Abstract:It is widely believed that understanding students' learning style and preferences can benefit both students and teachers. As students learn in various ways, it appears impossible to change the learning style of each student in the classroom. Instead, teachers might modify their teaching style so as to be more consistent with their students learning style. The purpose of this paper is three-fold.: first, to define and classify the concept of learning styles; second, to give an account of the significance of identifying and understanding learners' learning styles; third, to argue that students will have better achievements, if their teachers' styles or the way they receive instruction matches their learning style. Moreover, it is suggested that teachers should take a balanced approach to teaching styles so that they can cope with various learning styles. The study takes a theoretical approach to review relevant literature on the topic and present various view points on matching and/or mismatching leaning styles with teaching styles.

Abstract:It is widely believed that understanding a language does not only entail knowledge of phonology, grammar and vocabulary, but it also requires one to have information about certain features of the culture of that language (Cakir, 2006). There are various views regarding the importance of culture in language teaching. The aim of this paper is to discuss whether teaching language automatically entails teaching culture or not. To answer this question, the relationship between language and culture is first examined by referring to various views in literature. Then, teaching language and culture is explained by drawing on different points of view. This study uses a theoretical approach to review relevant literature on the topic and present different arguments for and against teaching language and culture.

This exploratory research aims at finding and locating false cognates (friends) between English and Kurdish. False cognates (friends) are words or expressions that have a similar form to one in another language, but a distinctive meaning. Between English and Kurdish, no evident data is available to prove the existence of false cognates and friends. Hence, it is necessary to spotlight this gap and investigate the common similarities and differences between these languages. This is due to the fact that English and Kurdish language belong to the same language tree family which is the Indo-European language families. However, the origin of English traces back to Germanic (anglo-frisian) language family. As for Kurdish language family tree, the standard forms of it belongs to the Indo-Iranian western branch. This project highlights false cognates and friends between English to Kurdish using document review and written language use exploration. Document review is a systematic gathering and documentation of qualitative data. From this perspective, English language etymological as well as Kurdish language etymological dictionaries are going to be consulted. Then, a list of false cognates and friends between the two aforementioned languages will be established and checked by researchers in collaboration with English and Kurdish languages experts. Findings show that there are certain false friends between English and Kurdish languages. The results will benefit researchers working in the comparative field between the aforementioned languages, EFL context, and language teachers. That is, teachers and instructors of English language may use the andragogic implications in their teaching practices in order to facilitate learning on the part of the students.

In this going-over study, words borrowed from English to Kurdish are scrutinized. More than 350 words are found to be derived from English to Kurdish as loanwords. In conformity with the wordlist which accompanies this research, the patterns of these words are categorized with reference to phonological-oriented criteria as assimilated, partially-assimilated, and non-assimilated borrowings. The assimilated genres were noticed to be the most frequently borrowed types of words from English to Kurdish. The meanings of each loanword from the donor (English) to the receiver language (Kurdish) are unchanged. However, the pronunciations of certain forms of loanwords are changed partly or naturalized. That is, the halfway assimilated loanwords may still be recognized as borrowings, but the non-assimilated ones are somewhat unrealizable. Keywords: English language, Kurdish language, Sorani dialect, loanwords, borrowing PuxtaLam twěžinawa lěkoĺin amězadã, wŝa xwãstrãwakãn la ingliziyawa bo kurdi lěyãn dakoĺdrětawa. Zyãtr la 350 wŝa dadozrětawa ka la ingliziyawa hatuna nãw kurdi waku wuŝai xwãstrãw. Ba gwěrai aw lista wŝayai ka lagaĺ am twěžinawayadã dět, ŝěwazakãni am wŝãna polěn krãwn ba gwěrai pěwari tãibati fonoloji waku wŝai xwãstrãwi ĉunyak, nimĉa ĉunyak u nã ĉunyak. Ŝěwãza ĉunyakakãn wã těbini dakrãn kawã bãwtrin jori wŝai xwãstrãu bn la ingliziyawa bo kurdi. Manãi har wŝayakai xwãstrãw la zmãni baxŝar (inglizi) bo zmãni wargr (kurdi) nagorãwa. Harchanda, ŝěwãzi běžãni handě ŝěwai tãibati wŝa xwãstrãwakãn baŝěwai baŝi dagorěn yãxud ba xomãli dakrěn. Amaŝ manãi waya, wŝa xwãstrãwa nimĉaiya ĉunyakakãn lawãnaya heŝta har waku wŝai xwãstrãw sayir bkrěn, baĺam wŝa xwãstrãwa nãĉunyakakãn tã rãdayak nazãnrãwn. Paivin Saraki: zmani inglizi, zmani kurdi, diyalěkti sorani, wŝai xwastrawakan, xwastn.