Journal of Tikrit University for Humanities

The present study aims at measuring the effect of the 3-2-1 reading strategy on Iraqi EFL University students in Reading Comprehension
The sample of the study consists of second year university students / English Department / College of Education for Humanities / Tikrit University, during the academic year 2019-2020. It has been randomly chosen and has divided into two groups, the control group with (35) students and the experimental group with (35) students also. The two groups are equalized according to certain variables. The 3-2-1 strategy is used with the experimental group, whereas the control group is not trained on this strategy, i.e, by using the conventional method. After instruction for six weeks, both groups completed the same reading comprehension test. The obtained results have shown that there are statistically significant differences between the achievements of the students of the two groups in favor of the experimental group due to the use of the 3-2-1 strategy

Language learning and teaching are related to sociolinguistics in several ways. Various social factors influence language teaching and learning. Many countries today seek to develop their educational systems through the use of new educational strategies to keep pace with the current developments and to achieve satisfactory educational results, as education is considered a real investment for any country and its people. This calls for good use of new educational strategies in preparing students and teachers, developing curricula, and diversifying teaching methods, to develop the educational process and provide better teaching and learning. Therefore, this study aimed at investigating the effect of implementing sociolinguistic competence teaching strategies on students' reading behavior in the classroom. By using the descriptive-analytical approach and developing a questionnaire tool that revolves around the subject of study. The results of the study concluded that there is a statistically significant positive impact of sociolinguistic competence teaching strategies on students' reading behavior in the classroom at α≤ 0.05, and this significant impact is due to the improvement in text-breaking, text-using, and text-analyzing abilities. The study also revealed that there are several difficulties and factors that limit the efficiency of sociolinguistic competence teaching strategies in the Salahaddin University/ English Department classroom including the complex factor of the reading text, and the environmental variables surrounding the student, their reading comprehension anxiety a many other factors that should be taken into consideration to increase sociolinguistic competence in teaching languages. The researcher recommends the necessity of using emotional and social culture strategies that enhance the learner's ability to deal with his/her emotions and sociocultural experiences while learning the English language

English plays a significant role in developing educational systems worldwide. Grammar is an important aspect of learning English language. Without learning the grammar; the language cannot be practiced properly. English writing is considered as a vital part during the academic life of students. Several grammatical errors and difficulties appeared among students when leaning English because of the poor knowledge and experience of students with lexis and grammar in their daily life. This research aims to investigate the difficulties of learning English grammar and suggested methods to address them. A descriptive methodology was utilized in this research through reviewing the previous literature. The research results indicate that students still suffer from difficulties in learning the English language, especially its grammar, and they suffer from weakness in the grammatical, semantic and pragmatic levels that appear in their spoken or written language. The research finds out that students in various stages face many difficulties and problems in learning English grammar, which can be traced back to the old teaching style, inappropriate curriculum, and the non-enthusiastic psychological state of the student mainly.

Consonant clusters are a group or sequence of consonants that appear together in a syllable without a vowel between them. Consonant2 clusters are commonly found in simple words but they can be recognized also in compound words. Therefore, the present study tries to tackle consonant clusters in compound words. The present study aims at distinguishing consonant clusters in different types of compound words in the English language and studying the frequency of consonant clusters within a compound word. The study employs an eclectic model to achieve the intended aims it. The study concludes that a sequence of two juxtaposed elements can be considered as a compound in English and English compounds can be divided into the following types: nominal, adjectival, verbal, and adverb compounds.