This study attempts to investigate EFL learners' ability to process and produce metaphorical expressions in English and whether these expressions are conceptualized in their mother tongue, Arabic. One hundred and twenty five Saudi female EFL students participated in the study. A questionnaire and a writing task were used as instruments to collect the data of the study. Thirty English metaphorical expressions of happiness, sadness, anger, fear and love were first distributed to 125 EFL learners to test their ability to process and understand metaphors in English. Then a writing task of five paragraphs on daily experiences of emotions was provided to examine the extent of learners' productivity of metaphorical expressions. The study concludes that EFL learners have the ability to process and produce English metaphors but in variable rates. The most frequent metaphorical expressions are metaphors of happiness, sadness and love. Fear and anger metaphors were significantly lower.

Both learning to write and teaching it are challenging tasks. Different techniques and approaches are used by English language instructors to teach this skill. Due to the varied educational, cultural, social, linguistic, and economic backgrounds of the students, teaching at the tertiary level in the Indian environment can be more difficult. The goal of this thesis is to use a stylistic approach to teach writing skills to students. The method for analyzing and interpreting literary or non-literary texts has traditionally been stylistics, the scientific study of style. Only a small amount of research is done in the pedagogical sector to explore stylistics' full potential. The stylistics field was explored by scholars through the current study since it has its roots in ancient rhetoric and the craft of persuasion in speech and writing, making this research promising to produce discovery. By combining elements of literary and linguistic stylistics, this thesis created a stylistic model. The coping stone of this thesis states that style in any written work (i.e., verbal artifact) is the way in which the content (i.e., ideas and arguments) is organized, and the language exploits all possible choices, helping this organization to achieve an intended purpose or to create the desired effect. This idea of style should be studied stylistically, which is what this research project is all about. For textual analysis and text creation in classroom contexts, the integrated model of stylistics offers a framework and principles. Similar to how understanding the various levels at which language operates, as well as various stylistic techniques and methods, enables students to master culinary skills, understanding the various ingredients, methods, and tools would empower and enable students to write effectively and coherently in both personal and professional settings. The model created emphasizes distinct options available at each linguistic level on the paradigmatic and syntagmatic planes for the students to exploit depending on their need, audience, context, and effect to be produced in the readers' minds.

This project looks at Arabic word generation from a computational angle. It focuses on the computational production and analysis of morphological Arabic nouns. The work begins with a stem-based descriptive analysis of Arabic noun morphology that fulfills both the computational formalization and the linguistic description. There includes a thorough discussion of both inflectional and derivational systems. The spelling of Arabic nouns is also covered, as well as morphotactics and morphophonemics. The work then offers a computer implementation of Arabic nouns built on a rule-based computational morphological methodology. The overall system is constructed using the NooJ toolkit, which supports both pushdown automata and finite-state automata (FSA) (PDA). Three elements make up the morphological generation and analysis system: a lexicon, morphotactics, and rules. The lexicon component catalogs lexical elements (indivisible words and affixes), the morphotactics component specifies ordering restrictions for morphemes, and the rules component converts lexical representations into surface representations and vice versa. Other rules, such as orthographic, morphophonemic, and morphological rules, are also stored as two-level rules. The core editable lexicon of lemmas used as input by the system is drawn from three sources: the Buckwalter Arabic morphological analyzer lexicon, the Arramooz machine-readable dictionary, and the Alghani Azzahir dictionary. A complete annotated vocabulary of inflected noun forms (combined into a single type of finite-state transducers (FSTs)) is the system's output. The lexicon that was developed is then put to use in morphological analysis. The study then offers the system's evaluation. Accuracy, precision, and recall are three widely used metrics to assess the system's performance. Two empirical experiments will be conducted as part of the evaluation task. The system analyzing Arabic words that have been discredited morphologically is evaluated in the first experiment. Accuracy, precision, and recall for the system when employing discredited Arabic words are (90.4%), (98.3%), and (88.9%), respectively. The technique is tested in a second experiment using undiacritical words. The achieved outcomes of this experiment were (94.7%) accuracy, (96.7%) precision, and (91.6% ) recall, respectively. Additionally, the measurement average for the two tests has been determined. The average performance values are respectively (92.55%), (97.5%), and (90.25) percent in terms of recall, precision, and accuracy. Overall, the results are encouraging and demonstrate the system's propensity for dealing with both diacritically and undiacritically written Arabic texts. This system can analyze Arabic text corpora in-depth and tag nouns according to their morphological characteristics. It breaks the word under analysis into three pieces (the stem, proclitics/prefixes, and suffixes/enclitics) and assigns each one a specific morphological feature tag or possibly many tags if the portion in question has numerous clitics or affixes. Many applications of natural language processing, including parsing, lemmatization, stemming, part-of-speech (POS) tagging, corpus annotations, word sense disambiguation, machine translation, information retrieval, text generation, spelling checkers, etc., depend on computational morphology. It is made up of morphological generation and analysis paradigms. According to a set of features, morphological generation attempts to construct every feasible derived and inflected form of a given lemma. On the other hand, morphological analysis is the process of dissecting a word into its component morphemes and giving each morpheme linguistic tags or qualities.

The present paper investigates the strategies used for the translation of idiomatic expressions from English into Arabic. This research is based on Baker’s strategies for translating idioms. It focuses on three strategies which include: using an idiom of similar meaning and form, using an idiom of similar meaning but different form, and translation by paraphrase. A translation test was used for data collection. The sample consists of a chosen sample subjects of (251) EFL students at King Khalid University. The study adopted the descriptive-analytical method. The data were analyzed with the Statistical Package of Social Sciences (SPSS) Program. The findings provided that “translation by paraphrase” is the most common used strategy by EFL Saudi students in translating English idioms into Arabic. Then comes the strategy of “using an idiom of similar meaning and form”. Furthermore, the results showed that the least used strategy is “using an idiom of similar meaning but different form”. In addition to the students’ test, the researchers distributed a questionnaire to 16 instructors of translation to identify the strategies and difficulties faced by EFL Saudi students in translating English idioms into Arabic. Based on the findings of this research, it is recommended that, in addition to having enough knowledge in terms of the theoretical translation issues and the translation strategies suggested by different linguists, a translator should have a good command of the Source Language (SL) idiomatic expressions.

In light of normative assessment, the current study was conducted on various evaluation methods in business communication programs. The main goal of educational measurement is assessment since it shows how well students communicate in relation to their language studies. Despite being a crucial part of the teaching-learning process, evaluation is sometimes overlooked in language courses when it comes to real-world circumstances. Although learners are typically evaluated on pass/fail criteria, this truly does not reflect how much they have learned, as each student's subject of study affects how they view learning. In various circumstances, the recommended assessment plan is often a 70:30 ratio, with 70% assumptive evaluation and 30% internal/formative/continuous assessment. Therefore, this assessment ratio does not satisfy the requirements for assessment, and it is necessary to go from assumptive assessment to formative assessment. Measuring educational techniques, learning results and course outcomes eventually becomes impossible. As a result, none of the allegations included in the assessment is really evaluated on the ground. With reference to several studies carried out in the past, assessment has switched its emphasis from traditional evaluation to the use of alternative assessment methods with the goal of improving learning outcomes. Traditional assessment is ineffective since it doesn't let students know where they've performed poorly in certain areas (Anderson, 1998). Additionally, it ignores the many facets of pedagogy in relation to a broad community of learners with various origins, skills, and behaviors. Less information about students' attitudes and perspectives on learning and subject comprehension is made available to instructors. It is impossible to improve the teaching-learning process and increase efficacy without understanding the learners' multifaceted views (Garfield, 1994). Thus, it becomes clear that the current standards for evaluation have not been able to reach their supposedly existing purposes and that doing so would be practically impossible given the current situation. Alternately, in order to achieve the goals of assessment, alternatives to the current assessment framework must be implemented at all educational levels. These alternatives must improve learning outcomes as well as course outcomes in a comprehensive and inclusive way, with a focus on the attitudes and perceptions of both students and faculty members.