faculty of Languages

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About faculty of Languages

Faculty of Languages

 

The Faculty of Languages was established in 1986/1987, under the name of the Language Center. In 1988, the former General People's Committee issued a Decision No. 245 of 1988 to change the name of the Center to the Faculty of Languages. In 2002, the Faculties of Languages, Social and Applied Sciences, and Education were merged together under the name “Faculty of Arts".

 

However, with the start of the Fall Term in 2008/2009, the academic activities of the Faculty of Languages ​​were re-activated in all its levels pursuant to the decision of the former General People's Committee No. 535 of 2007 on the reorganization of universities and higher institutes. Since then, all language departments ended integration with the Faculty of Arts.

 

The Faculty of Languages ​​in its second era includes six departments:

 

Department of Arabic Language

Department of English Language

Department of French Language

Department of Spanish Language

Department of Italian Language

Department of African Languages

Department of Translation

Facts about faculty of Languages

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161

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48

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Who works at the faculty of Languages

faculty of Languages has more than 161 academic staff members

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Mr. ISMAIL SALEM ALI ALSHOUASH
Department of Spanish Language - faculty of Languages
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Prof.Dr. Khalifah Abubaker Khalifah Al-Asswad
Department of Translation - faculty of Languages
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Prof.Dr. mahmoud fathallh ahmed alsgeer
Department of Arabic Language - faculty of Languages
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Mr. Sara Ali Saleh Elforjani
Department of English Language - faculty of Languages
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Mr. Omima Ahmed Othman Al-Mahdawi

أميمة أحمد المهدوي هي احدى أعضاء هيئة التدريس بقسم اللغة الانجليزية بكلية اللغات. تعمل السيدة أميمة أحمد المهدوي بجامعة طرابلس كـمحاضر مساعد منذ 2012 ولها العديد من المشاركات في مؤتمرات علمية في عدة جامعات ليبية.

Publications

Some of publications in faculty of Languages

GLI APPUNTI IMPORTANTI DELLA LETTERATURA ITALIANA

يعتمد هذا البحث على تلخيص لمادة األدب اإليطالي الجزء األول للفصل الخامس، والذي قمت فيه بتسليط الضوء على االحداث األكثر أهمية والتي من خاللها تعطى لطلبة اللغة اإليطالية معلومات تاريخية قيمة عن االدب اإليطالي الذي من وجهة نظري تفيد الطالب من الناحية التاريخية و اللغوية حيث من خاللها يكتسب مجموعة كبيرة من المصطلحات األدبية والتاريخية القيمة ومعرفة أسماء االدباء والعلماء االيطاليين األكثر شهرة في العالم. وهو بحث يوضح تفاصيل المقرر الذي يدرس حاليا في القسم اللغة اإليطالية والذي يبدا من تاريخ 1200 ميالدية الى 1600 ميالدية. الخاص بالفصل الخامس.. وأرجو من أعضاء هيئة التدريس أن يستخدموا هذه الطريقة للحصول على نتائج متطورة
Taher LASHTER(3-2019)
Publisher's website

Machine Translation and Technicalities of Website Localization

Machine translation tools are widely used by companies. The tools are on an increasing demand. Translators need to equip themselves with the knowledge and the mastering of these tools. This study explores two machine translation tools involved in website localization. These tools are Alchemy Catalyst and Trados Tageditor. The study adopts an evaluative methodology to shed light on the intricacies and technicalities of these two localization tools. It discusses some of the cultural issues that localizers come across in the process of localization. In addition, it delves into the technical issues, mainly focusing on localizing into Arabic with a special focus on string, text, lexis, and orthography. The study concludes that the process of localization requires teamwork and involvement of computer engineers, and both localization tools are valuable in achieving a localization task.
Hamza Ethelb(8-2019)
Publisher's website

Problems Encountered in Teaching English as a Foreign Language to Large Classes in Libyan Primary Schools

Abtracts: Large English classes can cause many problems for the teacher and the young learners. It may seem impossible in such classes to organize dynamic and creative teaching and learning sessions. For example, it is impossible for the teacher in such classes to ensure individual participation of the young learners in the process of language practice and language use. Large classes can never be suitable for dealing with the new demands of language teaching. In other words, large classes cannot facilitate accomplishing teaching and learning based on the principles underlying communicative approach adopted in the primary 5 and 6 textbook, which is intended to build up the learner's confidence in going from organizing information to using the different language skills. The study examines the negative effects of the large number of young learners in the classroom. It intends to shed light on problems encountered in teaching English as a foreign language for communication to such classes. Research procedure and techniques to be used to collect data required for this study will be fulfilled by the use of teacher's questionnaire, as well as data drawn from informal interviews with English teachers in some primary schools in Tripoli. The actual teaching environment in primary schools is unsuitable for teaching English as a foreign language to young learners and at the same time, it prevents pupils from learning English properly. This is because most of the classes which have been visited and observed were crowded with large number of pupils. It has been noticed that this situation was problematic and uncomfortable for both the teachers and the pupils. Teaching English as a foreign language for communication to young learners requires small number of pupils in each class for the process to be successful. Young learners need special teachers' care and attention. They need enough time for each learner to practise the language and perform the various activities. Therefore, it has been recommended that large classes must be reduced to normal-size classes.
أسماء محمد أبوصاع (2010)
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Journals published by faculty of Languages

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كلية اللغات

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