Journal of Tikrit University for Humanities

This study aims to finding out the role of using Context Clues strategy (CC) and Explicit Summarization Instruction (ESI) on EFL preparatory school students’ in learning the unfrequented vocabulary (UF). To reveal the aims an experimental design has been adopted, therefore, the test has been conducted on the pilot sample that includes 24 students randomly selected from the three involved sections ,the participants in study were 90 male students from the fifth preparatory school males students (scientific branch) in Tikrit City (Alforqan Preparatory Schools for Boys) during the second course of the academic year 2023-2024, there were three groups, two experimental groups and one control group, each group consisting of 30 students, to verify the hypotheses and achieve the aims of the study, an experimental design is adopted, the data was gathered by using test tool, Face , construct, content validity and reliability have been attained, the instruments of the study have been validated, and different statistical means have been used to analyze the obtained data, as for the results of the study revealed that : The achievement of the first experimental group and the second experimental group are significantly better than that of the control group, this means that using context clues strategy and using explicit summarization instruction have positive effect in learning the unfrequented vocabulary, based on the results obtained in the current study, some conclusions, appropriate recommendations and suggestions for further studies are put forward.

This research explains the correlation between implicit grammatical knowledge and the length of learners’ utterances among EFL university students at Tikrit university. A quantitative research design is adopted to measure the degree of correlation between implicit grammatical knowledge and the length of learners’ utterances. Using a correlation analysis. A sample of 35 third year college students at English department is randomly selected from 65 students. Data collection involves two tests: the first one is Timed Grammaticality Judgment Test (TGJT) to assess implicit grammatical knowledge and the second diagnostic test is to examine the length of learners’ utterances. Tests are scored based on predefined scoring schemes. The results of the correlation analysis utilizing person correlation coefficient, reveal that there is a correlation coefficient between Iraqi EFL university students' implicit grammatical knowledge and the length of utterances.

When looking at the importance of reading vocabulary, one of the most crucial questions to ask is how much vocabulary is necessary for good reading. There is a list of three research questions: Do Iraqi EFL preparatory school pupils have vocabulary fluency? Do Iraqi EFL preparatory 5school pupils good at reading comprehension and is there any relationship between vocabulary fluency and reading comprehension?
Accordingly, the current study aims at finding out:
1. Iraqi EFL preparatory school pupils’ vocabulary fluency level.
2. Iraqi EFL preparatory school pupils’ reading comprehension level
3. the relationship between Iraqi EFL preparatory school pupils` vocabulary fluency and reading comprehension.
The sample of the present study consists of (100) pupils from Iraqi preparatory school randomly been selected from Tikrit city. To achieve the aims of the present study, two instruments have been applied by the researcher, The Barton English Vocabulary Test and a reading comprehension test. After ensuring the validity and reliability of the instruments, the instruments have been applied and the data have been collected. Then a number of statistical tools have been used to analyze the obtained data.