggle="dropdown" 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profile--work_container" data-work-id="12218644"><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/12218644/ALLS_Vol_6_No_3_2015_"><img alt="Research paper thumbnail of ALLS, Vol 6, No 3 (2015)" class="work-thumbnail" src="https://attachments.academia-assets.com/37495089/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/12218644/ALLS_Vol_6_No_3_2015_">ALLS, Vol 6, No 3 (2015)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://iust-sy.academia.edu/OmarSheikhAlShabab">Omar A Sheikh Al-Shabab</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/LourembamSurjit">Dr Lourembam Surjit Singh</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/NasrinBabapir">Nasrin Babapir</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MadihaAhmad1">Madiha Ahmad</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://kentstate.academia.edu/MAlbalawi">Mohammed H Albalawi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ALLS">Advances in Language and Literary Studies [ALLS]</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/monafasal">mona fasal</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/faridparvaneh">farid parvaneh</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://araku.academia.edu/leylajorfi">Leili Jorfi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ReemSartawi">Reem S Sartawi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/NazliBahrami">Nazli Bahrami</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AliJamali7">Ali Jamali</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e22ffb90c687b53afc304a18d8ce7a29" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37495089,"asset_id":12218644,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37495089/download_file?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: 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It outlines the historical significance of SA, emphasizing its role in preserving Arabic unity through the influence of the Holy Qur'an and early literary practices. The emergence of diglossia is discussed, highlighting Western interests in Arabic dialects and the call for recognizing spoken varieties, notably from the perspective of academic advocates like Wilhelm Spitta. 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text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11038794/ALLS_Vol_6_No_2_2015_">ALLS, Vol 6, No 2 (2015)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/%D8%B7%D8%A7%D8%B1%D9%82%D9%81%D9%8A%D8%B5%D9%84%D9%85%D8%AD%D9%85%D8%AF%D8%A7%D9%84%D9%8A%D8%A7%D8%B3">Tariq Elyas</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://ukim.academia.edu/KalinaMaleska">Kalina Maleska</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://imamu.academia.edu/AymanShomar">Ayman Abu-Shomar</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://kau.academia.edu/AmiraAbdulazizSaleh">Amira Abdulaziz Saleh</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MadihaAhmad1">Madiha Ahmad</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SofiaAhmad">Sofia Ahmad</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ALLS">Advances in Language and Literary Studies [ALLS]</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://kentstate.academia.edu/MAlbalawi">Mohammed H Albalawi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SabariahRashid">Sabariah Rashid</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/IssaAlkhutaba">Issa Alkhutaba</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://unsultra.academia.edu/FernandesArung">Fernandes Arung</a></span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-11038794-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-11038794-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214980/table-4-the-mean-difference-is-significant-at-the-level"><img alt="*. The mean difference is significant at the .05 level. Table 4. descriptive statistics of the Tukey test for the immediate post-test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_034.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214981/table-3-anova-analysis-in-the-post-test-use-of-tukey-tests"><img alt="Table 3. ANOVA analysis in the post-test 4.4 Use of Tukey tests in the post-test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_035.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214982/table-5-tukey-test-for-the-post-test-tukeyhsd"><img alt="Table 5. Tukey test for the post-test TukeyHSD* " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_036.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214923/figure-1-the-frequencies-of-translation-errors-made-by-the"><img alt="Figure 1. The Frequencies of Translation Errors Made by the Translators According As displayed in Table (1) above the percentage of committing and error using preposition in the exact place recorded 66.6 % in which T1 reported 4errors, T2 revealed 4 errors and T3 reported 2 errors. When asked to state that it is difficult to know that adjectives describe nouns, Tl showed 4 errors,T2 indicated 2 errors and T3 recorded 2 errors demonstrating 53,28 % of the responses. Similarly, T1 showed | errors, T2 presented 2 errors and T3 recorded 3 errors when asked about the difficulty to know that adverbs describe verbs demonstrating 39.96%. Likewise, translators revealed that the arrangement of adjectives within a sentence in English language causes them problems when translating M.A abstracts in which T1 recorded 2 errors, T2 showed 3 errors and T3 pointed 0 errors recording 33.3%. Also, verbs that do not accept " ING" appeared to be very problematic for translators, T1 for example committed 1| error, T2 indicated 2 errors and T3 presented 1 error making 26.64% of the overall responses. When working with translation, translators find the use of phrasal verbs very significant and problematic, T1 reported 3 errors, T2 recorded 3 errors and T3 showed 3 errors demonstrating 59.94%. On the other hand, the findings of the research indicated that T1 made 5 errors, T2 showed | error and T3 revealed 1 error when translating modals and their meaning recording a percentage of 46.62%. Finally, the three translators showed that there are some difficulties that relate to the use of pronouns in both languages, T1 showed 1 error, T2 reported no errors and T3 recorded no errors as well making 6.66% percentage out of the overall the responses frequencies as displayed in Figure (1) below. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214924/figure-1-opening-moves-as-it-occurred-in-email-messages"><img alt="opening moves. As it occurred in 442 email messages (85 percent), the salutation move is the third most common move in the corpus. Opening, however, is the least common as it appeared in 19 email messages only (4 percent). Salutations can be generally distributed to two main categories that are formal and informal salutations. Formal salutations usually included a title or a formal salutation-marker in front of recipients’ names as in ‘Dear Mr. Name’, ‘Dear Name’, ‘Mr. Name’, ‘Dear Sir/madam’ or ‘Salam Mr. Name’. Informal salutations, however, refer to the salutations that either included an informal salutation-marker in front of recipients’ name as in ‘hi name’ or ‘hello name’, or had no salutation- marker at all as in ‘name’. In addition to these two main categories, some email writers used a salutation that did not entirely fit into any of the above-mentioned categories, that is ‘Hi Mr. Name’ or ‘Hello Mr. Name’. The use of ‘hi’ or ‘hello’ in professional communication is considered as an ‘informal linguistic option’ (Al-Ali and Sahawneh, 2008), yet the use of ‘Mr.’ is a ‘formal conventional lexical option’ (p. 58). As such, the use of ‘Hi’ or ‘Hello’ jointly with ‘Mr. Name’ is an unconventional linguistic form in professional communication. Examining the formality and informality of salutations shows that the almost two-third of salutations were formal (62 percent), whereas the use of informal, unconventional and the use of no salutation occurred in (38 percent), which actually shows the overall formal nature of salutations in the emails (see figure 1). " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214925/figure-1-degree-of-relationship-between-critical-skills-and"><img alt="Figure 1. Degree of relationship between critical skills and writing quality As the final stage of data analysis multiple regressions were run in this study in order to predict the extent which critical thinking skills correlates with the quality of writing. All independent variables (analysis, inference, evaluation) were entered into the multiple regressions equation and following model obtained from it: " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214926/figure-4-particular-context-if-one-considers-designing-an"><img alt="“ - ~~ ~ ~ ~~ particular context. If one considers designing an ESP course, he/she should follow a certain criteria to design the syllabus of the course. Such criteria should include the following: general aims and specific objectives, rationale, an inventory of language items, an indication to entry and mastery level, and a description of teaching methodology. Furthermore, it should include explanations for students and teachers, indication of the time distribution, assessment procedures, indication of non-linguistic content, and variation requirements. Selection of syllabus sections depends on the goal of teaching, the needs of learners, and time through which this study should be done. In general, syllabus design should cover the three factors of: 1) language description. ii) learning theories. and iii) needs analysis (Tahir. n.d.). " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214927/figure-5-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214928/figure-6-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214929/figure-7-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214930/figure-8-conclusion-there-are-different-books-which-can-help"><img alt="3. Conclusion There are different books which can help EFL and ESL students in translating metaphors and they surely related to their culture and history. But when it is not possible to find a good or suitable book or references, it is better to find out the salient characteristic of a topic or animal. Translators can search for evidences in a text in order to find the meaning of the idiom (Faghih, 2001). Here are the most common interpretations of some animals in Persian: The aim of contrastive analysis is to find differences and similarities between two languages in order to help learners to perform better (Yarmohammadi, 2002). A contrastive analysis would help EFL and ESL students to analyze and think about each part of English learning deeply and use them wisely to pretend interferences errors. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214931/figure-9-this-is-not-the-case-in-in-eo-sentence-in-the-theme"><img alt="This is not the case in (22). In EO sentence in (22) the theme, the lion, appears as the subject and the Experiencer, the girl, as the object. The diagram below explicitly illustrates this. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214932/figure-10-he-above-diagram-feasibly-shows-that-the-linear"><img alt="[he above diagram feasibly shows that the linear order does not reflect thematic hierarchy as proposed by Grimshi 1990): the Experiencer of the stimulus is higher than the Theme NP. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214933/figure-11-this-example-portrays-the-antecedent-and-the"><img alt="s this example portrays, the antecedent and the reciprocal are within the same local domain of the clause, but the ciprocal each other cannot be successfully bound by the presumed antecedent couple which occupies the specifier osition of the subject NP, the couple's parents as seen below. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214934/figure-12-this-definition-is-illustrated-diagrammatically-as"><img alt="This definition is illustrated diagrammatically as follows: D c-command in this diagram shows that the first branching node above D is C. So by the definition above, any other node dominated by C will be c-commanded by D. Now since C dominates E, F and G (but not A and B), it follows that D c-commands E, F and G. Furthermore, since E is the sister of D and since F and G are nieces of D, it has been opined that: A node c-commands its sisters and their descendants. Thus, in the above diagram, while A c-commands nothing, B c-commands [C, D, E, F and G], C c-commands [B], D c-commands [E, F and G], E c-commands [D], F c-commands [G] and G c-commands [F]. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214935/figure-13-the-verb-hurt-requires-two-participants-in-the"><img alt="The verb hurt requires two participants in the sentence (students and each other) in order to enable the arguments to be expressed. The NP students is understood here as the subject of the sentence while the NP each other is a VP-internal complement. In this wise, the NP students is referred to as an external argument while each other is internal argument. This is exemplified in the tree diagram below. As this example portrays, the argument structure of the verb determines the number of constituents required in the sentence for the argument to be expressed. In this case, the verb hurt subcategorizes for two constituents or NPs: " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214936/figure-14-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214949/table-1-the-frequencies-of-translation-errors-made-by-the"><img alt="Table 1. The Frequencies of Translation Errors Made by the Translators According to Words' Categories " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214950/table-1-correlation-is-significant-at-levels-the-results-of"><img alt="** Correlation is significant at 0.01 levels. Table 1. The results of the correlation analysis " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214951/table-5-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214952/table-6-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214953/table-7-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214954/table-8-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214955/table-1-influence-of-relating-factors-on-the-use-of"><img alt="Table 1. Influence of relating factors on the use of salutation PR: Power Relations; SD: Social distance; CC: close colleague; DC: distant colleague " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214956/table-1-the-descriptive-statistics-of-the-opt-test"><img alt="Table 1. The Descriptive Statistics of the OPT Test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214937/figure-15-in-this-tree-diagramme-the-thematic-hierarchy-is"><img alt="In this tree diagramme, the thematic hierarchy is respected because the Experiencer the candidates is projected to a position higher than the theme NP each other’s picture. The Experiencer the candidates is assumed to be assigned an inherent accusative case. So the NP each other’s picture has to move to e in order to be assigned case. In this situation, a reciprocal in the theme argument can be bound by a c-commanding Experiencer argument; thus, satisfying binding condition A which holds that an anaphor must be bound by an appropriate c-command antecedent. The hierarchy dictates that arguments attributed Experiencer roles be projected higher in the syntactic structure than stimulus arguments, which are typically assigned Theme roles. Thus, NP2 will be assigned a semantic role which is higher in the hierarchy and NP1 will be assigned one which is lower in the hierarchy. This is in line with Belletti and Rizzi (1988:344) proposal of a linking principle for Experiencer verbs which states that “given a theta-grid [Experiencer, Theme], the Experiencer is projected to a higher position than the theme”. Since Belletti and Rizzi used Italian data in their study, the translated example they used to illustrate the rule is the one given in example (38) below. Though c-command condition on reciprocal pronoun binding is not satisfied in the S-structure of psych-verbs construction, it is satisfied in the D-structure wherein psych-verbs are derived through transformation or by movement as exemplified in the tree diagram below. In this case, the psych-verb construction lacks an external argument but has two internal arguments. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214938/figure-16-in-this-analysis-the-thematic-hierarchy-is"><img alt="In this analysis, the thematic hierarchy is respected because the Experiencer John is projected to a position higher than the theme NP this. The Experiencer John is assumed to be assigned an inherent accusative case. So the NP this has to move to e in order to be assigned case. To justify the movement, Belletti and Rizzi establish a rule that states that: " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214939/figure-1-the-panoptic-within-the-panoptic-analyzing-the"><img alt="Figure 1. The panoptic within the panoptic Analyzing the language of the characters in the play with regard to Foucauldian theory of “Discipline and Punish” and Greenblatt’s notion of “Subversion and Containment”, the article reveals the labyrinth of panopticons in The Tempest which starts from the major one represented as Queen Elizabeth’s state and later it moves toward minor ones as Shakespeare (as the writer), the theatre, the theatre goers, and the major and minor characters. Despite the negative connotations that this structure may have, they are indeed the required factors for the perseveration of disciplined individuals and society. The primary minor panopticons that are biologically, personally, socially, and culturally constructed, initiate from within each individual. In The Tempest the power relations in each group create power structures which are not thoroughly suffocating, however there are occasions when the subjects and the rulers discuss a settlement. The panoptic within the panoptic in this play is the same as Figure 1. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214940/figure-18-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214941/figure-19-the-results-reveal-that-the-content-of-the"><img alt="The results reveal that the content of the textbook (FHFSA) contains a variety of authentic aural materials that contribute in implementing intensive listening comprehension training. The selected textbook is supplied with officially approved CDs that contain a variety of aural materials drawn from real life. These materials help Saudi learners to comprehend native speakers speech and their daily life conversation. Breen (1985), as it is cited in Tomlinson (2012), mentioned that providing authentic speech in the listening comprehension practices in EFL classes creates genuine communication and enables learners to have "immediate and direct contact" with the given data. The provided CDs are full of authentic materials like radio interviews, forecast weather, conversation about ordering a meal in a restaurant, booking a room in a hotel, ...etc that help in developing the learners' listening comprehension skill. Duquette,et al, (1989), cited in Mousavi (2012) mentioned that learners who listen to authentic texts develop their linguistic abilities. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214942/figure-20-an-important-result-reveals-that-the-provided"><img alt="An important result reveals that the provided writing activities in the textbook (FHFSA) reflect the various types of writing that are used for communication in real life such as writing a letter, an e-mail, filling application form, post cards, memo,...etc. Exposing learners to a variety of writing materials provides efficient practices to enhance their writing skills and expands their knowledge of how to write formal and informal types of writings. Authenticity of writing activities increases the learners' motivation to write in the target language and express themselves through their writings such as writing their dairies. Rilling & Dantas-Whitney (2009) stated that using authentic materials can increase the learners' motivation and develop their attitudes positively to learn the target language. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214943/figure-1-fairclough-dimensions-of-discourse-and-discourse"><img alt="Figure 1. Fairclough's dimensions of discourse and discourse analysis. (From Locke, 2004, p. 42) Se LE Se ea Es a es See eee nee In the domain of CDA discourse is referred to as ‘social practice’ of language, written and spoken (Fairclough & Wodak, 1997) where the context in which language is used is decisive. This means that not only it is that discourse influences the social context but it works other way round too. The social context affects the discourse too. Social context involves the variables such as the relationship between the speakers, their social roles and situations. Since social context is conducive to discourse, it (discourse) carries the crucial issues of power and ideology with it (Fairclough & Wodak, 1997). The notion of power and social power of groups and institution is central to the critical study of discourse. A group or institution produces and exercises its social power through discourse by controlling the thoughts and actions of the people (van Dijk, 2008). The access to the media and to the discourse of media is one of the important criterion for exercising the power as any group with more access to the means of production is in the powerful position of " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214944/figure-22-at-the-end-of-the-ad-the-words-appear-on-greyish"><img alt="At the end of the ad, the words appear on a greyish lined makes the drink droplets rush out of the bottle. The girl puts the bottle on the table with force which The guy gives up by raising his hands and the girl passes " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214945/figure-23-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214946/figure-24-appendix-ad-of-mountain-dew-the-ad-begins-by"><img alt="Appendix 3: Ad of Mountain Dew The ad begins by showing up a skate board imprinted with the specific logo Mountain dew, accompanied with the leg jerking by one of the two friends standing at the edge of a tremendous " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214947/table-1-from-the-definition-and-principle-of-the-ug-it-can"><img alt="From the definition and principle of the UG, it can be formulated the 3 important things in Language Acquisition as on table below: " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214948/table-2-however-facione-brought-together-panel-of-authority"><img alt="However, Facione (1990) brought together a panel of 46 authority figures in the field of critical thinking anc reasoning skills to generate a consensusof the definition of critical thinking by means of the well-knowr Delphi method. Consequently, arriving on the definition of critical thinking as: " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214957/table-3-independent-samples-test-in-order-to-answer-the"><img alt="Table 3. Independent Samples Test In order to answer the research question, an independent t-test was also run to compare the means of the two groups after applying the treatment for the experimental group and a placebo for the control group. Table 4 below shows the result. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214958/table-4-result-of-the-independent-test-as-it-can-be-seen-in"><img alt="Table 4. Result of the independent t-test As it can be seen in table 4, t(62)=4.88, p= .000<.05. Therefore, the independent t-test shows that there is a statistically significant difference between the post scores of the experimental and control groups. Hence, it can be concluded that the null hypothesis “Social networking has no effect on the speaking ability of Iranian EFL learners” is rejected. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214959/table-2-inter-rater-reliability-between-the-two-scorers-as"><img alt="Table 2. Inter-rater reliability between the two scorers As it can be seen in table 2, the inter-rater reliability index is .809 which shows high reliability between two scorers. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214960/table-5-result-of-the-paired-samples-test"><img alt="Table 5. Result of the paired-samples t test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214961/table-4-contingency-coefficient-product-moment-correlation"><img alt="Table 4.1 Contingency Coefficient Product Moment Correlation coefficient " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214962/table-4-pearson-product-moment-correlation-coefficient"><img alt="Table 4.2 Pearson Product Moment Correlation Coefficient between Writing Quality and Analysis According to Table (4.2), it is seen that the correlation between two variables is (r = +0.619) with the significance level of (p= 0.000). Because the significance level is lower than 0.05, there exists a positive correlation between writing quality and analysis. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214963/table-4-pearson-product-moment-correlation-coefficient"><img alt="Table 4.4 Pearson Product Moment Correlation coefficient between Writing Quality and Evaluation According to Table (4.4), it is seen that the correlation between two variables is (r= +0.713) with the significance level of (p= 0.000). Because the significance level is lower than 0.05, there exists a positive correlation between writing quality and evaluation. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214964/table-4-pearson-product-moment-correlation-coefficient"><img alt="Table 4.3 Pearson Product Moment Correlation Coefficient between Writing Quality and Inference According to Table (4.3), it is seen that the correlation between two variables is (r= +0.597) with the significance level of (p= 0.000). Because the significance level is lower than 0.05, there exists a positive correlation between writing quality and inference. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214965/table-1-specific-glossary-of-islamic-words"><img alt="Table 1. A Specific Glossary of Islamic Words " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214966/table-2-list-of-short-courses-in-isamic-topic-it-should-be"><img alt="Table 2. List of Short Courses in Isamic Topic It should be noted that timings presented in table (2) could be changed according to pedagogical needs of the teacher and the needs of the students themselves. If they have a basic idea of one of the concepts presented, it is advised to shift to another topic and spend more time on it. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214967/table-4-introducing-the-general-and-specific-glossary-word"><img alt="Table 4. Introducing the General and Specific Glossary Word Lists " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214968/table-3-model-lesson-plan-reading-meaning-in-islamic-topics"><img alt="Table 3. A Model Lesson Plan Reading & Meaning in Islamic Topics " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214969/table-1-number-no-of-esp-journals-used-in-this-study-in"><img alt="Table 1. Number (No.) of ESP journals used in this study In Kanoksilapatham’s (2005) study, 60 RAs were used as a representative sample. With this particular sample, her study yielded significant results, which were generalizable to the biochemistry RA genre. Altogether, 60 RAs as used in the current study should be an adequate and complete representation of the ESP RAs from each context (local and international contexts) and they should yield significant findings. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214970/table-3-note-move-step-ijb-iranian-journal-of-biotechnology"><img alt="Note: M: move, S: step, IJB: Iranian journal of Biotechnology, JAST: Journal of Agricultural Sciences and technology. AIMJ: Archives of Iranian Medicine Journal, AEE: Agriculture, Ecosystems and Environment journal, JB: Journal o1 Biotechnology, MH: Medical Hypotheses a ar Ee Te ee Table 3. Obligatory and optional moves and steps in Iranian local and international ESP journals " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214971/table-4-note-chi-square-sig-significance-chi-square-analysis"><img alt="Note. y2: Chi-square, Sig.: significance *H<0.05 Table 4. Chi-square analysis for the significance of inter-differences of step frequencies in ESP RAs across IL and international journals " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214972/table-5-comparison-of-move-frequencies-and-chi-square"><img alt="Table 5. comparison of move frequencies and Chi-square results for the significance of these frequencies in ESP international and ILJs " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214973/table-6-note-il-iranian-local-journals-indicates-that-the"><img alt="Note: IL: Iranian Local journals, *: indicates that the step is obligatory Table 6. N (number) and rate (%) of new steps found in ESP RAs of IL and international journals In Iranian local RAs, three new steps were found in Discussion section and added to the second move of Kanoksilapatham's (2007) model, 1.e. consolidating results. Although these steps have been used by ESP authors, none of them were present in more than fifteen (50%) RAs; hence, all of them were optional steps (Table 6). Similarly, three new steps were identified in the Discussion section of international RAs. All the new steps were present in move two and in contrast to the steps found in IL RAs, one of these steps, evaluation of the results, occurred in 50% of RAs, as a result, it was an obligatory step. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214974/table-1-results-of-paired-samples-test-of-the-pb-and-cb"><img alt="Table 1. Results of Paired Samples test of the PB and CB Groups on the Pre and Posttests " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214975/table-3-independent-samples-test-performance-of-the"><img alt="Table 3. Independent Samples t-test Performance of the Participants on the Delayed Post-test The significance and meaningfulness of the scores of the CB and PB groups in the immediate posttest were calculated through an independent samples t-test. The P-value of independent samples t-test showed really close amount to acceptability of significance (Sig. = 0.0522 0.05), but it was 0.002 higher than the acceptable value of P (Table 4). The mean difference of 22.57 and the p-value of 0.05 revealed that the CB group performed much better than the PB group in the immediate posttest. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214976/table-2-independent-samples-test-performance-of-the"><img alt="Table 2. Independent Samples t-test Performance of the Participants on the Post-test The independent-samples t-test for the performance of the CB and the PB groups on the pre-test is shown in Table 2. Considering the results: Sig. = p-value = 0.025<0.05, reveal that improvements in vocabulary learning of the CB group were much more than that of the PB group. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214977/table-4-independent-samples-test-performance-of-the"><img alt="Table 4. Independent Samples t-test Performance of the Participants on the immediate Post-test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214978/table-1-descriptive-statistics-of-the-performances-of-the"><img alt="Table 1. Descriptive statistics of the performances of the groups on different tests of the study 4.2 ANOVA Analysis in Pre-test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214979/table-2-anova-analysis-in-the-pre-test-anova-analysis-in"><img alt="Table 2. ANOVA Analysis in the Pre-test 4.3 ANOVA Analysis in Post-test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_033.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214983/table-6-group-statistics-for-the-implicit-and-explicit"><img alt="Table 6. Group statistics for the implicit and explicit groups As it is shown in table 6 above, the mean of the implicit and explicit groups are 58.00 and 70.00 respectively. Table 7 below also shows the actual result of the independent t-test. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_037.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214986/table-5-the-levenes-test-of-equality-of-variances-had-the"><img alt="The Levene’s test of equality of variances had the Sig of .709 which was higher than .05, meaning that the assumption of equality of variances has been met. Therefore, we look at the first row to analyze the difference. The independent t- test was run to compare the mean scores of the implicit and explicit groups. As it can be seen in table 5 above, #(38) = 5.92, p = 0.000<0.05. Accordingly, the null hypothesis “There is no significant difference between the implicit and explicit way of teaching consonant clusters in Iranian EFL learners” was rejected. The explicit group performed better on the post-test. Table 8 below shows the group statistics for the control and explicit groups. Table 7. Result of the independent t-test for the implicit and explicit groups " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_038.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214989/table-8-group-statistics-for-the-control-and-explicit-groups"><img alt="Table 8. Group statistics for the control and explicit groups As it is shown in table 8 above, the mean of the control and explicit groups are 53.00 and 70.00 respectively. Table below shows the actual result of the independent t-test. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_039.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214992/table-9-result-of-the-independent-test-for-the-control-and"><img alt="Table 9. Result of the independent t-test for the control and explicit groups The Leven’s test of equality of variances had the Sig of 1.000 which was higher than .05, meaning that the assumption of equality of variances has been met. Therefore, we look at the first row to analyze the difference. The independent t- " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_040.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214994/table-10-group-statistics-for-the-control-and-implicit"><img alt="Table 10. Group statistics for the control and implicit groups As it is shown in table 10 above, the mean of the control and implicit groups are 53.00 and 58.00 respectively. Table 11 below shows the actual result of the independent t-test. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_041.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214996/table-11-the-levenes-test-of-equality-of-variances-had-the"><img alt="The Levene’s test of equality of variances had the Sig of .367 which was higher than .05, meaning that the assumption of equality of variances has been met. Therefore, we look at the first row to analyze the difference. The independent t- test was run to compare the mean scores of the control and implicit groups. As it can be seen in table 11 above, (38) = 2.62, p = 0.012<0.05. Accordingly, the null hypothesis “There is no significant difference between implicit way of teaching consonant clusters and the control group in Iranian EFL learners” was rejected. The implicit group performed better on the posttest. Table 11. Result of the independent t-test for the implicit and control groups " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_042.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214999/table-3-functions-micro-function-measured-throughout-the"><img alt="Table 3.1 Functions/ micro function measured throughout the test tasks " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_043.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215001/table-1-test-results-of-the-post-test-comparing-the-control"><img alt="Table 1. T- test results of the post- test comparing the control and experimental groups mean scores in overall speaking As shown in table (1), There was no significance difference in scores for control ( M = 10.61, SD = 2.18) and experimental group, VM = 11.50, To control variables prior to implementing the treatment Student scores from the pre-test were systematically entered into a computer for quantitative analyses, which was analyzed using the Statistical Package for the Social Science (SPSS). Consequently, an independent-sample t-test was administered to find out whether there were statistically significant differences between the control and the experimental groups in terms of speaking proficiency. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_044.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215004/table-2-test-results-of-the-post-test-comparing-the-control"><img alt="Table 2. T- test results of the post- test comparing the control and experimental groups mean scores in overall speaking As shown in table (4.2.), There was significance difference in scores for control ( M = 13.52, SD = 2.0) and experimental group, M = 19.19, The results of the t- tests proved to be statistically consistent with the hypothesis. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_045.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215006/table-3-test-results-comparing-the-pre-test-vs-post-test"><img alt="Table 3. T- test results comparing the pre- test vs. post- test means for the experimental group in overall speaking " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_046.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215008/table-5-course-design-the-purpose-of-teaching-in-english"><img alt="5.2 Course Design Table 5.2 The purpose of teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_047.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215011/table-5-the-most-support-teaching-modes-in-english-course"><img alt="Table 5.1 The most support teaching modes in English course 5.1 Teaching Purpose " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_048.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215013/table-5-degree-of-understanding-the-contents-in-course"><img alt="Table 5.4 Degree of understanding the contents in course teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_049.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215014/table-5-the-most-suicourse-for-teaching-in-english"><img alt="Table 5.3 The most suitable course for teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_050.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215016/table-5-the-most-qualified-teacher-for-teaching-in-english"><img alt="Table 5.6 The most qualified teacher for teaching in English 5.4 Students’ Language Level " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_051.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215018/table-5-teacher-teaching-in-english"><img alt="Table 5.5 Teacher teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_052.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215019/table-5-degree-of-understanding-the-contents-in-course"><img alt="Table 5.8 Degree of understanding the contents in course teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_053.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215021/table-5-degree-of-understanding-the-contents-in-course"><img alt="Table 5.7 Degree of understanding the contents in course teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_054.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215022/table-5-gain-in-course-teaching-in-english-multiple-choice"><img alt="Table 5.10 Gain in course teaching in English (multiple choice) " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_055.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215024/table-5-difficulty-in-course-teaching-in-english-multiple"><img alt="Table 5.9 Difficulty in course teaching in English (multiple choice) " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_056.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215026/table-3-results-of-test-on-the-grammar-achievement-on-the"><img alt="Table 3. Results of T-test on the Grammar Achievement on the Pre-test between the Two Groups of School Stage " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_057.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215028/table-4-results-of-test-on-the-grammar-achievement-on-the"><img alt="Table 4. Results of T-test on the Grammar Achievement on the Post-test between the Two Groups of School Stage " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_058.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215031/table-2-frequencies-percentages-of-the-first-dimension"><img alt="Table 2. Frequencies & Percentages of the First Dimension (Textbook Objectives) Findings in table 2 show that in item (1), 80% of the analyzers agree that textbook objectives make a noticeable emphasis on practicing authentic language to promote communication in EFL classes. In item (2), the textbook objectives focus mainly, about 72%, on providing opportunities for Saudi learners to practice the target language intensively for communicative purposes. In item (3), the textbook objectives are interested to moderate extent, about 58%, on using authentic materials related to the learners' culture. In item (4), the textbook objectives focus to a moderate extent, about 55%, on activating learners' communicative skills on authentic topics related to their real life. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_059.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215034/table-1-cooper-coefficient-of-the-content-analysis"><img alt="Table 1. Cooper's Coefficient of the Content Analysis Instrument's Dimensions The percentage of the analyzers ‘agreement in both attempts is a high percentage which refers to the reliability of the content analysis instrument. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_060.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215037/table-4-frequencies-percentages-of-the-third-dimension"><img alt="Table 4. Frequencies & Percentages of the Third Dimension (Textbook Activities) " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_061.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215039/table-3-frequencies-percentages-of-second-dimension-textbook"><img alt="Table 3. Frequencies & Percentages of Second Dimension (Textbook Content) The findings in table (3) reveal that in item (1), about 53% of the analyzers agree that oral conversation used in dail} situations by native speakers of the language is available to a large extent in the selected textbook. In item (2) 52% o the participants in the analysis process agree that the selected textbook helps to a large extent Saudi learners tc comprehend native speakers in various kinds of speech situations. In item (3), 74% of the analyzers agree that aura authentic materials that help in developing learners' listening comprehension skill are obviously available in the selectec textbook. In item (4), about 59% of the participants in the analysis process agree that authentic materials used in th selected textbook do not match the learners’ language proficiency level. In item (5), 67% of the participants agree tha the selected textbook's texts allow learners to moderate extent to experience the language as it is used for rea communication among native speakers. In item (6), 62% of the analyzers agree that authentic materials such a newspapers, magazines, menus, forms and television advertisements are available to a large extent in the selectec textbook. In item (7), 72% of the participants agree that the reading texts provided in the selected textbook (FHFSA reflect to a moderate extent the learners’ real-life purposes. In item (8), 73% of the participants agree that the selectec textbook indicates appropriate use of visuals and topics related to the Saudi learners’ culture. In item (9), 78% of th analyzers agree that the reading texts of the selected textbook introduce to a moderate extent issues and experiences tha Saudi secondary learners have in common. 42 Data Angalhlyeis of Third Dimensinn (Terthnnk Artivitioc) " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_062.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215041/table-63-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_063.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215043/table-3-the-results-of-chi-square-tests-for-the-gender-of"><img alt="Table 3. The results of Chi-Square Tests for the gender of Ilami EFL teachers and intonational patterns The results of Chi-Square tests in table 2 showed a significant relationship between the gender of Ilami EFL teachers and their observing of rules for intonation patterns with the p value of .001 at the .05.(P<.05) Table 4 depicts Cramer's V measure for the variables of Ilami EFL teachers and their observing of the rules for intonation patterns. Table 3 illustrates the finding on the relationship between the gender of Ilami EFL teachers and their performance regarding the rules of intonation. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_064.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215046/table-2-gender-intonation-cross-tabulation-the-number-of-the"><img alt="Table 2. Gender-Intonation Cross tabulation The number of the female participants who did/did not observe the intonation patterns of American English was recorded as 259 and 81 respectively. The number of male participants who did/did not observe intonation rules was divided as 295 and 45 respectively. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_065.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215048/table-4-rutgers-established-that-when-the-measure-of-is"><img alt="Rutgers (2003) established that when the measure of V is between (a) 0 to .10, a weak relationship exists between variables; (b) .11 to .29, a moderate relationship exists between variables; and (c) .30 to 1, a strong relationship exists between variables. According to table 4.25 the measures of the association of the relationship as described by Cramer's V is V=.136 which falls between .11 to .29 indicating a moderate relationship between the variables of the gender of Ilami EFL teachers and their observing of intonation rules. 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data-work-id="106382228"><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/106382228/Death_and_Dying_in_the_Fiction_of_Abdo_Khal"><img alt="Research paper thumbnail of Death and Dying in the Fiction of Abdo Khal" class="work-thumbnail" src="https://attachments.academia-assets.com/105594945/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/106382228/Death_and_Dying_in_the_Fiction_of_Abdo_Khal">Death and Dying in the Fiction of Abdo Khal</a></div><div class="wp-workCard_item"><span>Theory and Practice in Language Studies</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The fiction of Abdo Khal has received critical treatments in the Arab world focusing on gender, s...</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 fiction of Abdo Khal has received critical treatments in the Arab world focusing on gender, sexuality, moral collapse, village life, and mores. However, Khal’s engagement with death in his novels has been overlooked. This study turns to the conception of death in Khal’s fiction to add to the scholarly understanding of how Saudi fiction tries to construct the subject of death. This research aims at showing the great potential of Arabic fiction to provide ways of investigating the death element as an unavoidable human reality and filling the void formed in Arabic studies by the lack of critical treatments of the subject of death.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="47cb02346f0cac9d9e1f55a5cc6bc473" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105594945,"asset_id":106382228,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105594945/download_file?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="106382228"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106382228"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106382228; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106382228]").text(description); $(".js-view-count[data-work-id=106382228]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106382228; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106382228']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "47cb02346f0cac9d9e1f55a5cc6bc473" } } $('.js-work-strip[data-work-id=106382228]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106382228,"title":"Death and Dying in the Fiction of Abdo Khal","translated_title":"","metadata":{"abstract":"The fiction of Abdo Khal has received critical treatments in the Arab world focusing on gender, sexuality, moral collapse, village life, and mores. 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This research aims at showing the great potential of Arabic fiction to provide ways of investigating the death element as an unavoidable human reality and filling the void formed in Arabic studies by the lack of critical treatments of the subject of death.","owner":{"id":26697814,"first_name":"Mohammed","middle_initials":"H","last_name":"Albalawi","page_name":"MAlbalawi","domain_name":"kentstate","created_at":"2015-02-23T22:20:05.064-08:00","display_name":"Mohammed H Albalawi","url":"https://kentstate.academia.edu/MAlbalawi"},"attachments":[{"id":105594945,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105594945/thumbnails/1.jpg","file_name":"5121.pdf","download_url":"https://www.academia.edu/attachments/105594945/download_file","bulk_download_file_name":"Death_and_Dying_in_the_Fiction_of_Abdo_K.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105594945/5121-libre.pdf?1694160058=\u0026response-content-disposition=attachment%3B+filename%3DDeath_and_Dying_in_the_Fiction_of_Abdo_K.pdf\u0026Expires=1743470247\u0026Signature=LscjWh0pTx-cfLdTvO4vRoTvL9WsGhJlIWa2UDfWHtiEwP4fDp25byuDd-~bF6G974WufKQvtT7jhurMjhvHWqgP1~iYM2Gjw6xB9IPxjWJhMc8MTkFYFKMd-FC~x63YOqU~xi8NaH8TdREeAya5oRGU4ecA2L826s3u~KA9peEyklk3K~WmLxmEH3qaEaDlhXJanrr1SuzTOO2-DVgtIdWYumYvbP6-Oq4VQEr8T-j9KMatjdMfFDFwrPvsSA1LV2t0yZ-CimfZxG1cWqRW7IwirNdZPQVfCutP9kpIgBlxQ3ADL8znTE320hAuQi~31i4zqRHyoyQ6DjIYK9UGOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":105594946,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105594946/thumbnails/1.jpg","file_name":"5121.pdf","download_url":"https://www.academia.edu/attachments/105594946/download_file","bulk_download_file_name":"Death_and_Dying_in_the_Fiction_of_Abdo_K.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105594946/5121-libre.pdf?1694160061=\u0026response-content-disposition=attachment%3B+filename%3DDeath_and_Dying_in_the_Fiction_of_Abdo_K.pdf\u0026Expires=1743470247\u0026Signature=MLR5A7XwuQjb5tHr7J2veY5Aaf7soECWAKvakHwl0IBHHQrnLQ1eXBos~27rLpcbApjc1KDILeJi8KZ~Ju4xvg6egRr3QVdN-4YknUaMqmg1blZaF1VyNbfcSJNF1kbDeAB21t~aOWq3uUTFOaAL8mnaWwbZmkSYZYdL-BWKKNTw7EwRNDsX~CTAgTts7tOob-evCFzLZCP~rwP9sWBhGPtqt867NN0Z3nOFrWg4Fuq5DhMxexW8CC2w5zzPhJ1s2yy3hznHuVxDx6Xu-K2gp0fR4peeHDBTD61azeaUpuXAnD5LrYEx35JSRSznOgJE9221tMSSq~pl5NxGPF7-0A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":33833557,"url":"https://tpls.academypublication.com/index.php/tpls/article/download/6373/5121"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-106382228-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="106382219"><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/106382219/Disrupting_the_Desert_Scene_The_Impact_of_Oil_Discovery_in_Abdelrahman_Munifs_Cities_of_Salt"><img alt="Research paper thumbnail of Disrupting the Desert Scene: The Impact of Oil Discovery in Abdelrahman Munif's Cities of Salt" class="work-thumbnail" src="https://attachments.academia-assets.com/105594947/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/106382219/Disrupting_the_Desert_Scene_The_Impact_of_Oil_Discovery_in_Abdelrahman_Munifs_Cities_of_Salt">Disrupting the Desert Scene: The Impact of Oil Discovery in Abdelrahman Munif's Cities of Salt</a></div><div class="wp-workCard_item"><span>Linguistics and Literature Studies</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Arabic magnum opus Cities of Salt (1984) explores the struggle of Arabs in an unnamed Gulf em...</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 Arabic magnum opus Cities of Salt (1984) explores the struggle of Arabs in an unnamed Gulf emirate following the discovery of oil. The picture of Arabs living a harsh life in an oil-producing country may strike some people. Therefore, this paper attempts to establish a new perception by examining the novel and shows the far-reaching impact of oil discovery on the physical and human scene. Furthermore, this paper discusses the American-Arabs encounter displayed in Cities of Salt, which is an important one because it is a cultural confrontation rather than a political one. Because the novel is a quintet-almost 2500 pages spanning over seven decades, this paper looks at excerpts from the first volume that fit more appropriately this paper argument.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="12bf370454c290d24e0de68c29f0f80a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105594947,"asset_id":106382219,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105594947/download_file?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="106382219"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106382219"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106382219; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106382219]").text(description); $(".js-view-count[data-work-id=106382219]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106382219; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106382219']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "12bf370454c290d24e0de68c29f0f80a" } } $('.js-work-strip[data-work-id=106382219]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106382219,"title":"Disrupting the Desert Scene: The Impact of Oil Discovery in Abdelrahman Munif's Cities of Salt","translated_title":"","metadata":{"publisher":"Horizon Research Publishing Co., Ltd.","grobid_abstract":"The Arabic magnum opus Cities of Salt (1984) explores the struggle of Arabs in an unnamed Gulf emirate following the discovery of oil. 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Because the novel is a quintet-almost 2500 pages spanning over seven decades, this paper looks at excerpts from the first volume that fit more appropriately this paper argument.","owner":{"id":26697814,"first_name":"Mohammed","middle_initials":"H","last_name":"Albalawi","page_name":"MAlbalawi","domain_name":"kentstate","created_at":"2015-02-23T22:20:05.064-08:00","display_name":"Mohammed H Albalawi","url":"https://kentstate.academia.edu/MAlbalawi"},"attachments":[{"id":105594947,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105594947/thumbnails/1.jpg","file_name":"LLS2-19304137.pdf","download_url":"https://www.academia.edu/attachments/105594947/download_file","bulk_download_file_name":"Disrupting_the_Desert_Scene_The_Impact_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105594947/LLS2-19304137-libre.pdf?1694160059=\u0026response-content-disposition=attachment%3B+filename%3DDisrupting_the_Desert_Scene_The_Impact_o.pdf\u0026Expires=1743470247\u0026Signature=C6Lig9f9nD6-FsGurKGA96SZjNn-7uLh1YIRqRqSwNaEPu8GdXVN~FK97~bxt7KTEbhMjr6L~Bg6jZW8wDBzy8YiP~ZCEDn0UWx8qVg7OxAqtZ7OmOsSQsj-XWETQAI8z~YPzsNvNRT1lxrqLkLGCA-hw1yLz4wDuTiA~VRRa9LRu8HUY5BZYx1Bkq9JI8PDfkMdS4AvLkQeV2b0x9zMAIH3WQVG28xh3fD9Vg5VE6Z2ypFiTRPhikr3HO6xKar-4DifmHVfKHRfkNPxGAneRBQMTPo224ysfXBPk2SnTykCl7aMcXx0lG8HHmuM4EYwwq0ZF-etr2vugLwEEt3zFA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":1270,"name":"Arabic Literature","url":"https://www.academia.edu/Documents/in/Arabic_Literature"},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics"},{"id":15863,"name":"Postcolonial Literature","url":"https://www.academia.edu/Documents/in/Postcolonial_Literature"},{"id":276947,"name":"Great Salt Lake","url":"https://www.academia.edu/Documents/in/Great_Salt_Lake"},{"id":1954849,"name":"Desert (philosophy)","url":"https://www.academia.edu/Documents/in/Desert_philosophy_"},{"id":3630854,"name":"magnum opus","url":"https://www.academia.edu/Documents/in/magnum_opus"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-106382219-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="77335888"><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/77335888/The_Decline_of_Literature_A_Public_Perspective"><img alt="Research paper thumbnail of The Decline of Literature: A Public Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/84756357/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/77335888/The_Decline_of_Literature_A_Public_Perspective">The Decline of Literature: A Public Perspective</a></div><div class="wp-workCard_item"><span>Advances in Language and Literary Studies</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">After centuries of dominance, literature has not been in a robust health for the last few decades...</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">After centuries of dominance, literature has not been in a robust health for the last few decades. Several scholars have addressed the decline of literature in a number of books and articles attributing it to institutional and economic reasons. However, a major factor has not been taken into account. It is the larger audience who receives and absorbs literature. In this paper, I argue that the decline of literature emanates from the lack of appreciation of literature among the public who have deserted this field of humanity in the present days. I will investigate the causes of this desertion and explore its consequences in the field of literature. Through using a questionnaire, this paper looks and evaluates the experiences and perspectives of public. It is expected that the findings will contribute to literature to better understanding the decline.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0a238bc1b85bf5d19f69df7c2fb73644" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84756357,"asset_id":77335888,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84756357/download_file?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="77335888"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77335888"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77335888; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77335888]").text(description); $(".js-view-count[data-work-id=77335888]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77335888; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77335888']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "0a238bc1b85bf5d19f69df7c2fb73644" } } $('.js-work-strip[data-work-id=77335888]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77335888,"title":"The Decline of Literature: A Public Perspective","translated_title":"","metadata":{"publisher":"Australian International Academic Centre","ai_title_tag":"Public Sentiment and the Decline of Literature","grobid_abstract":"After centuries of dominance, literature has not been in a robust health for the last few decades. 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It is expected that the findings will contribute to literature to better understanding the decline.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Advances in Language and Literary Studies","grobid_abstract_attachment_id":84756357},"translated_abstract":null,"internal_url":"https://www.academia.edu/77335888/The_Decline_of_Literature_A_Public_Perspective","translated_internal_url":"","created_at":"2022-04-23T02:01:19.566-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":26697814,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":84756357,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84756357/thumbnails/1.jpg","file_name":"cd26fc9c1d460f11fd2b4a02c51ff1015379.pdf","download_url":"https://www.academia.edu/attachments/84756357/download_file","bulk_download_file_name":"The_Decline_of_Literature_A_Public_Persp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84756357/cd26fc9c1d460f11fd2b4a02c51ff1015379-libre.pdf?1650753100=\u0026response-content-disposition=attachment%3B+filename%3DThe_Decline_of_Literature_A_Public_Persp.pdf\u0026Expires=1743470247\u0026Signature=d1BUjMrxgM1mqMjshraCY7VWYpdPO8BJuSxxX3mGaE82fC9941EHvDliUsPoEjwUiUsBshY7V7Xm4PWyORVEFuJAR4Hn-5DKBBoqvyJGoGeQVtwp7c8GM5kT~g~6t-MTsqQbKmimbiUK3USc1YwNxQ6Xnruq1f4p8Eh-RDV9RcDa1foM5nAOjFLQvc9oIQDHxr4dFKzNGz3gXJliFvgyLq6qtBamd8Im6Zfr-lXmDXQ~jAMRe~vz7Fn-qWMlNXavtCmQD5OskWv8VIVpS8-ShIU4CfpzqK8QclN3Icfi1exr36CQYdt2wl1RcDTkymylK~mjQ7dRgz00ALLF5prQYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Decline_of_Literature_A_Public_Perspective","translated_slug":"","page_count":5,"language":"en","content_type":"Work","summary":"After centuries of dominance, literature has not been in a robust health for the last few decades. Several scholars have addressed the decline of literature in a number of books and articles attributing it to institutional and economic reasons. However, a major factor has not been taken into account. It is the larger audience who receives and absorbs literature. In this paper, I argue that the decline of literature emanates from the lack of appreciation of literature among the public who have deserted this field of humanity in the present days. I will investigate the causes of this desertion and explore its consequences in the field of literature. Through using a questionnaire, this paper looks and evaluates the experiences and perspectives of public. It is expected that the findings will contribute to literature to better understanding the decline.","owner":{"id":26697814,"first_name":"Mohammed","middle_initials":"H","last_name":"Albalawi","page_name":"MAlbalawi","domain_name":"kentstate","created_at":"2015-02-23T22:20:05.064-08:00","display_name":"Mohammed H Albalawi","url":"https://kentstate.academia.edu/MAlbalawi"},"attachments":[{"id":84756357,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84756357/thumbnails/1.jpg","file_name":"cd26fc9c1d460f11fd2b4a02c51ff1015379.pdf","download_url":"https://www.academia.edu/attachments/84756357/download_file","bulk_download_file_name":"The_Decline_of_Literature_A_Public_Persp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84756357/cd26fc9c1d460f11fd2b4a02c51ff1015379-libre.pdf?1650753100=\u0026response-content-disposition=attachment%3B+filename%3DThe_Decline_of_Literature_A_Public_Persp.pdf\u0026Expires=1743470247\u0026Signature=d1BUjMrxgM1mqMjshraCY7VWYpdPO8BJuSxxX3mGaE82fC9941EHvDliUsPoEjwUiUsBshY7V7Xm4PWyORVEFuJAR4Hn-5DKBBoqvyJGoGeQVtwp7c8GM5kT~g~6t-MTsqQbKmimbiUK3USc1YwNxQ6Xnruq1f4p8Eh-RDV9RcDa1foM5nAOjFLQvc9oIQDHxr4dFKzNGz3gXJliFvgyLq6qtBamd8Im6Zfr-lXmDXQ~jAMRe~vz7Fn-qWMlNXavtCmQD5OskWv8VIVpS8-ShIU4CfpzqK8QclN3Icfi1exr36CQYdt2wl1RcDTkymylK~mjQ7dRgz00ALLF5prQYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature"},{"id":3773,"name":"Literary Criticism","url":"https://www.academia.edu/Documents/in/Literary_Criticism"},{"id":1673005,"name":"Language Linguistics and literary studies","url":"https://www.academia.edu/Documents/in/Language_Linguistics_and_literary_studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-77335888-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="77335887"><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/77335887/Arabs_Stereotypes_Revisited_The_Need_for_A_Literary_Solution"><img alt="Research paper thumbnail of Arabs' Stereotypes Revisited: The Need for A Literary Solution" class="work-thumbnail" src="https://attachments.academia-assets.com/84774155/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/77335887/Arabs_Stereotypes_Revisited_The_Need_for_A_Literary_Solution">Arabs' Stereotypes Revisited: The Need for A Literary Solution</a></div><div class="wp-workCard_item"><span>Advances in Language and Literary Studies</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the past few decades, there has been a steady growth of interest in studying the representatio...</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">In the past few decades, there has been a steady growth of interest in studying the representations of Arabs in media as shown by the increasing number of journal articles. Scholars have talked abundantly about he ugly images of Arabs that have been shown in American media for over a century. However, research lacks explanation and sufficing solutions to ameliorate such images. Therefore, this paper is an attempt to facilitate the understanding of Arabs' stereotypes drawing on the bulk of the theorizing and empirical data in cognitive science, and explain how literature can help undo the mischiefs of stereotypes. Moreover, this paper explores the ways in which the teaching and the promotion of Arabic literature can help dismantle the stereotyping of Arabs in the American media. Particularly, it demonstrates how Ghassan Kanafani's Men in the Sun can be used to correct faulty representations of Arabs that appeared in media for a long time.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c33973d0c906bfff067b2f2c13f25ae" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84774155,"asset_id":77335887,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84774155/download_file?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="77335887"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77335887"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77335887; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77335887]").text(description); $(".js-view-count[data-work-id=77335887]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77335887; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77335887']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "3c33973d0c906bfff067b2f2c13f25ae" } } $('.js-work-strip[data-work-id=77335887]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77335887,"title":"Arabs' Stereotypes Revisited: The Need for A Literary Solution","translated_title":"","metadata":{"ai_title_tag":"Addressing Arab Stereotypes through Literature and Media","grobid_abstract":"In the past few decades, there has been a steady growth of interest in studying the representations of Arabs in media as shown by the increasing number of journal articles. Scholars have talked abundantly about he ugly images of Arabs that have been shown in American media for over a century. However, research lacks explanation and sufficing solutions to ameliorate such images. Therefore, this paper is an attempt to facilitate the understanding of Arabs' stereotypes drawing on the bulk of the theorizing and empirical data in cognitive science, and explain how literature can help undo the mischiefs of stereotypes. Moreover, this paper explores the ways in which the teaching and the promotion of Arabic literature can help dismantle the stereotyping of Arabs in the American media. Particularly, it demonstrates how Ghassan Kanafani's Men in the Sun can be used to correct faulty representations of Arabs that appeared in media for a long time.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Advances in Language and Literary Studies","grobid_abstract_attachment_id":84774155},"translated_abstract":null,"internal_url":"https://www.academia.edu/77335887/Arabs_Stereotypes_Revisited_The_Need_for_A_Literary_Solution","translated_internal_url":"","created_at":"2022-04-23T02:01:19.379-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":26697814,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":84774155,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84774155/thumbnails/1.jpg","file_name":"e1c2b0db11aeee33e015ff690b601db4dc35.pdf","download_url":"https://www.academia.edu/attachments/84774155/download_file","bulk_download_file_name":"Arabs_Stereotypes_Revisited_The_Need_for.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84774155/e1c2b0db11aeee33e015ff690b601db4dc35-libre.pdf?1650782213=\u0026response-content-disposition=attachment%3B+filename%3DArabs_Stereotypes_Revisited_The_Need_for.pdf\u0026Expires=1743470247\u0026Signature=cui5xlbzP~QFOdAevwFU5Vx-VYjzNfaqpG9FmO5at5~0Pi29WGPo~g7qnHGVBkYfF-im2M5UJgAxQGrTwL5STICH6GhQlMHPgEvSJaMb0x2aNt4D54D3LX3Y60xOycQK7dy1kPhGiLLJYmJbaF-RsI718s9ejj4piw9NC8HBnxYUEwyKI8WcRVUTYP0WIboNbJJtUoGCJIvqJnuxkdpyiEvCZ9214g0MF0ozrPuve~I4jwq4NTideGw0xcoGjWXcVYKcwLq-PjYXeIszzSBjcCS5gvJAVtYK8T3HD2yXDLWKGh2ThRJLYCBLrKYF4OS9owH66rxnOCtp9eIOZgWtlA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Arabs_Stereotypes_Revisited_The_Need_for_A_Literary_Solution","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"In the past few decades, there has been a steady growth of interest in studying the representations of Arabs in media as shown by the increasing number of journal articles. Scholars have talked abundantly about he ugly images of Arabs that have been shown in American media for over a century. However, research lacks explanation and sufficing solutions to ameliorate such images. Therefore, this paper is an attempt to facilitate the understanding of Arabs' stereotypes drawing on the bulk of the theorizing and empirical data in cognitive science, and explain how literature can help undo the mischiefs of stereotypes. Moreover, this paper explores the ways in which the teaching and the promotion of Arabic literature can help dismantle the stereotyping of Arabs in the American media. Particularly, it demonstrates how Ghassan Kanafani's Men in the Sun can be used to correct faulty representations of Arabs that appeared in media for a long time.","owner":{"id":26697814,"first_name":"Mohammed","middle_initials":"H","last_name":"Albalawi","page_name":"MAlbalawi","domain_name":"kentstate","created_at":"2015-02-23T22:20:05.064-08:00","display_name":"Mohammed H Albalawi","url":"https://kentstate.academia.edu/MAlbalawi"},"attachments":[{"id":84774155,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84774155/thumbnails/1.jpg","file_name":"e1c2b0db11aeee33e015ff690b601db4dc35.pdf","download_url":"https://www.academia.edu/attachments/84774155/download_file","bulk_download_file_name":"Arabs_Stereotypes_Revisited_The_Need_for.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84774155/e1c2b0db11aeee33e015ff690b601db4dc35-libre.pdf?1650782213=\u0026response-content-disposition=attachment%3B+filename%3DArabs_Stereotypes_Revisited_The_Need_for.pdf\u0026Expires=1743470247\u0026Signature=cui5xlbzP~QFOdAevwFU5Vx-VYjzNfaqpG9FmO5at5~0Pi29WGPo~g7qnHGVBkYfF-im2M5UJgAxQGrTwL5STICH6GhQlMHPgEvSJaMb0x2aNt4D54D3LX3Y60xOycQK7dy1kPhGiLLJYmJbaF-RsI718s9ejj4piw9NC8HBnxYUEwyKI8WcRVUTYP0WIboNbJJtUoGCJIvqJnuxkdpyiEvCZ9214g0MF0ozrPuve~I4jwq4NTideGw0xcoGjWXcVYKcwLq-PjYXeIszzSBjcCS5gvJAVtYK8T3HD2yXDLWKGh2ThRJLYCBLrKYF4OS9owH66rxnOCtp9eIOZgWtlA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":52408,"name":"Literary studies","url":"https://www.academia.edu/Documents/in/Literary_studies"},{"id":110263,"name":"Media Representation","url":"https://www.academia.edu/Documents/in/Media_Representation"},{"id":1673005,"name":"Language Linguistics and literary studies","url":"https://www.academia.edu/Documents/in/Language_Linguistics_and_literary_studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-77335887-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="77335886"><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/77335886/Losing_Identity_Abandoning_Values_and_Alienating_Self_The_Impact_of_Immigration_in_Mohammed_Abdul_Walis_They_Die_Strangers"><img alt="Research paper thumbnail of Losing Identity, Abandoning Values, and Alienating Self: The Impact of Immigration in Mohammed Abdul-Wali's They Die Strangers" class="work-thumbnail" src="https://attachments.academia-assets.com/84738530/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/77335886/Losing_Identity_Abandoning_Values_and_Alienating_Self_The_Impact_of_Immigration_in_Mohammed_Abdul_Walis_They_Die_Strangers">Losing Identity, Abandoning Values, and Alienating Self: The Impact of Immigration in Mohammed Abdul-Wali's They Die Strangers</a></div><div class="wp-workCard_item"><span>Linguistics and Literature Studies</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper discusses the impact of immigration on individuals in the Yemeni novella, They Die Str...</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 paper discusses the impact of immigration on individuals in the Yemeni novella, They Die Strangers. It argues that while émigrés seek spiritual or financial success, they lose identities and abandon values when attempting to become integrated into a new society. The paper rethinks the poor's plight in the novella and offers a unique portrayal through which people who are posed by social, political, and economic difficulties become deficient and disconnected.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-77335886-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-77335886-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14982404/figure-1-they-die-strangers-tells-the-story-of-the"><img alt="They Die Strangers tells the story of the protagonist Abdou Said who leaves his family in Yemen to seek work in a neighboring country, Ethiopia, in order to support them. He works hard as a storekeeper sending the money he earns to Yemen. In Ethiopia, Abdou emerges as a _ respected individual as people in the neighborhood treat him as one of them. Even though he appears as a devout Muslim who prays regularly and does not consume alcohol, Abdou engages in many adulterous relationships with prostitutes. Allegedly, he has an illegitimate child with one of the prostitutes whose death impacts his life. It may surprise some readers that Abdou chooses to seek work in a country that has been always considered as one of the poorest in the world. iii Frahan Mohammed states, “The idea of Ethiopia as a land of opportunity may strike some readers as strange, but clearly at that time it was just like that for some.”iv Many Yemenis migrated to Ethiopia to escape poverty and oppression in their homeland and some of these émigrés married Ethiopian women and had children. These children were called muwallad (a child of mixed race). Figure 1. A map showing Yemen during the 1950s and 1960s. Before its unification in 1990, Yemen was divided into two countries, South Yemen, and North Yemen where the civil war started driving thousands to migrate. 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It argues that while émigrés seek spiritual or financial success, they lose identities and abandon values when attempting to become integrated into a new society. The paper rethinks the poor's plight in the novella and offers a unique portrayal through which people who are posed by social, political, and economic difficulties become deficient and disconnected.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Linguistics and Literature Studies","grobid_abstract_attachment_id":84738530},"translated_abstract":null,"internal_url":"https://www.academia.edu/77335886/Losing_Identity_Abandoning_Values_and_Alienating_Self_The_Impact_of_Immigration_in_Mohammed_Abdul_Walis_They_Die_Strangers","translated_internal_url":"","created_at":"2022-04-23T02:01:19.230-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":26697814,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":84738530,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84738530/thumbnails/1.jpg","file_name":"LLS4-19303642.pdf","download_url":"https://www.academia.edu/attachments/84738530/download_file","bulk_download_file_name":"Losing_Identity_Abandoning_Values_and_Al.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84738530/LLS4-19303642-libre.pdf?1650727256=\u0026response-content-disposition=attachment%3B+filename%3DLosing_Identity_Abandoning_Values_and_Al.pdf\u0026Expires=1743470247\u0026Signature=VY9WkYsOOhoabuc-FCBmExYfqZ3~qBjIIiKH0V-SIYsWbcWG-7IgV7xNjXAvc6IHAl2mRRjfahWECdiexRt5mX~TIyUFnLGvjYByaZESqXDqNaZcrPqMijpM04mP53pghgbh~CATrhOgzq6ZiFw3UcFRnAUzux8D9BScHZrc6Ed1ZBa4kBN43TKXJ1ILxviVGMUHrPLLL4RsRRjSxZrYuGiKnOJ4nhj4vPLrz4c1Y1jy5Cnht2fUJh2x84Xqa6CjpYFA5ABWZ0nd-6bTtEHpMCY52nexO0TUygyO4R7ShHeAHQKY9qs6uH2wiBCUyDcgkfTabyDvNqWMWalB6AyskA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Losing_Identity_Abandoning_Values_and_Alienating_Self_The_Impact_of_Immigration_in_Mohammed_Abdul_Walis_They_Die_Strangers","translated_slug":"","page_count":11,"language":"en","content_type":"Work","summary":"This paper discusses the impact of immigration on individuals in the Yemeni novella, They Die Strangers. It argues that while émigrés seek spiritual or financial success, they lose identities and abandon values when attempting to become integrated into a new society. 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The novel continues to enthuse sc...</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">Mrs. Dalloway is one of Virginia Woolf’s greatest achievements. The novel continues to enthuse scholars across the globe, and there are myriad studies through which readers can gain a finer understanding of it. This paper attempts to show how Woolf implants in Mrs. Dalloway a plentiful range of experiences from her life. It argues that in order to have an ample understanding of a character’s state of mind or behavior, emphasis should be placed not only on the text but also on the role of the writer’s personal experiences in its formation. This paper discusses, more specifically, how Woolf’s own experiences are linked to Septimus’s, and showcases that Woolf’s life is a major influence on the story of Septimus.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d0ac9f381050aa72e8332badbf06ff89" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84722601,"asset_id":77335855,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84722601/download_file?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="77335855"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77335855"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77335855; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77335855]").text(description); $(".js-view-count[data-work-id=77335855]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77335855; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77335855']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "d0ac9f381050aa72e8332badbf06ff89" } } $('.js-work-strip[data-work-id=77335855]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77335855,"title":"The Manifestations of Woolf’s Life Experiences in Mrs. Dalloway","translated_title":"","metadata":{"abstract":"Mrs. Dalloway is one of Virginia Woolf’s greatest achievements. 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This paper discusses, more specifically, how Woolf’s own experiences are linked to Septimus’s, and showcases that Woolf’s life is a major influence on the story of Septimus.","owner":{"id":26697814,"first_name":"Mohammed","middle_initials":"H","last_name":"Albalawi","page_name":"MAlbalawi","domain_name":"kentstate","created_at":"2015-02-23T22:20:05.064-08:00","display_name":"Mohammed H Albalawi","url":"https://kentstate.academia.edu/MAlbalawi"},"attachments":[{"id":84722601,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84722601/thumbnails/1.jpg","file_name":"4893.pdf","download_url":"https://www.academia.edu/attachments/84722601/download_file","bulk_download_file_name":"The_Manifestations_of_Woolf_s_Life_Exper.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84722601/4893-libre.pdf?1650704921=\u0026response-content-disposition=attachment%3B+filename%3DThe_Manifestations_of_Woolf_s_Life_Exper.pdf\u0026Expires=1743470247\u0026Signature=DQSkRJ0UsiTt3ReOVodemXDgwv9jE1sKh~KU-9G04SebuLOMXx1PQQ0cLnXKl6BmCPrO6VqlTnJZOkfdXS1jWpp4vuy-1ND~G8VKjFHJmp0t8ibWMFONbc00kfurSz9F5~o3sW2rYKsspPFzgn3vgg7PLcGU4ouO~i5sIinjdEpmLKOB-SmADieNiMEKFlGAPXLP9X2KKKktnBnRSOGmWtMAlz-HXK0i-1dT-b3g4zV-JuIkv5p0DGB7aubNTgnluEpZ7CSfW9ecbe336ydY~qumZ1XDFMAETTPe0V448Q9ViWF9lW5VOckIjCVbPySYefTv6GjHncGQ~gf6-CwrYQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":84722599,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84722599/thumbnails/1.jpg","file_name":"4893.pdf","download_url":"https://www.academia.edu/attachments/84722599/download_file","bulk_download_file_name":"The_Manifestations_of_Woolf_s_Life_Exper.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84722599/4893-libre.pdf?1650704921=\u0026response-content-disposition=attachment%3B+filename%3DThe_Manifestations_of_Woolf_s_Life_Exper.pdf\u0026Expires=1743470247\u0026Signature=TvGM5J6qh1g8kBM7CIuuxUG31rr0X2cUGHyHZ7gEdMlB~QtW4IoGyuRJN9ai-FpKO-fYUBX8Bm5fCpOSJyJk-2FJmiyZeGJ7euS~LimC4sEMvZ2ZePByC2F3AmJue46vhGJhNZT0a4HhlmocTVZKcD0-B19g6R7cd0mz1SWHNdhXg-1S0f~ng7T0TyNg1Vhf~NRJx3N09Hcam9qxlKZxkYYDpmymy0d2OJhBpbEjxyw7cMymcmZkxoarwve~5WfuP8wVf3QTz66dPnc8QUQX~7lphA2pO9TYN~zkWJf4M3xFcZC-rw5TB-jhvqkskk~7qXkg6yBmB78jkp182-lAnQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1673005,"name":"Language Linguistics and literary studies","url":"https://www.academia.edu/Documents/in/Language_Linguistics_and_literary_studies"}],"urls":[{"id":19808835,"url":"https://journals.aiac.org.au/index.php/alls/article/viewFile/7153/4893"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-77335855-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="67255366"><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/67255366/The_Search_for_True_Love_in_John_Donne_s_The_Extasie_"><img alt="Research paper thumbnail of The Search for True Love in John Donne’s “The Extasie”" class="work-thumbnail" src="https://attachments.academia-assets.com/78140416/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/67255366/The_Search_for_True_Love_in_John_Donne_s_The_Extasie_">The Search for True Love in John Donne’s “The Extasie”</a></div><div class="wp-workCard_item"><span>Advances in Language and Literary Studies</span><span>, Nov 2, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Extasie" is one of John Donne's most well known poems that demonstrate his distinctive unders...</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 Extasie" is one of John Donne's most well known poems that demonstrate his distinctive understanding of love. Critics have argued over the interpretations of "The Extasie". Some critics have conceived it as an expression of spiritual love and others looked at it as a satirical criticism. This paper attempts to show how "The Extasie" presents an example of great satirical poetry. The poem takes advocates of Platonic love in a mesmerizing journey when reading the first twothirds of the poem. Ironically, the poem ends with a criticism of Platonisms who exclude the body from the notion of love.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9a9de9fad6ccefab423d9726af93e9fb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":78140416,"asset_id":67255366,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/78140416/download_file?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="67255366"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67255366"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67255366; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67255366]").text(description); $(".js-view-count[data-work-id=67255366]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67255366; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='67255366']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "9a9de9fad6ccefab423d9726af93e9fb" } } $('.js-work-strip[data-work-id=67255366]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":67255366,"title":"The Search for True Love in John Donne’s “The Extasie”","translated_title":"","metadata":{"publisher":"Australian International Academic Centre","ai_title_tag":"Satirical Exploration of Love in Donne's 'The Extasie'","grobid_abstract":"The Extasie\" is one of John Donne's most well known poems that demonstrate his distinctive understanding of love. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-67255366-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="11095896"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/11095896/Arabs_Stereotypes_Revisited_The_Need_for_A_Literary_Solution"><img alt="Research paper thumbnail of Arabs' Stereotypes Revisited: The Need for A Literary Solution" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Arabs' Stereotypes Revisited: The Need for A Literary Solution</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11095896"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11095896"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11095896; 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It outlines the historical significance of SA, emphasizing its role in preserving Arabic unity through the influence of the Holy Qur'an and early literary practices. The emergence of diglossia is discussed, highlighting Western interests in Arabic dialects and the call for recognizing spoken varieties, notably from the perspective of academic advocates like Wilhelm Spitta. 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text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11038794/ALLS_Vol_6_No_2_2015_">ALLS, Vol 6, No 2 (2015)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/%D8%B7%D8%A7%D8%B1%D9%82%D9%81%D9%8A%D8%B5%D9%84%D9%85%D8%AD%D9%85%D8%AF%D8%A7%D9%84%D9%8A%D8%A7%D8%B3">Tariq Elyas</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://ukim.academia.edu/KalinaMaleska">Kalina Maleska</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://imamu.academia.edu/AymanShomar">Ayman Abu-Shomar</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://kau.academia.edu/AmiraAbdulazizSaleh">Amira Abdulaziz Saleh</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MadihaAhmad1">Madiha Ahmad</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SofiaAhmad">Sofia Ahmad</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ALLS">Advances in Language and Literary Studies [ALLS]</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://kentstate.academia.edu/MAlbalawi">Mohammed H Albalawi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SabariahRashid">Sabariah Rashid</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/IssaAlkhutaba">Issa Alkhutaba</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://unsultra.academia.edu/FernandesArung">Fernandes Arung</a></span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-11038794-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-11038794-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214980/table-4-the-mean-difference-is-significant-at-the-level"><img alt="*. The mean difference is significant at the .05 level. Table 4. descriptive statistics of the Tukey test for the immediate post-test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_034.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214981/table-3-anova-analysis-in-the-post-test-use-of-tukey-tests"><img alt="Table 3. ANOVA analysis in the post-test 4.4 Use of Tukey tests in the post-test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_035.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214982/table-5-tukey-test-for-the-post-test-tukeyhsd"><img alt="Table 5. Tukey test for the post-test TukeyHSD* " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_036.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214923/figure-1-the-frequencies-of-translation-errors-made-by-the"><img alt="Figure 1. The Frequencies of Translation Errors Made by the Translators According As displayed in Table (1) above the percentage of committing and error using preposition in the exact place recorded 66.6 % in which T1 reported 4errors, T2 revealed 4 errors and T3 reported 2 errors. When asked to state that it is difficult to know that adjectives describe nouns, Tl showed 4 errors,T2 indicated 2 errors and T3 recorded 2 errors demonstrating 53,28 % of the responses. Similarly, T1 showed | errors, T2 presented 2 errors and T3 recorded 3 errors when asked about the difficulty to know that adverbs describe verbs demonstrating 39.96%. Likewise, translators revealed that the arrangement of adjectives within a sentence in English language causes them problems when translating M.A abstracts in which T1 recorded 2 errors, T2 showed 3 errors and T3 pointed 0 errors recording 33.3%. Also, verbs that do not accept " ING" appeared to be very problematic for translators, T1 for example committed 1| error, T2 indicated 2 errors and T3 presented 1 error making 26.64% of the overall responses. When working with translation, translators find the use of phrasal verbs very significant and problematic, T1 reported 3 errors, T2 recorded 3 errors and T3 showed 3 errors demonstrating 59.94%. On the other hand, the findings of the research indicated that T1 made 5 errors, T2 showed | error and T3 revealed 1 error when translating modals and their meaning recording a percentage of 46.62%. Finally, the three translators showed that there are some difficulties that relate to the use of pronouns in both languages, T1 showed 1 error, T2 reported no errors and T3 recorded no errors as well making 6.66% percentage out of the overall the responses frequencies as displayed in Figure (1) below. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214924/figure-1-opening-moves-as-it-occurred-in-email-messages"><img alt="opening moves. As it occurred in 442 email messages (85 percent), the salutation move is the third most common move in the corpus. Opening, however, is the least common as it appeared in 19 email messages only (4 percent). Salutations can be generally distributed to two main categories that are formal and informal salutations. Formal salutations usually included a title or a formal salutation-marker in front of recipients’ names as in ‘Dear Mr. Name’, ‘Dear Name’, ‘Mr. Name’, ‘Dear Sir/madam’ or ‘Salam Mr. Name’. Informal salutations, however, refer to the salutations that either included an informal salutation-marker in front of recipients’ name as in ‘hi name’ or ‘hello name’, or had no salutation- marker at all as in ‘name’. In addition to these two main categories, some email writers used a salutation that did not entirely fit into any of the above-mentioned categories, that is ‘Hi Mr. Name’ or ‘Hello Mr. Name’. The use of ‘hi’ or ‘hello’ in professional communication is considered as an ‘informal linguistic option’ (Al-Ali and Sahawneh, 2008), yet the use of ‘Mr.’ is a ‘formal conventional lexical option’ (p. 58). As such, the use of ‘Hi’ or ‘Hello’ jointly with ‘Mr. Name’ is an unconventional linguistic form in professional communication. Examining the formality and informality of salutations shows that the almost two-third of salutations were formal (62 percent), whereas the use of informal, unconventional and the use of no salutation occurred in (38 percent), which actually shows the overall formal nature of salutations in the emails (see figure 1). " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214925/figure-1-degree-of-relationship-between-critical-skills-and"><img alt="Figure 1. Degree of relationship between critical skills and writing quality As the final stage of data analysis multiple regressions were run in this study in order to predict the extent which critical thinking skills correlates with the quality of writing. All independent variables (analysis, inference, evaluation) were entered into the multiple regressions equation and following model obtained from it: " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214926/figure-4-particular-context-if-one-considers-designing-an"><img alt="“ - ~~ ~ ~ ~~ particular context. If one considers designing an ESP course, he/she should follow a certain criteria to design the syllabus of the course. Such criteria should include the following: general aims and specific objectives, rationale, an inventory of language items, an indication to entry and mastery level, and a description of teaching methodology. Furthermore, it should include explanations for students and teachers, indication of the time distribution, assessment procedures, indication of non-linguistic content, and variation requirements. Selection of syllabus sections depends on the goal of teaching, the needs of learners, and time through which this study should be done. In general, syllabus design should cover the three factors of: 1) language description. ii) learning theories. and iii) needs analysis (Tahir. n.d.). " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214927/figure-5-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214928/figure-6-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214929/figure-7-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214930/figure-8-conclusion-there-are-different-books-which-can-help"><img alt="3. Conclusion There are different books which can help EFL and ESL students in translating metaphors and they surely related to their culture and history. But when it is not possible to find a good or suitable book or references, it is better to find out the salient characteristic of a topic or animal. Translators can search for evidences in a text in order to find the meaning of the idiom (Faghih, 2001). Here are the most common interpretations of some animals in Persian: The aim of contrastive analysis is to find differences and similarities between two languages in order to help learners to perform better (Yarmohammadi, 2002). A contrastive analysis would help EFL and ESL students to analyze and think about each part of English learning deeply and use them wisely to pretend interferences errors. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214931/figure-9-this-is-not-the-case-in-in-eo-sentence-in-the-theme"><img alt="This is not the case in (22). In EO sentence in (22) the theme, the lion, appears as the subject and the Experiencer, the girl, as the object. The diagram below explicitly illustrates this. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214932/figure-10-he-above-diagram-feasibly-shows-that-the-linear"><img alt="[he above diagram feasibly shows that the linear order does not reflect thematic hierarchy as proposed by Grimshi 1990): the Experiencer of the stimulus is higher than the Theme NP. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214933/figure-11-this-example-portrays-the-antecedent-and-the"><img alt="s this example portrays, the antecedent and the reciprocal are within the same local domain of the clause, but the ciprocal each other cannot be successfully bound by the presumed antecedent couple which occupies the specifier osition of the subject NP, the couple's parents as seen below. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214934/figure-12-this-definition-is-illustrated-diagrammatically-as"><img alt="This definition is illustrated diagrammatically as follows: D c-command in this diagram shows that the first branching node above D is C. So by the definition above, any other node dominated by C will be c-commanded by D. Now since C dominates E, F and G (but not A and B), it follows that D c-commands E, F and G. Furthermore, since E is the sister of D and since F and G are nieces of D, it has been opined that: A node c-commands its sisters and their descendants. Thus, in the above diagram, while A c-commands nothing, B c-commands [C, D, E, F and G], C c-commands [B], D c-commands [E, F and G], E c-commands [D], F c-commands [G] and G c-commands [F]. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214935/figure-13-the-verb-hurt-requires-two-participants-in-the"><img alt="The verb hurt requires two participants in the sentence (students and each other) in order to enable the arguments to be expressed. The NP students is understood here as the subject of the sentence while the NP each other is a VP-internal complement. In this wise, the NP students is referred to as an external argument while each other is internal argument. This is exemplified in the tree diagram below. As this example portrays, the argument structure of the verb determines the number of constituents required in the sentence for the argument to be expressed. In this case, the verb hurt subcategorizes for two constituents or NPs: " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214936/figure-14-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214949/table-1-the-frequencies-of-translation-errors-made-by-the"><img alt="Table 1. The Frequencies of Translation Errors Made by the Translators According to Words' Categories " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214950/table-1-correlation-is-significant-at-levels-the-results-of"><img alt="** Correlation is significant at 0.01 levels. Table 1. The results of the correlation analysis " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214951/table-5-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214952/table-6-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214953/table-7-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214954/table-8-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214955/table-1-influence-of-relating-factors-on-the-use-of"><img alt="Table 1. Influence of relating factors on the use of salutation PR: Power Relations; SD: Social distance; CC: close colleague; DC: distant colleague " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214956/table-1-the-descriptive-statistics-of-the-opt-test"><img alt="Table 1. The Descriptive Statistics of the OPT Test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214937/figure-15-in-this-tree-diagramme-the-thematic-hierarchy-is"><img alt="In this tree diagramme, the thematic hierarchy is respected because the Experiencer the candidates is projected to a position higher than the theme NP each other’s picture. The Experiencer the candidates is assumed to be assigned an inherent accusative case. So the NP each other’s picture has to move to e in order to be assigned case. In this situation, a reciprocal in the theme argument can be bound by a c-commanding Experiencer argument; thus, satisfying binding condition A which holds that an anaphor must be bound by an appropriate c-command antecedent. The hierarchy dictates that arguments attributed Experiencer roles be projected higher in the syntactic structure than stimulus arguments, which are typically assigned Theme roles. Thus, NP2 will be assigned a semantic role which is higher in the hierarchy and NP1 will be assigned one which is lower in the hierarchy. This is in line with Belletti and Rizzi (1988:344) proposal of a linking principle for Experiencer verbs which states that “given a theta-grid [Experiencer, Theme], the Experiencer is projected to a higher position than the theme”. Since Belletti and Rizzi used Italian data in their study, the translated example they used to illustrate the rule is the one given in example (38) below. Though c-command condition on reciprocal pronoun binding is not satisfied in the S-structure of psych-verbs construction, it is satisfied in the D-structure wherein psych-verbs are derived through transformation or by movement as exemplified in the tree diagram below. In this case, the psych-verb construction lacks an external argument but has two internal arguments. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214938/figure-16-in-this-analysis-the-thematic-hierarchy-is"><img alt="In this analysis, the thematic hierarchy is respected because the Experiencer John is projected to a position higher than the theme NP this. The Experiencer John is assumed to be assigned an inherent accusative case. So the NP this has to move to e in order to be assigned case. To justify the movement, Belletti and Rizzi establish a rule that states that: " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214939/figure-1-the-panoptic-within-the-panoptic-analyzing-the"><img alt="Figure 1. The panoptic within the panoptic Analyzing the language of the characters in the play with regard to Foucauldian theory of “Discipline and Punish” and Greenblatt’s notion of “Subversion and Containment”, the article reveals the labyrinth of panopticons in The Tempest which starts from the major one represented as Queen Elizabeth’s state and later it moves toward minor ones as Shakespeare (as the writer), the theatre, the theatre goers, and the major and minor characters. Despite the negative connotations that this structure may have, they are indeed the required factors for the perseveration of disciplined individuals and society. The primary minor panopticons that are biologically, personally, socially, and culturally constructed, initiate from within each individual. In The Tempest the power relations in each group create power structures which are not thoroughly suffocating, however there are occasions when the subjects and the rulers discuss a settlement. The panoptic within the panoptic in this play is the same as Figure 1. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214940/figure-18-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214941/figure-19-the-results-reveal-that-the-content-of-the"><img alt="The results reveal that the content of the textbook (FHFSA) contains a variety of authentic aural materials that contribute in implementing intensive listening comprehension training. The selected textbook is supplied with officially approved CDs that contain a variety of aural materials drawn from real life. These materials help Saudi learners to comprehend native speakers speech and their daily life conversation. Breen (1985), as it is cited in Tomlinson (2012), mentioned that providing authentic speech in the listening comprehension practices in EFL classes creates genuine communication and enables learners to have "immediate and direct contact" with the given data. The provided CDs are full of authentic materials like radio interviews, forecast weather, conversation about ordering a meal in a restaurant, booking a room in a hotel, ...etc that help in developing the learners' listening comprehension skill. Duquette,et al, (1989), cited in Mousavi (2012) mentioned that learners who listen to authentic texts develop their linguistic abilities. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214942/figure-20-an-important-result-reveals-that-the-provided"><img alt="An important result reveals that the provided writing activities in the textbook (FHFSA) reflect the various types of writing that are used for communication in real life such as writing a letter, an e-mail, filling application form, post cards, memo,...etc. Exposing learners to a variety of writing materials provides efficient practices to enhance their writing skills and expands their knowledge of how to write formal and informal types of writings. Authenticity of writing activities increases the learners' motivation to write in the target language and express themselves through their writings such as writing their dairies. Rilling & Dantas-Whitney (2009) stated that using authentic materials can increase the learners' motivation and develop their attitudes positively to learn the target language. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214943/figure-1-fairclough-dimensions-of-discourse-and-discourse"><img alt="Figure 1. Fairclough's dimensions of discourse and discourse analysis. (From Locke, 2004, p. 42) Se LE Se ea Es a es See eee nee In the domain of CDA discourse is referred to as ‘social practice’ of language, written and spoken (Fairclough & Wodak, 1997) where the context in which language is used is decisive. This means that not only it is that discourse influences the social context but it works other way round too. The social context affects the discourse too. Social context involves the variables such as the relationship between the speakers, their social roles and situations. Since social context is conducive to discourse, it (discourse) carries the crucial issues of power and ideology with it (Fairclough & Wodak, 1997). The notion of power and social power of groups and institution is central to the critical study of discourse. A group or institution produces and exercises its social power through discourse by controlling the thoughts and actions of the people (van Dijk, 2008). The access to the media and to the discourse of media is one of the important criterion for exercising the power as any group with more access to the means of production is in the powerful position of " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214944/figure-22-at-the-end-of-the-ad-the-words-appear-on-greyish"><img alt="At the end of the ad, the words appear on a greyish lined makes the drink droplets rush out of the bottle. The girl puts the bottle on the table with force which The guy gives up by raising his hands and the girl passes " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214945/figure-23-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214946/figure-24-appendix-ad-of-mountain-dew-the-ad-begins-by"><img alt="Appendix 3: Ad of Mountain Dew The ad begins by showing up a skate board imprinted with the specific logo Mountain dew, accompanied with the leg jerking by one of the two friends standing at the edge of a tremendous " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/figure_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214947/table-1-from-the-definition-and-principle-of-the-ug-it-can"><img alt="From the definition and principle of the UG, it can be formulated the 3 important things in Language Acquisition as on table below: " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214948/table-2-however-facione-brought-together-panel-of-authority"><img alt="However, Facione (1990) brought together a panel of 46 authority figures in the field of critical thinking anc reasoning skills to generate a consensusof the definition of critical thinking by means of the well-knowr Delphi method. Consequently, arriving on the definition of critical thinking as: " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214957/table-3-independent-samples-test-in-order-to-answer-the"><img alt="Table 3. Independent Samples Test In order to answer the research question, an independent t-test was also run to compare the means of the two groups after applying the treatment for the experimental group and a placebo for the control group. Table 4 below shows the result. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214958/table-4-result-of-the-independent-test-as-it-can-be-seen-in"><img alt="Table 4. Result of the independent t-test As it can be seen in table 4, t(62)=4.88, p= .000<.05. Therefore, the independent t-test shows that there is a statistically significant difference between the post scores of the experimental and control groups. Hence, it can be concluded that the null hypothesis “Social networking has no effect on the speaking ability of Iranian EFL learners” is rejected. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214959/table-2-inter-rater-reliability-between-the-two-scorers-as"><img alt="Table 2. Inter-rater reliability between the two scorers As it can be seen in table 2, the inter-rater reliability index is .809 which shows high reliability between two scorers. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214960/table-5-result-of-the-paired-samples-test"><img alt="Table 5. Result of the paired-samples t test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214961/table-4-contingency-coefficient-product-moment-correlation"><img alt="Table 4.1 Contingency Coefficient Product Moment Correlation coefficient " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214962/table-4-pearson-product-moment-correlation-coefficient"><img alt="Table 4.2 Pearson Product Moment Correlation Coefficient between Writing Quality and Analysis According to Table (4.2), it is seen that the correlation between two variables is (r = +0.619) with the significance level of (p= 0.000). Because the significance level is lower than 0.05, there exists a positive correlation between writing quality and analysis. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214963/table-4-pearson-product-moment-correlation-coefficient"><img alt="Table 4.4 Pearson Product Moment Correlation coefficient between Writing Quality and Evaluation According to Table (4.4), it is seen that the correlation between two variables is (r= +0.713) with the significance level of (p= 0.000). Because the significance level is lower than 0.05, there exists a positive correlation between writing quality and evaluation. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214964/table-4-pearson-product-moment-correlation-coefficient"><img alt="Table 4.3 Pearson Product Moment Correlation Coefficient between Writing Quality and Inference According to Table (4.3), it is seen that the correlation between two variables is (r= +0.597) with the significance level of (p= 0.000). Because the significance level is lower than 0.05, there exists a positive correlation between writing quality and inference. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214965/table-1-specific-glossary-of-islamic-words"><img alt="Table 1. A Specific Glossary of Islamic Words " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214966/table-2-list-of-short-courses-in-isamic-topic-it-should-be"><img alt="Table 2. List of Short Courses in Isamic Topic It should be noted that timings presented in table (2) could be changed according to pedagogical needs of the teacher and the needs of the students themselves. If they have a basic idea of one of the concepts presented, it is advised to shift to another topic and spend more time on it. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214967/table-4-introducing-the-general-and-specific-glossary-word"><img alt="Table 4. Introducing the General and Specific Glossary Word Lists " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214968/table-3-model-lesson-plan-reading-meaning-in-islamic-topics"><img alt="Table 3. A Model Lesson Plan Reading & Meaning in Islamic Topics " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214969/table-1-number-no-of-esp-journals-used-in-this-study-in"><img alt="Table 1. Number (No.) of ESP journals used in this study In Kanoksilapatham’s (2005) study, 60 RAs were used as a representative sample. With this particular sample, her study yielded significant results, which were generalizable to the biochemistry RA genre. Altogether, 60 RAs as used in the current study should be an adequate and complete representation of the ESP RAs from each context (local and international contexts) and they should yield significant findings. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214970/table-3-note-move-step-ijb-iranian-journal-of-biotechnology"><img alt="Note: M: move, S: step, IJB: Iranian journal of Biotechnology, JAST: Journal of Agricultural Sciences and technology. AIMJ: Archives of Iranian Medicine Journal, AEE: Agriculture, Ecosystems and Environment journal, JB: Journal o1 Biotechnology, MH: Medical Hypotheses a ar Ee Te ee Table 3. Obligatory and optional moves and steps in Iranian local and international ESP journals " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214971/table-4-note-chi-square-sig-significance-chi-square-analysis"><img alt="Note. y2: Chi-square, Sig.: significance *H<0.05 Table 4. Chi-square analysis for the significance of inter-differences of step frequencies in ESP RAs across IL and international journals " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214972/table-5-comparison-of-move-frequencies-and-chi-square"><img alt="Table 5. comparison of move frequencies and Chi-square results for the significance of these frequencies in ESP international and ILJs " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214973/table-6-note-il-iranian-local-journals-indicates-that-the"><img alt="Note: IL: Iranian Local journals, *: indicates that the step is obligatory Table 6. N (number) and rate (%) of new steps found in ESP RAs of IL and international journals In Iranian local RAs, three new steps were found in Discussion section and added to the second move of Kanoksilapatham's (2007) model, 1.e. consolidating results. Although these steps have been used by ESP authors, none of them were present in more than fifteen (50%) RAs; hence, all of them were optional steps (Table 6). Similarly, three new steps were identified in the Discussion section of international RAs. All the new steps were present in move two and in contrast to the steps found in IL RAs, one of these steps, evaluation of the results, occurred in 50% of RAs, as a result, it was an obligatory step. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214974/table-1-results-of-paired-samples-test-of-the-pb-and-cb"><img alt="Table 1. Results of Paired Samples test of the PB and CB Groups on the Pre and Posttests " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214975/table-3-independent-samples-test-performance-of-the"><img alt="Table 3. Independent Samples t-test Performance of the Participants on the Delayed Post-test The significance and meaningfulness of the scores of the CB and PB groups in the immediate posttest were calculated through an independent samples t-test. The P-value of independent samples t-test showed really close amount to acceptability of significance (Sig. = 0.0522 0.05), but it was 0.002 higher than the acceptable value of P (Table 4). The mean difference of 22.57 and the p-value of 0.05 revealed that the CB group performed much better than the PB group in the immediate posttest. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214976/table-2-independent-samples-test-performance-of-the"><img alt="Table 2. Independent Samples t-test Performance of the Participants on the Post-test The independent-samples t-test for the performance of the CB and the PB groups on the pre-test is shown in Table 2. Considering the results: Sig. = p-value = 0.025<0.05, reveal that improvements in vocabulary learning of the CB group were much more than that of the PB group. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214977/table-4-independent-samples-test-performance-of-the"><img alt="Table 4. Independent Samples t-test Performance of the Participants on the immediate Post-test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214978/table-1-descriptive-statistics-of-the-performances-of-the"><img alt="Table 1. Descriptive statistics of the performances of the groups on different tests of the study 4.2 ANOVA Analysis in Pre-test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214979/table-2-anova-analysis-in-the-pre-test-anova-analysis-in"><img alt="Table 2. ANOVA Analysis in the Pre-test 4.3 ANOVA Analysis in Post-test " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_033.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214983/table-6-group-statistics-for-the-implicit-and-explicit"><img alt="Table 6. Group statistics for the implicit and explicit groups As it is shown in table 6 above, the mean of the implicit and explicit groups are 58.00 and 70.00 respectively. Table 7 below also shows the actual result of the independent t-test. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_037.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214986/table-5-the-levenes-test-of-equality-of-variances-had-the"><img alt="The Levene’s test of equality of variances had the Sig of .709 which was higher than .05, meaning that the assumption of equality of variances has been met. Therefore, we look at the first row to analyze the difference. The independent t- test was run to compare the mean scores of the implicit and explicit groups. As it can be seen in table 5 above, #(38) = 5.92, p = 0.000<0.05. Accordingly, the null hypothesis “There is no significant difference between the implicit and explicit way of teaching consonant clusters in Iranian EFL learners” was rejected. The explicit group performed better on the post-test. Table 8 below shows the group statistics for the control and explicit groups. Table 7. Result of the independent t-test for the implicit and explicit groups " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_038.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214989/table-8-group-statistics-for-the-control-and-explicit-groups"><img alt="Table 8. Group statistics for the control and explicit groups As it is shown in table 8 above, the mean of the control and explicit groups are 53.00 and 70.00 respectively. Table below shows the actual result of the independent t-test. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_039.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214992/table-9-result-of-the-independent-test-for-the-control-and"><img alt="Table 9. Result of the independent t-test for the control and explicit groups The Leven’s test of equality of variances had the Sig of 1.000 which was higher than .05, meaning that the assumption of equality of variances has been met. Therefore, we look at the first row to analyze the difference. The independent t- " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_040.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214994/table-10-group-statistics-for-the-control-and-implicit"><img alt="Table 10. Group statistics for the control and implicit groups As it is shown in table 10 above, the mean of the control and implicit groups are 53.00 and 58.00 respectively. Table 11 below shows the actual result of the independent t-test. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_041.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214996/table-11-the-levenes-test-of-equality-of-variances-had-the"><img alt="The Levene’s test of equality of variances had the Sig of .367 which was higher than .05, meaning that the assumption of equality of variances has been met. Therefore, we look at the first row to analyze the difference. The independent t- test was run to compare the mean scores of the control and implicit groups. As it can be seen in table 11 above, (38) = 2.62, p = 0.012<0.05. Accordingly, the null hypothesis “There is no significant difference between implicit way of teaching consonant clusters and the control group in Iranian EFL learners” was rejected. The implicit group performed better on the posttest. Table 11. Result of the independent t-test for the implicit and control groups " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_042.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5214999/table-3-functions-micro-function-measured-throughout-the"><img alt="Table 3.1 Functions/ micro function measured throughout the test tasks " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_043.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215001/table-1-test-results-of-the-post-test-comparing-the-control"><img alt="Table 1. T- test results of the post- test comparing the control and experimental groups mean scores in overall speaking As shown in table (1), There was no significance difference in scores for control ( M = 10.61, SD = 2.18) and experimental group, VM = 11.50, To control variables prior to implementing the treatment Student scores from the pre-test were systematically entered into a computer for quantitative analyses, which was analyzed using the Statistical Package for the Social Science (SPSS). Consequently, an independent-sample t-test was administered to find out whether there were statistically significant differences between the control and the experimental groups in terms of speaking proficiency. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_044.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215004/table-2-test-results-of-the-post-test-comparing-the-control"><img alt="Table 2. T- test results of the post- test comparing the control and experimental groups mean scores in overall speaking As shown in table (4.2.), There was significance difference in scores for control ( M = 13.52, SD = 2.0) and experimental group, M = 19.19, The results of the t- tests proved to be statistically consistent with the hypothesis. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_045.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215006/table-3-test-results-comparing-the-pre-test-vs-post-test"><img alt="Table 3. T- test results comparing the pre- test vs. post- test means for the experimental group in overall speaking " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_046.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215008/table-5-course-design-the-purpose-of-teaching-in-english"><img alt="5.2 Course Design Table 5.2 The purpose of teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_047.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215011/table-5-the-most-support-teaching-modes-in-english-course"><img alt="Table 5.1 The most support teaching modes in English course 5.1 Teaching Purpose " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_048.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215013/table-5-degree-of-understanding-the-contents-in-course"><img alt="Table 5.4 Degree of understanding the contents in course teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_049.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215014/table-5-the-most-suicourse-for-teaching-in-english"><img alt="Table 5.3 The most suitable course for teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_050.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215016/table-5-the-most-qualified-teacher-for-teaching-in-english"><img alt="Table 5.6 The most qualified teacher for teaching in English 5.4 Students’ Language Level " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_051.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215018/table-5-teacher-teaching-in-english"><img alt="Table 5.5 Teacher teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_052.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215019/table-5-degree-of-understanding-the-contents-in-course"><img alt="Table 5.8 Degree of understanding the contents in course teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_053.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215021/table-5-degree-of-understanding-the-contents-in-course"><img alt="Table 5.7 Degree of understanding the contents in course teaching in English " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_054.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215022/table-5-gain-in-course-teaching-in-english-multiple-choice"><img alt="Table 5.10 Gain in course teaching in English (multiple choice) " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_055.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215024/table-5-difficulty-in-course-teaching-in-english-multiple"><img alt="Table 5.9 Difficulty in course teaching in English (multiple choice) " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_056.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215026/table-3-results-of-test-on-the-grammar-achievement-on-the"><img alt="Table 3. Results of T-test on the Grammar Achievement on the Pre-test between the Two Groups of School Stage " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_057.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215028/table-4-results-of-test-on-the-grammar-achievement-on-the"><img alt="Table 4. Results of T-test on the Grammar Achievement on the Post-test between the Two Groups of School Stage " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_058.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215031/table-2-frequencies-percentages-of-the-first-dimension"><img alt="Table 2. Frequencies & Percentages of the First Dimension (Textbook Objectives) Findings in table 2 show that in item (1), 80% of the analyzers agree that textbook objectives make a noticeable emphasis on practicing authentic language to promote communication in EFL classes. In item (2), the textbook objectives focus mainly, about 72%, on providing opportunities for Saudi learners to practice the target language intensively for communicative purposes. In item (3), the textbook objectives are interested to moderate extent, about 58%, on using authentic materials related to the learners' culture. In item (4), the textbook objectives focus to a moderate extent, about 55%, on activating learners' communicative skills on authentic topics related to their real life. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_059.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215034/table-1-cooper-coefficient-of-the-content-analysis"><img alt="Table 1. Cooper's Coefficient of the Content Analysis Instrument's Dimensions The percentage of the analyzers ‘agreement in both attempts is a high percentage which refers to the reliability of the content analysis instrument. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_060.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215037/table-4-frequencies-percentages-of-the-third-dimension"><img alt="Table 4. Frequencies & Percentages of the Third Dimension (Textbook Activities) " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_061.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215039/table-3-frequencies-percentages-of-second-dimension-textbook"><img alt="Table 3. Frequencies & Percentages of Second Dimension (Textbook Content) The findings in table (3) reveal that in item (1), about 53% of the analyzers agree that oral conversation used in dail} situations by native speakers of the language is available to a large extent in the selected textbook. In item (2) 52% o the participants in the analysis process agree that the selected textbook helps to a large extent Saudi learners tc comprehend native speakers in various kinds of speech situations. In item (3), 74% of the analyzers agree that aura authentic materials that help in developing learners' listening comprehension skill are obviously available in the selectec textbook. In item (4), about 59% of the participants in the analysis process agree that authentic materials used in th selected textbook do not match the learners’ language proficiency level. In item (5), 67% of the participants agree tha the selected textbook's texts allow learners to moderate extent to experience the language as it is used for rea communication among native speakers. In item (6), 62% of the analyzers agree that authentic materials such a newspapers, magazines, menus, forms and television advertisements are available to a large extent in the selectec textbook. In item (7), 72% of the participants agree that the reading texts provided in the selected textbook (FHFSA reflect to a moderate extent the learners’ real-life purposes. In item (8), 73% of the participants agree that the selectec textbook indicates appropriate use of visuals and topics related to the Saudi learners’ culture. In item (9), 78% of th analyzers agree that the reading texts of the selected textbook introduce to a moderate extent issues and experiences tha Saudi secondary learners have in common. 42 Data Angalhlyeis of Third Dimensinn (Terthnnk Artivitioc) " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_062.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215041/table-63-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_063.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215043/table-3-the-results-of-chi-square-tests-for-the-gender-of"><img alt="Table 3. The results of Chi-Square Tests for the gender of Ilami EFL teachers and intonational patterns The results of Chi-Square tests in table 2 showed a significant relationship between the gender of Ilami EFL teachers and their observing of rules for intonation patterns with the p value of .001 at the .05.(P<.05) Table 4 depicts Cramer's V measure for the variables of Ilami EFL teachers and their observing of the rules for intonation patterns. Table 3 illustrates the finding on the relationship between the gender of Ilami EFL teachers and their performance regarding the rules of intonation. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_064.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215046/table-2-gender-intonation-cross-tabulation-the-number-of-the"><img alt="Table 2. Gender-Intonation Cross tabulation The number of the female participants who did/did not observe the intonation patterns of American English was recorded as 259 and 81 respectively. The number of male participants who did/did not observe intonation rules was divided as 295 and 45 respectively. " class="figure-slide-image" src="https://figures.academia-assets.com/36750763/table_065.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5215048/table-4-rutgers-established-that-when-the-measure-of-is"><img alt="Rutgers (2003) established that when the measure of V is between (a) 0 to .10, a weak relationship exists between variables; (b) .11 to .29, a moderate relationship exists between variables; and (c) .30 to 1, a strong relationship exists between variables. According to table 4.25 the measures of the association of the relationship as described by Cramer's V is V=.136 which falls between .11 to .29 indicating a moderate relationship between the variables of the gender of Ilami EFL teachers and their observing of intonation rules. 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It highlights the interaction between innate knowledge and external language data as essential components of language acquisition. 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class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/106382228/Death_and_Dying_in_the_Fiction_of_Abdo_Khal"><img alt="Research paper thumbnail of Death and Dying in the Fiction of Abdo Khal" class="work-thumbnail" src="https://attachments.academia-assets.com/105594945/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/106382228/Death_and_Dying_in_the_Fiction_of_Abdo_Khal">Death and Dying in the Fiction of Abdo Khal</a></div><div class="wp-workCard_item"><span>Theory and Practice in Language Studies</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The fiction of Abdo Khal has received critical treatments in the Arab world focusing on gender, s...</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 fiction of Abdo Khal has received critical treatments in the Arab world focusing on gender, sexuality, moral collapse, village life, and mores. However, Khal’s engagement with death in his novels has been overlooked. This study turns to the conception of death in Khal’s fiction to add to the scholarly understanding of how Saudi fiction tries to construct the subject of death. This research aims at showing the great potential of Arabic fiction to provide ways of investigating the death element as an unavoidable human reality and filling the void formed in Arabic studies by the lack of critical treatments of the subject of death.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="47cb02346f0cac9d9e1f55a5cc6bc473" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105594945,"asset_id":106382228,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105594945/download_file?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="106382228"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106382228"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106382228; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106382228]").text(description); $(".js-view-count[data-work-id=106382228]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106382228; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106382228']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "47cb02346f0cac9d9e1f55a5cc6bc473" } } $('.js-work-strip[data-work-id=106382228]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106382228,"title":"Death and Dying in the Fiction of Abdo Khal","translated_title":"","metadata":{"abstract":"The fiction of Abdo Khal has received critical treatments in the Arab world focusing on gender, sexuality, moral collapse, village life, and mores. 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This research aims at showing the great potential of Arabic fiction to provide ways of investigating the death element as an unavoidable human reality and filling the void formed in Arabic studies by the lack of critical treatments of the subject of death.","internal_url":"https://www.academia.edu/106382228/Death_and_Dying_in_the_Fiction_of_Abdo_Khal","translated_internal_url":"","created_at":"2023-09-08T00:40:29.919-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":26697814,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":105594945,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105594945/thumbnails/1.jpg","file_name":"5121.pdf","download_url":"https://www.academia.edu/attachments/105594945/download_file","bulk_download_file_name":"Death_and_Dying_in_the_Fiction_of_Abdo_K.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105594945/5121-libre.pdf?1694160058=\u0026response-content-disposition=attachment%3B+filename%3DDeath_and_Dying_in_the_Fiction_of_Abdo_K.pdf\u0026Expires=1743470247\u0026Signature=LscjWh0pTx-cfLdTvO4vRoTvL9WsGhJlIWa2UDfWHtiEwP4fDp25byuDd-~bF6G974WufKQvtT7jhurMjhvHWqgP1~iYM2Gjw6xB9IPxjWJhMc8MTkFYFKMd-FC~x63YOqU~xi8NaH8TdREeAya5oRGU4ecA2L826s3u~KA9peEyklk3K~WmLxmEH3qaEaDlhXJanrr1SuzTOO2-DVgtIdWYumYvbP6-Oq4VQEr8T-j9KMatjdMfFDFwrPvsSA1LV2t0yZ-CimfZxG1cWqRW7IwirNdZPQVfCutP9kpIgBlxQ3ADL8znTE320hAuQi~31i4zqRHyoyQ6DjIYK9UGOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Death_and_Dying_in_the_Fiction_of_Abdo_Khal","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"The fiction of Abdo Khal has received critical treatments in the Arab world focusing on gender, sexuality, moral collapse, village life, and mores. 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This research aims at showing the great potential of Arabic fiction to provide ways of investigating the death element as an unavoidable human reality and filling the void formed in Arabic studies by the lack of critical treatments of the subject of death.","owner":{"id":26697814,"first_name":"Mohammed","middle_initials":"H","last_name":"Albalawi","page_name":"MAlbalawi","domain_name":"kentstate","created_at":"2015-02-23T22:20:05.064-08:00","display_name":"Mohammed H Albalawi","url":"https://kentstate.academia.edu/MAlbalawi"},"attachments":[{"id":105594945,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105594945/thumbnails/1.jpg","file_name":"5121.pdf","download_url":"https://www.academia.edu/attachments/105594945/download_file","bulk_download_file_name":"Death_and_Dying_in_the_Fiction_of_Abdo_K.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105594945/5121-libre.pdf?1694160058=\u0026response-content-disposition=attachment%3B+filename%3DDeath_and_Dying_in_the_Fiction_of_Abdo_K.pdf\u0026Expires=1743470247\u0026Signature=LscjWh0pTx-cfLdTvO4vRoTvL9WsGhJlIWa2UDfWHtiEwP4fDp25byuDd-~bF6G974WufKQvtT7jhurMjhvHWqgP1~iYM2Gjw6xB9IPxjWJhMc8MTkFYFKMd-FC~x63YOqU~xi8NaH8TdREeAya5oRGU4ecA2L826s3u~KA9peEyklk3K~WmLxmEH3qaEaDlhXJanrr1SuzTOO2-DVgtIdWYumYvbP6-Oq4VQEr8T-j9KMatjdMfFDFwrPvsSA1LV2t0yZ-CimfZxG1cWqRW7IwirNdZPQVfCutP9kpIgBlxQ3ADL8znTE320hAuQi~31i4zqRHyoyQ6DjIYK9UGOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":105594946,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105594946/thumbnails/1.jpg","file_name":"5121.pdf","download_url":"https://www.academia.edu/attachments/105594946/download_file","bulk_download_file_name":"Death_and_Dying_in_the_Fiction_of_Abdo_K.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105594946/5121-libre.pdf?1694160061=\u0026response-content-disposition=attachment%3B+filename%3DDeath_and_Dying_in_the_Fiction_of_Abdo_K.pdf\u0026Expires=1743470247\u0026Signature=MLR5A7XwuQjb5tHr7J2veY5Aaf7soECWAKvakHwl0IBHHQrnLQ1eXBos~27rLpcbApjc1KDILeJi8KZ~Ju4xvg6egRr3QVdN-4YknUaMqmg1blZaF1VyNbfcSJNF1kbDeAB21t~aOWq3uUTFOaAL8mnaWwbZmkSYZYdL-BWKKNTw7EwRNDsX~CTAgTts7tOob-evCFzLZCP~rwP9sWBhGPtqt867NN0Z3nOFrWg4Fuq5DhMxexW8CC2w5zzPhJ1s2yy3hznHuVxDx6Xu-K2gp0fR4peeHDBTD61azeaUpuXAnD5LrYEx35JSRSznOgJE9221tMSSq~pl5NxGPF7-0A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":33833557,"url":"https://tpls.academypublication.com/index.php/tpls/article/download/6373/5121"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-106382228-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="106382219"><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/106382219/Disrupting_the_Desert_Scene_The_Impact_of_Oil_Discovery_in_Abdelrahman_Munifs_Cities_of_Salt"><img alt="Research paper thumbnail of Disrupting the Desert Scene: The Impact of Oil Discovery in Abdelrahman Munif's Cities of Salt" class="work-thumbnail" src="https://attachments.academia-assets.com/105594947/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/106382219/Disrupting_the_Desert_Scene_The_Impact_of_Oil_Discovery_in_Abdelrahman_Munifs_Cities_of_Salt">Disrupting the Desert Scene: The Impact of Oil Discovery in Abdelrahman Munif's Cities of Salt</a></div><div class="wp-workCard_item"><span>Linguistics and Literature Studies</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Arabic magnum opus Cities of Salt (1984) explores the struggle of Arabs in an unnamed Gulf em...</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 Arabic magnum opus Cities of Salt (1984) explores the struggle of Arabs in an unnamed Gulf emirate following the discovery of oil. The picture of Arabs living a harsh life in an oil-producing country may strike some people. Therefore, this paper attempts to establish a new perception by examining the novel and shows the far-reaching impact of oil discovery on the physical and human scene. Furthermore, this paper discusses the American-Arabs encounter displayed in Cities of Salt, which is an important one because it is a cultural confrontation rather than a political one. Because the novel is a quintet-almost 2500 pages spanning over seven decades, this paper looks at excerpts from the first volume that fit more appropriately this paper argument.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="12bf370454c290d24e0de68c29f0f80a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105594947,"asset_id":106382219,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105594947/download_file?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="106382219"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106382219"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106382219; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106382219]").text(description); $(".js-view-count[data-work-id=106382219]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106382219; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106382219']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "12bf370454c290d24e0de68c29f0f80a" } } $('.js-work-strip[data-work-id=106382219]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106382219,"title":"Disrupting the Desert Scene: The Impact of Oil Discovery in Abdelrahman Munif's Cities of Salt","translated_title":"","metadata":{"publisher":"Horizon Research Publishing Co., Ltd.","grobid_abstract":"The Arabic magnum opus Cities of Salt (1984) explores the struggle of Arabs in an unnamed Gulf emirate following the discovery of oil. The picture of Arabs living a harsh life in an oil-producing country may strike some people. Therefore, this paper attempts to establish a new perception by examining the novel and shows the far-reaching impact of oil discovery on the physical and human scene. Furthermore, this paper discusses the American-Arabs encounter displayed in Cities of Salt, which is an important one because it is a cultural confrontation rather than a political one. Because the novel is a quintet-almost 2500 pages spanning over seven decades, this paper looks at excerpts from the first volume that fit more appropriately this paper argument.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Linguistics and Literature Studies","grobid_abstract_attachment_id":105594947},"translated_abstract":null,"internal_url":"https://www.academia.edu/106382219/Disrupting_the_Desert_Scene_The_Impact_of_Oil_Discovery_in_Abdelrahman_Munifs_Cities_of_Salt","translated_internal_url":"","created_at":"2023-09-08T00:39:44.932-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":26697814,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":105594947,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105594947/thumbnails/1.jpg","file_name":"LLS2-19304137.pdf","download_url":"https://www.academia.edu/attachments/105594947/download_file","bulk_download_file_name":"Disrupting_the_Desert_Scene_The_Impact_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105594947/LLS2-19304137-libre.pdf?1694160059=\u0026response-content-disposition=attachment%3B+filename%3DDisrupting_the_Desert_Scene_The_Impact_o.pdf\u0026Expires=1743470247\u0026Signature=C6Lig9f9nD6-FsGurKGA96SZjNn-7uLh1YIRqRqSwNaEPu8GdXVN~FK97~bxt7KTEbhMjr6L~Bg6jZW8wDBzy8YiP~ZCEDn0UWx8qVg7OxAqtZ7OmOsSQsj-XWETQAI8z~YPzsNvNRT1lxrqLkLGCA-hw1yLz4wDuTiA~VRRa9LRu8HUY5BZYx1Bkq9JI8PDfkMdS4AvLkQeV2b0x9zMAIH3WQVG28xh3fD9Vg5VE6Z2ypFiTRPhikr3HO6xKar-4DifmHVfKHRfkNPxGAneRBQMTPo224ysfXBPk2SnTykCl7aMcXx0lG8HHmuM4EYwwq0ZF-etr2vugLwEEt3zFA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Disrupting_the_Desert_Scene_The_Impact_of_Oil_Discovery_in_Abdelrahman_Munifs_Cities_of_Salt","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"The Arabic magnum opus Cities of Salt (1984) explores the struggle of Arabs in an unnamed Gulf emirate following the discovery of oil. The picture of Arabs living a harsh life in an oil-producing country may strike some people. Therefore, this paper attempts to establish a new perception by examining the novel and shows the far-reaching impact of oil discovery on the physical and human scene. Furthermore, this paper discusses the American-Arabs encounter displayed in Cities of Salt, which is an important one because it is a cultural confrontation rather than a political one. Because the novel is a quintet-almost 2500 pages spanning over seven decades, this paper looks at excerpts from the first volume that fit more appropriately this paper argument.","owner":{"id":26697814,"first_name":"Mohammed","middle_initials":"H","last_name":"Albalawi","page_name":"MAlbalawi","domain_name":"kentstate","created_at":"2015-02-23T22:20:05.064-08:00","display_name":"Mohammed H Albalawi","url":"https://kentstate.academia.edu/MAlbalawi"},"attachments":[{"id":105594947,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/105594947/thumbnails/1.jpg","file_name":"LLS2-19304137.pdf","download_url":"https://www.academia.edu/attachments/105594947/download_file","bulk_download_file_name":"Disrupting_the_Desert_Scene_The_Impact_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105594947/LLS2-19304137-libre.pdf?1694160059=\u0026response-content-disposition=attachment%3B+filename%3DDisrupting_the_Desert_Scene_The_Impact_o.pdf\u0026Expires=1743470247\u0026Signature=C6Lig9f9nD6-FsGurKGA96SZjNn-7uLh1YIRqRqSwNaEPu8GdXVN~FK97~bxt7KTEbhMjr6L~Bg6jZW8wDBzy8YiP~ZCEDn0UWx8qVg7OxAqtZ7OmOsSQsj-XWETQAI8z~YPzsNvNRT1lxrqLkLGCA-hw1yLz4wDuTiA~VRRa9LRu8HUY5BZYx1Bkq9JI8PDfkMdS4AvLkQeV2b0x9zMAIH3WQVG28xh3fD9Vg5VE6Z2ypFiTRPhikr3HO6xKar-4DifmHVfKHRfkNPxGAneRBQMTPo224ysfXBPk2SnTykCl7aMcXx0lG8HHmuM4EYwwq0ZF-etr2vugLwEEt3zFA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":1270,"name":"Arabic Literature","url":"https://www.academia.edu/Documents/in/Arabic_Literature"},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics"},{"id":15863,"name":"Postcolonial Literature","url":"https://www.academia.edu/Documents/in/Postcolonial_Literature"},{"id":276947,"name":"Great Salt Lake","url":"https://www.academia.edu/Documents/in/Great_Salt_Lake"},{"id":1954849,"name":"Desert (philosophy)","url":"https://www.academia.edu/Documents/in/Desert_philosophy_"},{"id":3630854,"name":"magnum opus","url":"https://www.academia.edu/Documents/in/magnum_opus"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-106382219-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="77335888"><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/77335888/The_Decline_of_Literature_A_Public_Perspective"><img alt="Research paper thumbnail of The Decline of Literature: A Public Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/84756357/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/77335888/The_Decline_of_Literature_A_Public_Perspective">The Decline of Literature: A Public Perspective</a></div><div class="wp-workCard_item"><span>Advances in Language and Literary Studies</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">After centuries of dominance, literature has not been in a robust health for the last few decades...</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">After centuries of dominance, literature has not been in a robust health for the last few decades. Several scholars have addressed the decline of literature in a number of books and articles attributing it to institutional and economic reasons. However, a major factor has not been taken into account. It is the larger audience who receives and absorbs literature. In this paper, I argue that the decline of literature emanates from the lack of appreciation of literature among the public who have deserted this field of humanity in the present days. I will investigate the causes of this desertion and explore its consequences in the field of literature. Through using a questionnaire, this paper looks and evaluates the experiences and perspectives of public. It is expected that the findings will contribute to literature to better understanding the decline.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0a238bc1b85bf5d19f69df7c2fb73644" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84756357,"asset_id":77335888,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84756357/download_file?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="77335888"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77335888"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77335888; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77335888]").text(description); $(".js-view-count[data-work-id=77335888]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77335888; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77335888']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "0a238bc1b85bf5d19f69df7c2fb73644" } } $('.js-work-strip[data-work-id=77335888]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77335888,"title":"The Decline of Literature: A Public Perspective","translated_title":"","metadata":{"publisher":"Australian International Academic Centre","ai_title_tag":"Public Sentiment and the Decline of Literature","grobid_abstract":"After centuries of dominance, literature has not been in a robust health for the last few decades. Several scholars have addressed the decline of literature in a number of books and articles attributing it to institutional and economic reasons. However, a major factor has not been taken into account. It is the larger audience who receives and absorbs literature. In this paper, I argue that the decline of literature emanates from the lack of appreciation of literature among the public who have deserted this field of humanity in the present days. I will investigate the causes of this desertion and explore its consequences in the field of literature. Through using a questionnaire, this paper looks and evaluates the experiences and perspectives of public. It is expected that the findings will contribute to literature to better understanding the decline.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Advances in Language and Literary Studies","grobid_abstract_attachment_id":84756357},"translated_abstract":null,"internal_url":"https://www.academia.edu/77335888/The_Decline_of_Literature_A_Public_Perspective","translated_internal_url":"","created_at":"2022-04-23T02:01:19.566-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":26697814,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":84756357,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84756357/thumbnails/1.jpg","file_name":"cd26fc9c1d460f11fd2b4a02c51ff1015379.pdf","download_url":"https://www.academia.edu/attachments/84756357/download_file","bulk_download_file_name":"The_Decline_of_Literature_A_Public_Persp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84756357/cd26fc9c1d460f11fd2b4a02c51ff1015379-libre.pdf?1650753100=\u0026response-content-disposition=attachment%3B+filename%3DThe_Decline_of_Literature_A_Public_Persp.pdf\u0026Expires=1743470247\u0026Signature=d1BUjMrxgM1mqMjshraCY7VWYpdPO8BJuSxxX3mGaE82fC9941EHvDliUsPoEjwUiUsBshY7V7Xm4PWyORVEFuJAR4Hn-5DKBBoqvyJGoGeQVtwp7c8GM5kT~g~6t-MTsqQbKmimbiUK3USc1YwNxQ6Xnruq1f4p8Eh-RDV9RcDa1foM5nAOjFLQvc9oIQDHxr4dFKzNGz3gXJliFvgyLq6qtBamd8Im6Zfr-lXmDXQ~jAMRe~vz7Fn-qWMlNXavtCmQD5OskWv8VIVpS8-ShIU4CfpzqK8QclN3Icfi1exr36CQYdt2wl1RcDTkymylK~mjQ7dRgz00ALLF5prQYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Decline_of_Literature_A_Public_Perspective","translated_slug":"","page_count":5,"language":"en","content_type":"Work","summary":"After centuries of dominance, literature has not been in a robust health for the last few decades. Several scholars have addressed the decline of literature in a number of books and articles attributing it to institutional and economic reasons. However, a major factor has not been taken into account. It is the larger audience who receives and absorbs literature. In this paper, I argue that the decline of literature emanates from the lack of appreciation of literature among the public who have deserted this field of humanity in the present days. I will investigate the causes of this desertion and explore its consequences in the field of literature. Through using a questionnaire, this paper looks and evaluates the experiences and perspectives of public. It is expected that the findings will contribute to literature to better understanding the decline.","owner":{"id":26697814,"first_name":"Mohammed","middle_initials":"H","last_name":"Albalawi","page_name":"MAlbalawi","domain_name":"kentstate","created_at":"2015-02-23T22:20:05.064-08:00","display_name":"Mohammed H Albalawi","url":"https://kentstate.academia.edu/MAlbalawi"},"attachments":[{"id":84756357,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84756357/thumbnails/1.jpg","file_name":"cd26fc9c1d460f11fd2b4a02c51ff1015379.pdf","download_url":"https://www.academia.edu/attachments/84756357/download_file","bulk_download_file_name":"The_Decline_of_Literature_A_Public_Persp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84756357/cd26fc9c1d460f11fd2b4a02c51ff1015379-libre.pdf?1650753100=\u0026response-content-disposition=attachment%3B+filename%3DThe_Decline_of_Literature_A_Public_Persp.pdf\u0026Expires=1743470247\u0026Signature=d1BUjMrxgM1mqMjshraCY7VWYpdPO8BJuSxxX3mGaE82fC9941EHvDliUsPoEjwUiUsBshY7V7Xm4PWyORVEFuJAR4Hn-5DKBBoqvyJGoGeQVtwp7c8GM5kT~g~6t-MTsqQbKmimbiUK3USc1YwNxQ6Xnruq1f4p8Eh-RDV9RcDa1foM5nAOjFLQvc9oIQDHxr4dFKzNGz3gXJliFvgyLq6qtBamd8Im6Zfr-lXmDXQ~jAMRe~vz7Fn-qWMlNXavtCmQD5OskWv8VIVpS8-ShIU4CfpzqK8QclN3Icfi1exr36CQYdt2wl1RcDTkymylK~mjQ7dRgz00ALLF5prQYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature"},{"id":3773,"name":"Literary Criticism","url":"https://www.academia.edu/Documents/in/Literary_Criticism"},{"id":1673005,"name":"Language Linguistics and literary studies","url":"https://www.academia.edu/Documents/in/Language_Linguistics_and_literary_studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-77335888-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="77335887"><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/77335887/Arabs_Stereotypes_Revisited_The_Need_for_A_Literary_Solution"><img alt="Research paper thumbnail of Arabs' Stereotypes Revisited: The Need for A Literary Solution" class="work-thumbnail" src="https://attachments.academia-assets.com/84774155/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/77335887/Arabs_Stereotypes_Revisited_The_Need_for_A_Literary_Solution">Arabs' Stereotypes Revisited: The Need for A Literary Solution</a></div><div class="wp-workCard_item"><span>Advances in Language and Literary Studies</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the past few decades, there has been a steady growth of interest in studying the representatio...</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">In the past few decades, there has been a steady growth of interest in studying the representations of Arabs in media as shown by the increasing number of journal articles. Scholars have talked abundantly about he ugly images of Arabs that have been shown in American media for over a century. However, research lacks explanation and sufficing solutions to ameliorate such images. Therefore, this paper is an attempt to facilitate the understanding of Arabs' stereotypes drawing on the bulk of the theorizing and empirical data in cognitive science, and explain how literature can help undo the mischiefs of stereotypes. Moreover, this paper explores the ways in which the teaching and the promotion of Arabic literature can help dismantle the stereotyping of Arabs in the American media. Particularly, it demonstrates how Ghassan Kanafani's Men in the Sun can be used to correct faulty representations of Arabs that appeared in media for a long time.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c33973d0c906bfff067b2f2c13f25ae" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84774155,"asset_id":77335887,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84774155/download_file?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="77335887"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77335887"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77335887; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77335887]").text(description); $(".js-view-count[data-work-id=77335887]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77335887; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77335887']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "3c33973d0c906bfff067b2f2c13f25ae" } } $('.js-work-strip[data-work-id=77335887]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77335887,"title":"Arabs' Stereotypes Revisited: The Need for A Literary Solution","translated_title":"","metadata":{"ai_title_tag":"Addressing Arab Stereotypes through Literature and Media","grobid_abstract":"In the past few decades, there has been a steady growth of interest in studying the representations of Arabs in media as shown by the increasing number of journal articles. Scholars have talked abundantly about he ugly images of Arabs that have been shown in American media for over a century. However, research lacks explanation and sufficing solutions to ameliorate such images. Therefore, this paper is an attempt to facilitate the understanding of Arabs' stereotypes drawing on the bulk of the theorizing and empirical data in cognitive science, and explain how literature can help undo the mischiefs of stereotypes. Moreover, this paper explores the ways in which the teaching and the promotion of Arabic literature can help dismantle the stereotyping of Arabs in the American media. Particularly, it demonstrates how Ghassan Kanafani's Men in the Sun can be used to correct faulty representations of Arabs that appeared in media for a long time.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Advances in Language and Literary Studies","grobid_abstract_attachment_id":84774155},"translated_abstract":null,"internal_url":"https://www.academia.edu/77335887/Arabs_Stereotypes_Revisited_The_Need_for_A_Literary_Solution","translated_internal_url":"","created_at":"2022-04-23T02:01:19.379-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":26697814,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":84774155,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84774155/thumbnails/1.jpg","file_name":"e1c2b0db11aeee33e015ff690b601db4dc35.pdf","download_url":"https://www.academia.edu/attachments/84774155/download_file","bulk_download_file_name":"Arabs_Stereotypes_Revisited_The_Need_for.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84774155/e1c2b0db11aeee33e015ff690b601db4dc35-libre.pdf?1650782213=\u0026response-content-disposition=attachment%3B+filename%3DArabs_Stereotypes_Revisited_The_Need_for.pdf\u0026Expires=1743470247\u0026Signature=cui5xlbzP~QFOdAevwFU5Vx-VYjzNfaqpG9FmO5at5~0Pi29WGPo~g7qnHGVBkYfF-im2M5UJgAxQGrTwL5STICH6GhQlMHPgEvSJaMb0x2aNt4D54D3LX3Y60xOycQK7dy1kPhGiLLJYmJbaF-RsI718s9ejj4piw9NC8HBnxYUEwyKI8WcRVUTYP0WIboNbJJtUoGCJIvqJnuxkdpyiEvCZ9214g0MF0ozrPuve~I4jwq4NTideGw0xcoGjWXcVYKcwLq-PjYXeIszzSBjcCS5gvJAVtYK8T3HD2yXDLWKGh2ThRJLYCBLrKYF4OS9owH66rxnOCtp9eIOZgWtlA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Arabs_Stereotypes_Revisited_The_Need_for_A_Literary_Solution","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"In the past few decades, there has been a steady growth of interest in studying the representations of Arabs in media as shown by the increasing number of journal articles. Scholars have talked abundantly about he ugly images of Arabs that have been shown in American media for over a century. However, research lacks explanation and sufficing solutions to ameliorate such images. Therefore, this paper is an attempt to facilitate the understanding of Arabs' stereotypes drawing on the bulk of the theorizing and empirical data in cognitive science, and explain how literature can help undo the mischiefs of stereotypes. Moreover, this paper explores the ways in which the teaching and the promotion of Arabic literature can help dismantle the stereotyping of Arabs in the American media. 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It argues that while émigrés seek spiritual or financial success, they lose identities and abandon values when attempting to become integrated into a new society. The paper rethinks the poor's plight in the novella and offers a unique portrayal through which people who are posed by social, political, and economic difficulties become deficient and disconnected.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-77335886-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-77335886-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14982404/figure-1-they-die-strangers-tells-the-story-of-the"><img alt="They Die Strangers tells the story of the protagonist Abdou Said who leaves his family in Yemen to seek work in a neighboring country, Ethiopia, in order to support them. He works hard as a storekeeper sending the money he earns to Yemen. In Ethiopia, Abdou emerges as a _ respected individual as people in the neighborhood treat him as one of them. Even though he appears as a devout Muslim who prays regularly and does not consume alcohol, Abdou engages in many adulterous relationships with prostitutes. Allegedly, he has an illegitimate child with one of the prostitutes whose death impacts his life. It may surprise some readers that Abdou chooses to seek work in a country that has been always considered as one of the poorest in the world. iii Frahan Mohammed states, “The idea of Ethiopia as a land of opportunity may strike some readers as strange, but clearly at that time it was just like that for some.”iv Many Yemenis migrated to Ethiopia to escape poverty and oppression in their homeland and some of these émigrés married Ethiopian women and had children. These children were called muwallad (a child of mixed race). Figure 1. A map showing Yemen during the 1950s and 1960s. Before its unification in 1990, Yemen was divided into two countries, South Yemen, and North Yemen where the civil war started driving thousands to migrate. " class="figure-slide-image" src="https://figures.academia-assets.com/84738530/figure_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-77335886-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c997bdf0eebdc9bddc4591466c12c9cf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84738530,"asset_id":77335886,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84738530/download_file?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="77335886"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77335886"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77335886; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77335886]").text(description); $(".js-view-count[data-work-id=77335886]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77335886; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77335886']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "c997bdf0eebdc9bddc4591466c12c9cf" } } $('.js-work-strip[data-work-id=77335886]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77335886,"title":"Losing Identity, Abandoning Values, and Alienating Self: The Impact of Immigration in Mohammed Abdul-Wali's They Die Strangers","translated_title":"","metadata":{"publisher":"Horizon Research Publishing Co., Ltd.","grobid_abstract":"This paper discusses the impact of immigration on individuals in the Yemeni novella, They Die Strangers. It argues that while émigrés seek spiritual or financial success, they lose identities and abandon values when attempting to become integrated into a new society. The paper rethinks the poor's plight in the novella and offers a unique portrayal through which people who are posed by social, political, and economic difficulties become deficient and disconnected.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Linguistics and Literature Studies","grobid_abstract_attachment_id":84738530},"translated_abstract":null,"internal_url":"https://www.academia.edu/77335886/Losing_Identity_Abandoning_Values_and_Alienating_Self_The_Impact_of_Immigration_in_Mohammed_Abdul_Walis_They_Die_Strangers","translated_internal_url":"","created_at":"2022-04-23T02:01:19.230-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":26697814,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":84738530,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84738530/thumbnails/1.jpg","file_name":"LLS4-19303642.pdf","download_url":"https://www.academia.edu/attachments/84738530/download_file","bulk_download_file_name":"Losing_Identity_Abandoning_Values_and_Al.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84738530/LLS4-19303642-libre.pdf?1650727256=\u0026response-content-disposition=attachment%3B+filename%3DLosing_Identity_Abandoning_Values_and_Al.pdf\u0026Expires=1743470247\u0026Signature=VY9WkYsOOhoabuc-FCBmExYfqZ3~qBjIIiKH0V-SIYsWbcWG-7IgV7xNjXAvc6IHAl2mRRjfahWECdiexRt5mX~TIyUFnLGvjYByaZESqXDqNaZcrPqMijpM04mP53pghgbh~CATrhOgzq6ZiFw3UcFRnAUzux8D9BScHZrc6Ed1ZBa4kBN43TKXJ1ILxviVGMUHrPLLL4RsRRjSxZrYuGiKnOJ4nhj4vPLrz4c1Y1jy5Cnht2fUJh2x84Xqa6CjpYFA5ABWZ0nd-6bTtEHpMCY52nexO0TUygyO4R7ShHeAHQKY9qs6uH2wiBCUyDcgkfTabyDvNqWMWalB6AyskA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Losing_Identity_Abandoning_Values_and_Alienating_Self_The_Impact_of_Immigration_in_Mohammed_Abdul_Walis_They_Die_Strangers","translated_slug":"","page_count":11,"language":"en","content_type":"Work","summary":"This paper discusses the impact of immigration on individuals in the Yemeni novella, They Die Strangers. It argues that while émigrés seek spiritual or financial success, they lose identities and abandon values when attempting to become integrated into a new society. The paper rethinks the poor's plight in the novella and offers a unique portrayal through which people who are posed by social, political, and economic difficulties become deficient and disconnected.","owner":{"id":26697814,"first_name":"Mohammed","middle_initials":"H","last_name":"Albalawi","page_name":"MAlbalawi","domain_name":"kentstate","created_at":"2015-02-23T22:20:05.064-08:00","display_name":"Mohammed H Albalawi","url":"https://kentstate.academia.edu/MAlbalawi"},"attachments":[{"id":84738530,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/84738530/thumbnails/1.jpg","file_name":"LLS4-19303642.pdf","download_url":"https://www.academia.edu/attachments/84738530/download_file","bulk_download_file_name":"Losing_Identity_Abandoning_Values_and_Al.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/84738530/LLS4-19303642-libre.pdf?1650727256=\u0026response-content-disposition=attachment%3B+filename%3DLosing_Identity_Abandoning_Values_and_Al.pdf\u0026Expires=1743470247\u0026Signature=VY9WkYsOOhoabuc-FCBmExYfqZ3~qBjIIiKH0V-SIYsWbcWG-7IgV7xNjXAvc6IHAl2mRRjfahWECdiexRt5mX~TIyUFnLGvjYByaZESqXDqNaZcrPqMijpM04mP53pghgbh~CATrhOgzq6ZiFw3UcFRnAUzux8D9BScHZrc6Ed1ZBa4kBN43TKXJ1ILxviVGMUHrPLLL4RsRRjSxZrYuGiKnOJ4nhj4vPLrz4c1Y1jy5Cnht2fUJh2x84Xqa6CjpYFA5ABWZ0nd-6bTtEHpMCY52nexO0TUygyO4R7ShHeAHQKY9qs6uH2wiBCUyDcgkfTabyDvNqWMWalB6AyskA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1270,"name":"Arabic Literature","url":"https://www.academia.edu/Documents/in/Arabic_Literature"},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature"},{"id":3376,"name":"Values","url":"https://www.academia.edu/Documents/in/Values"},{"id":3843,"name":"Immigration","url":"https://www.academia.edu/Documents/in/Immigration"},{"id":15231,"name":"Yemen","url":"https://www.academia.edu/Documents/in/Yemen"},{"id":41079,"name":"Alienation","url":"https://www.academia.edu/Documents/in/Alienation"},{"id":71878,"name":"Arab","url":"https://www.academia.edu/Documents/in/Arab"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-77335886-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="77335855"><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/77335855/The_Manifestations_of_Woolf_s_Life_Experiences_in_Mrs_Dalloway"><img alt="Research paper thumbnail of The Manifestations of Woolf’s Life Experiences in Mrs. Dalloway" class="work-thumbnail" src="https://attachments.academia-assets.com/84722601/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/77335855/The_Manifestations_of_Woolf_s_Life_Experiences_in_Mrs_Dalloway">The Manifestations of Woolf’s Life Experiences in Mrs. Dalloway</a></div><div class="wp-workCard_item"><span>Advances in Language and Literary Studies</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Mrs. Dalloway is one of Virginia Woolf’s greatest achievements. The novel continues to enthuse sc...</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">Mrs. Dalloway is one of Virginia Woolf’s greatest achievements. The novel continues to enthuse scholars across the globe, and there are myriad studies through which readers can gain a finer understanding of it. This paper attempts to show how Woolf implants in Mrs. Dalloway a plentiful range of experiences from her life. It argues that in order to have an ample understanding of a character’s state of mind or behavior, emphasis should be placed not only on the text but also on the role of the writer’s personal experiences in its formation. This paper discusses, more specifically, how Woolf’s own experiences are linked to Septimus’s, and showcases that Woolf’s life is a major influence on the story of Septimus.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d0ac9f381050aa72e8332badbf06ff89" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84722601,"asset_id":77335855,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84722601/download_file?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="77335855"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77335855"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77335855; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77335855]").text(description); $(".js-view-count[data-work-id=77335855]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77335855; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77335855']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "d0ac9f381050aa72e8332badbf06ff89" } } $('.js-work-strip[data-work-id=77335855]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77335855,"title":"The Manifestations of Woolf’s Life Experiences in Mrs. Dalloway","translated_title":"","metadata":{"abstract":"Mrs. Dalloway is one of Virginia Woolf’s greatest achievements. 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Critics have argued over the interpretations of "The Extasie". Some critics have conceived it as an expression of spiritual love and others looked at it as a satirical criticism. This paper attempts to show how "The Extasie" presents an example of great satirical poetry. The poem takes advocates of Platonic love in a mesmerizing journey when reading the first twothirds of the poem. Ironically, the poem ends with a criticism of Platonisms who exclude the body from the notion of love.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9a9de9fad6ccefab423d9726af93e9fb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":78140416,"asset_id":67255366,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/78140416/download_file?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="67255366"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="67255366"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 67255366; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=67255366]").text(description); $(".js-view-count[data-work-id=67255366]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 67255366; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='67255366']"); 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></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.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: "9a9de9fad6ccefab423d9726af93e9fb" } } $('.js-work-strip[data-work-id=67255366]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":67255366,"title":"The Search for True Love in John Donne’s “The Extasie”","translated_title":"","metadata":{"publisher":"Australian International Academic Centre","ai_title_tag":"Satirical Exploration of Love in Donne's 'The Extasie'","grobid_abstract":"The Extasie\" is one of John Donne's most well known poems that demonstrate his distinctive understanding of love. 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