萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

萨义德的“Orientalism”释义

I. the origin of species by means of natural selection

What Video Games Have to Teach Us about Learning and Literacy

https://repositorio.una.ac.cr/bitstream/11056/7949/1/priciplesoflanguajeslearningandtaching-jbogarin.pdf

Principles of language learning and teaching

The Social Psychology of Groups. J. W Thibaut & H. H. Kelley. New York: alley, 1959. The team of Thibaut and Kelley goes back to 1946 when, after serving in different units of the armed services psychology program, the authors joined the Research Center for Group Dynamics, first at M.LT and then at the University of Michigan. Their continued association eventuated in appointments as fellows at the Center for Advanced Study in the Behavioral Sciences, 19561957. It is during these years that their collaboration resulted in the publication of The Social Psychology of Groups. The book was designed to "bring order and coherence to present-day research in interpersonal relations and group functioning." To accomplish this aim, the authors introduced, defined, and illustrated basic concepts in an effort to explain the simplest of social phenomena, the two-person relationship. These basic principles and concepts were then employed to illuminate larger problems and more complex social relationships and to examine the significance of such concepts as roles, norm, power, group cohesiveness, and status. The lasting legacy of this book is derived from the fact that the concepts and principles discussed therein serve as a foundation for one of the dominant conceptual frameworks in the field of family studies today-the social exchange framework. Specifically, much of our contemporary thinking about the process of interpersonal attraction and about how individuals evaluate their close relationships has been influenced by the theory and concepts introduced in The Social Psychology of Groups. Today, as a result of Thibaut and Kelley, we think of interpersonal attraction as resulting from the unique valence of driving and restraining forces, rewards and costs, subjectively thought to be available from a specific relationship and its competing alternatives. We understand, as well, that relationships are evaluated through complex and subjectively based comparative processes. As a result, when we think about assessing the degree to which individuals are satisfied with their relationships, we take into consideration the fact that individuals differ in terms of the importance they attribute to different aspects of a relationship (e.g., financial security, sexual fulfillment, companionship). We also take into consideration the fact that individuals differ in terms of the levels of rewards and costs that they believe are realistically obtainable and deserved from a relationship. In addition, as a result of Thibaut and Kelley's theoretical focus on the concept of dependence and the interrelationship between attraction and dependence, there has evolved within the field of family studies a deeper appreciation for the complexities and variability found within relationships. Individuals are dependent on their relationships, according to Thibaut and Kelley, when the outcomes derived from the existing relationship exceed those perceived to be available in competing alternatives. Individuals who are highly dependent on their relationships are less likely to act to end their relationships. This dependence and the stability it engenders may or may not be voluntary, depending on the degree to which individuals are attracted to and satisfied with their relationships. When individuals are both attracted to and dependent on their relationships, they can be thought of as voluntarily participating in their relationship. That is, they are likely to commit themselves to the partner and relationship and actively work for its continuance. Thibaut and Kelley termed those relationships characterized by low levels of satisfaction and high levels of dependence "nonvoluntary relationships. …

The Social Psychology of Groups

This paper examines the history, politics and discourses around the (teaching of) English language in the Kingdom of Saudi Arabia (KSA). In addition to discussing the issues and debates around English language, this paper also looks at whether and how English has been localised to suit the local needs and practices. Based on an analysis of English language textbooks used in KSA, the paper shows that Saudi English mostly follows and ascribes to the grammatical norms of standard Englishes. The paper does identify some deviations in the grammar of English in these textbooks; however, these are within the range of features of varieties of Englishes found in other Inner, Outer and Expanding circle varieties of Englishes. The paper then identifies a number of discursive and multimodal features of Saudi English that are much more locally oriented and reflect local cultural norms and practices. The findings of this paper suggest that English in Saudi Arabia is in the process of being nativised and that this Saudi English reflects recognisably local cultural, religious and social values and beliefs.

English in the Kingdom of Saudi Arabia

Purpose – The purpose of this paper is to critically examine the history of education in the Kingdom of Saudi Arabia and its impact on modern teaching practices. It explores the relationship between traditional practices, teacher identity and English language teaching within an increasingly complex context.Design/methodology/approach – The authors undertake a critical review of education in Saudi Arabia utilising critical reflexivity and their local social knowledge as a means of interrogating practice, research of the field, and related texts.Findings – The paper indicates a direct link between historical teaching practices in early Saudi Arabia and the current teaching of English. It suggests the concept of “hybridity” as one way for local English teachers to construct identities that meet the contextual challenges.Practical implications – This paper has implications both locally and internationally. It provides insight into teaching practices preferred by teachers and students in an Arabian context. Th...

Saudi Arabian educational history: impacts on English language teaching

– The purpose of this paper is to develop an extended model of technology acceptance to include behavioural beliefs (perceived usefulness and perceived ease of use), subjective norms, management support (at institutional and governmental levels) to examine the academics’ internet acceptance behaviour within the Pakistan and Turkish context. In addition to this, impact of cultural dimension individualism-collectivism (IC) is also examined on the basis of moderator construct. , – Data were collected from 380 academics’ using a cross-sectional survey. Data were analysed using structural equation modelling (partial least squares) in conjunction with multiple group analysis. , – The results revealed that proposed model achieved acceptable fit with the data (i.e. R2=39 per cent in intention) and most of the hypothesised relationships were supported. The results also revealed that culture showed a moderating effect on hypothetical relationships. Specifically, the effects of management support were stronger for the respondents having high on collectivist society (i.e. Pakistan). , – The study is useful in non-western cultural contexts. Specifically, in contrast to previous studies, diversity of individuals’ acceptance behaviour is examined in Turkey and Pakistan. Additionally, this study had examined moderating impact of cultural dimension (i.e. IC) over academic’s behavioural intention to accept the internet technology.

Impact of individualism and collectivism over the individual’s technology acceptance behaviour

This paper investigates the impact of 9/11 on the educational system in Saudi Arabia. In particular, it discusses how this phenomenon took its course to influence the English teaching system in Saudi Arabia, and the attitude and the impact of this new phenomenon in the Saudi society, in light of the current debate between Arab linguists on the issue of more English less Islam. It also presents a case study on a group of Saudi freshmen students studying English at King Abdul Aziz University, Jeddah, Saudi Arabia. A 12-item questionnaire, related to this topic was distributed to 65 Saudi students studying English in their second semester of the New English Curricula. The findings provide valuable data on how the youth feel towards Western ideology, learning English and Western culture. Although the findings are context specific, they indicate that the Saudi students agree (for the most part) that both the study of the English language and its culture are necessary in order to develop their English comprehension.

/pdf/the-attitude-and-the-impact-of-the-american-english-as-a-2jalpeyh8u.pdf

The attitude and the impact of the american english as a global language within the saudi education system

The main aim of this paper is to develop an amalgamated conceptual model of technology acceptance that explains how individual, social, cultural and organizational factors affect the students’ acceptance and usage behaviour of the Web-based learning systems. More specifically, the proposed model extends the Technology Acceptance Model (TAM) to include four constructs namely, Quality of work life; Social Norm; Facilitating Conditions and self-efficacy. In addition, Individual differences—namely, age, gender, and experience—are hypothesized to moderate the effects of these constructs on behavioral intention and technology use. A comprehensive understanding of this model will provide valuable insights into the factors that inﬂuence the acceptance or resistance of web-based learning system by intended users and oﬀers opportunities for future research in understanding the acceptance of technology. Further, understanding these variables is helpful for instructors to design meaningful educational activities to promote student knowledge construction and make learning more effective and appealing.

/pdf/technology-demographic-characteristics-and-e-learning-3ooui4mxl0.pdf

Tariq Elyas

Papers

English in the Kingdom of Saudi Arabia

Saudi Arabian educational history: impacts on English language teaching

Impact of individualism and collectivism over the individual’s technology acceptance behaviour

The attitude and the impact of the american english as a global language within the saudi education system

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model