Books In Languages Research Articles

Switching to the Ukrainian language as a factor of hystorical memory restoration (on the example of Volodymyr Rafieienko’s novel “Mondegreen”)

The article focuses on the language and artistic senses of the novel “Mondegreen. Songs about Deaths and Love” by Volodymyr Rafieienko. The author was born in Donetsk; by 2014, he used to write his books in the Russian language, had them published in Moscow publishing houses, and was honored with prestigious Russian literary awards. In 2014, after Donetsk got occupied by the Russian troops, Rafieienko moved to Kyiv and switched from Russian to Ukrainian as the main idiom of his creative self-expression. “Mondegreen” is the writer’s first novel that he wrote in Ukrainian; therefore, numerous language and psycholinguistic transformations, depicted in the book, are of great interest to both readers and linguists. The article analyzes the main features of the novel’s language, particularly the usage of synonymic lines, specifications, quotations, word games regarding the characters’ names and toponyms, etc. In the main protagonist’s memories, the landscape of his native Donbas remains nameless. It visibly contrasts with the depiction of Kyiv: there, all the places that the character visits have their modern names, including local districts, streets, shops, and cafes. It is a symbolic representation of the refugee’s small homeland — the territory alienated from the est of the state by enemies’ aggression and disappearing from the map of Ukraine. The novel’s main storyline relates to the new linguistic and historical experience that Habinsky (the author’s alterego) acquires thanks to the Ukrainian language. Therefore, this research sheds light on the dominant idea of the novel: it demonstrates the importance of the mother tongue in the restoration of the individual’s connection with their ancestors, especially in the context of the nation’s historical memory and Ukrainians’ tragic experience during the 20th century. Keywords: code-switching, word play, citation, linguistic memory, historical memory.

100 Years of Literature in the Breton Language (1920-2020)

Literature written in the Breton language in the 20th and 21st centuries presents something of a paradox in that although the number of Breton speakers has continued to decrease throughout the 20th century and in the first decades of the 21st century (Broudic 2009), the number of works published per year has remained at a relatively stable level (Thomas 2014) and even appears to be increasing. This can be seen in the diversity of audiences targeted and genres covered, and in the increased visibility that Breton language books have received in libraries, multimedia resource centres and at book fairs in the last twenty years (Rouxel 2021). The practice of translating treasures of world literature into Breton has also gained momentum. In order to understand the reasons for this apparent paradox, it is necessary to consider the way in which Breton-language literature is perceived in a more global context of language promotion. The initial paradox can be explained in part as follows: if the volume of literary output in the Breton language is not correlated to changes in the size of its readership, it is because the readership in question is far from homogenous and, moreover, because literary output needs to be placed in a context of language promotion.

Language and Dialect between Modern and Ancient [In Arabic

The ancient and modern Arab linguists differed in defining and adjusting the concept of language and dialect and the difference between them?, and how did the classical arise?, and through this research I will present these points in some detail, to reach the conclusion that linguists are old despite the great services they have provided to preserve and control the Arabic language, but they neglected all dialects and only received various references and phrases in the books of language, literature and history, which makes it impossible to study them, by virtue of their study. The changing nature of the dialect from time to time, unlike modern linguists who knew the importance of dialects in the field of linguistic lesson, and their usefulness in understanding the nature of classical, they accepted to study them to know the characteristics common to them and the classical.

STUDENTS’ LEARNING STYLES IN LEARNING TRANSACTIONAL SPEAKING SKILLS

The diverse backgrounds of students in learning English lead to a great challenge to the teacher to accommodate different types of students’ learning styles. This research aims to identify the students’ learning styles in learning transactional speaking skills in the fourth semester students of English Education Department, UIN Alauddin Makassar. The method used in this research was the descriptive qualitative research method. The instrument used to gather the data were questionnaires and interview guidelines. The results showed that the students like to learn transactional speaking skills by watching videos or films, pictures or posters, talking to their friends, practicing their English outside, and making conversations with their friends. Besides, some students like studying alone, reading books in a foreign language, working problems set by the teacher, memorizing conversations or dialogue, and writing in a notebook. Based on the categorization of the learning styles as concrete, analytical, communicative, and authority-oriented learners, the researchers found that the dominant learning styles were concrete learners. Based on the findings, the researchers recommend that it is essential for the lecturers to implement learning and teaching methods that are appropriate to students’ learning styles when teaching transactional speaking skills in the classroom. In addition, the students are expected to be able to develop their transactional speaking skills by understanding their individual learning styles for better learning and teaching process.

Higher Order Thinking Skills (HOTS) Level Instructional Book of Arabic Language at Senior High School

Textbooks are written with a focus on various aspects in order to keep up with developments and times and can implement the curriculum. HOTS is a high-level thinking skill teachers and students must possess in the 21st century. HOTS is an essential part of a textbook because textbooks are a learning medium. This study aims to determine the implementation of HOTS in textbooks and describe the instructions in the eleventh-grade Arabic textbook by Dariyadi and Feriandika. Various levels of instruction in a textbook are needed to determine student abilities, strengthen understanding, and evaluate and measure the goals achieved from a lesson. This research is literature research with a content analysis technique. The type of research data is primary data in the form of textbooks, data collection through documentation, verification, selection, focus, data, and then conclusion. The results showed that the Arabic textbook for class XI SMA had reflected HOTS with as much as 75% of HOTS-based exercises. The instructional level is at levels C4-C6 in analyzing, discovering, and creating.

THE CONTENT ANALYSIS OF BAHASA INGGRIS TEXTBOOK USED IN THE FIRST CLASS OF SENIOR HIGHT SCHOOL 1 NAN SABARIS

This research was based on varieties textbook circulating in learning. The method used in this research is descriptive research method, by analyzing the book "English" Semester 1 published by the Ministry of Education and Culture, English Language Book Revised 2017. The instrument used by the researcher was the Assessment rubric from the National Education Standards Agency Badan Standar Nasional Pendidikan (BSNP) and Documentation. The data were analyzed by using the conformity tabulation of the BSNP rubric and the range category in percentage form. The results of this study indicate that the total percentage obtained is 93.75% and is included in the Good category. This total percentage is obtained from the score on Material Completeness in 5 chapters getting a score of 4 or reaching 95% of the completeness of the material and 1 chapter getting a score of 1 or less than 95% of the completeness of the material. The in-depth score obtained in 5 chapters gets a score of 4 or 95% of the specified in-depth and 1 chapter gets a score of 1 or less than the specified 95% in-depth. The percentage assessment on the Social Function from Chapters 1-6 gets a score of 6 or reaches 95% of the social function provisions of the BSNP. The percentage value of Generic Structure here is 5 chapters getting a score of 4 or meeting 95% of the Generic Structure standards available in the BSNP rubric and 1 chapter getting a score of 1 or the achievement of Generic Structure is less than 95%, the percentage results from Linguistic Features in all the subjects studied are from the chapter 1-6 get a score of 4 or the percentage of achievement from Linguistic Features reaches 95%. The percentage achievement for Supporting Materials has 3 assessment points, namely Relevance, Development of Life Skills and Development of Diversity Insight. Here in chapters 1-6 each gets a score of 4 or reaches 95% of each category. So based on the results that have been examined in this study, the percentage category of achievement of this book is included in the Good category.

Lithuanian Postcard in the struggle against Imperial Russia

The article is devoted to a peculiar episode of the struggle of Lithuanians against the policy of persecution based on nationality which was pursued by Imperial Russia between 1864 and 1904. Its participants were representatives of the parts of the Lithuanian nation separated by the border between Germany and the Russian Empire – Martynas Jankus (1858–1946), a German citizen, a Lithuanian of East Prussia, the owner of a printing office in Tilsit (Lith. Tilžė, currently Sovetsk, a town in Kaliningrad Oblast, the Russian Federation) and a group of Lithuanian young people who were operating illegally, a group of citizens of the Russian Empire. The time under discussion is the 1890s. During that period, the Lithuanian national movement was rapidly developing and strengthening while striving to bring together both parts of the nation and the USA-based Lithuanian diaspora community. One of the most important measures of the common struggle was the distribution of publications printed in Latin characters in the Lithuanian language which were banned to be published in the territory of Russia but were legally printed in East Prussia and smuggled across the border into Lithuania. From there, the publications were sent to Lithuanian communities all over the Russian Empire. This struggle resulted in victory: the ban was lifted by Order of the Cabinet of Ministers of Russia issued in 1904.
 To strengthen the political opposition, Lithuanian intellectuals printed not only books, brochures and newspapers but also various minor publications – political leaflets. Students of Russian universities and Lithuanian intellectuals graduates of these higher education institutions prepared texts and sent funds intended for their publication to the printing offices of Lithuanians and Germans in East Prussia. The number of such leaflets surviving to the present day is very small. One of these publications was an anonymous card of the size of a standard German postcard (95 x 140 mm). Thus far, three of them have been found in Lithuanian libraries and archives, and one has been discovered in the National Library of Russia in Saint Petersburg. A composition of two illustrations is printed on one side of the card: a Lithuanian countrywoman and a Cossack standing in front of her with a raised whip and a bottle of vodka as a gift for obedience. This symbolised a spread of orthodoxy and the deportation of Lithuanians from their native land. The following exclamation of the Cossack is printed: Are you a Lithuanian? Go to Russia! The explanation of the content of the illustration and the encouragement (first of all, to Catholic believers) to oppose the plans of the authorities are printed in small characters. They are related to the colonisation of Siberia. The statements are well-grounded, the exposition of the subject is logical and written in the correct Lithuanian language. Most probably, it was created by the graduate of the Faculty of Law of the University of Moscow Vladas Mačys (1867–1936).
 Vaclovas Biržiška, Professor of Law at the University of Lithuania in Kaunas and Director of the University Library, was the first to describe this publication bibliographically. The author regarded this publication as a postcard, attributed it to Martynas Jankus’ printing office and dated it ‘1892’. A more precise description was publicised in the fundamental work of Lithuanian national bibliography Lietuvos TSR bibliografija. Serija A: Knygos lietuvių kalba (Bibliography of the Lithuanian SSR. Series A: Books in the Lithuanian Language; vol. 2: 1862–1904. Book 2 (Vilnius, 1988, p. 401, No. 4065). It was compiled in the Soviet era, and the only available copy stored in Mikhail J. Saltykov-Shchedrin State Public Library (currently renamed the Russian National Library in Sankt Petersburg) served as the basis for it. The present author amended the publication date of the postcard (1891) and specified the circumstances of its distribution, while also ascertaining that the artist of the illustrations was the lithographer of Tilsit Johann Mai.

An Examination on the Visuals in the Reading Texts of the Turkish Teaching Textbooks for Foreigners

There are various textbook sets commonly used in teaching Turkish to foreigners. In the literature, the literary content of these books has been examined by many researchers. However, there have not been enough studies on the visuals, which are as important as the texts in the books. The visuals belonging to the texts in the Gazi University Turkish Textbook for Foreigners Level C1 were examined in this research. In this study, document review method, which is one of the qualitative research designs, was used and 39 visuals used with 20 texts in the book were examined by the researcher and 3 experts in terms of their compatibility with the content of the texts. The visuals in the book were first grouped according to Levin's (1981) typology and it was determined that 97.42% of the visuals are representative and appropriately decorative. Then, the compatibility of the images with the texts was examined according to a five-item category list. It has been determined that helpful visuals are used in the book to predict the subject of the text, which is compatible with the content of the text. However, it has been concluded that the visuals are found insufficient to contribute to the comprehensibility of the text, to emphasize the important points in the text, and to support the main idea/emotion of the text. Suggestions were made regarding the use of organizational, explanatory and transformational visuals that contribute more to the understanding of the text in Turkish as a foreign language books.

Empowerment of Saudi Women in Secondary School English Language Books: An Analytical Study

The current research aimed to investigate the degree to which women’s empowerment dimensions (social, economic, political, and women’s issues) are addressed through English language books in Saudi secondary education. It raised a question on the extent to which women’s empowerment dimensions are addressed in secondary English language books. The authors followed the descriptive analytical research design. The research utilized a checklist of (19) indicators describing women’s empowerment dimensions (social, economic, political, and women’s issues). The checklist was designed to measure women’s empowerment dimensions in the content and activities in English language books by inferring them from the units of analysis considered in the current research – paragraphs and pictures. Results showed that in the first year of secondary school, political empowerment was ranked first, whereas economic empowerment was ranked last. Additionally, in the second year, women’s issues were ranked first, followed by political empowerment, then economic empowerment was ranked last. In the third year, social empowerment came in the first rank meanwhile political empowerment came in the last rank. The study concluded a need to re-evaluate and update the curricula and textbooks regarding women in line with the national goals for women. It is a significant study because it addresses empowering Saudi women in EFL textbooks. It recommends including basic issues, especially woman-related ones, in EFL textbooks.

The extent to which the questions of the Arabic language books for the fourth grade of middle school focus on thinking levels according to a classification Bloom's Cognitive Objectives

يهدف البحث الحالي الى معرفة مدى تركيز اسئلة كتب اللغة العربية الصف الرابع الاعدادي على تنمية مهارات التفكير لدى الطالبات حسب تصنيف بلوم للاهداف المعرفية تكونت عينة البحث من الاسئلة جميعها الواردة في كتب اللغة العربية المقررة على طالبات الرابع الاعدادي وبلغ عددها (758) سؤالاً ، أما اداة البحث فهي عبارة عن معايير تصنيف الاسئلة التي اشتقتها الباحثة من تصنيف (بلوم) للاهداف المعرفية ، وتحقيقاً لموضوعية التصنيف اختارت الباحثة عينة من الاسئلة وصنفتها على وفق المعايير ثم عرضتها على مجموعة من المحكمين ، بعد التأكد من صدقها وثباتها ثم تطبيقها على عينة البحث

Pertumbuhan dan Perkembangan Fiqh Lughoh

Fiqh al-lughah is one of the important materials in learning any language, because by studying it a learner can understand the origin of the language, its history and development. The discussion of fiqh al-lughah, in fact, has been widely studied by previous linguists and compiled in one essay, only a very few of them have studied it as a fan of its own knowledge and using a special theme. In addition, some linguists say that ilm al-lughah and philology were originally part of fiqh al-lughah, but with the development of the times and science linguists studied it as a separate study. Through the above background, the author is interested in studying more about fiqh al-lughah specifically and purposefully, with the title: Fiqh Al-Lughah Nasy'atuhu wa Tathawwuruhu. The author's study in this paper is about: Understanding of Fiqh Al-Lughah and Its Purpose, Differences between Fiqh Al-Lughah and Ilm Al-Lughah, Fiqh Al-Lughah in the Earlier Arabic Book and Fiqh Al-Lughah Today and Its Renewal. As for the results of writing this paper through a literature review that the author obtained, namely that: Fiqh Al-Lughah is one of the disciplines that examines the origin of language, its history and development from ancient times to the present in depth and detail, the difference between Fiqh Al-Lughah and Ilm Al-Lughah is that Fiqh Al-Lughah discusses language from the external side while Ilm Al-Lughah from its internal side, as for the fiqh method of Al-Lughah in the earlier books of Language, it started in a natural way not established by someone or someone else, while the discussion at this time was carried out with careful and in-depth study by linguists.

Arabic natural language processing for Qur’anic research: a systematic review

The Qur’an is a fourteen centuries old divine book in Arabic language that is read and followed by almost two billion Muslims globally as their sacred religious text. With the rise of Islam, the Arabic language gained popularity and became the lingua franca for large swaths of the old world. Devout Muslims read the Qur’an daily seeking guidance and comfort. Though the Qur’an, as a text, is short, there is a huge volume of supporting work filling tens of thousands of volumes, e.g., commentaries, exegesis, etc. Recently, there has been a renewed interest in such religious texts by non-specialists. Many of which were fueled by the recent advances in computational and natural language processing (NLP) techniques. These techniques help the development of tools that benefit common people to gain knowledge easily. This paper surveys the different efforts in the field of Qur’anic NLP, serving as a synthesized compendium of works (tools, data sets, approaches) covering the gamut from automated morphological analysis to correction of Qur’anic recitation via speech recognition. Multiple approaches are discussed for several tasks, where appropriate. Finally, we outline future research directions in this field.

كلمة العدد (الإنجليزي)

This is the twentieth edition of the Journal of Educational Sciences, issued by the College of Education at Qatar University. This edition of the journal includes seven articles that address diverse issues in education. The first article examines the effectiveness of a teaching model in preparing civic engagement based on mind habits during the COVID-19 pandemic among visually impaired students. The second article examines challenges in teaching mathematics from teachers' perspectives and looks at ways to overcome them in early childhood. The third article deals with how public school principals and their teachers practice their roles in activating learning for an inclusive green economy in the view of Oman Vision 2040, while the fourth one investigates the viewpoint of mathematics teachers toward distance learning at the elementary grade level. The fifth article examines the effectiveness of video self-modeling in improving reading fluency and motivation among fifth-grade female students with learning difficulties. The sixth article investigates the use of authentic language in EFL classrooms. The last article evaluates English language books at the secondary level in Palestinian schools based on standards for evaluating textbooks. The Journal of Educational Sciences reiterates its emphasis on the journal's keenness to receive researches written in both Arabic or in English from Arab researchers working globally. The journal encourages all researchers to communicate with the journal administration if they wish to participate in the arbitration and review of manuscripts submitted for consideration.

A Corpus-Based Study of Metadiscourse Features Across Pctb Textbooks at Primary and Secondary Levels

Metadiscourse markers (MMs) are linguistic features that scholars use to express their messages compellingly and persuasively. Metadiscourse not just aides the peruser to comprehend the essential message of the message through construction and content, rather its suggest the peruser with the specific inclinations and points of view in the essential talk.The basic purpose of this study is to explore metadiscourse markers division and frequency designed by Pakistani authors Punjab curriculum textbook board at primary and secondary level students for the academic year 2018-2019. And also try to encompasses appropriate and inappropriateness as well. An adhock corpus comprises at primary and secondary levels Punjab textbook board English language books. Ken Hyland’s taxonomy Metadiscourse (2005) was selected to investigate the frequency of metadiscourse features though famous AntConc 3.5.8 software is used for text analysis. According to obtained results, interactive metadiscourse features has more frequently used rather interactional metadiscourse features in Punjab curriculum textbook board English language books.The total numbers of interactive markers are 10,429 likewise interactional metadiscourse markers total numbers are 94,91. The research indicates the worth of metadiscourse features in Punjab curriculum textbooks board English language books and opens the door for syllabus designers and researchers that they should considered the worth of metadiscourse in pedagogical perspective.

Content Analysis of Arabic Language Textbook for Tenth Grade Based On Curriculum 2013

Content analysis is a method to study and analyse something systematically and objectively against the message that appears. The content of textbooks is a source of material in the learning process. Therefore, textbooks must follow the applicable curriculum. This study seeks to find the contents of qirā'ah and kalam in the Arabic language book for students of the 2013 curriculum for class X Madrasah Aliyah published by the Ministry of Religion and its conformity with the 2013 curriculum, which consists of four Core Competencies (KI) which are the perspectives. This research used a descriptive-qualitative approach using documentation and content analysis methods as a tool for collecting and analyzing data. The results of this study indicate that the content of qirā'ah and kalam is under the content standards (KI) of the 2013 Curriculum. The details are as follows: 1) The first and second chapters are more prominent in the realm of social attitudes (KI 2) and spiritual (KI 1), and chapters three and four are more prominently in the realm of social attitudes (KI 2) and skills (KI 4), and chapters five and six more in the realm of spiritual attitudes (KI 1) and knowledge (KI 3). Meanwhile, the material does not cover diversity, tolerance, pluralism, and multiculturalism.

Protestation & Piggybacking: Strategic Participation in an ESL Book Group

ABSTRACT Research on making connections to texts has largely explored how making text connections supports reading comprehension. However, less attention has been paid to how readers make text connections through talk and in interaction during text-based discussions. In this study, I explore how text connections were co-constructed between students and their teacher in an English as a Second Language book group. Specifically, I look at the content of the connections one focal student made to the text, and how she used language to share these connections during book group meetings. Drawing on positioning theory and microethnographic discourse analysis, findings illuminate the different affordances and constraints of two participation strategies this student used to make text connections: protestation and piggybacking. This study suggests implications for future work on the complex and creative ways young, linguistically diverse readers participate in literacy discussions.

Public Diplomacy and Its Related Concept to Soft Power: Ecuadorian Commitment

This article addresses the Ecuadorian public diplomacy to the European audience. Public diplomacy is focused on soft power. Socialism of the 21st century background is mentioned in this paper with the aim of the construction of a country image to accelerate the local socio-economic development in the international arena. The conceptual framework of this research was designed to address this correlation between governance, and socio-economic development to contribute to our current understanding of the role of locality in public management and to describe the theory and practice of urban marketing as a greater engagement with Ecuadorian public diplomacy. Urban marketing is a fundamental support for these. Citizens, businesses, governments and employees are a policy priority due to the fact that cities are a key factor for the new industrial scenario to converge all segments of society. In addition, the paper briefly presents the highlight of the former president Rafael Correa Delgado as best national representative of soft power use in an Ecuadorian single country case study from a sociological spectrum. The methodology applied is both primary and secondary sources including various books in Spanish language, the Constitution of Ecuador, journal articles, Ecuadorian government reports and implementation plans.

Dokładna nauka języka i stylu polskiego w dwóch częściach. Cz. 1 Tomasza Szumskiego .

Tomasz Szumski (1778–1840) was a polyglot, teacher, bookseller, author of school textbooks, associated with Greater Poland. His grammar book, released in 1809, is the first Polish-language grammar book of the Polish language published in the 19th century where the grammatical description of Polish is made independent of the description of Latin. It is at the same time the first known 19th-century grammar of Polish where the author dared to polemicise with Onufry Kopczyński’s ideas contained in the Polish–Lati n Grammatyka dla szkół narodowych (Grammar for national schools). Keywords: school grammar books – Polish linguistics – 19th century – Tomasz Szumski – Onufry Kopczyński

A magyar megszólítások és köszönési formák tanítása (nem csak) finneknek

Choosing the appropriate forms of address and greetings is not easy even for the native Hungarian speakers, especially as a result of the changes in the Hungarian language in the last 30 years. In order to achieve successful communication, the acquiring the use of T and V forms(by pronouns maga or ön)and nominal address forms (including first or last names, nicknames, titles, job titles and endearments) occupies an important role in the teaching of Hungarian as a foreign language. Mastering the tools of the address forms and the rules of their use develops the pragmatic competence of the students. Because of the relatively quick changes in the address system in Hungarian, the language books can not be always up to date, therefore it usually depends on the teacher to pass on the changes in the present language use or at least providing information on them. Particular emphasis should be placed on the teaching of Hungarian address system to native speakers of Finnish (a language belonging to the Scandinavian cultural circle).Although V forms exist also in the Finnish language, their use is quite infrequent. Consequently, the use of them can cause difficulties for the younger generations. In Finnish, as several studies have shown, the use of last names, nicknames and endearments are relatively rare and has completely different rules than their equivalents in Hungarian. Teaching addressing by titles in Hungarian is challenging, because in Finnish titlesare used quite rarely and they can even get an ironic tone. Therefore, special attention should be paid to addressing teachers and those working in the (university) bureaucracy, as some students continue their language studies in Hungary. Although greetings are not an integral part of address system, they may indicate the subject of using T or V forms; and certain official address forms, especially in writing and addressing unknown persons (e. g. Tisztelt Elnök Asszony! ’Dear Madam President!’), usually involve V forms. As a language teacher, it is not enough to emphasize that some of the Hungarian greetings –even without a specific formal or informal element –are informal and indicate T forms (e.g. a szia, szervusz), and some of them are formal indicating almost always V forms (e.g. Jó napot kívánok!, Viszontlátásra!).If the students do not use formal greetings regularly in their native language, the teachers of Hungarian have to pay close attention to those forms of Hungarian in teaching and have to give enough time to practicing the correct address forms during the whole period of Hungarian language studies. In this paper we present our best practices and ideas for teaching address forms and rules of their use, based on the research on Hungarian language changes in the last 30 years. In addition to the traditional methods (e. g. translation, interpreting tasks), we have developed modern, often playful tasks during our many years’ teaching carreer. We present practical examples for teaching of important features of the Hungarian address system, based partly on the earlier published language teaching books and partly on our own materials. Based on these examples and practices, teachers of Hungarian as a foreign language may get inspiration to develop their own materials, within the limits of the possibilities

Training needs to develop the professional of Arabic language teachers

The objectives of this study were to assess the training needs for Arabic language instructors from the teachers' point of view, as well as to examine if there are statistically significant variations in the replies of Arabic language teachers to professional development training needs based on gender and experience. The research relied on the descriptive and analytical approach. The study sample included (107) male and female teachers, with a total of (25) items split across three dimensions. The study's findings revealed that there was a strong need for techniques for teaching Arabic language branches, while the need to analysis curricula and Arabic language books and delve deeper into the Arabic language was moderate degree. The results of the study also revealed that there were no statistically significant variations in the responses of the sample members related to the factors of gender and experience.
 Keywords training needs, professional development, teaching methods, curriculum analysis, language deepening, preparatory level.