مرزوق ناصر حشران آل صليع

 


      
 
الاسم الاول: 
مرزوق
اسم العائلة: 
آل صليع
الدرجة العلمية: 
دكتوراة
مجال الدراسة: 
علوم إنسانية واجتماعية
المؤسسة التعليمية: 
Anglia Ruskin University

مجال التميز

تميز دراسي و بحثي

 

 

البحوث المنشورة

 

البحث (1):

 

عنوان البحث:

Discourse Meanings: An Application of Intertextuality Perspective

رابط إلى البحث:

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تاريخ النشر:

27/03/2014

موجز عن البحث:

The ultimate aim of this research paper is to figure out how the discourse meanings of lexemes can be different from their meanings, which are used in everyday life. This study considers the Holy Quran an example of a discourse, in which, words have distinct meanings.

As for the methodology, the main advancements of the Intertextuality Perspective are adopted. The Arabic word fata is used as study data. Precisely, the current study aims to figure out the discoursal meaning of the lexical item fata in the holy verse Prophets 60. The methodology employed consists of two levels. Firstly, the main speculations of the primal Islamic scholars, concerning this word, are added. Secondly, intertextuality is used as a theoretical construct to map out the discoursal meaning of fata in the Holy Quran. The study concludes with the claim that the word fata has a discourse meaning in the Holy Quran which is different from what has been widely claimed. The study hypothesizes that fata means 'a servant' in the Holy Quran regardless of his or her age. The study recommends adopting this meaning when interpreting the Holy Quran in order to understand it properly and carefully.

البحث (2):

 

عنوان البحث:

The Use of Grammatical Collocations by Advanced Saudi EFL Learners in the UK and KSA

رابط إلى البحث:

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تاريخ النشر:

27/01/2015

موجز عن البحث:

This study attempts to investigate the production of English grammatical collocations amongst Saudi students majoring in English in the KSA and those in the UK. It also shows the most frequent types of errors that may occur as well as some possible reasons for their occurrence. For this purpose, the researcher analysed essays written by the participants. The results reveal that Saudi EFL learners in the UK do grammatical collocation errors less than those who learn English in the KSA. Additionally, the highest number of errors in both groups was recorded on the grammatical collocations patterns, noun + preposition and adjective + preposition. It seems that L1 interference plays a crucial role in students' erroneous responses, especially those which contain a preposition. For instance, the majority of noun + preposition, adjective + preposition and preposition + noun are used incorrectly throughout the essays. Furthermore, the avoidance phenomenon in SLA may be used by Saudi students. They tend to avoid using some grammatical collocation categories such as adjective + that- clause and noun + that-clause since they are beyond their English proficiency level. Finally, the lack of knowledge of grammatical collocations is another possible reason behind such errors. Educational leaders, curriculum designers and teachers need to shed light on these types, especially as the English language curricula used in the KSA do not pay a great deal of attention to grammatical collocations.

البحث (3):

 

عنوان البحث:

Apology Strategies Employed by Saudi EFL Teachers

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تاريخ النشر:

17/11/2016

موجز عن البحث:

This study examines the apology strategies used by 30 Saudi EFL teachers in Najran, the Kingdom of Saudi Arabia (KSA), paying special attention to variables such as social distance and power and offence severity. The study also delineates gender differences in the respondents’ speech as opposed to studies that only examined speech act output by native and non-native speakers of English. To this end, the study employs a Discourse Completion Task (DCT) that consists of 10 situations designed to test how the respondents would react if they imagine that they belong to different types of social status whether higher, lower or equal. In addition, social distance and power have been taken into consideration in designing the ten situations included in the test used in this study. The results reveal that Illocutionary Force Indicating Device (IFID) is the most used apology strategy by the Saudi respondents followed by downgrading responsibility (DR), upgrader, offer of repair, taking on responsibility and then verbal redress. The results also reveal that gender has a great impact on the use of apology strategies in various ways. For instance, the IFID strategy and the upgrader strategy are used by males more than their female counterparts, whereas females use the DR strategy more than their male counterparts. It has been argued that some of the respondents’ answers to the test were influenced by their mother tongue, as reported in previous studies conducted on apology strategies. The study discusses the results elicited via the DCT and compares them with those of previous studies on apology strategies and other speech acts. Finally, the study concludes with recommendations for further research.

البحث (4):

 

عنوان البحث:

A Contrastive Study of the Use of Apology Strategies by Saudi EFL Teachers and British Native Speakers of English: A Pragmatic Approach

رابط إلى البحث:

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تاريخ النشر:

12/01/2017

موجز عن البحث:

This study examines the apology strategies used by 30 British native speakers of English and compares them with those employed by 30 Saudi EFL teachers, using a Discourse Completion Task (DCT). The study considers expressions of regret based on gender, cultural differences and severity of the offence. It is a quantitative, descriptive research study; it relies in its data collection process on a DCT whose reliability and internal and external validity are verified. It investigates three categories of variables types: binary, nominal and ordinal. The binary variables refer to gender, i.e., male and female, the nominal category is concerned with Arabic and English languages, and ordinal variables refer to the most frequent apology strategies employed by the respondents. The present study uses a quantitative method of data analysis which employs descriptive statistics (i.e., frequency analysis and percentages) in order to address the research questions and indicate the types of apology strategies that are frequently used by the speakers of the two investigated groups. The findings show different ways of using apology strategies by the two investigated groups based on the variables considered. Finally, the study concludes with some pedagogical implications for EFL teachers in the Kingdom of Saudi Arabia (KSA).

 

 

المؤتمرات العلمية:

 

المؤتمر (1):

 

عنوان المؤتمر:

8th Saudi Students’ Conference - UK

تاريخ الإنعقاد:

31/01/2015

مكان الإنعقاد:

London, UK

طبيعة المشاركة:

Poster presentation

عنوان المشاركة:

The use of English grammatical Collocations by advanced Saudi EFL learners in the UK and KSA

ملخص المشاركة:

This study attempts to investigate the production of English grammatical collocations amongst Saudi students majoring in English in the KSA and those in the UK. It also shows the most frequent types of errors that may occur as well as some possible reasons for their occurrence. For this purpose, the researcher analysed essays written by the participants. The results reveal that Saudi EFL learners in the UK do grammatical collocation errors less than those who learn English in the KSA. Additionally, the highest number of errors in both groups was recorded on the grammatical collocations patterns, noun + preposition and adjective + preposition. It seems that L1 interference plays a crucial role in students' erroneous responses, especially those which contain a preposition. For instance, the majority of noun + preposition, adjective + preposition and preposition + noun are used incorrectly throughout the essays. Furthermore, the avoidance phenomenon in SLA may be used by Saudi students. They tend to avoid using some grammatical collocation categories such as adjective + that- clause and noun + that-clause since they are beyond their English proficiency level. Finally, the lack of knowledge of grammatical collocations is another possible reason behind such errors. Educational leaders, curriculum designers and teachers need to shed light on these types, especially as the English language curricula used in the KSA do not pay a great deal of attention to grammatical collocations.

المؤتمر (2):

 

عنوان المؤتمر:

2017 International Conference on Education

تاريخ الإنعقاد:

12-16/03/2017

مكان الإنعقاد:

San Diego, USA

طبيعة المشاركة:

Paper Presentation

عنوان المشاركة:

Innovation In Data Collection: Methodological Challenges Of Linguists: Measuring the Development of Pragmatic Competence in EFL Students Whose First Language is Arabic or Chinese; Interlanguage Pragmatics Approach

ملخص المشاركة:

The aim of the study is analysing the relative contributions of first language and culture, general linguistic level, attitude to English language and culture, and length of stay in the UK, in determining level of pragmatic competence in L2 English. Seven Saudi and seven Chinese learners participated in a pilot study involving a variety of data collection instruments. In order to measure the predictor variables, participants completed questionnaires about language background and usage, and about attitudes to English language and culture. Secondly, they took a general language test consisting of essay writing, interview, vocabulary, grammar and listening. The dependent variable, pragmatic competence, was assessed using a role-play and written discourse completion tasks in which participants had to apologise in English in a variety of situations. Participants’ responses were coded qualitatively according to the apology strategies they employed, while overall pragmatic success was rated quantitatively by trained judges who were native speakers of English.

The main challenges to the study include the recruitment and retention of suitable subjects, the recruitment and retention of native-speaker interlocutors and judges of competence, and the logistics of coordinating so many face-to-face tests.

 

 

جوائز التكريم:

 

الجائزة (1):

 

مسمى الجائزة:

Best Presentation Award

الجهة المانحة:

Clute Institute

تاريخ منح الجائزة:

21/03/2017

مجال التكريم:

Best Presentation Award for the paper titled: Innovation in Data Collection: Methodological Challenges of linguists in 2017 International Conference on Education San Diego for.

المرفقالحجم
8th SSC.pdf‏1.12 م.بايت
Best Presentation Award.PDF‏1.34 م.بايت
Certificate.pdf‏896.76 ك.بايت