Abstract

This paper attempted to conduct a critical analysis of Donald Trump’s inauguration speech in 2025. The speech was analysed through Van Dijk’s socio-cognitive approach. Three levels of analysis were employed: textual, cognitive, and social. The findings revealed that Trump employed several rhetorical appeals, including logos and pathos. Additionally, various rhetorical devices such as hyperbole, metaphors, and parallel structures were utilised to reinforce his ideas. The analysis also revealed underlying ideologies within the speech, including nationalism, inequality, and protectionism. Trump depicted Americans as law-abiding citizens, while he portrayed immigrants as criminals posing a serious threat to America. Furthermore, Trump effectively employed linguistic tools and rhetorical devices to characterise Biden’s administration as weak and incompetent in managing social and economic issues, while presenting himself as a redeemer of America.

This research investigated the challenges medical university students encounter in learning

technical vocabulary. A quantitative research approach was adopted. 61 first-year medical

students at the University of Gharyan participated in the study. A structured questionnaire was

used to gather the data. The findings revealed that medical university students encounter

several challenges in medical vocabulary learning, including pronunciation, spelling, meaning and use. The results also indicated that medical university students struggle to recall some

medical terms, which could be attributed to cognitive overload. The researchers suggest

revaluating the current English medical programs at the Faculties of Medicine in Libya.

Teaching vocabulary in context, highlighting the grammatical categories of words, drawing

distinctions between synonyms through examples, and training students on using medical

words through interactive activities could enhance the current English medical programs.

ABSTRACT

This study aimed to explore EFL teachers’ perceptions of the 21st-century PD program in six primary schools in Al Jabal Al Gharbi district. 31 teachers participated in the study. The mixed-research approach was used to conduct the research. A structured questionnaire and a semi-structured interview were used to gather the data. The results revealed that participants acquired several teaching skills, such as new techniques for teaching vocabulary, speaking, and listening language skills, from the 21st-century PD program. Furthermore, the participants reported positive changes in their students’ outcomes, including improved speaking, listening and vocabulary. The findings also revealed some complications in implementing the PD program, including a lack of resources and administrative support at some schools.

ملخص البحث :

في عام 8102 م ، تم تقديم منهج جديد للغة الإنجليزية يسمى القرن الحادي

والعشرين في ليبيا. وضعت وزارة التربية والتعليم خطة لتدريب المعلمين على

تطبيق هذا المنهج . حضر حوالي 011 مدرسا من مناطق مختلفة في ليبيا في العديد

من ورش عمل تدريب للمعلمين في تونس التي قدمتها Garnet Education ،

وبعد ذلك ، عاد المتدربون إلى ليبيا لتدريب معلمي مدارس اللغة الإنجليزية على

استخدام الاستراتيجيات والتقنيات التي تتوافق مع أهداف المنهج.

وقد تم استخدام منهج البحث النوعي لجمع البيانات في هذه الدراسة عن طريق

مقابلات شبه منظمة مع عشرة معلمين لغة إنجليزية. أظهرت النتائج أن معظم

المعلمين الذين شاركوا في الدراسة واجهوا تحديات في تدريس منهج اللغة

الإنجليزية الجديد حيث تضمنت هذه التحديات، عدم توفر الوسائل التعليمية، عدد

الطلبة الكبير داخل الفصل، وعدم دعم الأساليب الحديثة المتبعة في تدريس المنهج

الجديد من قبل إدارات المدارس والمفتشين