The role of explicit instruction in English word stress patterns in an EFL Arab University context

This study presents the results of an investigation into the extent to which explicit instruction in English word stress patterns correlates with better word stress assignment performance by Palestinian EFL university students. The students received three weeks of explicit instruction in the main English word stress rules. In analyzing the differences in the pre- and post-treatment test scores, the researchers found significant increases on the post-treatment test scores which indicate a correlation between explicit instruction in word stress rules and students' performance in word stress assignment. Teaching suggestions and activities are provided to improve learners' word stress assignment performance. The results of this study are of great value to Palestinian linguists, EFL teachers and curricula developers who need to pay special attention to this often overlooked area and, therefore, to ensure that pedagogical materials and teaching activities on word stress become an integral part of EFL curricula

THE ROLE OF EXPLICIT INSTRUCTION IN ENGLISH WORD STRESS PATTERNS IN AN EFL ARAB UNIVERSITY CONTEXT

This study presents the results of an investigation into the extent to which explicit instruction in English word stress patterns correlates with better word stress assignment performance by Palestinian EFL university students. The students received three weeks of explicit instruction in the main English word stress rules. In analyzing the differences in the pre- and post-treatment test scores, the researchers found significant increases on the post-treatment test scores which indicate a correlation between explicit instruction in word stress rules and students' performance in word stress assignment. Teaching suggestions and activities are provided to improve learners' word stress assignment performance. The results of this study are of great value to Palestinian linguists, EFL teachers and curricula developers who need to pay special attention to this often overlooked area and, therefore, to ensure that pedagogical materials and teaching activities on word stress become an integral part of EFL curricula. Keywords:   word stress – explicit instruction – Arab EFL learners – stress placement rule

U.S. Media Coverage of the Situation in Jerusalem: A Discourse Analysis Study

This study examines the way the two most influential U.S. newspapers (the New York Times and the Washington Post) covered Israel's colonial practices targeting Arab and Muslim presence in Jerusalem. A text corpus was collected of all news reports published over a two-month period. The methodological framework used for this study is based on the Critical Discourse Analysis Approach, which looks at discourse at textual, intertextual and contextual levels. Texts were analyzed for propositional content, lexical selections, presuppositions and patterns of inclusion, exclusion, emphasis and mitigation. Contextual analysis involves accounting for political, economic and cultural contexts which influence the way the two major newspapers cover the situation. Analysis shows a consistent pattern of selection, inclusion and exclusion that largely favours Israeli rationales and terminology. No mention was made in these newspapers of Israeli measures targeting the holy city which are in violation of international law and UN resolutions. The study also shows lack of situating the coverage in its political and historical contexts. A call for action at Palestinian, Arab and Muslim and international levels is suggested to protect Jerusalem and resist Israeli Zionist attacks targeting Arab Muslim presence in the occupied City. Suggestions are also offered about the role of principled journalism in covering news of the Middle East conflict