Journal of University of Babylon

The word humanist has a wide but essential significance. The humanist tradition cannot be described as though it were a set of unchanging ideas, much less a revealed philosophy. It implies, rather, an evolving outlook which has developed with man's increasing knowledge and control of the world he lives in and hence of his own destinies. One would not expect a twentieth-century humanist to hold all the same opinions or even share all the same attitudes as a humanist of the sixteenth or seventeenth century. What distinguishes both, and brings them into the same tradition, is a fundamental tough confidence in the capacity of men (though not necessarily the individual man) to master-with whatever difficulty, error and tragedy –the particular problem and challenges with which, at the particular stage their world has reached, they are faced, I do want to suggest that the humanist is as his opponent always makes him–an easy optimist committed to some comfortable belief in inevitable progress. Certainly most humanists of Shakespeare's time thought the world was getting worse rather than better (to put it mildly); certainly almost all accepted some kind of religious explanation of the world and man's fate; while even among those most concerned with the new science there was as yet. little of what a modern scientist would call scientific theory or method. many of this time were in fact rather nervous intellectuals whose comparative isolation made optimism difficult. yet there shines out from their work (one recalls the famous 'up word turn' at the close of Shakespeare's most heartrending and blackest tragedies) a refusal to accept despair, a firm determination to see the social being man and the world he lives in as clearly, truly objectively as possible, and a deep conviction –which, whatever its particular philosophic form or coloring, is the essence of the humanist spirit-that this can be done. humanism in the very nature of things can only be seen and understood in terms of actual human experience and history.

This study is one in corpus linguistics. It examines the frequency of the grammatical categories used in six prose texts .This aspect is studied through the variables of prose text type and writer's sex. The model used to analyze the corpus is adapted with modification from Ball (1993) and Burrows (1993). The study proves that the text type and the writer's sex, in addition to the text theme determine the grammatical category used. Thus, it accepts its alternative hypothesis.

Romanticism, Realism, and Naturalism were the leading literary movements of the nineteenth century. As the century advanced, national boundaries began to be less confining as movements found adherents all over Europe. -Together with
tills Cosmopolitan trend there is another tendency.

Depending on experience and observation, we saw that advanced EFL learners in Iraq are not able. to produce and recognize Ths and Rhs (Appendix 1) correctly from the structural and intonational perspectives. Accordingly, this study aims at achieving:
1. A through investigation of English Th and Rh structures and the Ts accompanying them.
2. An investigation of Ths in English and the Ts accompanying them as realized in the discourse of advanced EFL learners in Iraq in their Rec and Pro Levels.
To testify the practical aims, it is hypothesized that the advanced EFL learners in Iraq face difficulties in the structural and intonational Rec and Pro of Ths and Rhs.
To achieve the aims and testify the hypothesis, the study selects a sample constituting (300) subjects representing third and fourth stages of studying EFL in Iraq, which are the High- est stages of studying EFL in Iraq. The learners are supposed to have mastered the English sentence structures and their Ts after studying grammar (3-4 years) and phonology (2 years). The number of subjects is equal in sex and stage of learning: 150 third (75 male & 75 female) and 150 fourth (75 male & 75 female).

All languages exhibit certain features which can be regarded as cohesive. Such features are of different types and belong to different levels; yet, all contribute in making the text one interwoven whole. In addition to the structural features which are admittedly considered the fundamental types of cohesion, non- structural features such as grammatical anaphora (or reference), grammatical substitution, and lexical anaphora (e.g. repetition of a lexical item) display a similar force in connecting sentences (Halliday, 1966: 248).
Among these non-structural features, lexical cohesion will be the concern of this paper which attempts to shed some light on the concept of lexical cohesion as well as its two major strategies: reiteration and collocation.

T his research deals with the analysis of errors made by university students in the use of certain prepositions of place: over, above, into, on, and to. The aim of this research is to account for the reasons that make the student commit different types of errors in order to specify suitable procedures in teaching prepositions of place and offer suggestions for conducting effective solutions in this area.
Prepositions are very common in English sentences. Using prepositions is one of the best and easiest ways to make sentences were agreeable. In English, prepositions are function words in the sense that they have several possible functions depending on the context in which they occur and they may change the meaning of the sentence. (Robert, 1956: 88).