journal of Language Studies

Contemporary poets have relied on drawing inspiration from heritage, making it a source of suggestion that provides them with diverse symbols and connotations. They combine authenticity and modernity, so this inspiration was not just a substitute for a specific concept but a way to perceive the ideal content and express it. Therefore, Arabic heritage plays a significant role in shaping the structure of contemporary texts. Anyone who examines the manifestations of the symbols and allusions present will encounter the roots of this heritage and how it is employed and harmonized with the ideas presented within the poems. The methodology of the research focused on two main points: the first is the introduction of the poet and his poetic works, and the second focuses on defining heritage and ways of drawing inspiration from it in contemporary texts, and how the poet resorts to this treasure to enrich his thoughts and artistic and emotional intentions.

The study aims to identify the success of employing the cooperative learning strategy, with the aim of developing creative reading and critical analysis skills among Arabic language literature students. It is assumed that students will learn two zeros:
1-There are statistically significant differences at the significance level of (0.05) between the average of the experimental group taught using cooperative learning accuracy, traditional reading skills, and critical analysis, and the average of the categorical group who achieved recognition.
2-There is a statistically significant difference at the significance level of (0.05) between the averages of two students from the experimental group taught using the cooperative learning strategy in critical reading and critical analysis skills, and three students from the group taught traditionally in Arabic.
The study included fifth-grade literary students at Sada Al-Ibdaa School, which represents the experimental group for the preparatory trip, and Abdullah bin Al-Zubair School, which represents the control group in the classical Salah Al-Din Governorate for the academic year 2024-2025. Two classes were selected from the strategic schools: the first represented the experimental group, which used smart cooperative learning, while the second represented the control group, which studied the traditional Marouf. The experimental tools were designed for creative skills and critical analysis, and data were collected through pre- and post-reading flow.
The study reached the following results:
1-Students in the experimental group who used the cooperative learning experience outperformed the proficient group, which had already learned creative reading and critical analysis skills.
2-There was a significant improvement in the experimental group\\\\\\\\'s performance in Arabic compared to the control group, demonstrating the success of the cooperative learning experience in enhancing these skills.
The research results suggest that students should use the cooperative strategy as a new tool to improve their reading and critical analysis skills, given its positive impact on teaching and learning strategies.

This study addresses Surah Al-Mulk from a linguistic and semantic perspective. It aims to reveal the intricacies of the composition within Surah Al-Mulk by demonstrating the phonetic harmony among the sounds constituting its vocabulary, as well as its morphological structure. Furthermore, the research examines variations in the syntactic arrangements of its words, including changes in word order, as well as the use of definite and indefinite forms. Additionally, it explores the lexical and contextual meanings of the vocabulary employed in the Surah.

The novel is no longer merely a means of entertainment or casual storytelling; it has become a window for exploring complex existential and human issues. How I Became Stupid, a novel by French writer Martin Page, serves as an example of a literary work that combines both satire and philosophy. It addresses the psychological and emotional transformations of Antoine, a young intelligent man who seeks to free himself from the burden of thinking by attempting to embrace stupidity as a path to a simpler and happier life.
This study aims to analyze the transformations that Antoine undergoes, both psychologically and socially, and their connection to the broader context reflected in the text. Additionally, the study examines the narrative techniques employed by the author to depict this transformation, relying on a critical approach that focuses on narrative structure and psychological analysis of the character.

Nouns of time and place are morphological derivatives that reflect the connection between linguistic morphological structure and functional meaning. Each noun expresses an eventual framework (temporal or spatial) and is formed through specific morphological weights that interact with the meaning of the original verb. The morphological structures of nouns of time and place exhibit a flexible semantic interaction based on the morphological weight and its relationship to the original verb and the linguistic context in embodying time and place. A morphological-semantic study of this connection in the meanings of the structures denoting nouns of time and place in the Seven Long Poems (by al-Zawzani) reveals the interconnectedness and efficiency of the Arabic grammatical system in expressing temporal and spatial dimensions through unified temporal patterns.

The current study aims to explore the role of teacher-student rapport in EFL preparatory school students' learning in English language. The sample of this study includes fifteen EFL Preparatory school students , for boys and for girls , in which they are 1720 students in the selected schools during the academic year 2024-2025 in the city of Kirkuk.
A questionnaire has been conducted and applied to the selected sample. The required data are collected and analyzed statistically. This study is a descriptive one that reach's to results such as that the most crucial factors that affect students' learning with teacher- student rapport are teacher non-verbal immediacy, sharing concern or interest in students, communication, and having a warm classroom with structure.

Learners are increasingly eager to acquire knowledge more efficiently, grasp complex concepts, upgrade their skills, and prepare for future challenges. Artificial Intelligence (AI) can support this process by helping learners and educators maximize the effectiveness of their educational journey and engage in meaningful, relevant learning experiences. One effective approach is the use of automation. This research investigates language learning automation from the perspective of university EFL (English as a Foreign Language) students. A 15-item questionnaire was administered to a sample of 107 EFL students from the University of Baghdad, College of Education for Women, Department of English. Statistical analysis of the results revealed a generally positive attitude toward language learning automation, particularly in the use of audio and video materials that facilitate language acquisition. Based on the findings, recommendations and suggestions for future research are provided.

This study takes a deep dive into the way language conveys power, agency, identity, and resistance in two powerful prison autobiographies: A Sense of Freedom by Jimmy Boyle and The Autobiography of Malcolm X. Using Halliday’s Systemic Functional Linguistics (SFL), with a special focus on the transitivity system, the research examines how these authors construct their experiences of incarceration through language. By analyzing six key types of processes—Material, Mental, Relational, Verbal, Behavioral, and Existential—the study uncovers how these authors talk about their personal journeys in prison. Twelve excerpts were carefully selected from both books, aiming to capture recurring linguistic patterns and ideological themes. The analysis reveals two starkly different portrayals of prison life. In A Sense of Freedom, Boyle focuses on the systemic violence and physical control within prison walls, with a heavy reliance on Material Processes that often depict him as a passive participant, controlled by external forces. On the other hand, The Autobiography of Malcolm X highlights Mental and Relational Processes, which reflect his journey of self-discovery, intellectual awakening, and personal empowerment. This study sheds light on how the choice of transitivity processes shapes the way power and resistance are represented in these stories, giving us important insights into the role of language in shaping identity, institutional control, and individual agency in the context of incarceration. The findings suggest that while Boyle’s narrative underscores suffering and brutality, Malcolm X’s autobiography focuses more on empowerment and transformation. In conclusion, the study points to the need for future research that uses a broader corpus-based approach to compare and analyze prison narratives more widely. Ultimately, this research highlights the power of language to reflect oppression, challenge institutions, and offer a space for resistance and self-empowerment in the face of dehumanizing systems.

This study explores the pragmatic functions of topicalization in selected Prophetic Hadiths, aiming to uncover its rhetorical, communicative, and interpretive roles. The core linguistic problem addressed is the limited scholarly attention to how topicalization contributes to meaning-making in religious discourse, particularly in Hadith literature. Despite the prevalence of syntactic fronting in Arabic, its pragmatic implications in sacred texts remain underexplored. This research analyzes how topicalization enhances rhetorical clarity, performs speech acts, generates presuppositions, and creates implicatures.The analysis is based on a randomly selected sample of seven Hadith examples, each examined for its pragmatic dimensions. The procedure involves identifying the rhetorical purposes of topicalization, followed by categorizing the speech acts performed, and then analyzing the presuppositions and implicatures generated.To guide the analysis, four theoretical models are employed: Al-Jurjani’s (1992) theory which explains rhetorical effects of word order; Searle’s (1969) classification of speech acts; Yule’s (1996) taxonomy of presuppositions; and Grice’s (1976) theory of implicature. Together, these models provide a comprehensive framework to interpret the communicative strategies in the Hadiths. The study reveals that topicalization is a strategic tool to emphasize divine authority, provoke reflection, and transmit layered ethical meanings, reinforcing the enduring power of Islamic discourse

This study investigates the prosodic realization of focus in Iraqi Arabic by analyzing F₀ peak alignment and F₀ peak location across neutral, information, and contrastive focus conditions in diverse syntactic positions (initial, penultimate, and final). Adopting a question-answer paradigm, the study elicited focus in a controlled experimental setting and analyzed the alignment and location of F₀ peaks within the stressed syllables of focused words, as well as their influence on post-focus and pre-focus words. The findings reveal no statistically significant differences in F₀ peak alignment or location across focus types in any syntactic position, suggesting that Iraqi Arabic does not systematically encode focus through these prosodic cues alone. While minor trends suggest that contrastive focus may exhibit slightly later peak alignment and higher intensity values compared to information focus, these effects do not reach statistical significance. The absence of consistent prosodic differentiation in alignment and location raises important questions about the role of other phonetic correlates—such as duration, intensity, and phrasing—in marking focus in Iraqi Arabic. These findings contribute to the broader understanding of prosodic focus realization in Arabic dialects, underscoring the need for further research into alternative acoustic and perceptual cues that may serve as primary focus markers in Iraqi Arabic.

This study explores the perspectives of Iraqi university instructors on curriculum innovation in English language teaching. It emphasizes the urgent need to reform outdated English curricula, which are often grammar-focused and misaligned with students' academic and professional needs. The research underscores that incorporating modern teaching strategies—such as project-based learning, collaborative learning, and technology integration—can significantly enhance student engagement and language proficiency. Instructors play a central role in identifying gaps in current curricula and proposing effective solutions. Their involvement in curriculum development is essential, given their first-hand experience with students’ challenges. The study also addresses systemic barriers such as resistance to change, bureaucratic hurdles, lack of resources, and insufficient teacher training, all of which impede curriculum modernization.
Moreover, the paper highlights students’ acceptance of curriculum changes as a key success factor. It finds that involving students in curriculum design, clearly communicating change benefits, and offering continuous academic support foster greater acceptance and engagement. The research concludes with recommendations including adopting technology-enhanced learning tools, shifting towards skill-based instruction, and aligning curricula with labor market demands. Overall, this study advocates for a participatory and responsive approach to curriculum innovation that includes both instructors and students, aiming to improve English education quality and prepare students for real-world communication and job requirements.

This study examines the translation competence of 20 Iraqi prospective translators in rendering five English culture-bound expressions (CBEs) into Arabic, employing a mixed-methods approach that integrates quantitative analysis of translation accuracy with qualitative thematic coding of errors. The research focuses on idioms (hit the hay), dictums (you are what you eat), proverbs (putting all eggs in one basket), metaphors (blood is life), and similes (life is like a box of chocolates) to evaluate cultural and linguistic proficiency. Quantitative analysis of the data employed a 4-point rubric, incorporating frequency analysis and inter-rater reliability assessments (Cohen’s κ = 0.81) to ensure the validity of the findings. Quantitative analysis indicated that 69% of translations utilised literal renderings, whereas only 24% attained pragmatic equivalence. Qualitative analysis, guided by functional categorisation of CBEs and principles of pragmatic equivalence, identified recurring errors such as cultural misalignment and over-literalism. The findings underscore systemic gaps in cultural training and advocate for curricula emphasising dynamic equivalence and immersive cultural learning. This mixed-methods design offers a comprehensive framework for addressing challenges in translator education by combining statistical rigour with profound contextual interpretation.

Understanding the way language is used to convey meaning, as well as the content of a literary work, depends significantly on stylistic analysis. The Just William series, a collection of humorous and thought-provoking short stories for children, is the most well-known work by prolific English author Richmal Crompton (1890–1969), the pseudonym of Richmal Crompton Lamburn. With its portrayal of the lovable yet mischievous William Brown, the series, which ran from 1922 to 1970, has enthralled readers for decades. Despite the series' enduring popularity, there has been limited scholarly exploration of how Crompton’s stylistic choices—particularly her use of humor, irony, and linguistic elements—serve to mediate the tensions between childhood innocence and the grim realities of World War II. Additionally, the function of William’s mischief as a narrative device to counteract wartime instability remains understudied. This study proposes that Crompton employs humor, irony, and deliberate linguistic techniques to soften the harsh truths of war while subtly exposing its psychological and social effects on both children and adults. Furthermore, it suggests that William’s relentless mischief functions as a narrative mechanism to preserve a sense of normalcy amid chaos, with the subdued reactions of secondary characters reflecting deeper societal anxieties. Through stylistic approach as methods for analysis of William Carries On, this study examines Crompton’s narrative voice, language, character development, and thematic concerns. By situating the text within its historical and literary context, the analysis aims to demonstrate how Crompton’s stylistic decisions enhance the series' lasting appeal while offering a nuanced critique of the societal disruptions caused by war.

The Benyamin’s Goat Days portrays the harrowing experiences of Najeeb, a migrant worker in the Gulf, who is subjected to extreme physical and psychological oppression. This research seeks to explore how Najeeb’s transformation into a submissive, compliant, and dehumanized figure aligns with Michel Foucault’s concept of “docile bodies.” Specifically, the study interrogates how mechanisms of surveillance, isolation, normalization, and control are employed by oppressive systems to produce a subject who internalizes discipline and relinquishes autonomy. The problem lies in understanding how systemic structures of power operate not only through overt violence but also through subtle techniques of normalization and bodily regulation — reducing the protagonist to a state of passive endurance. The paper poses several questions: How does Goat Days depict the transformation of Najeeb into a “docile body” in the Foucauldian sense? What role does physical space (the desert, the sheep pen, the sponsor’s compound) play in shaping Najeeb’s docility and loss of agency What disciplinary mechanisms (e.g., surveillance, isolation, routines, punishment) are used to control and condition Najeeb’s body and behavior? Through this analysis, the present paper contributes to a deeper understanding of the intersections between literature and social control.

This research proposes a conceptual framework for accounts of the syntax-semantics interface within idiomatic expressions, whose often non-compositional nature poses a substantial challenge to classical linguistic theory that is predicated on a meaning composition postulate based on word meaning and syntactic structure. But a significant challenge remains for linguistic theory: no single framework provides an explanation for how syntactic composition interacts with non-literal meaning in idiomatic phrasing, particularly since idioms vary in their compositionality. This gap in theory makes idioms hard to analyze and interpret across languages, in which syntactic stiffness tends to coexist with semantic obscurity or metaphorical richness. In probing the intricate relationship between syntax and meaning, the present research seeks to present a broad theoretical framework that brings together insights from both generative grammar, construction grammar, and cognitive linguistics. The framework is proposed as being able to cover the various gradations of compositionality among the different idioms, from fully opaque through to partially transparent ones. The research sheds light on the processing and interpretation of the idiomatic expressions across languages, pointing to the necessity of both syntactic structure and metaphorical meaning for idiom understanding.

In this paper , the researcher deals with the categorization phenomenon and how it develops throughout its history. As a matter of fact , the categorization process throughout its history , has witnessed three theories . Each theory has its own standard features which make it unlike the other theories . The researcher has taken the latest theory to analyze his data . The data have been gathered from an online site. They are a set of every day questions and each question has its responses . There are , frankly speaking , six questions which are completely adequate to arrive at the desired points or results. The data are analyzed in terms of qualitative analysis method which focuses heavily on textual , descriptive analysis. The researcher has used Chiren’s paper entitled “ Studies in Sociology of Science” (2013) as a framework or model to answer the suggested questions of the paper . The researcher has raised the following questions (i) How does a social group and its members have their own typical category member? Which social factors are responsible in the process of forming the typical member? At the end of the current paper , the researcher has drawn a conclusion for his this study. we can say that each social group has its own prototype(s) due to the differences that each society has . The factors of commonality and familiarity of a certain idea , concept , object etc., have a very good role in the formation process of what is at the discussion carpet .

The current study tries to explore the integration of teaching strategies designed to enhance critical thinking skills within English language instruction. The primary objective is to examine how English language instructors employ pedagogical approaches to foster critical thinking in their classrooms and to explore the interplay between critical thinking development and the English language learning process. This study has conducted in the second semester for the academic year 2024/2025. The selected samples for this study are EFL students and the instructors in English Department/College of Education/Salahaddin University. Two tools have been used in this study: the first tool is a questionnaire for 3rd year EFL university students has been applied, and the second tool is the interview with EFL instructors who are teaching different modules through teaching the foreign language. By analyzing the relationship between critical thinking sub-skills—such as analysis, inference, comprehension, and evaluation—and the overall quality of English language acquisition, the research seeks to determine whether improvements in these cognitive skills contribute to enhance language proficiency. Additionally, the study proposes innovative teaching and learning strategies aimed at equipping the university instructors and EL students with practical tools to plan and implement effective critical thinking exercises. The findings of this research are expected to provide valuable insights into the dual objectives of improving critical thinking and language learning outcomes, offering actionable strategies that can be applied in the class for the sake of enhancing EL students’ critical thinking skill.

Language learning is a complex and time-intensive task. Learners need to be aware of multiple aspects of the language to become competent users. On the lexical level, learners encounter different ways of learning words, including lexical bundles. This study investigates the lexical bundles used by a group of Arab EFL learners in an informal, friendly discussion (a spoken register) during the academic year 2023-2024. Three master’s students were randomly selected for this study. Their informal conversation was analysed in terms of structural and functional usage. The results showed that proficiency level is a factor in the use of lexical bundles; the more proficient the learners, the more they use those formulaic sequences. The study advocates raising awareness of lexical bundles, as this could assist EFL learners and improve their language skills. Examining the utilisation of lexical bundles in various conversational settings and competence levels will require further research.

Student teachers usually face problems in delivering information and ideas and achieving behavioural objectives during the period of their application in intermediate and preparatory schools. This is due to their reliance on traditional teaching methods during their teaching performance and their failure to keep pace with modern educational programmes that would raise their performance efficiency during and beyond their application period. The current study aims at:
1. Constructing an educational programme based on creativity strategies.
2. Finding the impact of the constructed educational programme on the performance efficiency of student teachers.
The experimental design with pre- and post-test for one group is adopted. A sample of fifty student teachers in the Department of English / College of Education for Humanities/ University of Tikrit, which represents 15% of its total population of the study is selected. In order to achieve the aims of the study an educational programme based on creativity strategies has been constructed. The student teachers have been trained according to the constructed educational programme for a period of eight weeks. An observation checklist, rather than a written test, was used to assess the participants\' teaching performance before and after the educational programme so, an observation checklist has been constructed as an instrument of the current study to assess the student teachers’ performance efficiency. The observation checklist includes thirty- five items distributed among three areas, namely: planning, implementation, and evaluation. The obtained results in the current study show that the application of the educational programme on the experimental group has improved their performance efficiency. Based on the findings, this study ends up with a number of conclusions and recommendations.

Poets usually employ a variety of literary devices to convey their intended messages without explicitly disclosing them, despite the fact that poets compose their poems for specific purposes and subjects. Nevertheless, William Shakespeare composes his sonnets with the intention of combining the images of love and disease into a crucible, reflecting the characteristics of his era. This amalgamation creates a cohesive poetic picture for the reader by using metaphor and allegory to express the poet’s desired message. One of the most notable techniques is Shakespeare's use of illness imagery to convey love's suffering. The aim of the study is to examine a number of poems written by the renowned English poet William Shakespeare in order to explore how he utilizes illnesses, their symptoms, and their causes to convey love, suffering, and death. It focuses on evaluating selected poems from Shakespeare’s sonnets, extracting metaphorical imagery, and examining their relevance to the historical context of their composition. The research came to the conclusion that Shakespeare used allegories, metaphors, and direct imagery in some of the works chosen for this analysis in order to chronicle and describe certain illnesses that were common throughout the Elizabethan period.