Abstract

This paper generally investigates religious texts in many aspects, definition

ways of translation, and difficulties in translation that may face both translators

and MA students. Yet it particularly focuses on The Holy Quran, its distinction

over other kinds of texts and difficulties translators and/or MA students face

when translating its verses and passages. Translating religious passages literally

(like The Holy Quran) will not give the real meaning , but it depends on the

interpreting ( tafseer ) to make the readers of the translation get the real and

intended meaning. The participants of this study were ten MA students of both

genders.

The results of this study show that translation is not always an easy task,

especially translating religious texts. This type of text is different from all

other types of literature, scientific, technical … etc. Translators have to follow

special translation techniques to produce an accurate translation and be faith to

the original text, never omit words or replace them with words may change

the intended meaning. That is a big challenge faces translators of religious

texts.

Key words: Quran translation, religious texts, ambiguity

Abstract

This research explores Libyan university students' perceptions of the use of podcasts and audio books as tools for learning English as a Foreign Language (EFL). Employing a quantitative research method, data were collected online through questionnaires distributed to third-year students of English in three Libyan Universities. The study involved a sample of 76 students and aimed to evaluate the effectiveness, flexibility, and motivational factors associated with these audio tools.

The results indicated that podcasts and audiobooks significantly enhance EFL learners' speaking skills, familiarize them with the cultural and social contexts of the English language, and encourage continuous learning outside the classroom. A substantial majority of participants found these tools easy to navigate and valued their free accessibility. Additionally, the flexibility of being able to listen at their convenience was highly appreciated, supporting learner autonomy and engagement.

The study's findings underscore the potential of integrating podcasts and audiobooks into the EFL curriculum, highlighting their role in fostering independent learning and improving overall language proficiency. The research offers valuable insights for EFL instructors and curriculum developers, recommending the inclusion of these tools as part of the formal education syllabus to enhance the language learning experience.

Abstract

ESL teachers are confronted on large number of cognitive errors in their learners’ language enhancing process. Teachers usually feel helpless in understanding and remedying this problem due to absent studies outputs in the realm of error analysis among ESL learners. Within this context, the researchers were stimulated to study the particular problem as an English lectures and educational researcher working on English language teaching domain. A descriptive case study was conducted into the error analysis phenomenon as a natural starting-point, the final analysis should include linguistic performance. The aim was to throw light on the theory of error analysis, reach a detailed description of the problem to be aware that matters such as the learner, language and production may influence the obtained sample. Results prove that there is a link between the designing of teaching materials and error analysis. Factors such as staging, grading and sequencing relatively depend on error analysis. Moreover, there is a large amount of evidence that errors have a positive value from a diagnostic point of view; therefore, errors are sometimes of greater importance than the correct forms used accidentally.

ABSTRACT:

Words in English are not always spelled as they are pronounced. English spelling follows some basic rules, but there are always acceptations to these rules. Students need to learn spelling rules and their exceptions as well. However, English Students face difficulties with spelling especially those whose first language is not English. Libyan undergraduates of Mizdah Arts and Science College commit spelling errors when they write English words. The main reason behind conducting this research is to identify the types and reasons behind making spelling errors by second year students of Mizdah Arts and Science College at Gharian University. In all, 20 students made up of females and males were used for the study. The data for the study was obtained by using a test and a questionnaire were administered to twenty undergraduates. There are six error categories used in the spelling test; homonyms, substitution, omission, spelling rules, transposition, and phoneme-grapheme irregularity. Spelling errors of various categories were identified, computed, and grouped. The study revealed that the highest percentage of errors was committed on substitution category (69.2%). The study indicates that the main cause of spelling errors is the first language interference, the linguistic difference between Arabic and English languages, in addition to the lack of the students’ awareness of the English spelling errors. The findings suggest that teachers are required to pay more attention to the major types of spelling errors and should encourage students to practice English more often until they master the rules of spelling.

Keywords: Students spelling errors, teaching method, ESL writing, academic writing

ABSTRACT

Lately, there has been a greater focus on oral competence. Therefore, Communicative Approach has been adopted by the ministry of education in Libya as a method upon which the curriculum of secondary stage has been based. It is an attempt to improve students' oral proficiency. The success of any English course depends on several factors; the most important of which is the teaching methodology used by the teacher in the classroom. This study aims at investigating to what extent Libyan secondary school teachers are competent in implementing the principles of the Communicative Approach upon which the syllabus has been based, and whether they are capable of achieving the intended objectives of this approach. Two methods have been used to obtain the data in this study. They were classroom observation and a written questionnaire. Classroom observation was conducted to observe teachers’ performance inside the classroom and the written questionnaire was used to collect data about the teachers’ attitude to the Communicative Approach. The results obtained revealed that the subject’s behaviour does not meet the principles and techniques of the Communicative Approach. The results also showed that Libyan teachers are incompetent in implementing the principles and techniques of this approach. There are several reasons behind this failure. Most of them have not received adequate training programs related to the Communicative Approach. They face many problems which obliges them to resort to the traditional teaching methods.