introduction. in the current screening system, new admissions are based on general intelligence as measured by universities entrance examination. considering the fact that an important function of medical graduates is to educate the patients how to restore and take care of their health, communicative competence and skills would be, at least, as important as general intelligence. to show that la...

There is a tendency to think of World Englishes in the noun form; as products rather than as processes (implying that one receives both ready-made, controlling the development of neither). Conceptualising World Englishes as processes in which one can participate as an agent raises the question of what skills are needed in their active construction. The author will argue that since culture resid...

the curriculum development for arabic language skills needs to needs analysis (na) and situation analysis (sa). na examines the linguistic needs and sa examines non-linguistic factors such as societal factors, project factor, institutional factors, teacher factors, learner factors. this work examines the teachers and learners' perceptions as part of the teacher factors and learner factors,...

Educators must reassess overall western teaching approaches in English teaching students in different language and cultural backgrounds. Although a westernized communicative teaching approach is ideal to implement language teaching, some Asian students are conservative to adopt or adapt it in their own English language learning. Accordingly, an adapted English teaching approach may be innovated...

In this paper, our research studies on prosody variation modeling are introduced for communicative prosody characterization and the objective evaluation of the second language (L2) timing control characteristics. For communicative prosody characterization, a possibility of lexicon driven control and further needs of dialogue-act modeling are discussed. For the objective evaluation of L2 prosody...

We evaluated language development in deaf Italian preschoolers with hearing parents, taking into account the duration of formal language experience (i.e., the time elapsed since wearing a hearing aid and beginning language education) and different methods of language education. Twenty deaf children were matched with 20 hearing children for age and with another 20 hearing children for duration o...