Vocabulary Size of University of Aden English Language Students

This research paper tried to evaluate the department of English students' vocabulary size by using Nation Vocabulary size tests (VST). The study used a sample of the third level students at the department of English-Faculty of Education-Aden at the University of Aden in three categories according to their academic achievement in the class (High =80-100, Medium= 70-79.99 and Low =less than 69.99). To measure the vocabulary size, the researcher used on Nation and Beglar (2007) (14000) vocabulary size test. Based on the analysis of students correct answers in the VST, the study found that students' vocabulary size ranges between 1000-8000 words with variant percentages. It was found that (80%) of third level students vocabulary size (high 08-100 and medium 70-79.99) is in the range (1000-3000), (76%) of third level students vocabulary size (high 08-100) is in the range (1000-5000) and (51%) are in the range (1000-8000). The study found that (59%) of third level students (medium 70-79.99) are in the range (1000-5000) and (40%) of them are in the range (1000-8000). The third level students (low, less than 69.99) recorded the lowest size by (50%) in the range (1000-3000), (41%) in the range (1000-5000) and only (21%) are in the range (1000-8000). Considering the total word size of the three categories together, the study found that (70%) are in the range (1000-3000), (59%) range in the range (1000-5000) and (37%) are in the range (1000-8000).

Analysis of Translation Mistakes of Compound Nouns from English into Arabic among Yemeni University EFL Students

The present study is devoted to the discussion on errors of English translation into Arabic with special reference to English compound nouns. The study is confined to the students of the Department of English, Faculty of education, Hodeidah University, Yemen as they face various difficulties and commit errors while translating English compound nouns into Arabic and vice versa. The researcher aims at examining multiple factors responsible for this state of affairs and make pedagogical suggestions to improve teaching and learning and thereby helping in the process of translation. For this study, the researcher has collected the data by conducting the test of 40 students of I to IV level, Department of English, Hodeidah University, Yemen. The test consists of one question having three items and each item has five words. In findings, the researcher concludes that the students face various difficulties and obstacles in the process of translating English compounds into Arabic. Moreover, they commit a number of mistakes while translating English compounds.

Act Two

Jackson marries William Frank French in 1912. She becomes Dean of the Sue Bennett School for Girls. The Frenches move to Shreveport where Jackson co-founds the Woman’s Department Club. A brief history of types and function of women’s clubs is given. French becomes one of the clubs pillars, guiding them through the day-to-day workings of the club, and lecturing for free once a week for seventeen years. In 1924, French joins the English faculty at Centenary College. She joins and becomes President of the Louisiana AAUW during the outbreak of World War ll. Jackson’s relationship with her daughter is examined. She dies in 1958 and all Shreveport mourns.

Student-Teacher Responsibilities in English Studies: An Empirical Analysis of Arab Student and English Faculty Perceptions

Given the vast research on the existence of distinctive student-teacher expectations about their roles in the classroom and their significance in shaping prospective actions, there is a scarcity of studies that examine Arab student expectations and contrast them with their teachers’ expectancies. Realizing this research gap, this study aims to analyze Gulf Arab, Non-Gulf Arab and English Faculty expectations about their roles in English studies. The objectives of the study were to answer four research questions: Do student-faculty expectations about their classroom roles correspond on nine given items; where do the differentiations lie; what are the classroom implications of these dissimilarities; and how teachers and students can share and meet each other’s expectations. Using a mixed methods research design, quantitative data were collected from students and faculty through an online bilingual survey followed by individual interviews for further exploration. The data analysis revealed that mismatches exist in teacher-student expectations and these dissimilar beliefs can influence student-teacher relationship. Five out of nine given items were found statistically significant between English faculty and Gulf and Non-Gulf Arab students where students had higher expectations about their responsibilities; however, Gulf Arab and Non-Gulf Arab student expectations differed only on three items. In addition to other practical suggestions for sharing and aligning divergent expectations, the study proposes employing a teacher-student learning contract to augment student and faculty cognizance of their academic and social obligations as well as assist the school administration in catering for their perspectives.

PROBLEMATIZING LEXICO-GRAMMATICAL EQUIVALENCE IN ARABIC-ENGLISH TRANSLATION

This study deals with the concept of grammatical equivalence in Arabic-English translation. It investigates the problems that encounter student translators (STs) while translating grammatical constructions from Arabic into English. It is based on a parallel corpus of the translations of five groups of STs at the Department of English, Faculty of Arts, Taiz University, Yemen. The STs are doing their final year and by the time of the administration of the tasks, they had already studied 4 translation courses. The study concluded that the structural and morphological differences between Arabic and English have created various problems for the STs. Following Systemic Functional Grammar (SFG), the grammatical problems at the ideational, interpersonal, textual and logico-semantic metafunctions were identified. The study concluded that the STs encountered various problems in terms of transitivity, modality, thematic structures, logical dependency and logico-semantic relations between the clauses. Those problems have not only affected the stylistic and grammatical aspects of the target texts, but they have sometimes yielded a meaning different from the one intended by the author(s).