مجال
التميز
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تميز دراسي وبحثي
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البحوث المنشورة
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البحث (1):
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عنوان البحث:
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The
Clarity of Gender Stereotype Generation in Popular English Media: A
Comparative Analysis of Two Leading Magazines and Reality
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رابط إلى البحث:
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Click
here
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تاريخ النشر:
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30/08/2013
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موجز عن البحث:
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This paper approaches an analysis of blatant gender stereotyping
in magazine media, analyzes the nature of this stereotyping while comparing
it to other modern English media, supports these findings with existing
literature, and explores the nature of motivations in gender stereotyping.
Magazines often claim that the reason men and women cannot get along is
because of their differences in perspective and communication. In addition,
popular magazines which commonly portray men and women differently among
others have come to expect the stereotypes to be true. To investigate the
phenomena of modern media stereotyping gender, with an emphasis on the medium
of magazines, we can consider how and why the stereotypes that are unique to
the genders situated in the traditional, cultural, and social settlement that
are generated in the two popular magazines, Men’s Health and Cosmopolitan, in
question from linguistic, thematic, and commercial aspects. Because of these
reasons, this analysis and discussion will outline the relevant academic
topics in this area, followed by examples of how the magazines reflect these
aspects. The differences in the stereotypes of gender are commonly known, and
we can account for these due to the perpetuation of age-old stereotypes
through magazines and other media similar to Men’s Health and Cosmopolitan.
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المؤتمرات العلمية:
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المؤتمر (1):
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عنوان المؤتمر:
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8th Saudi Students’ conference
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تاريخ الإنعقاد:
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31/01/2015
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مكان
الإنعقاد:
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London.UK
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طبيعة المشاركة:
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Paper
presentation
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عنوان المشاركة:
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The effect of task type on interaction and learner’s performance:
comparing communicative tasks and consciousness-raising tasks in a Saudi
secondary school
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ملخص المشاركة:
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This
quasi-experimental study aims to investigate task-based interaction in an
English Foreign Language (EFL) context, specifically in a Saudi secondary
Education. Different types of language learning “tasks” and their
relationship to second language (L2) learning will be examined to determine
the extent to which and in what ways ‘communicative’ and
‘consciousness-raising’ tasks affect negotiated interaction and learning
outcomes. The study will be conducted under Skehan’s (1998) cognitive
approach supplemented by Long’s (1996) interaction theory. The results of the
quantitative and qualitative data analysis will show the effects of task type
and task design on the products and processes of sixty-three Saudi learners’
English and may clarify the pedagogical benefits of negotiated interaction.
It is hoped that the findings of the present study will be useful for
classroom teachers who want to develop task-based interaction in the
classroom and researchers who want to initiate classroom research to improve
their teaching practice.
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المؤتمر (2):
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عنوان المؤتمر:
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BAAL
language and teaching SIG 11TH annual conference
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تاريخ الإنعقاد:
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03/07/2015
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مكان
الإنعقاد:
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Edinburgh.
UK
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طبيعة المشاركة:
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Paper
presentation
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عنوان المشاركة:
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Comparing communicative tasks and consciousness-raising and their
relationship to their learning in a Saudi secondary school
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ملخص المشاركة:
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The aim
of this quasi-experimental study was to investigate task-based interaction in
an English Foreign Language (EFL) context, specifically in a Saudi secondary
Education. Different types of language learning tasks and their relationship
to second language (L2) learning were examined to determine the extent to
which and in what ways ‘communicative’ and ‘consciousness-raising’ tasks
affected negotiated interaction and learning outcomes using mixed-methods
approach. The study was informed by Skehan’s (1998, 2009) Trade-off and
Robinson’s (2001, 2011) Cognition hypotheses supplemented by Long’s (1996)
interaction theory, which emphasised the importance of interaction as a tool
for SLA. 90 Saudi EFL learners, randomly assigned to three experimental
groups, performed sequences of tasks. CRT group (n=30), CT group (n=30) and a
combination of both tasks group (n=30).
A pretest-posttest-delayed posttest
design was employed to compare participants’ fluency and accuracy to use four
linguistic features on each task type. Semi-structured interviews and
classroom observations were undertaken to gather insights from the three
intact classes. Audio recordings were transcribed and coded for interactional
aspects, measured in terms of negotiation of meaning, feedback type, language-related
episodes (LREs), and repairs. A number of analytic measures was employed to
examine whether there are differences in learners’ performances elicited by
the different tasks in terms of their fluency and accuracy. The results
showed the effects of task type and task design on Saudi learners’
productions of English and a reflective relationship between pedagogy and
interaction. The findings of the study will be useful for classroom teachers
who want to develop task-based interaction in the classroom and researchers
who want to initiate classroom research to improve their teaching practice
with regard to task types.
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المؤتمر (3):
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عنوان المؤتمر:
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24th International TESOL Arabia Conference &
Exhibition 2019
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تاريخ الإنعقاد:
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21-23 March
2019
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مكان
الإنعقاد:
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Dubai, UAE
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طبيعة المشاركة:
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Oral Presentation
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عنوان المشاركة:
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How EFL teachers design and
implement pedagogical tasks in their classrooms
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ملخص المشاركة:
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Over the past three decades,
TBLT as a pedagogic approach has emerged in response to a need for
learner-centred teaching approaches which have a positive effect on
confidence, motivation and proficiency in classroom contexts. TBLT has become
a popular approach for teaching and learning languages around the world
because learners can use the language to achieve their communicative needs
through the use of tasks. In the Saudi educational context, where English is
mostly learned as a foreign language, there have been some attempts to adopt
communicative approaches, including Task-based Instruction. However, teaching
and learning process tends to be dominated by focused-on-forms approach,
during which grammar and vocabulary instruction predominates. In order to
better understand how EFL teachers in Arabia can implement a variety of tasks
to teach English effectively in their practices, the aim of this paper is
twofold. First, it aims to better understand the principles of the TBLT
approach in order to adopt a TBL perspective. Second, it also intends to
present the challenges that teachers may encounter while implementing
pedagogical tasks in their classrooms and how they can best address them in
order to ensure the effectiveness of tasks.
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