Abstract:

This paper takes a swift look at the genesis and history of humanistic psychology in general and its offshoot, Emotional Intelligence, while it has an eye on the classroom and learner all through. For this purpose, it furnishes the theoretical background of EI touching Phenomenology, Affective theory, Multiple Intelligences, and Socio-constructivism. Having put the idea of Emotional Intelligence in perspective, it mentions some misconceptions about this theoretical proposal, particularly related to its practical implications for. Lastly, the article examines the role of Emotional Intelligence in FLT from a practical standpoint.

Abstract

There has been a growing interest toward the effective writing instruction in a way to support learners to become confident and independent, making explicit to the students how to go about the learning process can serve to increase learners' strategies, thus improve their motivation. It heightens students' awareness of writing strategies in enhancing their writing quality and quantity. Furthermore, teaching multiple prewriting strategies can be considered as a fruitful platform to embark on the complex process of writing. In this way, the current study aimed to explore the effect of explicit instruction of three prewriting strategies on the learners' writing achievement. To this end, 42 intermediate students participated in this study, 28 students in two experimental groups received a treatment and the results compared to their 14 counterparts in the control group. The results revealed that the explicit instruction of prewriting strategies greatly optimized the writing achievements of students in two experimental groups and proven to be effective in this regard. The findings have some implications for language instruction and suggest that the implementation of explicit strategy instruction by the teacher can make a world of difference for students in the process of learning.

Abstract:

In this article I will attempt to give a brief and convincing overview of the development of Shakespeare industry and Shakespeare's studies in Albania in dialectical manner. Certainly this research will encompass the features and particularities that enhanced Shakespeare translations in the Albanian literature and culture beginning from WWI where we grasp the first undertakings of this sort to jump into other time periods as subsequent developments within Shakespeare industry and Shakespeare's studies.

Perceived ontologically this issue of concern, I could express out that the battle for recognition of Shakespeare has been instrumentalized either from the patriotic feelings which led the Albanians to freedom and independence or from the Communist inspirations nurtured by the Communism in power and icon to be conquered entirely and anxiety to be naturalized and domesticated and value to be attained, modified and supported by and from the ideology in power as well.

All these will be the crucial concerns I will attempt to develop in herein article.