Volume 21 No. 1https://repository.sustech.edu/handle/123456789/248582026-04-11T16:29:13Z2026-04-11T16:29:13ZUsing and Understanding Idiomatic Expressions in Written TextsMukhtar Mohamed Badawi;, AbbasTalab Mohammed Ali, SaraIdriss Abdelrahman Idriss, Abdelrahman;Alfadul Alabass, Sawsanhttps://repository.sustech.edu/handle/123456789/267482021-10-20T11:29:45Z2020-01-01T00:00:00ZUsing and Understanding Idiomatic Expressions in Written Texts
Mukhtar Mohamed Badawi;, Abbas; Talab Mohammed Ali, Sara; Idriss Abdelrahman Idriss, Abdelrahman;; Alfadul Alabass, Sawsan
This study aims at investigating the difficulties encountered by Sudanese (EFL) learners in using and understanding idiomatic expressions in written texts. This study adopts the descriptive method of research. The researchers design a test on idioms for the qualifying year’s students at SUST, College of Languages, at Department of English. The test was administered to (30) students who have been chosen randomly to represent the study’s sample. As for the data analysis, the researchers use a computer programme known as the Statistical Package for the Social Sciences (SPSS).The findings of the study reveal that, idiomatic expressions pose many difficulties to Sudanese (EFL) learners at Sudan University and the students were totally unaware of the meaning of some idiomatic expressions in context, besides their inability to use the contextual clues to guess the meaning of unfamiliar idiomatic expressions. Based on these findings, the researchers recommend that formulaic language, in particularly idiomatic expressions should be given a considerable attention when designing and teaching English language syllabus and they are advised to be taught in context rather than in isolation and their meanings must be taken as a whole.
sudan unversity
2020-01-01T00:00:00Zتأثير سمات الشخصية على الانجاز الأكاديمي لطالبات جامعة الأميرة نورة بنت عبدالرحمن تابتسام, . عبدالله الزعبيhttps://repository.sustech.edu/handle/123456789/250592020-09-29T10:23:09Z2020-03-01T00:00:00Zتأثير سمات الشخصية على الانجاز الأكاديمي لطالبات جامعة الأميرة نورة بنت عبدالرحمن ت
ابتسام, . عبدالله الزعبي
هدف البحث إلى التحقق من تأثير سمات الشخصية وفق نموذج العوامل الخمسة الكبرى للشخصية على الإنجاز الأكاديمي لطالبات جامعة الأميرة نورة بنت عبدالرحمن. تكونت عينة البحث من ( 672 ) طالبة تم اختيارهن بشكل عشوائي وهن موزعات على كليات وتخصصات ومستويات دراسية وحاصلات على معدلات أكاديمية مختلفة في جامعة الأميرة نورة بنت عبدالرحمن. تم استخدم مقياس العوامل الخمسة الكبرى للشخصية المطور(2011) من إعداد الشوربجي والحربي. توصلت نتائج البحث إلى عدم وجود تأثير لسمات الشخصية (الإنبساطية والعصابية والانفتاح ويقظة الضمير والمقبولية) على الإنجاز الأكاديمي للطالبات
2020-03-01T00:00:00Zتوظيف نظم إدارة التعلُّم الإلكتروني في تنمية مهارات استخدام المحتوى الرقمي والوعي بالملكية الفكرية لها لدى طالبات السنة التأسيسية بجامعة الأميرة نورة بنت عبد الرحمنريم, عبدالله المعيذرhttps://repository.sustech.edu/handle/123456789/249542020-08-30T09:08:03Z2019-03-01T00:00:00Zتوظيف نظم إدارة التعلُّم الإلكتروني في تنمية مهارات استخدام المحتوى الرقمي والوعي بالملكية الفكرية لها لدى طالبات السنة التأسيسية بجامعة الأميرة نورة بنت عبد الرحمن
ريم, عبدالله المعيذر
2019-03-01T00:00:00ZThe Efficacy of Content and Language Integrated Learning (CLIL) : Classroom PerspectiveBasheer Farah Attahir, TariqMohamed Ali Adam, Abdulgadirhttps://repository.sustech.edu/handle/123456789/248702020-07-21T10:29:20Z2020-03-01T00:00:00ZThe Efficacy of Content and Language Integrated Learning (CLIL) : Classroom Perspective
Basheer Farah Attahir, Tariq; Mohamed Ali Adam, Abdulgadir
The aim of this study is to investigate teacher's perception towards achieving classroom interaction in the teaching of both language and content and the research sample was students chosen from International Schools in Khartoum .The study employed the questionnaire as a mean for data collection. The results show the role of content teacher methodological approach on enhancing classroom interaction that helps the teaching and learning process run smoothly and it can increase learners’ communicative ability. It tells how the students have interaction among them and how the teacher makes interaction with the whole class. The study also explains that in CLIL , the rise of engagement levels is due to type of instructional methods used to a maximum degree of engaging. The study recommended that instructor should engage students in class activities, therefore higher engagement causes better education of content, language learning, and skills development.
Sudan University of Science and Technology
2020-03-01T00:00:00Z