In the education field, there are different theories that apply to teaching in general and specific ones targeting mode of teaching English grammar as a foreign language. This study involves neurological evidence through using animation videos which promotes the idea that learning and teaching in an enjoyable environment are much more conducive, than learning in an unpleasant environment. Using animated videos presentations in teaching students English grammar by explaining the English grammar rules, the used videos required too much attention in learning specific words such as "use of conjunctions" and "verbs" in a humorous and economical way. The study targeted 9 students of the fourth grade at an EFL environment and the sample included only a public school of different achieving levels. Finally, the results of the analysis indicate that this technique helped students of fourth graders to memorize the rules in an easier way. The students also felt happy of seeing animation videos as a way of learning English grammar which suggests that students indeed retain much more when learning through animated videos than when learning in a traditional manner (through drills, grammar exercises from a workbook). The study findings support that the educational pedagogy is applicable to language theory as well. It promotes the idea that students of younger ages should be provided with the opportunities to engage in animated videos in order to enhance the learning process.

This qualitative and quantitative analysis, researching language and social interaction, is one of its kinds, to examine the current ESL pedagogical strategies in native and residential Jordanian college students. It uses lexicalization in spoken dialogues produced by English language and literature students at the Department of English Language and Literature at Jordan University/Aqaba branch. It includes 30 participants selected randomly. The study uses Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview to collect data from the participants. The findings indicated that the density of lexicalization has a significant contribution in the creation of cohesion of the spoken dialogues. This research recommends that further research be conducted to investigate other types of spoken dialogues

The aim of study is to cast the light on factive presupposition in religious Islamic texts. The Pragmatic approach is adopted to analyze the factive presupposition in religious Islamic texts, and it looks at the relation between a text and its contexts and the ways that contexts contribute to meaning. This study is a qualitative study Pragmatic theory aims at clarifying how communication is successful and possible among people and how utterances are recognized. Apprehension of an utterance involves retrieving proposal expressed and drawing some conclusions draw on this assumption as a starting point. In terms of context, it is limited to mutual knowledge, beliefs and assumptions of the speaker and hearer, where mutual knowledge is a knowledge that divides, and also is known to be common and shared (Smith, 1982). A Presupposition is one of the main concepts of pragmatics, and it is used to include a general class of pragmatic and semantic phenomena that have a fundamental impact on the apprehension of utterances. Particularly, this concept denotes premise that truth is taken in an utterance and without the value of truth that cannot be set, and can broadly be related with a lexical element or certain grammatical features in any utterance. Thus, because pragmatics is very essential in analyzing the extent of rhetorical and sentential meaning, it is also essential to find out how factive presupposition performs in English religious texts and how it can be analyzed.

The purpose of the study is to cast the light on Jordanian English teachers in the Southern Badia views on the importance of communicative language teaching. I t is difficult for English foreign language teachers to select an appropriate method of language teaching to achieve the learning goals and the essential outcomes of the English courses that taught in different fields such as schools and colleges. CLT has indicated the track for certain procedures and strategies to accomplish essential goals for teaching English language.  Teachers in teaching English as a foreign language has adopted many methods, such as Reading Method, Structural Method, Direct Method, and CLT. They seek to find the appropriate to teach English for their students and they work hard to make teaching English more effective in their classes.