This study investigated the challenges facing 4^th year Health Sciences College students in Gharyan University in translating/ learning English medical terms into Arabic. Two types of instruments were used to collect quantitative data needed for answering the research questions. The study participants were asked to translate and analyse some given medical English terms into Arabic, and via a questionnaire items they were asked to select the strategies they used to translate and analyse the given terms. The results revealed that many of the participants failed to translate the given medical terms into Arabic and most of them failed to analyse the terms into their individual segments. The analysed questionnaire data showed that most of the participants prefer to use bilingual dictionaries in translating the given terms. Explicit teaching of the medical terms translation with the focus on the meaning of the affixes and the roots of the terms may help in achieving correct translation of any English medical terms into Arabic language.  

Key words: challenges, medical terms, quantitative data, questionnaire.

Comparison Between Secondary School Pupils' English Achievement in General Certificate of Secondary Education And Their Health Sciences College English Admission Test Achievement

The Impact of Professional Schemata on the Reading Comprehension of Libyan University Students Studying ESP in the College of Health Sciences-Gharyan

This study reviewed using peer correction as a teaching technique in dictation exercise and explored the attitude of second year university students studying health sciences in the Colleague of Health Sciences in Gharyan towards peer correction. More than seventy students participated in this study. The study participants exposed to lecturer's feedback and colleague's feedback and their attitudes towards both techniques were measured by using a questionnaire. The results revealed that the majority of the questionnaire respondents preferred their dictation exercise to be corrected by their lecturer, while a small number of the respondents favoured their colleagues' feedback. The participants gave many reasons behind their preferences. These reasons were discussed in relation to the advantages and limitations of peer correction presented in the literature review. It seems that preparation, both psychologically and linguistically, is needed before applying peer correction to get the hopeful benefit of this teaching technique.

Key words: peer correction, lecturer' feedback, teaching technique

This study investigates whether Libyan university students studying English as a foreign language are able to correctly interpret substituted items found in written texts such as one, ones, do,, so and not and whether this positively impact their reading comprehension. As a cohesive relation between linguistic items such as clauses or independent sentences, substitution is a sort of counter which is used in place of the repetition of a particular item. It is hypothesized that Libyan students learning EFL encounter problems in correctly interpreting these substitutes and consequently fail to have satisfactory understanding of their reading materials. A quasi-experiment was organized to test the ability of a hundred Libyan university students to interpret a number of substitutes mentioned in modified statements and consequently comprehend the message of these statements. The results revealed that the majority of the study participants failed to get the passing mark which is 50 over a hundred and the average mark they got was 45. This result may have many pedagogical implications which concern the syllabus and the teaching methods.  

This paper focuses on the revision of the literature related to the reading skills as a background and reading for comprehension as the final desirable product of practising reading. This includes an overview of reading theories, reading skills, and reading strategies and the difference between them. The involvement of conjunctions as defined and classified by Halliday and Hasan (1975) in the reading theories, reading skills, and reading strategies will be highlighted. The study offers important pedagogical recommendations for teachers and curriculum designers. Explicit teaching of reading strategies with clear focus on conjunctions may contribute to the development of reading for comprehension and other English language skills.

Key words: reading comprehension, skills, strategies, conjunctions.

Testing reading comprehension can be achieved by using many types of tests. Tests such as open-ended, multiple-choice and rational cloze tests are widely used by school teachers and language researchers. In this research a multiple-choice rational cloze test was used as the measuring instrument for both pre and post-tests. 

•This paper examines the ability of Libyan university students studying EFL to identify the language items which are called conjunctives and recognize their meanings and functions before they can benefit from them in their reading and writing skills

The Effect of Recognizing Lexical Cohesive Relations of Written Text on the Reading Comprehension of Libyan EFL University Students

Abstract: This paper investigates the ability of supplying the elliptical items omitted from a written text and its impact on the reading comprehension of Libyan university students studying EFL. Ellipsis can be defined as the omission of one or more lexical items that are understood in the context, but which are required to make the sentence or utterance grammatically correct. An elliptical item could be nominal, verbal or clausal. 4th year English Department students from the English Department- Faculty of ArtsGharian in Al-Jabal Al-Gharbi University completed reading comprehension test. Seventy one out of a hundred and four students accepted to participate in the study. The test was modified to include many elliptical items and the students were asked to supply them. The results, which were statistically analyzed, suggested that the study participants were not able to supply the correct elliptical items and consequently had poor reading comprehension results. The mean marks achieved were only 33.8. This result may have many pedagogical implications. Keywords: Ellipsis, nominal, verbal, clausal, reading comprehension 

This paper studies the impact of the implementation of

extensive reading programme on the reading comprehension

and the development of other English language skills such as

speaking, spelling and writing of Libyan university students

studying EFL. 50 students studying English in the English

Department, Faculty of Arts, Al-jabal Algharbi University had

read a written materials of their choice, summarised their

main events and completed a self-completion questionnaire.

The findings of the questionnaire data analysis suggested that

the respondents had a positive attitude towards their selfreading,

learned some new words. These findings may encourage the

teachers of reading comprehension courses to implement

extensive reading programme to complement the intensive

reading programme which is practiced in classroom. Also,

reading materials are required to be available in the

educational institutions' libraries.found the information of the written texts useful and

This study investigated the impact of textual cohesive conjunctions on the reading comprehension of Libyan university students studying English as a foreign language. The study assumed that conjunctions have a positive effect on reading comprehension if students are explicitly taught these items. Data were collected through using a self-completion questionnaire, and the application of two intervention programmes in Gharian and Sabrata English Departments. A hundred students participated in the programmes that included the administration of pre-and post-test and only post-test experiments. As a part of the experiments, participants who were assigned randomly to the treatment groups attended about thirty hours of explicit teaching of conjunctions. The results revealed that conjunctives facilitate the reading comprehension of the fourth-year English department students in two Libyan universities. These findings could have important pedagogical implications, which may require explicit teaching of conjunctions in order to improve reading comprehension.

Key words: conjunctions, cohesion, coherence, reading comprehension.

1. This study investigated the impact of textual cohesive conjunctives on the reading comprehension of Libyan university students studying English as a foreign language. Conjunctions as defined by Halliday and Hasan (1976) in their theory of textual cohesion provide the theoretical background to this work. The literature reviewed revealed contradictory findings in relation to the effect of conjunctions on reading comprehension. Many linguists and psycholinguists found that all conjunctive types (i. e. additives, adversatives, causals, and temporals) can facilitate reading comprehension. However, other studies came to the conclusion that conjunctives affected reading comprehension in different ways, or that they had no effect or a negative effect on the reading comprehension of native and foreign language readers. In order to explore the effects of conjunctions on the reading comprehension of university students for whom English was a foreign language (i. e. 4 `h year English department students in two Libyan universities) an intervention programme was designed. This programme involved the application of pre-post tests and only post-test of reading comprehension. The first experiment was organised in the Gharian English Department and the second took place in the Sabrata English Department. The participants were divided into comparative/control and treatment/intervention groups. The treatment group was explicitly taught conjunctions for three months. The comparative groups were taught their current traditional syllabus. The rationale behind having two different types of experiments in two English departmentsis the recommendatioonf Bryman( 1989)a nd otherm ethodologisttso be cautious of the possible negative effect of pre-testing. There is a possibility that the participants who attend the pre-test could benefit from this experience when they answer the same questions in the post-test, especially if the interval between the tests is short. By organising two experiments enough data were available for the study even if a negative effect from the pre- and the post-test experiment was discovered. That was followed by interviewing the participants of the treatment groups and asking them about the strategies they had used in answering the reading comprehension test. By organising semi-structured interviews, the researcher was able to explore the extent to which the participants had used their understanding of conjunctions to facilitate reading comprehension. Descriptive and inferential statistics were used to analyse the collected data. T-tests were conducted to find out if there were any significant differences between the means of the treatment group, and the comparative groups' pre and post-tests results. The results revealed that all of the conjunctive types investigated facilitated the reading comprehension of the fourth year English students in the two Libyan university English departments. However, it was found that some conjunctive types were more facilitative of reading comprehension than others. The pedagogical implications of the findings for the teaching of reading in Libyan universities and beyond are discussed.