Journal of Tikrit University for Humanities

College students have problems in studying literature in general and poetry in particular. They depend fully on the lectures of their instructors and the internet notes and Wikipedia sources that are widely spread via internet.
Hence, the present study is an unprecedented one that seeks to find some solutions to this problem that faced both the instructors and the students. Its aims are as follows:
1. identifying the cognitive poetic schema (henceforth, CPS) used in the interpretation of the poems involved in the study ;
2. finding whether there are any differences among the three selected poems in students\\' CPS;
3. Finding whether there are any differences among the four levels of the college students in the six components of the CPS rubric.
To fulfill the aims of the study, the following procedures are carried out: first, a thorough and comprehensive survey of old and modern related literature to both fields of study, schema and cognitive poetics. Second, a model of CPS management is pinpointed and adopted from Stockwell’s well-known book Cognitive Poetics (2002). Third, three poems are selected from the poems of Liverpool poets by a jury of experts. Fourth, questions and their rubric are exposed to a jury of specialists. Fifth, a pilot study and later a final application of the test to the four levels of college students at the Department of English, College of Education for Women, are carried out.
Results show that there are significant differences among college students in the four levels of the college. In the light of these findings, the study ended with some conclusions and recommendations.

Thanking is a widely used phenomenon for attracting effectiveness and achieving various purposes depending on how and why it is said or written. It is deeply embedded in our language and no one of us ever gets through a day without using it. Actually, thanks refer to response with appreciation effects utilized as a means for issuing gratitude. However, gratitude is not the only motivation for thanking; thanks can have other sociopragmatic political purposes besides, depending on their type, object, condition, and strategy resembled; whereof, thanking meaning is lexically based on various types depending on the purpose employment. Additionally, thanks are intrinsically governed by social determinacies, in which pragmatic choice of thanking expressions is mainly qualified in relation to the influenced social power. Thereupon, miscommunicating the proper pragmatic thanking choice would mainly attribute negative social consequences. The present study aims at defining the socio- pragmatic impact of employing thanking expressions in political speeches based on the socio-cultural specificity of the two languages communities. To conduct such a study, a qualitative method via critical pragmatic analysis is adopted in which (6) texts with their rendition are represented to be the data of the study. The data are withdrawn from BBC news and Al- Jazeera. The conclusions of the study reveal the direct influence of social situations on creating thanking expression in both languages. Furthermore, most of pragmatic renditions of English thanking expressions into Arabic and Arabic thanking expression into English exhibit a case of strategy shift that attributes a case of pragmatic breakdown of the thanking purposes.

In modern education, English language teaching has been going through various methods and approaches stating the journey with grammar- translation method, direct method, audio- lingual method, content-based, task-based and participatory approaches, and reaching communicative language teaching (CLT). Having appeared since the 80s, CLT still maintains its popularity in English language teaching contexts. It is one of the most popular and dominant approaches used in the world of teaching English. In Kurdistan, CLT has been used and adopted in the 2000s. English courses have been redesigned following the communicative approach principles. EFL student-teachers are supposed to implement CLT while they practice teaching during the assigned period of time. They took a course named methodology in which the focus is on CLT. In addition, fourth year students had another class called 'View' in which students visit schools to observe teaching English. To the researchers' knowledge, no studies have investigated the extent to which this approach has been applied by student-teachers at the College of Education and Basic Education.
The purpose of this study is to observe and describe how the communicative approach is being applied by EFL student-teachers in high school classrooms. Therefore, the problem of the study can tacitly be expressed in the following question: to what extent the CLT approach is implemented among the student teachers in teaching Sunrise. The study is a qualitative study because it describes the student teachers' behaviors while teaching Sunrise. Two tools have been utilized. An observation scheme COLT (Communicative Orientation of Language Teaching) is used to collect the data. Nine students are observed for one lesson in 2020. Besides, a questionnaire is delivered to twenty EFL instructors at the College of Education and Basic Education. In the light of the findings, it becomes apparent that CLT is not implemented by the majority of the student teachers. Finally, Recommendations are suggested to solve this problem

Studying English literature is insufficient without shedding light on the works of William Shakespeare (1564- 1616). His plays in particular, are rich of significant ideas that give inspiration, controversy and debate for both spectators and critics despite the fact that female characters in Shakespearean plays have less conversation than the male characters. Nevertheless; when they speak, the spectators feel that they seem as they were the backbone of the plays. Their roles are pivotal in the plays and in the development of the plot and undoubtedly, their words and their speeches reflect the mind of the male counterparts. In this respect, the present research is focused on the tone of female characters in Shakespeare’s comedy As you Like it in the light of two points. The first is the focus on how Shakespeare used tone differently for his male and female characters and the other is in what extent the tone is leveled in comedy plays. The aim of the present research is to examine, to understand and to characterize the tone in the boundaries of the context depending on Renaissance period