Translation & linguistics

Poetic invocation, particularly in the context of Imam Hussein, represents an enriching creative pattern that reveals the intellectual visions and creative energies of the poetic output, connecting it to both cultural and aesthetic dimensions. The contemplative tendency and cultural references appear in a state of constant fusion, aiming to demonstrate the thematic function within the poetic discourse. This relies on the presence of these invocations to create spaces for renewal, on the one hand, and to generate the mechanisms of the rhythmic pattern with its intellectual content, on the other. This study aims to investigate the invocation of Imam Hussein – peace be upon him – within the poetic text, examining its open features through implicit systemic meaning and tracing its cultural and social dimensions.

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This research stems from the premise that cultural terminology is not merely an ordinary lexical unit, but rather a repository of knowledge representing collective memory and the linguistic environment. Therefore, there has been a substantial body of work by academic academies in this area, aimed at building a linguistic repertoire that helps keep pace with technological and social developments, while preserving cultural identity from being absorbed by foreign influences. I do not believe that the terminology of cultural terms, or the terms themselves coined by academic academies—especially the Baghdad Academy—are very close to the public sphere and its usage. In fact, I believe that their existence and confinement to the mere written records produced by the academy have prevented them from reaching the realm of general usage, transforming them from mere terms intended to combat foreign influence into terms in a state of perpetual dormancy. Therefore; This paper was an attempt to promote a project undertaken by the Baghdad Academy to transfer these terms from their written form to an electronic corpus, computerized dictionary, or electronic application, which could serve as a first step in making the vocabulary of civilization accessible to the general public. This research unfolded within two contexts: the first examined the Academy\'s approach to standardizing these terms, its methodology for creating them, and the extent of its commitment to this area. The second context involved a proposed project to create a computerized or automated dictionary containing these terms, employing the principles of computational linguistics and electronic lexicography. This paper has reached conclusions, the most important of which, in my opinion, is the need to move the Dictionary of Civilizational Terms from being a rigid or fixed text to an intelligent electronic database that is capable of development and evolution, in addition to the importance of computerizing terminological data, and the possibility of adding mechanisms for updating, adding, and individual and collective interaction, in order to develop this dictionary and continue to grow and preserve it.

The research aims to examine the fear of failure and academic procrastination of Iraqi EFL undergraduate students. To achieve the research objective, 120 male and female Iraqi undergraduate students studying English as a foreign language were selected randomly from two public colleges located in the city of Baghdad for the academic year 2023-2024. To collect the needed data, a modified 5-point Likert scale consisting of (21) items developed by Abd al-Munam et al. (2019) to measure the fear of failure and a modified 5-point Likert scale consisting of (15) items developed by McCloskey (2012) were administered to the research sample. The results revealed that the research sample did not experience fear of failure; on the other hand, they experienced academic procrastination while learning the English language. There is no statistically significant difference between males and females in fear of failure. There is no statistically significant difference between males and females in academic procrastination. As for students' fear of failure and academic procrastination, a very weak positive correlation is proven. The researcher recommended identifying the types of academic procrastination and their associated variables provides researchers and educators with insights into potential strategies for addressing this phenomenon.

The paper studies human nature in Emily Bronte\'s Wuthering Heights (1847) and Saad Kassim Al-Asady\'s Niran (2014). It focuses on the idea of evil which people inflict on each other and the inclination for revenge in retaliation, two connected phenomena that are universal in their natures, unlimited to place or time, through studying two novels written in different ages and completely different cultures: the West and the East. The two novels try to emphasize that evil and the urge to revenge are unleashed in the hearts and minds of people by the wrong of man to another man. In this context Heathcliff, the protagonist of Wuthering Heights, lives in a burning fire driving him to revenge and turning him into a sheer devil ready to destroy the whole world because of the cruel and unjust treatment inflicted by Hindley upon him, and worse by Catherine\'s betrayal of his love. In a similar way, in Saad al-Asady\'s Niran, the protagonist, Niran, is the victim of the brutality of her father and the seduction of a young man who rapes her and runs away. The paper is psychologically focused examining whether evil is inborn or acquired.

Although teachers play a decisive role in shaping English language education in Iraq, little is known about how their personality traits influence essential psychological attributes such as ambiguity tolerance and risk-taking. Therefore, this study investigates the relationships between the Big Five personality traits, ambiguity tolerance, and risk-taking among novice and experienced Iraqi EFL teachers. Drawing on data from 80 teachers in state schools in Baghdad, the research employed the Big Five Inventory (BFI), the Multiple Stimulus Types Ambiguity Tolerance Scale (MSTAT-II), and a risk-taking questionnaire adapted from Nicholson et al. (2005).in order to analyze the gathered data, the researcher conducted Pearson correlation coefficients for novice and experienced teachers which later was followed by Fisher’s Z tests to assess whether teaching experience had any significant effect on the calculated correlations. Accordingly, the results disclosed that Extraversion and Conscientiousness were positively correlated with ambiguity tolerance among experienced teachers, while Neuroticism was negatively related. Moreover, for the novice teachers, Extraversion, Agreeableness, and Conscientiousness were positively correlated with ambiguity tolerance. For risk-taking, Extraversion anticipated higher risk-taking in both groups, while Neuroticism predicted lower levels. Agreeableness and Conscientiousness showed significant correlation with risk-taking among novice teachers. Fisher’s Z tests showed no significant differences. These findings highlight the significant role of personality in shaping teachers’ responses to uncertainty and innovation in Iraqi EFL contexts and emphasize the value of integrating personality-informed insights into teacher education and professional development programs.

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This study presents a linguistic analysis of how Russian and American mainstream media and official statements deployed speech acts of accusation during the 2022 Russian invasion of Ukraine. Using Speech Act Theory (Austin, 1962; Searle, 1976) as the framework. The study analyzes 50 texts of English-language official statements and media headlines from both sides. In this research utterances are categorized into assertives, expressives, directives, commissives, and declarations, and analyzes their pragmatic force in shaping narratives. The analysis reveals contrasts in tone and rhetorical strategy: U.S. officials and media overwhelmingly use assertive accusations and expressive condemnations to morally indict Russia, while Russian counterparts issue assertive counter-accusations along with defensive justifications. Both sides employ commissives through Americans vowing punitive action and support for Ukraine, while Russians pledging to achieve war aims, and they use directives, from Western calls for Russia to cease aggression to Russian demands that NATO stop expansion. These findings suggest that speech acts of accusation are not just reporting or opinion, rather they perform actions: condemning, justifying, threatening, and gathering support. This research provides novel insight into how language itself becomes a battleground, and concludes that such starkly divergent rhetorical strategies, though serving immediate political aims. Furthermore, it entrench the conflict by obstructing mutual understanding, highlighting the essential role of linguistic analysis in conflict studies.

Grammar is considered as the most focal and important element in language teaching. It can be employed as a means of improving the foreign language learning. It seems to be essential for good use of language; it enhances students’ ability in other language skills
The research aims to "investigate the impact of using peer teaching technique in to develop Iraqi EFL students ' English grammar". ""The null hypothesis states that there is no statistically significant difference between the mean scores of the students who are taught grammar using peer teaching technique and that of the students who are taught grammar using the traditional method"

Cette recherche étudie la manière dont le roman contemporain français représente les transformations de l’identité à l’ère du numérique. En s’appuyant sur un corpus d’œuvres récentes (Houellebecq, Despentes, de Kerangal), elle montre que la littérature ne se limite pas à évoquer le numérique comme simple décor, mais qu’elle en fait un véritable moteur narratif et réflexif. L’analyse met en évidence trois phénomènes majeurs: l’hybridation textuelle (intégration du langage numérique), la fragmentation narrative (inspirée de la logique de l'Internet) et la performativité identitaire (construction de soi à travers les dispositifs numériques). Ces éléments traduisent un changement profond de la représentation du sujet moderne, balançant entre réel et virtuel, unité et dispersion. Le roman contemporain devient ainsi un laboratoire où s’expérimente une nouvelle forme d’humanité connectée en offrant une critique sensible des dérives du monde digital.

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Dans ce travail, nous soulignons l'importance de la communication non verbale dans le discours politique, où le geste et le mouvement deviennent partie intégrante de la communication politique en plus du discours verbal et contribuent à transmettre de nombreux messages indirectement au destinataire, ce qui renforce la puissance du discours. Dans cette étude, nous avons essayé d'analyser tous les processus rhétoriques non verbaux d'un certain nombre de discours de Macron à différentes occasions, qui sont considérés comme des composantes essentielles de toute expression politique

This study highlights the importance of extensive reading (ER) as a way to enhance English language learning. ER encourages students to read extensively and freely, thus helping improve language skills and fluency, as well as allowing students to select appropriate reading material based on their preferences and level of proficiency. This study was conducted to evaluate its impact on writing and self-regulation among Iraqi EFL learners.
A quasi-experimental design was used with 24 students from Al-Mustansiriya University, divided equally into experimental and control groups aged 18–23. Both groups completed a writing test and a self-regulation questionnaire before and after the research . The control group was taught using traditional methods, while the experimental group participated in an extensive reading program that included different types of texts such as narrative, descriptive, scientific, and expository materials.
The results revealed that extensive reading significantly improved both writing performance and self-regulation. The experimental group outperformed the control group in both areas. The research therefore concludes that extensive reading is an effective approach for enhancing writing skills and promoting self-regulated learning among Iraqi EFL learners

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Dans cette recherche, nous allons comparer entre deux romans de deux écrivains de deux cultures différentes. Les deux écrivains Albert Camus et Kamel Daoud appartiennent aux ères séparés. L’un est un écrivain français célèbre au XX ème siècle et l’autre est un écrivain algérien du XXI ème siècle. Chaque romancier est sûrement influencé par les écrivains précédents et sa production romanesque ne cesse de réécrire des œuvres d’autres auteurs. Dès sa publication en 1942, L’Étranger de Camus a inspiré un grand nombre d’écrivains français et arabes. Kamel Daoud a été beaucoup influencé par Albert Camus à l’instar des romanciers algériens d’expression française. Avec Son roman Meursault contre-enquête (2013), il a réussi à écrire une œuvre en parallèle avec le roman L’Étranger d’Albert Camus. De ce fait, cette étude se veut être un rapprochement et une comparaison entre deux écritures de deux grands romanciers.
Dans ce travail, nous chercherons entre ces romans les ressemblances littéraires et les différences philosophiques. Le but est d’illustrer les parentés et les divergences entre les deux univers romanesques chez les deux écrivains. Dans la présente étude, nous adaptons la méthode analytique qui explore où se trouve la proximité littéraire et aussi la distance idéologique entre la pensée de Kamel Daoud avec celle d’Albert Camus. Par cette mise en parallèle de deux œuvres, nous expliquerons comment la réécriture d’une œuvre d’un écrivain français célèbre est-elle mise en œuvre par un écrivain arabe ?

Cette recherche étudie une pièce de théâtre écrite par Patrick Modiano. Cette pièce se considère comme un laboratoire permettant d’explorer la mémoire et examiner la dialectique entre le passé et le présent dans la création de l’identité. Elle part d’un problème central concernant la manière dont le passé devient une présence permanente dans le discours théâtral, et comment la mémoire et l’oubli s’entremêlent dans la formation de l’identité individuelle et collective. L’importance de cette recherche réside dans l’accent mis sur l’aspect théâtral de l’œuvre de Modiano, qui a été moins exploré que ses romans. Ce travail met en évidence l’hypothèse selon laquelle la mémoire dans le texte n’est pas une documentation fixe, mais plutôt un mécanisme continu de circulation soumis à des distorsions émotionnelles et évoluant dans des horizons temporels interconnectés, où le passé et le présent s’échangent sans démarcation claire. Les scènes actuelles et les flashbacks se chevauchent intentionnellement, et le présent semble entaché par les spectres du passé, tandis que les personnages vivent dans un état d’attente lié au voile de la mémoire comme un acte existentiel sans fin.
La géographie de l’oubli est également évidente dans les lieux clos et les objets du quotidien qui deviennent des déclencheurs de mémoire, sans oublier la présence de Paris comme toile de fond saturée de souvenirs de l’occupation, qui relie le privé au public et révèle l’interconnexion entre la mémoire individuelle et collective. L’étude interprète les voix des personnages comme des échos conflictuels du passé, le dialogue devenant un acte collectif de mémoire, et la répétition prenant des connotations existentielles et politiques concentrées, notamment en ce qui concerne la question des noms oublié et la mémoire des victimes. D’un point de vue méthodologique, la recherche combine l’analyse structurelle et sémiotique avec le contexte historique de la France d’après-guerre, en s’appuyant sur les principes de la psychologie cognitive. Elle conclut en soulignant que le théâtre de Modiano est un espace vivant de mémoire qui transforme le passé en une réalité existentielle, et que l’oubli lui-même est une forme de mémoire.

Cette étude propose une lecture croisée de deux approches interactionnelles afin de comprendre comment les interactions, le contexte et le discours contribuent conjointement à l’acquisition de la langue en classe. Elle montre que l’acquisition ne relève pas uniquement de processus individuels, mais qu’elle s’inscrit dans une dynamique sociale et discursive, propre au cadre institutionnel de la classe de langue.
L’analyse met en évidence que l’acquisition en classe est à la fois structurée par des routines interactionnelles et ouverte à la dynamique située des échanges, offrant ainsi un cadre propice à la participation et à l’appropriation linguistique.
L’article de S. Pekarek met en lumière le rôle des formes routinières qui organisent les échanges pédagogiques et offrent aux apprenants des cadres stables facilitant la participation. De leur côté, Gajo & Mondada soulignent que l’acquisition dépend également de processus interactionnels contextualisés qui dépassent la répétition de formats rituels.
L’étude souligne ainsi la complémentarité de ces deux perspectives et l’importance de concilier cadres structurants et espaces d’interaction dynamique dans l’enseignement des langues : les routines structurent l’interaction, tandis que les échanges situés favorisent l’émergence et l’appropriation réelle de la langue