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CURRICULUM VITAE
Address:
FAYZEH M. SHOROUF
Dr. Fayzeh Shrouf
Philadelphia University
The Language Center
P.O.Box:1 Philadelphia University 19392 Jordan
/
Phone Number
Personal Data:
Date of Birth :
Place of Birth :
00962-79-5299934 (mobile); 00962-6-5160216 (home) e-mail: fayzehshrouf@yahoo.com
Nationality :
Marital Status :
# of Children :
1963
Nuba
Jordanian
Married
4 (3 sons and 1 daughter)
Graduation Degree Institution Field of Study Rating
2008/2009 Ph. D Yarmouk University TEFL Very Good
1998/1999 M.A. Yarmouk University TEFL Excellent
1992/1993 Diploma Yarmouk University TEFL Very Good
1987/1988 B.A Yarmouk University English Literature Very Good
Title of the Ph. D. Thesis:
Designing an Instructional Program and Measuring Its Effect on
Jordanian Secondary Stage Students' Learning of Politeness Strategies.
Teaching Experience:
Taught a course entitled: Eng. 100 (Communication Skills in
English Language during the summer semester of the academic
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year 1999/2000 at the Language Center of Yarmouk University.
Worked as an English language teacher at the Ministry of
Education from 2000 to 2010
Languages:
1.
English (speaking and writing).
2.
German (speaking and writing).
3.
French (very poor).
Academic and Research Interests:
Studying and teaching foreign languages.
Grants:
In 1980 I received a DAAD scholarship to study German language at
Goethe Institute in Berlin, Germany.
Referees:
1.
Prof. Dr. Oqlah Smadi
Department of Curriculum and Instruction of English as a
Foreign Language
Faculty of Education
Yarmouk University
Irbid – JORDAN
2.
Prof. Dr. Riyadh Hussein
Middle East University
Amman – JORDAN
3.
Dr. Khalaf Al-Makhzoumi
Department of Curriculum and Instruction of English as a
Foreign Language
Faculty of Education
Yarmouk University
Irbid – JORDAN
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Shrouf, Fayzeh Mohammed Abed Al-Lateef. (2009). Designing an Instructional
Programme and Measuring its Effect on Jordanian Secondary Stage Students'
Learning of Politeness Strategies. Ph.D. Dissertation, Yarmouk University.
(Supervisor: Professor Oqlah Smadi).
This study was aimed at investigating the extent of the subjects' use of politeness strategies and finding if there is a significant difference in using the politeness strategies under study due to the independent variables: the instructional programme, the Stream, and the interaction between the two. Moreover, this study tried to explore the possibility of a pragmatic transfer from L1 to L2 in using politeness strategies .
Three types of politeness were included in this study: compliments, apologies and requests. The subjects of this study consisted of two groups: an Experimental
Group and a Control Group. The subjects were chosen purposefully from students registered in the first semester of 2008/2009, in the first secondary grade, in two female public schools in Amman that belong to the Second Directorate of Education.
The two groups sat for a Discourse Completion Task (DCT), designed as a pre-test, which was based on content analysis of the mainstream textbooks from the first to the first secondary grades. The students’ overall achievement on the pre-test was very poor due to their insufficient knowledge of the politeness strategies. The Experimental
Group were exposed to an instructional programme of politeness strategies for two months which was developed and taught by the researcher for the purpose of this study. Both the test and the materials were validated by a group of professional experts and university professors in the field. Subsequent to the instructional
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programme, both the Control Group and the Experimental Group sat for the same
DCT as a post-test in order to examine the effect of the instructional programme.
The results were very encouraging since the achievement of the students in the
Experimental Group improved significantly, compared to the Control Group. The study also showed that there was a significant difference between the literary stream and the scientific stream in favour of the scientific one. This study also showed that there was an interaction between the teaching material and the stream. In addition, the results of the students' responses revealed that there was a pragmatic transfer from L1
Arabic to L2 English.
Based on these results it is recommended that politeness strategies should be taught as an independent subject. Moreover, the researcher proposed additional recommendations related to the importance of training students on the use of certain strategies that could be helpful in learning politeness.
Key words: Jordanian students' politeness strategies, pragmatic transfer, teaching pragmatics.
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