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Prof.Shehdeh Fareh Professor, Department of Foreign Language Academic RankProfessor

Specialization:

  • Linguistics

Research Interests:

  • Contrastive Linguistics, Translation, TEFL, Discourse Analysis, Curriculum design and evaluation

Contact

PhD in Linguistics, University of Kansas, 1988.
Professor in the Department of English Language and Literature Director of ELC Member in the Editorial Board of IJAES Chairman of the Department of English Language and Literature, University of Sharjah 2006-2009.
Graduate Studies Committee Recruitment Committee Committee for the Arabic Language Center for non-Arabic Speaking people
Fareh, Shehdeh. 2007. The Acquisition of Conditional Sentences by Arab Learners of English. International Journal of Arabic and English Studies (IJAES), Vol. 8,2007. Fareh, Shehdeh. Some Textual Problems in Translating Arabic into English.Turjaman, Vol.15, No.2, 2006. pp.89-105. Fareh, Shehdeh & Maher Ben Mousa .(2008) Pragmatic Functions of Interrogative Sentences in English: A Corpus-based Study. International Journal of Arabic and English Studies (IJAES), Vol, 9, 2008. Fareh, Shehdeh and Aziz Thabet. Problems EFL Learners Encounter in Learning Prepositions. JJAES, Vol. 10, 2009. Fareh, Shehdeh. Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected? Procedia Social and Behavioral Sciences 2 (2010) 3600–3604. Available online at www.sciencedirect.com Fareh, Shehdeh and Aziz Thabit Saeed. (2011) The Teacher as researcher in the context of language teaching. Procedia Social and Behavioral Sciences 15 (2011) 153–159 Saeed, Thabit and Shehdeh Fareh. (2012). Arab EFL Learners' Acquisition of Verbs of Senses. Studia Anglica Posnaniensia: An international Review of English Studies, 47:1 Translated into Arabic the book titled: How To create a culture of achievement in your school and classroom? Douglas Fisher • Nancy Frey • Ian Pumpian. 2012 (Arab Education Bureau for the Gulf States). Fareh, Shehdeh. (2014). Pedagogical Role of Discourse Grammar. 11th International Congress on English Grammar: Grammar and Grammar Teaching: Changing Perspectives. Coimbatore, India 23-25/1/2014. Fareh, Shehdeh, Jihad Hamdan. A series of books for teaching English as a foreign language.
M.A Theses Supervision (At the University of Jordan. and at the University of Sharjah.) Abu Hatab, Wafa' Ali (1992). Discourse Error Analysis of Compositions Written by Community College Students. University of Jordan. Abdul-Hadi, Darwish N. (1991). The Speech Act of Requesting: Some Aspects of the Pragmatic Competence of the English Language Learners at the University of Jordan. Nazzem Mohammad Attiyayt. (1996). A Translation from Arabic into English of Rajeh Al Kurdi’s Book:: Glimpses of the Prophet’s Sirah in the Meccan Phase. University of Jordan. Eid, Yaser, J. (1991). Discourse Analysis of Compliments and Invitations in English and Arabic: A Contrastive Study. University of Jordan. Al-Oteir, Eman Abdelkader Husain. (1995). Syntactic and semantic deviation in thirty twentieth-century English Poems. University of Jordan. Rayyan, Abdallah Muhammad. (1996). A translation of a book entitled International treaties in Islamic shariah by Iyad K. Hilal/ translated by Abdallah Muhammad Rayyan. University of Jordan. Al-Khatib, Anwar Rateb. (1998). Lexical, phonological and textual features of English and Arabic newspaper advertisements: a contrastive study, University of Jordan. FarsouniI, Kamal Hamad R. (1993). A linguistic analysis of some syntactic, textual and persuasive features of advertisements in professional American magazines, University of Jordan. Musleh, Reem. (1994) Some Textual Features of the Language of Auditing, University of Jordan. El-Far, Naheh Rawhi. (1993). The Organization of Repair in the Conversations between Adult Foreign Learners of English, University of Jordan. Abu Joudeh, Maysoun. (1999). Substitution and lexical cohesion in legal texts in English and Arabic. University of Jordan. Abu Rish, Najwa M. (2008) A Translation into Arabic of A Book Titled: Dylexia in the Early Years: A Practical Guide to Teaching and Learning by Dimitra Hartas. University of Sharjah Nowar Al Diyab. (2011). A Translation of a Book titled Translation Management Techniques for Students with ADHD: A Step-by-Step Guide for Educators, by Roger Pierangelo and George Giulaiani (2008). Sumayyah Ali Al Amri. A Translation and A Commentary on Why DO English Language Learners Struggle with Reading? Distinguishing Language Acquisition from Leaning Disabilities. Edited by Jannette K. Klinger and John J. Hoover, Leonard M. Baca (2008). Aisha Muwafaq. Graduation Research titled Illocutionary Forces of Major Sentence Types in English and Arabic, 2011. Asmahan Abdul Noor Al-Madani. A Translation of and a Commentary on a book titled: Start your Business Week by Week: How to Plan and Launch your Successful Business One Step at a Time, by Steve Parks. 15/11/2011 Shaikha Rashid Al-ShamsiA Translation of and a Commentary on a book titled: Teaching Students With Autism Spectrum Disorders: A Step-By-Step Guide for Educators. Written by: Roger Pierangelo & George A. Giuliani. 22/11/2012 Kholoud Hussain Al-Hammadi. A Translation of and a Commentary on a book titled: “ Teach with your Strengths: How Great Teachers Inspire their Students. 22/11/2012. Nada Al Hammadi. A Translation of a book titled: How to be Brilliant: Change Your Ways in 90 Days.2014. Jamila Almur. A Translation of a Book titled: Why School? Reclaiming Education for all of us. 2013
Award for Distinction in Academic Research, College of Arts and Sciences, University of Sharjah, 2005/2006. Award for Distinction in University and Community Service, College of Arts and Sciences, University of Sharjah, 2006/2007. Award for Distinction in Academic Performance presented by the College of Arts and Sciences, May 2008. Award for Distinction in Teaching in the College of Arts, Humanities and Social Sciences, 2011. Award for distinction in Academic research in the College of Arts, Humanities and Social Sciences, August, 30th /2012.
My philosophy of teaching is based on the belief that there are basic pillars of success and achievement in the teaching-learning process that must be observed, chief among which are the following: Understanding the process of learning Understanding the process of teaching Understanding the relationship between teaching and learning. Knowledge of teaching methods and techniques Understanding the role of teaching materials Knowledge of assessment methods In the courses I teach, I believe that the ultimate purpose of the teaching learning- process should be training learners to become independent, autonomous, critical thinkers and problem solvers through equipping them with the necessary information and skills they are expected to need in their future life. Teaching, from my own perspective, is a process whereby desirable modifications are expected to occur in the learners’ behaviors. It is the process by means of which the teacher attempts to facilitate the accomplishment of such desired behaviors in learners. This can only be achieved if the teacher is aware of the nature of teaching and learning, and if he is qualified in terms of knowledge of subject matter and teaching methods. The teacher should be aware of his students’ needs, characteristics, as well as the differences between them. He should also know their background knowledge in order to better meet their needs and help them modify their behaviors in their attempt to accomplish the expected learning outcomes at the cognitive, affective and psychomotor levels. However, teaching does not guarantee learning because there are certain qualities and conditions that learners have to meet in order for learning to occur through practice, training, and experience. Learners have to be intrinsically motivated in order to learn. Teachers also play a significant role in motivating or demotivating their students. Therefore, they need to be aware of how to motivate their students and encourage them to learn and progress. Furthermore, learners need to be aware of the best learning strategies so as to save themselves time and effort in the process of learning. The role of the teacher is to help his students to identify their learning strategies and make use of them in their attempt to acquire information and skills. In order for the teacher to facilitate the process of learning, he has to be aware of the students’ learning styles and to have, at his command, a number of teaching methods and techniques that can be compatible with his students learning styles. In brief, the teacher should be a guide, a facilitator who provides access to information rather than being the only source of information. The teacher is an educator whose goal is to instill a love of learning in his students, and share his own passion for learning with them. Teaching does not take place in vacuum. An atmosphere conducive to learning should be created by the teacher in terms of selecting the relevant textbooks and by providing relevant supplementary materials when the textbook is inadequate. A relevant culture and ambience for teaching, learning and achievement ought to be created in educational institutions at all levels. I believe that learning should not be restricted to memorizing bits and pieces of information and acquiring a number of skills to be performed only in class. On the contrary, teaching should aim at preparing students for life by equipping them with lifelong skills and experiences which they can utilize in their real life after leaving colleges and universities in a continual process of leering and development. Students must be prepared for their future life by training and encouraging them to acquire life-long learning skills. Finally, in order for teachers to check whether their students have accomplished the expected outcomes, they should know how to adequately assess to what extent students have accomplished the expected outcomes and how successful they have been in attaining skills and knowledge. Information obtained from assessment tools and procedures should be utilized in improving course syllabi as well as teaching and testing techniques. This entails that teachers should use a variety of assessment and measurement techniques in order to ascertain that students have learnt what they were expected to.
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