Journal of University of Babylon

This research investigates the boundaries between "what is said" and "what is implied" as one of the most complex issues in contemporary linguistic studies ,it seeks to uncover the traditional roots of this duality within the Arabic heritage (rhetorical and jurisprudential) and the problems of distinguishing between these two levels , the study compares these traditional insights with established views in Western pragmatics , starting from Gricean theory through to Relevance Theory , the research employs a descriptive-analytical approach to present concepts and a comparative method to identify points of convergence and divergence between the two perspectives , the study concludes that the Arabic heritage, despite its richnes , suffers from an over-expansion of logical and aesthetic classifications at the expense of communicative function , meanwhile , modern Western studies face terminological instability resulting from the inconsistent expansion or contraction of the concept of "implicature , the research proposes the necessity of re-demarcating the boundaries between these two levels based on "speaker intentionality" and "cognitive context" to overcome the conceptual and procedural challenges inherent in current models.

The study is concerned with exploring the impact of using compound words in Toni Cade Bambara's “The Lesson” (1972). It is an attempt to examine the way in which they contribute to referring to some important issues like social disparity and economic inequality. Based on theories from Morphology and Sociolinguistics (Labov,1972; Halliday, 1978; Bauer,2003), the study reveals that Bambara's utilization of compounds suggests the real ingenuity of the African American Vernacular English and the social awareness of its native speakers. The findings indicate that compound words in “The Lesson” are not only used as one of the author's stylistic devices but also as sociolinguistic markers, implying class variation, identity negotiation, and the narrator's increasing recognition of social and economic inequality.

Cognitive Linguistics analyzes how language is derived from and interacts with mental processes. It has provided powerful analytical tools for studying language in its applied and cognitive dimensions, enabling the transformation of abstract concepts into clear, high-resolution images. In this context, this study investigates the capacity of linguistic dimensions within the framework of Conceptual Blending Theory to analyze the texts of the poet Hasab al-Sheikh Ja'far. His poetry is characterized by a set of features that make it fertile ground for applying the concepts of Conceptual Blending Theory.
The nature of the study necessitated a two-part research plan: the first part addresses the theoretical and methodological aspects, focusing on the concept of conceptual blending, its cognitive tributaries, and the theory's constraints. The second part focuses on investigating the features of the blending theory within the poet's texts. This is followed by a conclusion highlighting the study's most significant findings and, finally, a list of sources and references.

This study explores the deployment of fantasy in children’s literature through an applied analysis of the Arabic edition of Hyeon‑Ju Lee’s The Happiest Tree: A Story of Growing Up (Ababic: Hayāt al‑Shajarah), with the aim of elucidating its artistic, critical, and cultural dimensions. The significance of the research lies in the capacity of fantasy to enrich the child’s reading experience by harnessing imaginative energy that links aesthetic pleasure with value‑formation and the cultivation of literary taste. The study identifies the mechanisms by which fantastic elements contribute to shaping the text’s narrative structure, assesses their suitability for childhood stages, and considers their adaptability across differing cultural contexts.
Adopting a descriptive–analytical method, the research traces the manifestations of fantasy via the personification of nature, the development of temporality, and the representation of space, while analyzing their effects on affect, imagination, symbolic cognition, and other psychological characteristics of the child.
The findings indicate that fantasy in The Happiest Tree: A Story of Growing Up functions as a symbolic‑aesthetic narrative architecture that nurtures the child’s cognition and broadens horizons, while simultaneously addressing themes such as solitude (rather than unity), love, memory, and belonging in forms attuned to the child’s capacities and sensibilities and conducive to refining literary taste. The study further demonstrates the flexibility of the fantastic in cross‑cultural reception and its potential to serve as a bridge for civilizational dialogue, with due regard for cultural specificities.
Accordingly, the study recommends expanding the presence of fantasy in Arabic children’s literature to advance cognitive, affective, and psychological aims through indirect artistic strategies; supporting the translation of distinguished models from other cultures; integrating this literary mode into curricula as a means of cultivating imagination and literary taste; encouraging specialized critical studies; and leveraging digital technologies in the production of fantastic texts aligned with contemporary childhood interests.

This study aims to identify teachers’ perspectives towards the teaching profession, determine the level of their professional performance in competent lesson planning, and examine whether there is a statistically significant relationship between these attitudes and their professional performance in lesson planning competence.
The researcher employed the descriptive correlational method. The research tools consisted of a questionnaire on teachers’ attitudes towards the teaching profession comprising 23 items, and an observation checklist of teachers’ lesson planning competence consisting of 7 items. These tools were administered to a sample of 150 male and female teachers from the first cycle of basic education in schools in Aleppo City.
The results indicated that teachers’ attitudes towards the teaching profession were below average, and thus negative, and that their level of lesson planning was low. The findings also revealed a statistically significant positive relationship between teachers’ attitudes towards the teaching profession and their professional performance in lesson planning competence. In other words, the lower the teachers’ positive attitudes towards the teaching profession, the lower their professional performance in lesson planning competence.
The study recommends enhancing institutional and societal support for the status of teachers, restructuring the system of material and moral incentives for teachers, and allocating rewards for teachers who excel in their professional performance, particularly in lesson planning.

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

The current research aimed to measure tolerance for ambiguity and uncertainty among educational counselors. To achieve this, the researcher used the descriptive method, and the sample was randomly selected, consisting of 300 counselors (137 male and 167 female). The Ambiguity and Uncertainty Tolerance Scale, prepared for the Iraqi environment based on Mclain 2009 was adopted. The scale consisted of 13 items distributed across three domains. The validity and reliability of the scale were verified. The results showed that educational counselors possess tolerance for ambiguity, and there were no statistically significant differences in ambiguity tolerance according to gender. The research concluded with a set of proposals and recommendations.

The current study aims to identify the dominant emotional features and their indications in contemporary mask art. The theoretical framework consists of two sections:
Section One (Epistemology of Emotional Features: Between Emotional Charge and Expression).
Section Two (The Concept of Indication and its Approaches in Mask Art).
The researcher adopted the descriptive approach with the method of quantitative statistical content analysis in analyzing the research sample. The research instrument was constructed and face validity and reliability were achieved in light of statistical means represented by (Chi-square) and (Pearson's) equation through the correlation coefficient and (Fisher's equation) to use the weighted mean. The research results were distributed in six areas of the main emotional connotations of contemporary mask art. The research sample, consisting of (321) masks, was stratified according to the secondary emotional features with their indications to mask art in each of the six areas of the main emotional features with their indications to contemporary mask art. They were distributed in descending order represented in the following form: the connotation of violence, the connotation of irony, the feeling of excitement (love and sex), the connotation of the feeling of alienation, the connotation of the feeling of wonder (masks strangely), the connotation of celebration and the feeling of the spirit of the group. The results were interpreted and discussed.

The objectives of the research are to analyze the manifestations of referential intertextuality in Al-Ma'arri's book "Chapters and Functions in Glorifying Allah and Sermons" (Arabic: al-Fuṣūl wa-l-Ghāyāt fī Tamjīd Allāh wa-l-Mawāʿiẓ) to determine the sources of the references used (Qur’anic, Prophetic, traditional, philosophical, etc.) to explicate the linguistic and intellectual functions performed by these references in the construction of the text and to clarify their interpretive and semantic dimensions in light of modern linguistic approaches.
The study adopts a text-linguistic methodology supported by stylistic and hermeneutic analysis, in order to reveal the deep structure of the references and the meanings they evoke, while drawing on selected concepts from intertextuality theory within the framework of the Arab cultural milieu. The research examines selected chapters from the book which represent diverse patterns of referential intertextuality.
Among the findings of the study is that intertextuality, although a modern term in linguistic studies, has long been present in the Arab heritage under designations such as hinting (talmiḥ), implication (taḍmīn), citation, and quotation. Referential intertextuality differs from verbal intertextuality in that the former manifests through references, symbols, and allusions carrying religious or philosophical connotations, whereas the latter consists of reproducing phrases and sentences verbatim without alteration—explicit rather than implicit borrowing.
The most prominent sources from which Abu al-Ala al-Ma'arri drew his material in the book are the Qur’an, Prophetic traditions, proverbs and aphorism, as well as works of philosophy, literature, and Sufism. He employed these mechanisms to achieve brevity.

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

The research problem focused on the following main question: How do different family upbringing styles-such as guidance, overprotection, neglect, or authoritarianism-affect the development of a child’s personality? Based on this question, the study aimed to identify and evaluate the impact of family upbringing on the child’s personality. To achieve this goal, the researcher designed a questionnaire consisting of 18 questions, which was administered to Iraqi families in the Second Bakrli neighborhood in the city of Hilla, comprising 350 families.
The study’s main findings were as follows:
1. The results showed a very strong positive correlation (0.93) between family upbringing styles and the level of positive behavior in children, with a t-value (6.068) higher than the tabulated value (2.00).
2. The results indicated a significant relationship between the family’s monthly income and the level of emotional stability and environmental support provided by the family to the child.
3. The most commonly used approach in dealing with children’s mistakes was guidance and counseling (39%), while physical punishment did not exceed (11%).

This study addresses the concept of addition of semantic particles (ḥurūf al-maʿānī) as discussed by grammarians and Qur’anic exegetes, within a comparative framework that highlights the differences between their approaches: grammarians focusing on syntactic precision, and exegetes leaning toward rhetorical interpretation. The study demonstrates that a so-called “extra” word is never without purpose, and that the term addition is merely a technical convention that is permissible to use, posing no harm to the Arabic language or the Holy Qur’an. The findings reveal that addition serves semantic and stylistic functions that go beyond the literal meaning, enriching Arabic structure and enhancing its expressive flexibility. Furthermore, the divergence between the two groups has contributed to the development of both linguistic and exegetical studies confirming the versatility of particles in fulfilling multiple functions that extend beyond literal meanings to stylistic and rhetorical effects. The study adopts the descriptive method to trace the phenomenon in its original sources and the analytical inductive method to derive rules and principles, with supporting evidence drawn from Qur’anic texts and poetic citations.

The worship of the Mother Goddess arose from the resurgence of women's role in the Neolithic period following their discovery of agriculture, which led to positive societal changes. Humans transformed this power into a divine force embodied in the form of the Mother Goddess, thus making the female the first to ascend the throne of divinity for a period of time. However, her influence began to wane as a result of clashes with these new changes, because Her man partner could be able to reveal his identity in existence (thanks to her, as she was the primary inspiration for all his creations), particularly during the metal period and to after the historical eras. Through cunning and physical strength, men seized her existential maternal authority. This dominance extended beyond the secular realm into the religious sphere, allowing them to claim both thrones. With this dominance, they began to control the written word, thus clearing the field for themselves and their opinions. Despite this male encroachment, the Mother Goddess retained her position, albeit in a diminished form compared to her previous status.

Through four axes, this study adopts a cultural approach to Family Notebooks, the short-story collection by the Iraqi writer Dr. Ishraq Sami. The first axis of the study focuses on defining research concepts and establishing a theoretical framework. It introduces the short story collection and its main themes, then discusses critical concepts of "the image." the concept is not addressed in its aesthetic or imaginative sense-known in Western criticism as "Image"-but rather in its cultural sense as revealed by cultural studies, specifically "representation,". The study also points to the image as an ideological mental construct that is constantly reshaped through language and narrative to reinforce hegemony. The second axis focuses on the interaction between two concepts: the discursive actor and the social actor. the narrator takes refuge in the former to express confrontation with authority in its various forms, which are embodied by the latter. The presence of these agents in reality produces authoritative discourses that serve their ideologies and orientations. Thus, this axis examines the conflict between these two modes. in the third axis, story “The Dictionary” constitutes a striking presence, as the narrator resorts to cultural representation through the splitting of the dictionary’s function between its educational and its predictive, the study concludes with the fourth axis, in which it moves toward ideological representation through the mechanisms of representing women and producing images of them within this dimension. This is evident in the story “Prize,” where ideology enters the narrative through the portrayal of women from a masculine voice, assigning them multiple roles and patterns. Each role and image is linked to class, authority.

This study aims to identify teachers’ perspectives towards the teaching profession, determine the level of their professional performance in competent lesson planning, and examine whether there is a statistically significant relationship between these attitudes and their professional performance in lesson planning competence.
The researcher employed the descriptive correlational method. The research tools consisted of a questionnaire on teachers’ attitudes towards the teaching profession comprising 23 items, and an observation checklist of teachers’ lesson planning competence consisting of 7 items. These tools were administered to a sample of 150 male and female teachers from the first cycle of basic education in schools in Aleppo City.
The results indicated that teachers’ attitudes towards the teaching profession were below average, and thus negative, and that their level of lesson planning was low. The findings also revealed a statistically significant positive relationship between teachers’ attitudes towards the teaching profession and their professional performance in lesson planning competence. In other words, the lower the teachers’ positive attitudes towards the teaching profession, the lower their professional performance in lesson planning competence.
The study recommends enhancing institutional and societal support for the status of teachers, restructuring the system of material and moral incentives for teachers, and allocating rewards for teachers who excel in their professional performance, particularly in lesson planning.

The current research aims to identify the level of mental capacity among tenth-grade students in public secondary schools in some government schools in Deir ez-Zor city and examine the differences according to the variable of gender. The research problem was represented by a gap between the theoretical importance of mental capacity and the field reality in which students face difficulties in comprehending abstract concepts and processing complex information. The research relied on the descriptive method, and the research sample consisted of (150) male and female students selected randomly. To achieve the objectives, the researcher prepared a specific scale to measure mental capacity consisting of (30) items distributed across three dimensions (working memory, information processing, attention). The results showed that the overall arithmetic mean of the level of mental capacity came at a moderate level, with statistically significant differences in favor of females. The research concluded that the average level of mental capacity among students indicates a need to develop teaching methods and enhance mental skills, and that the superiority of females may be attributed to educational and social factors related to cognitive organization and academic discipline.