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Dr.Samer Jarbou Academic RankAssistant Professor
Samer Jarbou

Specialization:

  • PhD. in Linguistics/ Indiana University of Pennsylvania-2002.

Research Interests:

  • Deixis/pragmatics Speech acts/pragmatics The Semantics-Pragmatics Interface Computer-Mediated Communication (CMC) Discourse analysis

Contact

Ph.D. in Linguistics
Assistant Professor
(2014-present) Assistant Professor in the Dept. of English Language and Literature at University of Sharjah, Sharjah, United Arab Emirates. (2013) Associate Professor in the Dept. of English Language and Linguistics at Jordan University of Science and Technology, Jordan. (2002-2013): Assistant Professor in the Dept. of English Language and Linguistics at Jordan University of Science and Technology, Jordan. (1998-1999): Lecturer in the Department of English at Jordan University of Science and Technology, Jordan.
(2014) Representative of the Department of English Language and Literature in the Faculty of Science and Arts / Sharjah University, UAE. ((2014) Member of the book-exhibition committee, College of Arts and Humanities, Sharjah University. UAE (2003 -2013) Served for five times as a member of the scientific research committee, Department of English Language/ Jordan University of Science and Technology, Jordan. (2012/2013) Served as representative of the Department of English in the Faculty of Science and Arts / Jordan University of Science and Technology, Jordan. (2012/2013) Headperson of the library committee in the Faculty of Science and Arts / Jordan University of Science and Technology), Jordan. (2012/2013) Served for 9 times as a member of the examinations committee, Department of English Language / Jordan University of Science and Technology, Jordan.
Samir O. Jarbou (2010). Accessibility vs. physical proximity: An analysis of exophoric demonstrative practice in Spoken Jordanian Arabic. Journal of Pragmatics, vol. 42 (11), pp.3078-3097. (Elsevier, Science Direct). Samir O. Jarbou (2012). Medial Deictic Demonstratives in Arabic: Fact or Fallacy. Pragmatics (IPRA), vol. 22 (1), pp.103-118. Samir Jarbou & Fathi Migdadi (2012). Testing the Limits of Anaphoric Distance in Classical Arabic: A Corpus-Based Study. Research in Language, vol. 10 (4), pp.423-444. (ISSN: 2083-4616. 9 De Gruyter). Samir Jarbou & Buthaina Al-Share (2012). The effect of dialect and gender on the representation of consonants in Jordanian chat. Language@Internet, vol. 9. http://www.languageatinternet.org/articles/2012/Jarbou Fathi Migdadi & Samir Jarbou (2007). Compliments in Fellahi Jordanian Arabic. Grazer Linguistische Studien, vol.67-68, pp.165-189. Osama Abdel-Ghafer & Samer Jarbou (2015). An existential expletive: fi in Jordanian Arabic. Folia Linguistica.
Supervisor Rasha Al-Khatib, ' Non-verbal Communication in English and Arabic '. Department of English language and Linguistics/ Jordan University of Science and Technology, Jordan. Sana' Karasneh, ' A Contrastive Study of the Realization Patterns of Requests USED In American English and Jordanian Arabic'. Department of English language and Linguistics/ Jordan University of Science and Technology, Jordan. Somaya Al-Zu'bi, ' Phoric Reference in the Language of Advertising '. Department of English language and Linguistics/ Jordan University of Science and Technology, Jordan. Buthaineh Al-Share', ' A Sociolinguistic Analysis of Jordanian NetSpeak (JNS)'. Department of English language and Linguistics/ Jordan University of Science and Technology, Jordan. Shadi Al-Shara'a, ' Reference to Death in a Local Bedouin Community in Eastern Jordan '. Department of English language and Linguistics/ Jordan University of Science and Technology, Jordan. Khalid Yabroody, 'Implicatures in the Holy Quran'. Department of English language and Linguistics/ Jordan University of Science and Technology, Jordan. Examiner of more than 50 MA theses at Jordan University of Science and Technology and Jadara University, Jordan.
I believe that the cornerstone for a learner's success is that he/she should be motivated to learn. It is the teacher's responsibility to create the environment and factors that ignite and maintain the desire for learning in his/her students The instructor should practice the role of guiding and helping students to make their own discoveries concerning their subjects of study, their abilities, and the world they live in. The instructor should not think of him/herself merely as a provider of information to students as passive receivers. I believe that students remember, and understand, what they discover better when they are actively involved in the process of learning. It is the teacher's responsibility to provide the best conditions necessary for the success of the teaching/learning process in his/her classroom.
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