Journal of Tikrit University for Humanities

The aims of the study are through best techniques to avoid the shortcomings of the conventional English in students and for improving communicative ability by Using, Modelled Talk and Communication games in Iraq for third year college students. The strategies utilized were arranging, acting, watching, and reflecting. It was done into two Part before and after. The analyst utilized communitarian activity investigates with a portion of the English teacher. For the data collection, we used interview with students and observed their activities.
This examination researched the utilization of ‘Mindfulness and Modelled Talk aptitudes improvement through Communication games on Iraqi 3rd year college students. We selected 60 students (22 females, 38 males) at University of Bagdad in Iraq oz\`ut of 240 students.
This research studies impact of using Modeled Talk aptitudes improvement through Communication games on Iraqi college students. It gives positive change in students for their familiarity with talking ability. In short it can be depicted that the system of Educating and learning makes great to build positive conditions and reduces the

The Modified Reciprocal (MR) teaching strategy is an instructional method, which employs four activities in the form of a dialogue between the teacher and his students with four specific reading strategies that are utilized to assist comprehension, they are: predicting, questioning, clarifying, and summarizing. The current study aims at finding out the effect of the MR teaching strategy on EFL students' achievement in reading comprehension (RC), through: 1. specifying in detail the MR teaching strategy for teaching English RC 2. finding the average level of students' performance in English RC 3. finding whether there is any significant difference between the performance of the two groups in the achievement test, on one hand, and 4. between the recognition level and the production level of the achievement test. These aims have been achieved through verifying three null hypotheses. A sample of sixty female preparatory school students that represents 68.96 of its original population has been selected (from the 5th class of Al-Baidah Preparatory School for Girls, in the City of Kirkuk), equalized in a number of variables and divided randomly into two equal experimental and control groups.
The two groups have been taught the same instructional material, English for Iraq 5th Preparatory, by using the MR strategy for the experimental group and the conventional method for the control group, for a period of twelve weeks. An achievement test has been constructed, validated, its reliability obtained, its items analyzed, and then applied to the two involved groups of students at the end of the instructional period. The required data is collected and statistically analyzed. The obtained results are as follows:
1. The average level of the EFL 5th year preparatory school students’ performance is within the theoretical mean scores of achievement in RC.
2. There is a significant difference between the mean scores of the two groups’ performance in the achievement test, and in favour of the experimental group.
3. There is a significant difference between the mean scores of the students' performance at the recognition level and that at the production level, and in favour of the production level.

The recent paper centers on reporting the error in the production, perception and identification of segmental phonemes of both Arabic and English. Formerly Arabic learners may come across many difficulties in the recognition and pronunciation a foreign language, such as English, due to the enormous variations, principally, in vowels and consonants inventory and their acoustic realizations. It also examines gender influence on learners' performance in three tasks. The total number of subjects are (36) Iraqi EFL learners; categorized into six groups based on their education proficiency levels. MP3 recording device is used in the tasks to record learners' pronunciation. The list of tested words contains (20) words that exemplify simple, long vowels and semi vowels. The results revealed that most Iraqi L2 learners have problems in articulating short and long English vowels and they come across fluctuating gradations of difficulty. The results also show that there is an effect of the level of education on the accuracy rate for some vowel categories. The most problematic vowels were /ɒ, ʌ, ɔ: / which were difficult for most subjects regardless their education level and proficiency in English.

Mastery Learning strategy is an instructional strategy and educational philosophy; this strategy is presented for the first time in (1986) by Benjamin Bloom. According to this strategy, the students must achieve a level of mastery in knowledge before going to learn subsequent information. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. Most of EFL students at Iraqi schools find difficulties in mastering the literary text due to a variety of reasons in teaching materials or in adopted methods. This study aims at finding out the effect of Mastery Learning Strategy on EFL preparatory school students’ achievement in literary text. A sample of (60) students have been randomly selected from the Iraqi EFL fifth preparatory school students from Saladin Governorate, Al- Ramah Al-awaly preparatory School for boys during the academic year (2020-2021). The students divided into two groups, (30) students as an Experimental Group and (30) students as a Control Group. Both groups have been equalized in their age, parents’ level of education, their degrees in English language subject in the previous grade of the academic year (2019- 2020), and their level of achievement in the pre- test. Both groups have been taught by the researcher himself and exposed to the same instructional material from English for Iraq/ 5th class (students’ book and literature focus). The Experimental Group has been taught according to Mastery Learning Strategy, while the Control Group has been taught according to the conventional method. An achievement test has been constructed, validated, and applied on the two groups. The obtained results have been collected and analyzed statistically. The results of the current study show that the achievement of the experimental group who has been taught by Using the mastery learning strategy is better than that of the control group who have been taught by using the traditional method. This means that mastery learning strategy proves to be more effective than the traditional technique, in teaching literary texts. Finally, the study ends up with some conclusions, recommendations, and suggestions for further studies.

This study is aimed at investigating the impact of task type on Iraqi EFL learners' use of communication strategies (henceforth CSs) when they communicate orally in English. To answer the research question and accomplish its aim, three oral tasks were employed: a one-way task (picture description task), and two two-way tasks (information-gap task and opinion-gap task). the tasks were carried out in the in-person, and under the researcher's monitoring. The sample of the study were (56) sophomores in the Department of English-College of Education University of Mosul, of the academic year 2020-2021. The results revealed that task type had an impact on the number of CSs used. It was found that opinion-gap task elicited the highest number of interactional, reduction, and time-gaining strategies, whereas picture description task elicited the highest number of self-solving strategies.

This study aims at clarifying the definitions, structures ,conditions and uses of Periphrastic Do (PD) in English. PD is an auxiliary , it is an alternative device for using inflection process. It is semantically not intrinsic but syntactically obligatory. It is used to satisfy the needs of the sentence structures.
It can be used in verbal negation, negative preposed constituents, inverted questions, anphoric PD and tag questions.
In these structures , only the use of PD is correct and necessary . It is a syntactic device that performs a special function. During the years, PD underwent a change and development from zero to obligatory use in specific contexts.