Imam Jaafar Al-Sadiq University Journal of Human and Social Sciences

In most of the societies, men are considered to be the bread winner of the family. On the other hand, the female are confined to the four walls of their houses-be there the walls of their family, parents, husband or somewhere else, they are marginalised and subjugated. They are supposed to play the role of rearing children and working for the welfare of the family. This image of women can be seen in a male chauvinistic world where strict patriarchal norms are followed by the conservative and stereotyped people. But, with the passage of time, the role of female has been changed drastically as the modernisation of the world has brought a sea-change in the traditional image of women all over the world. Cinema, like literature, is the reflection of society where we across the contemporary reality reflected through movies. Indian Cinema has also presented changes in the women’s image from time to time.

The greatest creator of illusions is attachment; only the unattached can reach reality. The present study focuses on feelings and how they affect people's psychological growth. By shedding light on how untreated attachment difficulties influence characters' challenges with intimacy and atonement, the research contributes to a better understanding of the psychological aspects of narratives. This research compares and contrasts "Babylon Revisited" by F. Scott Fitzgerald with "Violet Flower" by Ansam Almaaroof using attachment theory as a framework. The study examines how the main characters in both works deal with themes of loss, regret, and psychological recovery while emphasizing how early attachment experiences shaped their actions and relationships with others. This research illustrates how both writers depict the emotional complexity of their characters by employing fundamental ideas from attachment theory, such as secure and insecure attachment patterns. By employing an interdisciplinary approach, the research enriches literary analyses of these works and enriches the wider conversation on attachment and interpersonal relationships in literature.

In Anne of Green Gables, Lucy Maud Montgomery beautifully intertwines nature and fantasy, creating a world where Anne Shirley’s imagination flourishes. Nature is not just a backdrop in Anne’s life; it serves as a sanctuary that provides her with peace, inspiration, and a space to dream. Her ability to transform even the most ordinary scenes into magical realms displays her creativity and resilience, allowing her to cope with the difficulties she faces, build meaningful relationships, and mature as a person. The way Anne blends the real and the imagined highlights the novel’s larger theme: the power of imagination and nature to heal, transform, and uplift. This study of nature also reflects Anne’s emotional journey. Having faced an emotionally difficult past, Anne turns to her vivid imagination as a refuge from her harsh reality. Nature, with its beauty and simplicity, becomes her emotional anchor, helping her escape loneliness and find solace. This contrasts with the more grounded, often unimaginative views of those around her, especially in Avonlea. Her struggles, shaped by her orphan status and her position as a young girl in a changing world, echo Montgomery’s own feelings of exclusion, as both the author and her character wrestle with the tensions between tradition and modernization.
Through Anne’s journey, Montgomery not only celebrates the natural world but also encourages readers to embrace creativity, seeing beauty even in the simplest aspects of life. Anne’s story is a powerful reminder of how imagination can offer a way out of hardship, guiding us toward personal growth and a deeper connection with the world around us.

Project-Based Learning is an interdisciplinary approach that upholds authentic tasks learners do to circumvent real-life matters by getting them integrated in long term projects set around challenges and snags they may run into their state of affairs. In addition, recent generations were born in a digital era where cellphones become an integral part of their daily habits; hence, they master the use of copious mobile devices and applications as well as they have a good knowledge of technological skills. Therefore, in this study, attitudes on the use of mobile apps as a motivating tool in project-based learning, particularly project presentation, are investigated from the viewpoints of secondary school teachers and learners. At Ibn Khaldoun High School (Sétif, Algeria), 266 first-year secondary school pupils and their teachers (N=3) took part in this exploratory study. Students found it tedious and uninteresting to present a project in class, according to preliminary data. Hence, investigating this issue might improve academic upshots. A 4-point Likert scale questionnaire, for both teachers and students, was the data gathering tool employed in this study. The Statistical Package for Social Sciences (SPSS) was then used to analyse the collected data. According to the study’s findings, there is a noticeable positive attitude among teachers and learners regarding the use of mobile apps as a motivating instrument during project presentations. About the latter, educators and learners alike demonstrate their appreciation for and readiness to incorporate mobile learning technologies into project presentations, in order to boost motivation, squelch boredom, and preserve classroom interaction.

Tattoos played an integral role in characterization from the very beginning of literature till this day. Tattooed literary characters not only increased over the years; they took the center stage as well, becoming role models to the extent that fanatics adapt their tattoos. All genres of literature witnessed great inclusion of inked characters, giving emphases to their literary significance in building characterization. Dan Brown took tattoos to a whole new level by creating a riddle in the shape of a tattooed antagonist in his bestseller The Lost Symbol, the third book of the symbologist Robert Langdon Series. The problem of the research lies in the fact that although many studies and books were dedicated to analyzing Dan Brown’s The Lost Symbol, very few concentrated on the symbols inked on the antagonist Mal’akh. Strange enough, Mal’akh was searching for the last symbol to tattoo on the only tattoo – free skin on the crown of his head and Brown took us through a treasure hunt composed of 669 pages to conclude this symbol. The aim of research is to decipher the symbolic tattoos burnt into Mal’akh’s skin. The researcher will describe the tattoos from top to bottom, explaining them from Dan Brown’s point of view through his antagonist Mal’akh, as well as analyzing how each and every tattoo plays an integral role not only in characterization but also in various ranges of literary elements. Mal’akh’s tattoos as reflections of setting, atmosphere, mood, tone, point of view, motif, theme, plot, metaphor, personification, conflict, allusion, and genre are analyzed and discussed with reference to the novel as well as literary studies. The researcher concluded that Brown’s gradual revelations of Mal’akh’s tattoos show his creativity as a writer in using tattoos to reflect a wide range of literary elements of the novel.

Within Kurdish families, Kurdish parents were the main source of supervising the education of their children. However, other sources of information participate in this challenging mission. In the last fifteen years, other sources such as technological advancements, media, friends, and schoolmates have had a significant effect on how children think or behave. For that reason, it becomes hard for parents to approach their children. Children’s study and education is one of the challenging periods for almost all parents. The way parents give educational instructions to their children concerning their studying style and handling of school subjects is of great importance. Thus, this study offers a comprehensive cognitive stylistic analysis of the way educated Kurdish parents provide educational instructions to their children. The key devices of cognitive stylistics are Schema-Theory, Text-World Theory. This study explores the cognitive processes and stylistic features employed in parental educational instructions within family discourse. This research uses a descriptive qualitative method by focusing on, highlighting, and analyzing each line in the instructions.

Consecutive interpreting is a demanding task where the consecutive interpreter is believed to perform in an optimal manner that need the interpreter to work extremely hard to cater for these standards. In this paper, the researcher sheds the light on the behavioral, communicative and linguistic competences a consecutive interpreter should enjoy as the interpreter is a speaker in the first place. Moreover, the researcher also points at some cultural and circumstantial challenges that occasionally face the interpreter. The results show that the consecutive interpreter needs to work excessively to obtain the aforementioned competences and avoid the awkward situations by being regularly exposed to the linguistic and cultural patterns of the target language.

This is a study in computational psycholinguistics, an interdisciplinary research area that combines linguistics, psychology, and computer science knowledge and experiences. The simulation of human beings is the topic of the study. Word recognition, in other words, seeks to simulate on a machine the cognitive mechanism by which we enable and access words, their shapes, in our mental lexicon, as well as their constituent parts It is concerned with the simulation of auditory (rather than written) word units since it is concerned with spoken (rather than written) word units.
This study, in particular, proposes two new models that we created and designed ourselves: The first, known as FN5, simulates spoken word comprehension in monolinguals, while the second, known as BIMOLA, models multilinguals. Bilinguals' spoken word comprehension The monolingual model FN5 is based on French and thus includes a lexicon of 17,668 French words (nouns, determiners, and prenominal adjectives), some of which are prenominal adjectives FN5 recognizes both single (isolated) words and sequences of two related words (determiner + noun or prenominal adjective + noun). It employs a novel approach to understanding sequences of words.
words by optimizing the alignment positions and pronunciation variants of the words Furthermore, it allows for a variety of phonological phenomena to occur within a word or at its boundaries.

The study focuses on graphic novels as a medium to convey moral values and explores how linguistic and non-linguistic semiotic resources contribute to the overall meaning-making. It draws upon the systematic functional linguistic theory by Halliday and Matthiessen (2014), the work of Kress and Van Leeuwen (2006) on the grammar of visual design, and Linda and Eyre's (1997) book on teaching values to children. The research utilizes a mixed-method approach, incorporating qualitative and quantitative analysis methods. The study aims to achieve several objectives, including examining the usage of textual and visual elements within these novels, and exploring how these elements work together to convey messages through single images. The study hypothesizes that visual elements are equally crucial as textual elements for understanding single images.

In literary criticism, an objective correlative is a group of objects or events which systematically represent emotions in a given text. According to this context, the study argues that Matt Gallagher’s And Bugs Don’t Bleed, a trauma fiction, exemplifies this term as it contains many fictional objects which convey the emotions in the text to the reader. The argument is mainly tackled through the literary term of T. S. Eliot’s ‘Hamlet and His Problems’ embedded within the theoretical framework of trauma and its literary representation. The study aims to answer the following questions: how does Eliot’s literary term find its echo in the examined narrative and what are fictional objects that implicitly indicate the multiple meanings that help to motivate the reader’s emotional and critical response.

The study aims to investigate the discursive and social aspects of the political speeches of world leaders on the Gaza war in October 2023.. The study adopts the frameworks of Van Dijk (1996) for critical discourse analysis. The study adopts a qualitative approach to analyze the data, depending on the content analysis of the elicited speeches, to determine the interplay and interrelationship between text, ideology, social practice, language, and politics. Findings have shown that the consumption and perception of the intended ideological and social practices and the selected speeches have shown the interrelationship between politics and ideology and how those leaders have utilized discursive practices to show the social structure and manipulation of framing and understanding of the social effects and political implications in their speeches. The study concluded that text has a significant role in making assumptions and manifesting ideology, political impact, and social relationships on many levels of linguistic analysis.

This paper studies the use and function of postposing strategies in ten extracts given by Barack Obama, the former US president. It investigates the syntactic and pragmatic roles of postposing in political speeches, as well as the role of sentence structure in the rhetorical and persuasive effects of speeches. The study aims to advance knowledge of how political figures use linguistic strategies such as postposing to convey their messages, especially in the context of modern political speech. The researcher adopts Quirk et al (1985) for the analysis of data‎. The results indicate that all identified structures are present within the selected data. Furthermore, it has been shown that amongst the four strategies, which are extraposition, existential construction, pseudo-cleft construction, and right dislocation, the most frequent one is the pseudo-cleft construction strategy.

Applied linguistics is an interdisciplinary field that studies language use and foreign language teaching, focusing on real-world problems rather than theoretical investigations. Early applied linguistics aimed to bridge the gap between theoretical achievements and classroom practice. It has significant benefits for teaching writing and composition in a foreign language, and EFL teachers must practice applied linguistics to effectively engage in language teaching. Applied linguistics contributes to developing structural, syntactic, and semantic fields of a written language and enhances learning through suggested activities by EFL teachers. The research reveals that applied linguistics plays a crucial role in teaching writing and composition in a foreign language.

The current paper tries to investigate the role of literature in enhancing students’ perception for using one of the social common syntactic phenomenon which is a vocative. The syntax and the pragmatics are adopted in this study for the analysing a vocative case in one of the most popular English writer who is Shakespeare. Shakespeare wrote many plays and in each play, there is of course a different image or a different language. For the purpose of this study, we adopted Hamlet for analysing the language of Shakespeare and focusing on the vocatives.
Therefore, the vocative as a grammatical form is a universal aspect found in all languages of the world. However, little attention was paid to the study of this aspect in terms of its pragmatic faces and the interfaces between the position and function of this aspect. The Shakespearean language is one of the best areas of investigation in this respect because Shakespeare exploits almost all types of vocative constructions in his plays. By doing so his writings achieve certain functions, revealing through the functions the social, intellectual, and attitudinal states of the addresser and the addressee. This study attempts to analyse Hamlet, as one of the best examples of Shakespeare’s plays, and to prove that vocatives function differently if syntactic and pragmatic interfaces are to be considered. The study also tries to find out the pedagogical implications of the vocative when taught via literature. As such, this study emphasises the use of literature as a popular technique for teaching to develop the pragmatic competence of non-native English speakers. It is hopes that this study will be of benefit for researchers who are interested to stylistics and interference branches of linguistics.

One of the important strategies applied in the classroom is Guided Imagery .Therefor, applying this strategy in classroom might be a good choice .The present study aims at :First, finding out the role of Guided Imagery strategy on EFL university students’ achievement in teaching novel in the posttest .Second, assessing the average level of the third stage students’ achievement in critical thinking skill. Third, finding out whether there is any significant difference between the students’ achievement at the recognition level and that at the production level of the Posttest. A sample of 110 students have been randomly selected from university of Tikrit / third stage during the academic year 2023- 2024 that represents 70 % of its original population . It is divided into two equal groups ,i.e, the experimental and control groups .Both groups have been equalized in their age ,their parents’ educational attainment ,and their degrees in English language subjects in the previous stage of the academic year 2022 2023. Both groups have been taught by the researcher herself and the same instructional material which include new ideas and vocabularies from the book of Hard Times novel. The experimental group has been taught according to the Guided Imagery strategy ,while the control group has been taught by using the conventional method .An achievement test has been constructed ,validated ,and applied to the two groups. The results show that using Guided Imagery strategy in the classroom is more effective than using the conventional method for developing critical thinking skill and analyzing , explaining ,evaluating or simplifying complex information in the text. Finally, the study ends up with some conclusions , suitable recommendations and suggestions for further studies are put forward.

Pragmatics is the study of communicative action which includes not only speech acts such as requesting, greeting, and so on but also participation in conversation, engaging in different types of discourse, and maintaining interaction in complex speech events. This paper falls within the field of translating directive speech acts, attempting to discuss the translatability of directive speech acts found in the speech of the Canadian Prime Minister, Justin Tudreau, on Covid-19. In this paper, the model adopted is Searle’s taxonomy (1969) of speech acts. The kinds of directive speech acts are distributed among requests, recommendations and suggestions. Accordingly, the form of the utterance is different from the meaning depending on the illocutionary force of the utterance. The paper’s findings show that some subjects were aware of pragmatic dimensions of the text and this is reflected in adequate translation they produce in translating the directive speech acts into Arabic.

This study examines women’s social status, which stands as a principle of
feminism theory that calls for equality between men and women in all aspects
of life. Women struggle to acquire their rights in a patriarchal and masculine
societies. This study adopts a comparative approach. It argues that each selected
novel reflects the era of its social attitude towards women and how each
character tried to reflected its social status through the novel. It portrays a clear
image about women’s social status in two different societies (Western and
Arab) under feminism umbrella in two selected novels of Jane Austin’s Emma
and Fadia Faqir’s Pillars of Salt. Women struggle and suffer differently
according to the living conditions and environment in accordance to oppressive
of each society. A thorough discussion is conducted in order to prove that both
writers depicted different social status suffering of women.

One of the most difficult problems of translating any literary texts is
found in the differences between cultures. In other words, when the
cultures are similar there is less difficulty in translating, but when they
are different, it is often very difficult to find equivalent lexical items
having the same cultural connotations. Accordingly, the translation
between languages of disjunct cultures is more difficult than carrying
out translation between languages that are culturally related or similar.
Newmark (1998:201) believes that literary language must remain
aesthetically pleasing in translation and there should be a constant
tension between the informative and the aesthetic function of language.
The more serious the text, morally and aesthetically, the more
accurately and economically it should be translated, reflecting the
thought, style, emphasis, and as far as possible, particularly in poetry,
the rhythm and sounds of original. Generally, it is hypothesized that the
greater the gap between the source and the target cultures, the more
difficult to translate. To be more specific, Arabic which represents the
SL belongs to eastern culture whereas English stands for TT which
belongs to a Western culture Subsequently, it is supposed that: 1. Both
translators, regardless of their cultural backgrounds, should make
culture familiar to the TL readers by changing the SL culture into an
equivalent TL culture. 2. They are required to transfer the SL message
into its equivalent TL message, i.e., the reader of the TT should have
the same impact of the ST reader. So, this paper aims at finding out the
difficulties of translating some culture-specific concepts or items.

The current study falls within the linguistic phenomena, namely the semantic loss of Google Translate when rendering polysemous words from Arabic into English. Polysemous words challenge Google Translate due to their multiple interpretations and contextual dependencies. This study primarily seeks to evaluate and analyze the accuracy of Google Translate and human translation in rendering and interpreting the various meanings of polysemous words. It evaluates its efficacy in delivering contextually relevant translations. This study's sample analysis entails examining and contrasting the interpretations of polysemy in various Qur'anic verses by selected translators (Yusuf Ali and Abdel Haleem) and Google Translate. The findings of this study reveal a deficiency in Google Translate's interpretation of polysemous words, especially within the context of the Holy Quran. The primary focus of the current study is to determine the semantic loss of subjects of the study and to apply the strategies of communicative theory suggested by Newmark (1988), which human translators and Google Translate follow in translating polysemy in religious texts. It would show that the machine translation tool demonstrated a notable frequency of inaccuracies, contrasting with the more accurate and nuanced translations provided by human translators.

Without education, human existence is just like fecund land. Education, however, is not restricted to a physical shape which we are accustomed to, but it takes a virtual nature, the so called’ online education or e-learning’. This type of innovative education has grown dramatically across the globe gaining much popularity due to global adoption of the Internet, confluence of new technologies and the intensive increase in demand for a trained workforce from under developed and developing countries. Evidently, nearly four years ago, the world faced unprecedented challenges with the outbreak of the COVID-19 pandemic, which changed the course of the educational system entirely and forced educators to shift to another mode of teaching. Therefore, the need for the implementation of innovation in the educational system in the post-covid-19 era became an ever-demanding necessity. This paper attempts to offer a comprehensive definition for innovation in education as a concept, identify the various paradigms of innovation in education after the pandemic, and the challenges for its implementation. It also aims at throwing light on some of the challenges that happened during the pandemic, their effect on the teaching and learning process, and how we are going to remedy the shortcoming and drawbacks to facilitate this process.

It is a hard nut to crack to conduct a pure contrastive study for two
languages culturally, semantically and syntactically different. English
and Arabic languages are a good example of such a great difference
because both languages are from different families. The aim of the
current paper is to investigate the differences and similarities of the
semantic fields of colour terms in English and Arabic. The data of the
study are taken from three Glories Quran verses involving colors terms.
It is worthwhile to note that colors take a great importance of people’s
lives. Colors are everywhere around. So, it is important to give a great
deal of attention to deal with this linguistic phenomenon and how it is
expressed in human languages. All languages; however, have terms for
colors. The terms of colors in Arabic and English languages in general
and its use in the Glorious Qur’an in particular are what this paper deals
with. It is hypothesized that the semantic fields of colour terms in the
Glorious Qur’an have different meanings and structures compared with
their English translations.

Writing in both Arabic and English, Mikhail's work
embodies the multi-faceted cultural and linguistic identity that has
been shaped by relocation and war. Looking at her poetry through
the prism of exile, this study delves into how she uses language to
show how a broken but resilient self may rise from the ashes of
cultural displacement and loss. In order to understand how
Mikhail uses bilingual poetics for cultural assertion and survival,
this study incorporates theories of bilingualism, such as Doris
Sommer's talks on language bargaining and Steven G. Kellman's
idea of "translingualism.". By fusing Arabic cultural allusions
with English language, Mikhail's poetry creates what Homi
Bhabha may term a "third space," where linguistic hybridity
represents resilience, memory, and belonging, and so rejects
single understandings of identity. This research contends that
Mikhail's bilingualism presents exile as a linguistic and
ontological state, rather than just a translation of experience.

The intricate nature of political discourse, with its layered meanings and strategic communication, presents a fertile ground for linguistic investigation, particularly in the domain of deixis. Deixis, a linguistic phenomenon that anchors utterances to particular contexts of time, place, and identity, plays a pivotal role in shaping the interpretation and effectiveness of political messages. Recognizing the significance of deixis in political statements, this study embarks on a comprehensive analysis to uncover how deictic references are utilized within political discourse to achieve specific pragmatic and discursive outcomes. By adopting the theoretical frameworks of discourse analysis and pragmatics, and drawing inspiration from Levinson’s seminal work, the research aims to dissect the intricate use of personal, temporal, and spatial deixis in political speeches.
The problem the study addresses stems from the observation that political leaders extensively employ deixis to navigate complex social, cultural, and political landscapes, thereby influencing public opinion and reinforcing their agendas. However, the strategic deployment of deictic expressions in political discourse and their implications for political communication remain underexplored. This gap highlights the need for a nuanced understanding of how deixis contributes to the persuasive power of political rhetoric, shapes collective identities, and delineates temporal and spatial boundaries within political narratives.
To address this gap, the study sets forth several aims: firstly, to identify and categorize the major forms and functions of deixis in political statements; secondly, to quantify the frequency and distribution of personal, temporal, and spatial deixis in a corpus of political speeches; and thirdly, to analyze the pragmatic and discursive strategies underpinning the use of deixis, thereby unveiling its role in crafting persuasive political messages. Through a meticulous examination of political speeches, employing both quantitative and qualitative research methodologies, the study endeavors to elucidate the multifaceted ways in which deixis operates at the interface of language and politics.
The expected findings aim to reveal that personal, temporal, and spatial deixis are not merely linguistic ornaments but are strategically employed to underscore the legitimacy of political claims, foster group cohesion, and negotiate power dynamics. By demonstrating how deixis reinforces political narratives and persuades audiences, this research seeks to contribute to the broader understanding of language's instrumental role in political discourse. Moreover, the study's insights are anticipated to offer valuable pedagogical implications, equipping educators and students of language and political science with analytical tools to critically engage with political rhetoric.

This study investigates the impact of colonial power on identity and
cultural resistance in Fadhil al-Azzawi's The Last of the Angels,
utilizing Michel Foucault’s theoretical framework from Discipline and
Punish: The Birth of the Prison. The research focuses on how British
colonial authority influences individual self-perception and a clear
cultural identity of the novel like Iraqi in the context. Through an
examination of Hameed Nylon's experience and the Chuqor
neighborhood, this study shows how surveillance and disciplinary
mechanisms of colonial rule are creating self-regulation and cultural
humiliation of the identity and social dynamics. It also looks for acts of
collective defiance and social solidarity in the community as the
Chuqor residents protest symbolically and perform shared religious
practices in a bid to resist colonial oppression. Based on this, the
Findings validate Foucauldian ideas of power and counter-conduct in
al-Azzawi’s representation of resistance in which communities under
colonial oppression ascribe to agency and affirm resilience in a cultural
identity. By exploring this relationship in a postcolonial literary light,
this study contributes to the discourse of postcolonial literary discourse
of speaking of the complex relationship between colonial power and
indigenous agency while at the same time illustrating the capacity of
cultural resilience in oppressive systems.

This study examines the views of MA and PhD degree holders in English as a Foreign Language (EFL) toward two predominant international academic English tests: The Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS). Using a mixed methods approach, the research seeks to uncover the attitudes, experiences, and perceived validity and reliability of these tests among advanced EFL scholars. Quantitative data were collected through a structured questionnaire distributed to a diverse sample of EFL graduates. The results reveal nuanced perceptions and highlight both the strengths and weaknesses of TOEFL and IELTS in assessing English proficiency. Participants' feedback also highlights the impact of the tests on academic and career opportunities. This study aims to contribute to the ongoing discourse on language assessment in higher education and offer implications for test developers, educators, and policy makers in improving the design and implementation of English proficiency tests.

As for the general EFL teaching and learning, it may be pointed out that students face numerous challenges when learning English which is their second language and in their context as learners in Iraq. The contextual factors that hinder EFL learning concern the nation’s cultural, educational, and social political characteristics that define the learning environment. This paper explores challenges faced by Iraqi EFL learners during English speaking and more focus on linguistic, cultural and educational factors. Disparities of phonetics, the deficiency of a sufficient amount of vocabulary, and cultural requirements regarding the use of gestures, ton, and formality are critical issues. These difficulties are followed by conventional teaching techniques and no contact with real English as it is spoken in the world. These are some of the possible remedies: using CLT approach, integrating real materials in the classroom, focusing on the pronunciation and creating receptive learning atmosphere. That is why technology is effective, prompting cultural sensitivity, and offering teacher preparation needed for language learning. These complexities’ handling by the Iraqi EFL learners will help them gain more confidence, develop themselves as great English communicators, and even improve their speaking skills.

This paper investigates William Golding's Lord of the Flies through
the perspectives of Sigmund Freud's psychoanalytic theory and
Abraham Maslow's Hierarchy of Needs to better understand the
psychological dynamics shaping human behavior in the novel. Using
Freud's model of the id, ego, and superego, the analysis explores how
the characters’ actions and the collapse of their makeshift society
reflect the internal struggle between primitive impulses, moral
guidelines, and logical decision-making. As the boys descend into
violence and disorder, it illustrates Freud’s idea that the id, when
unchecked by societal structures, can dominate human behavior. At the
same time, Maslow’s Hierarchy of Needs is applied to assess how the
boys’ focus shifts from basic survival needs (food, shelter, safety) to
higher psychological desires like power, belonging, and selffulfillment. The paper argues that upon the fulfillment of the boys’
essential requirements, their psychological demands prevail, causing
conflict and chaos. Ultimately, this study suggests that Lord of the Flies
as a compelling illustration of how both Freud’s and Maslow’s theories
help show the fragility of civilization, the complexity of human
instincts, and the constant tension between survival and moral behavior
when social structures break down.

The narrative techniques employed in Edgar Allan Poe's "The Black
Cat" have been widely acclaimed for their psychological complexity
and atmospheric tension. Nonetheless, an area that merits further
investigation is the function of reference within the discourse of the
text. Various types of references, such as anaphoric, cataphoric,
exophoric, deictic, and symbolic, play a crucial role in enhancing the
story's coherence, thematic depth, and psychological impact. Despite
the substantial literary analysis of Poe's work, there remains a gap in
understanding how these references collectively enrich the narrative. In
addition, This study aims to address how Poe's intricate use of
reference in "The Black Cat" shapes readers' perceptions, ensures
narrative coherence, and intensifies the thematic and psychological
dimensions of the story. By systematically examining these references,
the research seeks to uncover the specific mechanisms through which
Poe crafts his unique narrative style, thereby offering a more nuanced
appreciation of his literary artistry. The study aims to find out how
reference types established will interact to create coherent text with
thematic depth as indicated by Allan in ‘’The Black Cat’’. In addition
to this integrated role of reference in Allan’s ‘’The Black Cat’’, the
study aims to investigates the overlapping function of reference as to be
symbolic. The findings illustrate how reference mechanisms emphasize
the narrator's unreliability, heighten suspense, and delve into central
themes such as guilt, insanity, and moral corruption

Despite the fact that class has disappeared from the political rhetoric,
it emanates conspicuously in the consciousness of the contemporary
Scottish working-class poet, Douglas Dunn, whose voice works as an
epitome of his class. Moreover, the poet proves the fatal effects of
class-bound policies against the Scotsmen. Culture, literature, and
sovereignty are properties of the ruling class. The working-class Scots
are subjugated to follow and obey what they have been asked for. They
are looked at as barbarians who are unable to produce culture,
literature, or even rule themselves. Therefore, the poet, in his poetry,
revolts against such marginalization and subordination. Realistically,
the poet disputes that what happens to the working class of
backwardness is because of the barbarous sovereignty of the ruling
class who belittle other classes, specifically the working class for their
hegemony.
The present study is a thematic analysis which traces the
development to maturity of Dunn side by side with his grown-up class
consciousness. It focuses of the epidemic presence of the notion of
class among the British fabric whereas the Scottish suffers two degrees
more than the English working class. Dunn’s Barbarians represents an
alp in the poet’s career for defending his working class where he
embarks directly on revealing that class gnaws the unifying visage of
the British society and leads to a severe damage to the Scots.

This study is a phono-pragmatic analysis of irony within the context
of the trial involving Johnny Depp and Amber Heard. The primary
objectives are to explore the phonological expressions of irony present
in the analyzed data, identify the pragmatic strategies employed to
convey irony, and determine the main functions that emerge from a
phono-pragmatic examination of irony. The study seeks to categorize
the types and functions of ironic expressions while investigating irony
through a phono-pragmatic lens. To fulfill these objectives, an eclectic
model was developed, utilizing a mixed-method research design.
Following the analysis of various extracts, several conclusions were
drawn, most notably that verbal irony is the predominant form utilized
by characters in the selected data, while the reinforcing function is the
most frequently identified among those analyzed

This study analyzes the impact of artificial intelligence (AI) and
emotional experience on the formation of identity in Kazuo Ishiguro's
"Klara and the Sun." It focuses on the relationship between AI and
human emotion, exploring how these elements contribute to the
construction of identity, both human and posthuman, within the
narrative. The analysis delves into the role of AI as a catalyst for
redefining identity in a posthuman context, examining the ethical and
emotional dimensions that underpin the interaction between AI and its
human counterparts. The primary objective is to investigate how these
technologies shape readers’ perceptions of AI and identity through an
analytical approach. Ishiguro’s novel employs a single-perspective
narrative to evoke emotional engagement and address the ethical
considerations of AI and its impact on posthuman identity. The findings
suggest that narrative techniques serve as storytelling tools and
powerful devices that enhance reader engagement due to their thematic
depth. This analysis contributes to the scholarly discourse on
posthuman literature by highlighting how various narrative techniques
can achieve unique thematic and interpretive functions. Future research
could expand upon this work by integrating a broader range of
posthuman narratives or examining reader responses to deepen our
understanding of this evolving genre.

Artificial Intelligence (AI) has rapidly emerged as a transformative
technology in the field of education. Stimulating an intelligent humanlike behaviour, chat-gpt, an AI empowered tool, has the ability to
generate thousands of texts, paraphrasing, summarizing and so many
other functions in a split second. Chat-gpt has drastically boosted the
process of teaching and learning by giving both teachers and learners a
flexible and available tool. Customised learning experiences are made
possible by its natural language processing abilities, which let learners
engage in conversational interactions with the system to ask questions,
get answers, and practice different concepts. Additionally, it also helps
teachers create engaging lesson plans, provide content, and attend to the
requirements of each individual student. With the use of technology,
knowledge may be exchanged more dynamically, increasing learning's
interactivity and adaptability to meet the different demands of students.
Because of this, chat-gpt and so many other AI platforms such as
google bard, tome, tensorflow, open AI-gpt have grown to be an
invaluable tools in the educational system, assisting both teachers and
students in their pursuit of knowledge as well improve the quality of
learning. Through highlighting AI effectiveness on pedagogy,
individualized instruction, educational outcomes and assessment, this
paper attempts to scrutinize its multidimensional role in the teaching
and learning process. Furthermore, it probes into the prospective
advantages, challenges, and ethical issues related to integrating AI into
EFL teaching and learning. Lastly, the paper also aims at shedding light
on the evolving landscape of AI in education by inspecting both
contemporary trends and emerging prospects.