Journal of Tikrit University for Humanities

Multisensory education including the human senses as much as possible in order to improve awareness, attention and memory. It is a very popular approach for students who have difficulty in learning. The method combines several senses such as, hearing, seeing, speaking, perceiving, and involve simultaneously the teaching structure, and new information into ideas that the students already know and understand by performing different types of activities.
There are some basic techniques, instructional steps, and strategies that motivate students, hold their attention, enable them to understand new information, and remember and review it later.

This study aims at revealing the rhetorical difficulties of teaching English novel to the third grade from the instructors and students' perspectives at the Universities of Tikrit and Kirkuk.
1. Identifying the rhetorical difficulties and the problems that face Third grade students in the English Departments in Colleges of Education for Humanities at Tikrit and Kirkuk Universities in teaching English novel from instructors' and students' perspectives.
In order to achieve the aims of the study certain procedures have been followed: The population are 161 undergraduate EFL students, in the third year of English Departments, Colleges of Education for Humanities of Tikrit and Kirkuk, the sample is 65 students, whereas the population of instructors are 25 who teach third year students English literature at both Colleges of Education Tikrit and Kirkuk Universitie The instrument is a questionnaire for both teachers and students. First questionnaire has been constructed and distributed to the teachers who are teaching English novel to third year students of English Department in the Colleges of Education for humanities at Tikrit and Kirkuk Universities, to find out the nature of the difficulties that face teachers in teaching novel. Then the questionnaire has been constructed and distributed to the third year students of English Department in the Colleges of Education at Tikrit and Kirkuk Universities. The teachers questionnaire contains (50) items, to be answered by English novel teachers, while the questionnaire of students contains (20) items, to be answered by the third year students.
The novels that are included in the questionnaire are :
1. "Wuthering Heights" by Emily Bronte
2. "Great Expectations" by Charles Dickens
The face and the content validity of the questionnaire have been ascertained. It has been submitted to a jury of ten experts in English language . The questionnaire has been applied to (15)teachers in English departments at the Colleges of Education for Humanities at Tikrit and Kirkuk Universities. Through the analysis of the results of the two questionnaire. It has been found out that the students face many rhetorical difficulties in studying novel and these difficulties can be categorized into two kinds:

تم تعريف النموذج التعليمي الخماسي تبعا لبايبي (1976) كمنهج تعليمي يسمح للطلبة بإعادة تعريف وتمييز وترتيب التفكير الذاتي وتعزيز قدرتهم على التفاعل مع اقرانهم وبيئتهم. لقد تم بناءه حول تسلسل منظم ومصمم كطريقة ملموسة وعملية للمعلمين لتنفيذ النظرية البنائية. بعبارة أخرى، يعتمد النموذج على البنائية التي تؤكد أن المتعلمين يتبنون أو يبنون أفكارًا جديدة فوق أفكارهم القديمة. يشير أصل النموذج إلى الثمانينيات عندما صمم فريق دراسة مناهج العلوم الذي كان قائده رودجر بايبي نموذجًا يعتمد على التفكير البنائي بتسمية النموذج الخماسي. يعتمد على التعلم القائم على الاستفسار. في هذا النموذج، يجب على المدربين العمل مع طلابهم، الذين سيشعرون بمزيد من الحافز للتعلم عندما يشعرون بالدعم من قبل معلميهم لتوليد أسئلة مثيرة للتفكير وخلق فرضيات. يعزز النموذج التعليمي أيضًا المناقشات العقلانية بالإضافة إلى حل المشكلات التعاونية، مما يؤدي في النهاية إلى الفهم وتنمية مهارة القراءة الاستيعابية.

The current study seeks to identify the article errors for both first and third year students in conversations. To achieve this the aim, interview and spot the differences tasks are used as a source for data collection. The study targeted 60 samples in the Department of English, College of Education for Humanities, University of Mosul, for the academic year 2021-2022. Participants are chosen randomly from the students. As for data analysis, errors are described according to Corder's (1973) classification viz omission, addition, misordering, and selection. The current study demonstrated that learners of English as a foreign language face some difficulties in using articles in conversations. Regarding the description of errors, first year students made 65% of the errors related to the omission category, while 31% of the errors were related to addition category. Errors related to selection category occupy only 4% of article errors. As far as third year students, it has been noticed that 60% of article errors related to omission category , it represents the highest percentage among other categories. Errors associated with addition category have the percentage of 38% , while 2% of these errors are represented by choosing inappropriate items. No errors have been noticed for two levels at the level of article ordering. Regarding sources of errors, both interlanguage and intralanguage were seen as sources of article errors.