English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.

Background. Synonymous words behave differently, and language users should be aware of the fact that though near-synonyms share similar denotational meanings, they require different collocates. Further, with specific collocates, they provoke a special affective meaning called semantic prosody. To give an example of this problematic area, researchers use a lot of reporting verbs that merely describe an opinion such as argue, claim, believe, etc. or state facts such as find, confirm, cite, etc. Such verbs cannot be used interchangeably as some novice researchers usually do when they discuss their findings or compare their results with others'. Purpose. This study aimed at examining the semantic prosody of 24 research verbs commonly used by researchers. For this purpose, collocational behavior of nearly synonymous verbs was examined. Compared to previous studies, this study considered only adverbs co-occurring with such research verbs.    Methods. The researcher used the Directory Open Access Journals (DOAJ), which is of 2.6 billion words and 659,132 texts, and focused on predicational adverbs that end in –ly. For the purpose of the study, adverbs with positive semantic prosody are those proving a stronger attitude towards the proposition, improving the quality, quantity, manner of a piece of information or its the relation to the topic or those suggesting a higher level of certainty. Results. Investigating 24 research verbs related to hypothesizing, reporting, and summarizing, the researcher found that such verbs have different sets of collocates and thus distinct semantic prosodies. Results showed that 12 of the research verbs were positive (i.e., quantify, argue, claim, suggest, state, mention, indicate, outline, summarize, encapsulate, recapitulate, and reveal), whereas 12 verbs (i.e., hypothesize, review, conclude, presume, posit, assume, theorize, speculate, note, report, find, and postulate) were neutral. Implications. The study has its own implications for writing instructors and researchers. Novice researchers should not use some research verbs interchangeably as they require different collocates of adverbs. Further, future research should address the relationship between word's etymology and semantic prosody as the present study showed that verbs derived from Latin (e.g., conclude, hypothesize, postulate, etc.) are neutral compared to those that are originally French.

Nursing students at King Saud University (KSU) are considered to be low achieving readers. They face difficulties with understanding medical texts due to the fact that they lack some necessary medical vocabulary knowledge. Thus, the researcher used computer-assisted semantic mapping (CASM) with level-three (114 NAJM) nursing students to map medical terms for the purpose of helping such students in vocabulary acquisition. The present study, therefore, aimed at investigating the efficiency of CASM in improving ESP students' vocabulary knowledge. Participating subjects were of two groups: Group A (n = 32) and Group B (n = 26). The control group (n = 26) received traditional in-class instruction that depends on the textbook only and the experimental group (n = 32) received a combination of traditional in-class instruction and SM instruction using a software (FreeMind 0.8.1). A pre-and post-test were utilized to assess student vocabulary skills before and after the intervention. The semantic-mapping treatment lasted 8 weeks. Results showed that SM expanded student vocabulary.

Producing an accurate translation means communicating meaning successfully to target text's recipients. It also implies preserving the various relations (i.e., how each linguistic form suggests meaning with regard to a specific context) that the source text exhibits. Hence, translators should first analyze the source text before producing its translation. Medical translation is a technical translation and includes various text types that do not form a homogenous group. However, translator trainers focus only on one text type in class, and less exposure to other text types is expected. The current proposal is based on a needs analysis, based on two types of questionnaires, unstructured interviews, and document analysis of course descriptions and specifications, that aimed at identifying translators' target needs at the English Language Program at the college of Languages and Translation (COLT). Thus, this article suggests an integrated approach of Task-Based Language Teaching (TBLT) and (Genre-Based Pedagogy) GBP for medical translation instruction where attention is paid to text analysis. As TBLT enhances interactivity, critical thinking, problem solving, learner autonomy, etc., GBP encourages the exposure to various genre conventions and enhances textual analysis. The suggested integrated model is of three stages (i.e., pre-tasking, tasking, post-tasking including reporting, analysis, revision, and reflection) and ensures activating a number of components in the translation competence. Besides proposing a model to follow in class, the researcher designed a syllabus that gives importance to certain genres (e.g., forms, emails, policies, terms and conditions, reports, etc.), skills (e.g., using dictionaries, having good research skills, using technology, and time management), and evaluation criteria.