谢英伯与中国新闻专科学校

谢英伯(1882～1939),原名华国,号抱香居士,广东嘉应(今梅县)人。辛亥革命时期著名报人。1928年秋,谢英伯在广州创办中国新闻学专科学校。关于谢氏创办的新闻学校,史书略有记载。杨家骆《民国名人图鉴》载:“谢英伯,中国新闻学专科学校校长及教员,兼业律师。梅县人….”。郑焕隆《中国现代新闻史简编》中则载:“1928年秋,谢英伯在广州创办了中国新闻学院、后改名为中国新闻学校。这是目前所知道的中国最早的一所专业新闻院校。”据有限的资料记载,

广州市立博物院筹建大事记要(1928.10—1929.12)

1928年10月24日广州市第170次市行政会议,通过市教育局长陆幼刚提出请拨镇海楼筹设市立博物院的提议。提议:“广州为我岭南文化中枢,际兹训政伊始,举凡启发民智之事业,自宜尽量建设,次第举行,庶于将来宪政之实施,方呈指臂之效,查各国都市,均有宏伟之博物馆,即吾国北平市亦有古物陈列所之设,革命策源地之广州,自应极为创办。现拟在本市设立完备博物院之一所,搜罗动植矿各物之标本、模型,世界今古特产异物,风俗历史之特征,雕刻、绘画、工艺美术等陈列院内任人观览,附以注释,藉以启发民智。

关于校长自诊的评述

校长要经常进行自我诊断,以便保持一个健康的经久不衰的“动力之源”。现设计“校长自诊100题”,列举100种“病症”,并通过“问诊”确诊,然后再寻“治疗”之方。

The Influence of the First Language （Arabic） on Learning English as a Second Language in Jordanian Schools, and Its Relation to Educational Policy： Structural Errors

This study was conducted to investigate the influence of the L 1 （first language） （Arabic） on learning ESL （English as a second language） in Jordanian schools, and its relation to education policy. The sample of the study consisted of 266 high school graduates Jordanian students in the academic year 2013-2014. A translation test consisted of 24 items and divided to eight areas was constructed to arrive at the objectives of the study. The study concluded that the percentage of total errors committed by the study sample in all areas exceeds percentage of correct answers （wrong answers is 52.48＇%, correct answers is 47.52%）, and the students committed more transfer errors in the types of verb to be, addition to, andpassive voice than other types of errors as a result of the effect of the L1.

Cyclone and Tsunami Hazards in the Arabian Sea-A Numerical Modelling Case Study by Royal HaskoningDHV

Significant loss of life and damage to properties, ecosystems and marine facilities occur due to various natural hazards such as cyclones and tsunamis. Royal HaskoningDHV has developed regional hydrodynamic and wave models covering the Northern Arabian Sea to address these issues. Cyclone modelling was carried out on 11 major cyclones since 1945 and the tsunami modelling on an earthquake along the Makran Fault Line in 1945. Sample results from these modelling studies are presented in this paper. The methodology described in this article for modelling cyclones and tsunamis in the Arabian Sea could be applied to simulate these natural hazards at other sites around the world.

Lexical Relations： Measuring the Proficiency of the Saudi EFL Learners and Analysing the Obstacles

As teachers of EFL （English as a Foreign Language） in the Kingdom of Saudi Arabia, we are sometimes flabbergasted by the errors that the/earners make in their English scripts. Apparently, there was no pattern to these errors. However, when the researcher observed the frequency of similar error over a few years of her experience as an EFL faculty for Saudi learners, the theory of Lexical Relations appeared to offer an answer. Therein also lies the genesis of the current study. In a positive development, the study did bring to light certain factors that directly played a role in the Saudi EFL learners＇ English errors. These have been presented in this paper with the hope that with the diagnosis in hand, it will be easier for the EFL teachers to find a solution to the dearth of English proficiency among the Saudi EFL learners.

Saudi Speakers＇ Perception of the English Bilabial Stops/b/and/p/

Languages differ in their phoneme inventories. Some phonemes exist in more than one language but others exist in relatively few languages. More specifically, English Language has some sounds that Arabic does not have and vice versa. This paper focuses on the perception of the English bilabial stops/b/and/p/in contrast to the perception of the English alveolar stops/t/and/d/by some Saudi linguists who have been speaking English for more than six years and who are currently in an English speaking country, Australia. This phenomenon of perception of the English bilabial stops/b/and/p/will be tested mainly by virtue of minimal pairs and other words that may better help to investigate this perception. The paper uses some minimal pairs in which the bilabial and alveolar stops occur initially and finally. Also, it uses some verbs that end with the suffix/-ed/, but this/-ed/suffix is pronounced [t] or [d] when preceded by /p/ or /b/ respectively. Notice that [t] and [d] are allophones of the English past tense morpheme/-ed/（for example, Fromkin, Rodman, ＆ Hyams, 2007）. The pronunciation of the suffix as It] and [d] works as a clue for the subjects to know the preceding bilabial sound.

Using Arabic in an EFL Class： Bringing a New Approach to Using L1 in a Foreign Language Class

Can Arabic be an unconventional method for teaching English？ This research will describe how the teacher used some Arabic language methods as a teaching strategy to improve her EFL students＇ reading, writing, and understanding of English grammar. The research took place over a period of two years in Lebanon and four years in Saudi Arabia. Data consists of comparative tables, videos of two samples of students using Arabic to learn English, and pictures of the teacher using Arabic for comparative in grammar. Results revealed an increase in the level of understanding and comprehension of students in both the elementary and intermediate levels.

A Variety of Cultures Represented in English Language Textbooks： A Critical Study at Saudi University

Textbooks material is one of the important issues that are worthy to investigate in order to enrich student＇s engagement and interaction in EFL （English as a Foreign Language） classrooms. In this study, the author argues that textbooks materials used in academic institutions may well take a significant part in generating an active environment in EEL classrooms. It is believed that more opportunities will be created for students to be more involved, active, and able to understand the content being addressed more effectively. Yet, by looking at the textbooks being utilised （at a university context where the author teaches）, one can notice that student＇s culture （Eastern） is to a large extent missing in these textbooks, most of these books instead represent dominantly ＂Western＂ culture namely American and British cultures. This can deafly be depicted by topics discussed, pictures, clothing, names, and many other issues portrayed in these textbooks. This study is an attempt to challenge and problematize such domination of Western cultures portrayed in the content of English textbooks used in academic institutions not merely within Saudi Arabia but also extended to other countries and nations in the world.

Motives of Arabic-Speaking Viewers for Watching English or Dubbed TV Programs

This research studies the motives that lead Arabic-speaking university students to watch television programs in English or dubbed in Arabic, and diagnoses the possible effects of these programs on these young people. A field study was conducted on a sample of viewers of the MBC2 and MBC4 Channels in the UAE. A questionnaire was used as a tool to cover a sample of the community comprised of 200 young people who attend various public and private universities in the UAE, aged generally between 18 and 30 years old. The applied study proves that there is no relationship between gender and audience preference, and that there is an independence of respondents＇ academic specialization and choice of channel. The study＇s results show that learning English is among the most important motives for the respondents to watch these programs and that 90% of respondents believe that watching foreign programs has negative effects on university youth.

The Implications of Authenticity and Intensity in EFL Teaching： A Study of the Intensive-Year Programme at the College of Telecom and Electronics （CTE）, in Saudi Arabia

The current study endeavours to examine the extent to how authenticity, usage, and intensity of native English instruction impact EFL students behaviourally and linguistically at the preparatory year programme in CTE, where students undertake an intensive English course for one year. The programme is managed by an American company called Interlink and is entirely staffed by native English teachers. The implementation of this English instruction encompasses motivational, pedagogical, and administrative challenges that hinder its practicality for positive and achievable learning outcomes. To this end, this paper will attempt to address the sociolinguistic and historical profile of EFL in Saudi Arabia in order to present an overall picture of this study＇s context.

The Contrary Effect of Collaborative Writing on ESL Students＇ Vocabulary Acquisition

Writing task is an integral part of education in ESL （English as a Second Language） at the foundation level. It has been observed that foundation level 3 students of Arab Open University have an insufficient knowledge of vocabulary which is reflected on their writing, as their usage of vocabulary is confined to a number of limited common words. This research explores the effect of collaborative writing on students＇ vocabulary acquisition. All the writing tasks were related to educational topics in order to provide students with the lexical items related to the same subject. This study took place in one of the foundation level 3 classes at Arab Open University, Oman branch. Fourteen anonymous Arab students for whom English is considered as the second language participated in this study. All students are in the intermediate level of English language proficiency. For each writing task, five collocations were selected to be taught in the class over a period of five weeks. The achieved outcomes revealed contrary results to the previous studies that had shown the effective impact of collaborative writing. This study has discussed the contrary impact of collaborative writing on improving the learners＇ vocabulary acquisition in addition to the challenges students faced during collaborative writing task. Finally, this research provides recommendations for the effective collaborative writing in the foundation students＇ language proficiency.

A Structural Analysis of the Writing Errors Committed by Foundation Students at Arab Open University, Oman

English is considered as Arab students＇ second language which is not used frequently in their daily conversations. Since writing in English is a challenging experience for Omani students, errors in grammar and sentence structures were identified in bridging language courses （foundation level 2） in the field of ESL （English as a Second Language}. Learners＇ errors were considered positively as the best sources to identify students＇ limitations in English writing. The present study investigates the structure errors of Omani students＇ writings in English in foundation level 2 at Arab Open University. The focal aim is to study the errors that Ornani students commit when they are using adjectives ＋ nouns, indefinite articles, and subordinate conjunction ＂because＂. Results show that Omani students committed the following common errors： misplacement of adjectives, omission of the indefinite articles, and wrong structure of the subordinate conjunction （because）. The prime aim of this study is to examine the students＇ aforementioned structural errors which are the result of the interference of their mother-tongue. In order to achieve these aims, students were asked to write two different topics. Finally, this research suggests further recommendations for further studies which might ameliorate students＇ learning by adopting appropriate strategies for teaching.

Loan Words in Modem English and Their Features

English language, as a global language, is exerting greater influence on the world. It has been enlarging along with the development of the society, the progress of science and technology by the way of borrowing from other languages such as French, German, Italian, Spanish, Russian, Chinese, Japanese, and Arabic in the fields of politics, culture, education, economics, science, and technology. Borrowing or loan word has become an important part in the process of English vocabulary acquisition. This paper studies modem English loan words, summarizes types of loan words, and makes a tentative analysis of their features with the attempt to facilitate English learning in an effective way.

Developing EFL Students＇ Comprehension and Improving Writing Through Presentations： Success in the UAE

In today＇s globalized world with English as the lingua franca, many countries, including the United Arab Emirates （UAE）, are focusing on English as a medium of instruction （EMI）. Due to the many expatriates resident in the UAE English has become the main language of business, industry, and higher education. This paper looks at one of those English medium universities with an American curriculum. Since most American curriculums require substantial amounts of writing, it is important that students become competent at writing in their second language at this particular institution. This paper discusses how a novel assignment, allowing English as a foreign language （EFL） students to present readings in the classroom at an EMI university in the UAE, has helped them become both better readers and writers. Since the majority of the students are native speakers of Arabic, the project was designed with their oral traditions and proficiency in mind.

Using Facebook to Develop Grammar Discussion and Writing Skills in English as a Foreign Language for University Students

This study aimed at investigating the effect of Facebook on grammar discussion and writing skill in English as a foreign language for university students, The study sample consisted of 60 students at Oklt AI Sqoor College of Science and Arts in Saudi Arabia and was divided into two groups： 30 students for the experimental group and 30 students for the control group. The instrument of the study was an EFL grammar and writing test. Students in both the experimental and the control group were pre-tested using the EFL （English as a Foreign Language） grammar and writing test, After that the experimental group was taught using Facebook while the control group was taught using the traditional method. Finally, students in both groups were post-tested using the EFL grammar and writing test. Results of the study showed that the experimental group outperformed the control group in the post-test of EFL grammar and writing. This difference can be attributed to using Facebook.

广州南越陶瓦文选刊

广州在秦汉之际为赵佗所建立南越国的政治中心。在20世纪初广九铁路开筑时,在广州东山龟岗一带,出土了大量带文字的瓦片碎件,清末民国学者如潘六如、汪兆镛、谢英伯、李茗柯、黄少梅、蔡哲夫、黄文宽等先后采集收藏,后经考古发掘研究,得知此处为南越建筑宫城烧制建筑材料的一处基地。到20世纪90年代中期,考古工作者发掘了广州儿童公园一带的南越国官署遗址,出土了大批带文字的陶器和瓦件残片,经对比研究,与东山一带出土的瓦片等基本一致。2D04年,林雅杰、陈伟武、亚兴汇集两处出土的陶瓦文拓片编为《南越陶文录》,此处选刊的陶瓦文拓片,即选自此书。