قسم اللغة الانجليزية

المزيد ...

حول قسم اللغة الانجليزية

تأسس قسم اللغة الانجليزية بمدينة طرابلس سنة  1965 و كان يتبع كلية المعلمين العليا  واستمر مع تغيير الاسم إلى كلية التربية سنة 1971م، ثم إلى مركز العلوم الإنسانية سنة 1986م.  في العام الدراسي 1986 -1987 تأسست كلية اللغات  تحت  اسم مركز اللغات , فى سنة 1988 صدر قرار اللجنة الشعبية العامة (سابقا) رقم 245 لسنة 1988 بتسمية المركز باسم كلية اللغات، في العام 2002   أدمجت كلية اللغات وكلية العلوم الاجتماعية والتطبيقية وكلية التربية تحت مسمى "كلية الآداب".

  في بداية فصل الخريف من العام الجامعي 2008-2009  أعيد نشاط كلية اللغات الأكاديمي في جميع مراحله عملا بقرار اللجنة الشعبية العامة (سابقا) رقم 535 لعام 2007   بشأن إعادة تنظيم الجامعات والمعاهد العليا ، ومن ثم تم فصل أقسام اللغات و من ضمنها قسم اللغة الانجليزية جميعها "طلابا وأساتذة" والتي كانت مند دمجة في كلية الآداب.

حقائق حول قسم اللغة الانجليزية

نفتخر بما نقدمه للمجتمع والعالم

11

المنشورات العلمية

46

هيئة التدريس

2154

الطلبة

0

الخريجون

من يعمل بـقسم اللغة الانجليزية

يوجد بـقسم اللغة الانجليزية أكثر من 46 عضو هيئة تدريس

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أ. نجاح عبدالسلام محمد الجديدي

نجاح الجديدي هي احد اعضاء هيئة التدريس بقسم اللغة الانجليزية بكلية اللغات. تعمل السيدة نجاح الجديدي بجامعة طرابلس كـمحاضر مساعد منذ 2015-03-28 ولها العديد من المنشورات العلمية في مجال تخصصها

منشورات مختارة

بعض المنشورات التي تم نشرها في قسم اللغة الانجليزية

Portrayals of the Orphan and Child Labour in Charles Dickens' Novels

The aim of this thesis was to examine the harsh childhood intwonovels of Charles Dickens.In the previous chapters the researcher provided an analytical description of the conditions of orphan and child labour as described in Dickens' Oliver Twist and Great Expectations. Trying to highlight the problem that occurred because of losing parents or poverty in that era through Dickens' novels, in addition to, explaining the family background effects on adults' treatment of children.Searching for the factors beyond this common theme in the Victorian age, the researcher found out that the bad treatment of orphan and child labourwas due to some factors which affected children's life. Such factors include: - The social and economic conditions of the Victorian agesuch as, the poverty, the industrial revolution and the over-population. - Unjust environment represented by cruel laws of the poor and social classes in that era. It has been concluded that the main factors that helped to create the child labour phenomenon in the Victorian age was the industrial revolution which created a great need for cheap work force to support the capitalist employers. In addition, a great many people suffered fromvery low standard of living in the Victorian society especially the people who emigrated from the rural areas to the urbanized cities such as London. Moreover, there was tremendous increase of population which made the poor families force their children to work in factories and mills to earn their living. Dickens as the greatest English novelist in the Victorian era came to the very suitable moment to depict the very sever living conditions of the poor class in London and to fight the unjust treatment of the employers and the unjust laws of the poor. Dickens himself suffered a hard experience in his childhood when his father was imprisoned and Dickens himself was separated from his family and forced to work in a blacking warehouse. This in addition to his deep feelings of the poor's sufferings together with his true faith injustice for all human beings especially the poor, made him this great author of such masterpieces like Oliver Twist and Great Expectations. After analyzing the two novels of Dickens, it can be said that Dickens was a realistic author in his novels where he depicted his characters depending on reality of the English society of his time. Another aim was to shed light on the problems that occurred in that era because of losing parents or sever poverty especially child labour. The English society in the Victorian age had double standard view on the children. High classes children were considered to be beautiful innocent creatures who should be highly looked after whereas in law classes children were abused and treated harshly as bad creatures produced by lazy people who deserved to be punished not helped. Accordingly, the situation for poor and orphaned children was inhuman. According to the previous analysis, the researcher found out some similarities and some differences between the two protagonists. Both of main characters are orphans from the beginning of the novel where Oliver's mother dies directly after he is born and Pip is seen in his family's grave. So the reader doesn't have a clear picture about their mothers and fathers. We can find another similarity between Oliver and Pip in that they are both from the poor low class. Oliver and Pip are similar in working at an early age as child labour. The two protagonists lived a harsh life because of cruel treatments of the adults who usually look down at children as being inferior creatures. Oliver is badly treated in the workhouse, with the undertaker and by Fagin (the head of the gang) whereas Pip also is abused by his heartless sister Mrs. Joe, Miss Havisham and Estella.In fact, not all adults usually abuse the protagonists where some of them such as Joe and Magwich who give hand to Pip, and Mr. Brownlow who adopts Oliver. These adults represent the examples of orphan domestic stability were the real families are replaced by substitutes because they are broken. Both Pip and Oliver's reaction to the abuse and oppression of the society is to separate themselves from the natural stream of their society so they both lead up normal social life and they are marginalized and feel isolated from other people. Accordingly, Oliver escapes to London out of starvation and loneliness as well as undertaker wife's mistreatment together with other labourerswhereas Pip leaves his sister and her husband's house to London in order to get rid of his unexpected social status and his poverty. Pip and Oliver get into special relationships with convicts and receive some kind of care from these criminals where Magwich becomes Pip's benefactor and Fagin protects Oliver from misery and starvation providing him with a place to live in. On the other hand, there are some differences between the two protagonists. One of these differences is that Pip has got a blood tie represented by his sister, but Oliver from the first moment lives among other orphans in the workhouse. The environment in which Pip is raised is home like where he receives some kind treatment from Mr. Joe - his brother in law. Oliver is raised "from the first moment", in an orphanage and then in a workhouse. There is another difference between Oliver and Pip regarding to leaving their original place in that Oliver searches for safety while Pip searches for a higher social status. The two novels are narrated differently. On the one hand Oliver Twist is narrated by the omniscient narrator on the other hand Great Expectations is narrated by the first person through Pip's point of view. It can be said that Pip's narration gives the reader actions development through Pip's point of view and his own feelings. Whereas concerning Oliver we find that the writer tries to criticize the society through third person narration. Through reading the two novels of Charles Dickens, we can extract some important lessons. However, Dickens left valuable literature full of moral lessons concerning human life. He treated very essential issueswhich are heart touching, trying through his works to reform his society. Accordingly, his readers can easily extract useful lessons from his gorgeous novels. In this thesis, the researcher introduces some of them through the two novels. In Oliver Twist, we find that Oliver struggles to keep his goodness in spite of the opposing circumstances where he has lived among evil characters. So we know that a human being should face his difficulties and do not let himself bend before them. We learn from Oliver behavior that it is necessary to be hopeful and do not let despair beat us. So we should not blame others for our misfortune rather we should think positively and try to be optimistic.It is logical not to let our past mistakes to be a heavy burden that prevents us from looking for a better and cleaner life and accordingly we should not judge others by their past. Dickens tried through Oliver Twist to convey the idea that evil is not necessarily inherited by poor generations because of poverty. The significant moral of Great Expectationsis that affection, loyalty and conscience are more important than social status and wealth. Pip himself realizes this lesson through trying his ideas of ambition and self-improvement. His trials to improve himself give him the hope to achieve his great Expectations. So, the reader learn that wealth does not usually make people happier as well as the outer appearance may give false ideas about the true conditions. For example, is "Satis House", Pip is shocked by the miserable people inside this big house. Those rich people live unhappy life and cannot love others whereas the convict Magwich becomes a compassionate man who supports Pip. Of course wealth can change people, but in most cases, to the worse. We should preserve our moral values when we get rich and also we should treat others according to high moral standards even though we turn to have a higher status. Pip in some situation is affected by the self-improvement and starts to feel ashamed of his friends, which is a good lesson for the reader to be aware of his character transformation. It is not necessary for high class people to be more intelligent and generous. Such morals can be found in all classes. On the contrary, wealthy people tend to exploit other and be ungrateful to them.This fact is shown by the conduct of Miss Havisham, Estella and even Pip for sometime. To sum up, we can say that the figure of the orphan and child labour is dispersed throughout the pages of Dickens' novels. His orphan characters were similarly remembered as Charles Dickens. It can be said that Dickens is author of his time where he gives a clear picture about the harsh conditions of the 19th century England. Dickens portraits lonely orphans and abused children in which the orphan is the main character who is innocent, helpless and often adopted by a wealthy benefactor. Dickens as a critic. Social novelist tries through his novels to criticize and reform the English society. He tries to shed light on the exploited children in the Victorian era. Children work different kinds of jobsin many places which used them as a child labour in factories, coal mines, cotton spinning machine, textile mills, forges… etc. The others are chimney sweeper, boot blacking, shoe makers, newspaper seller, street cleaner and even criminals. Dickens touchingly expresses suffering of poor children focusing on the poverty-stricken parts of London. He depicts sad faces of children and how they are neglected and badly treated by cold and hard hearted abuse.
إيمان جمعة عويص (2016)
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ممارسة التقييم الذاتي ودوره في استمرارية التطوير المهني في مجال تدريس اللغة الانجليزية دراسة (تحليلية لبعض معلمي اللغة الانجليزية بمرحلة التعليم الثانوي بمدينة طرابلس) The Role of Reflective Teaching Practice in the Continuous Professional Development of Teachers – A case study of English Language Teachers in Tripoli Secondary Schools

يتلخص مضمون هذه الرسالة بأن دراسة تحليلية لمعلمي اللغة الانجليزية بمرحلة التعليم الثانوي، تؤكد بأن التطوير المهني المستمر يمثل الرافعة الاساسية وحجر الزاوية لكل تجديد يستلزم مواكبة المستجدات في أفق الاصلاح المنشود، كما انه يمثل الاهمية البالغة باعتباره ورشا مفتوحا وخيارا استراتيجيا لا مناص منه لكسب رهان الجودة وذلك بممارسة مفهوم (التقييم الذاتي (بغية التعلم من الخبرات السابقة الذي يؤدي الي التطوير المهني. حيث اجمعت الأدبيات التربوية علي أن التطوير المهني المستمر هو التكوين الذي يتلقاه المعلمين بعد التكوين الأول الذي حصلوا عليه قبل الخدمة, ويستهدف هذا التطوير مواكبة الاحداث والمواقف التي تظهر عادة في اساسيات العمل الذي يمارسونه وذلك من خلال التدرب علي اكتشاف تلك المواقف والمستجدات والقدرة علي تحليلها وتقييمها وأتخاد القرارات المناسبة حيالها بغية ابتكار حلول مناسبة ليتم بذلك تكوين خبرات جديدة منبثقه من الخبرات السابقة التي تم التعرض لها داخل الفصول الدراسية, والذي يساهم بذلك في رفع الكفاءة المهنية لدي المعلمين . وبناء علي ما يؤكده المتخصصون في مجال التربية والتعليم بأن هناك احساس متزايد كون أن برامج تأهيل المعلمين قد لا تتناسب أو لا تخدم موقف او ظاهرة سلوكية بعينها, فمن هنا جاءت فكرة التقييم الذاتي بأعتبارها تركز بشكل مباشر علي تغيير برامج إعداد المعلمين من مفهوم ) ما الذي يجب أن يفعله المعلم ( الي مفهوم (لماذا وكيف يفعل ذلك ( فضلا عن ان عملية التدريس اضحت عملية تكدس للمعارف والعلوم المفروضة عليهم لغرض معين دون منحهم فرصة التدريب والتدرب ليتمكنوا بذلك من كيفية التعامل مع المواقف السلوكية التعليميةبأنواعها المختلفة. ومن خلال تلك الافتراضات, يري منظروا التربية الحديثة أن المدرس الناجح يجب أن يمتلك كفاية التبصر والتقييم الذاتي والقدرة علي استيعاب الاثار الجانبية للمهنة , حينذاك يكون في محور التعليم الذي يتوقع أو يستبق الافعال المعرفية للتلاميذ, بعد ذلك تتم ملاحظة مدي نجاحهم أو إخفاقهم وهنا يكون في محور التعلم, لكن المدرس لا يكتسب هذه الكفاية الا اذا كان نشاطه مؤسسا علي وسائل فكرية تسمح بتجاوز الطابع التجريبي, والمرور عبر نظريات وخبرات سابقة من اجل انطلاقة جديدة , ان الاساس في اكتساب هذه الكفاية هو التناوب بين التطبيق والنظرية ثم التطبيق , ان هذا الانعطاف للنظرية التي يفرضها التناوب ينبغي القيام بها باستمرار وفي هدوء وبشكل فردي او جماعي مع مدرسون أو مدربون اخرون وذلك لأسباب مختلفة يذكر منها ان مهارة التقييم الذاتي أو التحليل تكتسب مع الوقت ولا يمكن التحكم فيها في وقت قصير. Abstract: The role of reflective teaching practice in the continuous professional development of teachers is a case study of some English language teachers in some secondary schools in Tripoli. The study is subdivided into five chapters. The first chapter is concerned with the initial key elements of the study such as the introduction , the problem of the study , the literature review that support the study , the purpose and the significance of the study, the research questions and the limitation of the study . The second chapter is concerned with the review of literature. It consists of two parts. The first part is concerned with supervision process and practical experience. In this part, the notion of supervision is presented explaining how the process of supervision is changed from time to time in order to help teachers develop their proficiency competence in teaching, and how the view of the position of the supervisor is changed from a person who has the authority to ask teachers what they have to do and what they have not to do, to a person who is more collaborative with the teachers who work together as collages in different jobs, by selecting certain approaches based on the needs of the teachers. In addition, some of supervision models from different education trends are presented to be as approaches that help teachers improve to their learning strategies. The second part of this study is concerned with reflective practice and the continuous professional development. In this part, the history roots of reflective practice are produced; the notion of reflective practice is identified explaining how this notion intends to transfer teachers from the view of technicians to the view of practitioners. In addition, different VIII reflective practice models that can help teachers grow professionally are carefully selected and defined. The third chapter is concerned with the research design and methodology. In this chapter the subject teachers, the questionnaire and the procedure of data analyses are described. The forth chapter is analyses for the purpose of answering the research questions, and to understand the teachers' attitude of practicing reflection. Chapter five which is the last chapter in this study is devoted to the findings of the study consisting of conclusion and the recommendations made in of the results.
فتحي العماري مفتاح القنصل (2014)
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The Role of Motivation Among Ranking Police Officers in Learning English in Tripoli from their point views

" من خلال تجربته كأستاذ للغة الانجليزية بالإدارة العامة للتدريب والنادي الاجتماعي لاحظ الباحث إن معظم ضباط الشرطة لديهم الحافز(الدافع) القوي لتعلم اللغة الانجليزية وذلك كلا حسب مكان وطبيعة عملة وامكانياتة. ومن خلال تواجد الباحث تمكن من معرفة بعض المعوقات التي تكون محبطة لحافز التعلم اللغوي لديهم. لذلك تقرر البحث في هذه المشكلة وتقديم بعض المقترحات التي تساعد علي رفع مستوي الحافز لدي ضباط الشرطة لتعلم اللغة الانجليزية. قام الباحث أولا بجمع المعلومات من خلال إجراء استبيان ومسح لبعض أراء كبار ضباط الشرطة في هذا الصدد. ويتضمن البحث أربعة فصول وهي كالأتي: الفصل الأول: يتناول عرضا شاملا لدور الحافز في تعليم اللغة الانجليزية لدي ضباط الشرطة. الفصل الثاني: دراسة عملية عن دور الحافز لدي ضباط الشرطة في تعلم اللغة الانجليزية. الفصل الثالث: يتناول هذا الفصل تحليلا لنتائج الدراسة العملية التي أجريت على ضباط الشرطة. الفصل الرابع: وينتهي بالنتائج والتوصيات التي توصل إليها. Abstract: Some police officers in Libya are still not clear about the reasons why they need to learn English. Most of them have studied English for a long time, since preparatory school, and they are not aware of the benefits they gained through learning English. It is easy for them to follow teachers’ instructions without strong motivated self-learning. The phenomena of a few independent learning models may explain why police officers usually do not have a systematic way of learning English, or a clear goal for studying the language. However, the only concern they have is to pass the final English examination at the end of a given course. Learners’ motivation determines the degree of their efforts and personal participation in learning English. This thesis examines police officers’ motivation of learning English, looks at definitions of motivation, Gardner’s social-educational model, and addresses how to facilitate the efficient teaching. Researching Gardner’s theory on police officers’ motivation can help teachers to use classroom activities that can stimulate students’ interests in learning English better. This thesis includes four chapters: The first chapter: Background of the Study this chapter talks about Motivation and language learning. The role of motivation in success the language learning. Why ranking police officers are motivated to learn English? The second chapter: Literature Review; in this chapter I will define motivation and types of motivation. This chapter also reviews motivation theories, including Gardner’s social psychological approach and Gardner’s socio-educational model. The third chapter: In this chapter, I did an experimental study to measure motivation of ranking police officers in learning English in Tripoli and then analysis of data and findings. The fourth chapter: In this chapter, I have collected the results and Conclusion and also the recommendations of the research. The relevant motivation theories can help teachers to build a supportive learning environment, to initiate students’ interest, and to enhance their learning motivation. As far as police officers, they generally lack learning motivation and have lower proficiency; therefore it is necessary for teachers to use appropriate strategies to cultivate students’ motivation. "
محمد عمر علي عاشور (2010)
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