journal of Language Studies

This paper addresses the issue of translatability of dialect in the translation of literary texts. It tackles dialect as a means of depicting the identity of the characters in literature. And it sheds light on the relationship between identity and language because using dialect is manifested and related significantly to the social stand of the characters in literary works. The translator of the text under study faces the problem of the existence of a linguistic variety in the original text, which depicts the close connection between the addressee, the means and the context in which it is employed. Hence, the difficulty in translating dialects in literary works is a linguistic problem, as well as a pragmatic and semiotic one, that is the presence of dialect in the text provides meanings and connotations far further than the linguistic level. That is why, in translating and tackling this variety of language, used by the author as a means of characterization or as a social class marker, this variety was standardized and flattened by the translator. The researcher concludes that the presence of dialects in Wuthering Heights adds communicative, stratificational, cultural, and semiotic value to the text. As far as translation is concerned, this forms extra challenges for the translator.

Anti-heroism in children’s literature becomes one of the scholarly interests in recent times. Anti-heroism reveals the lack of heroic traits and imperfection of protagonists and emphasizes their failure as being ideals and icons for children. This research discusses Jeff Kinney’s Diary of a Wimpy Kid (2007) aiming to examine anti-heroism in Greg Heffley’s character, using Sigmund Fraud’s psychoanalysis theory and mind structure of Id, Ego, and Superego. The study argues the struggle of middle child in the family and his behavior in the school showing the problems faced by him as a protagonist who unexpectedly go through many shortcomings and downfalls. The study answers questions as why Greg Heffley is portrayed as an anti-hero and how does the psychoanalytic approach help to examine the structure of Greg’s personality?
This study is divided into two sections and a conclusion. Section one sheds light on anti-heroism, children literature and Sigmund Fraud’s theory of psychoanalysis. Section two deals with the novel’s analysis according to Fraud’s theory of psychoanalysis showing antihero qualities in the protagonist’s behavior. The last part of the study is the conclusion that sums up the findings of the study.

This study deals with William Faulkner\'s novel, The Sound and the Fury (1929). In the United States, no writer sounds more American than William Faulkner, who impresses the reader as being deeply rooted in his native land. Faulkner\'s favorite subject is the decline and moral disintegration of the South. The Sound and the Fury depicts how the Old Southern Order was, in Faulkner\'s words, \"cursed\" by slavery and bore the seeds of ruin in itself. Faulkner\'s work reflects a modern world beset by moral confusion.

This study is intended to investigate the discoursal functions of minor sentences in Disney children’s stories. These sentences do not follow the regular clause structure patterns or the variants of those structures. Minor sentences are of two types: irregular sentences (henceforth IrrSs) and nonsentences (henceforth NonSs). The study aims at (i) identifying the discoursal functions of of IrrSs and NonSs in Disney stories, and (ii) investigating the most frequent discoursal functions of minor sentences in the selected data. Fulfilling the above aims, the study hypothesizes that the most discoursal functions of IrrSs and NonSs are used in Disney children’s stories. It is also hypothesized that surprise and summoning are the most frequent functions of those minor sentences in Disney children’s stories. The study examines the discoursal functions of irregular sentences and nonsentences in fifteen Disney children’s stories. The data are analyzed according to Quirk et al.'s (1985) model. The results show that (15) discoursal functions appear through using IrrSs, while (41) discoursal functions appear through using NonSs. The results also show that surprise and summoning are the most frequent functions of minor sentences that represent (11.25%) and (8.76%) respectively of the total number of minor sentences. The study concludes that the most discoursal functions of IrrSs and NonSs are used in Disney children’s stories. It is also concluded that surprise and summoning are the most frequent functions of minor sentences.

Some children appear to grow normally until they face the academic demands of school. These learners cannot make their way continue compensating for the added content-learning demands. Their performance problems are sometimes rooted in reading disorders. Reading disorder is a specific learning disability described by disorders with correct and /or fluent word recognition, and poor spelling and decoding abilities. This study aims to highlight the characteristic features of reading disorder and the skill area affected by students suffering from reading so that they can be used as a basis for identifying this disorder among learners. The study concludes that the main characteristics of reading disorder could be found in the following areas \'reading, writing and the general aspect of learner\'s life\'. Besides, the skill area affected by students with a reading disorder is realized by a deficit in the main components of being a good reader, that is: (reading decoding, word recognition, reading fluency, and reading comprehension). A deficit in one of these components could result in a reading disability by learners.

The research is an attempt to focus on some common terms of computer sciences and remote sensing. It aims at proving that translating such terms, which have been chosen randomly from different references, from Arabic into English constitutes problems, posing difficulties for fourth year students of translation / University of Mosul. The study hypothesizes that some terms cause confusion for fourth students of translation due to the lack of adequate scientific background knowledge in the fields of computer sciences and remote sensing. Sometimes, absence of linguistic background knowledge of some phenomena hinders the translation of terms in these fields. It is handy for the students in the study to know what these terms could mean by resorting to dictionaries, knowing the scientific fields in the study, and having a good span of time for the questionnaire. However, not having adequate background knowledge of scientific terms in general and in these fields make some students stand helpless in translating the terms from Arabic into English.

This paper investigates an important subject in English; that is “the correct order of adjectives in front of a noun in a noun phrase”. If the learners of English wants to speak and write like a native speaker, they must avoid using wrong order of adjectives which sounds ackward and odd for native listeners.
The investigator of this article views that this research can be regarded as an important chance to improve the learners’ ability in understanding this aspect of English grammar because the research will show you how to list adjectives in the correct order, which will make you sound more natural when you speak.

Emotionally triggered utterances consist of sentences and phrases which express delight, annoyance and surprise which gather under the general title of expressive speech acts or exclamatives, and deserve a comprehensive study in terms of their semantics, pragmatics, and even audio

Abstract
The paper relies heavily on Reichenbach’s model of time whereby, the verb tense is employed to highlight the moment in which an event occurred in relation to the moment of its description. Tense together with time adverbs and adverbials definitely determine whether an event is reported in the timely chronological order, reversed order , or whether there is a time gap intermingling between the events on the time line or not. This paper addresses the subject-verb dichotomy, tackling the possible problems that translators may encounter in their quest to present successful renderings despite the profound differences between the two languages in the possible sentence patterns, places, order of places and the way of realizing, fitting and ordering elements onto the places. The paper aims primarily at probing deep into the topic by highlighting the characteristics of this subject-verb dichotomy. To achieve the aim, it is hypothesized that: translating the full stretch of the dichotomy poses serious problems for translators and that a sound translation can be given despite the divergencies between Arabic and English. In order to validate the hypotheses and achieve the objectives, a detailed account about the dichotomy is given, the major types, functions and features of the relation are tackled, a group of Arabic-English translation examples are selected and the Chafean Theory is adopted so as to help translators put forth some semantically sound and specially grammatically correct renderings.

The following study focuses on surveying teachers’ attitudes towards the four reciprocal teaching strategies (RTSs) which include; prediction, clarifying, questioning, and summarization in EFL high school classes by English Language teachers in Erbil city. Achieving this objective, the researcher needs to understand the difficulties that both teachers and students face in understanding the contents of reading texts. The present study attempts to evaluate high school teachers’ attitudes (negative or positive) towards the four RTS teaching strategies, and to detect the extent to which they apply such strategies in their teaching sessions. This is mandatory since reading comprehension is very essential skill for high school students who will move to the post-secondary (university) stage that needs more effort for learning the language and overcoming reading obstacles.
A quantitative method has been used for the sake of achieving the aims of the study, thus a teachers questionnaire was distributed on One hundred EFL high school teachers were which represent the sample of the study .in addition , an observation checklist was used to observe twenty-five EFL teachers to find out the way they are using the four strategies of RTSs. The teachers were randomly selected in public high schools in Erbil Directorate of Education. The data of the current study were analyzed by using SPSS version (22). The findings of this current study for both tools reveal the real attitudes of secondary school teachers of English, and the extent to which they deal

The following study focuses on surveying teachers’ attitudes towards the four reciprocal teaching strategies (RTSs) which include; prediction, clarifying, questioning, and summarization in EFL high school classes by English Language teachers in Erbil city. Achieving this objective, the researcher needs to understand the difficulties that both teachers and students face in understanding the contents of reading texts. The present study attempts to evaluate high school teachers’ attitudes (negative or positive) towards the four RTS teaching strategies, and to detect the extent to which they apply such strategies in their teaching sessions. This is mandatory since reading comprehension is very essential skill for high school students who will move to the post-secondary (university) stage that needs more effort for learning the language and overcoming reading obstacles.
A quantitative method has been used for the sake of achieving the aims of the study, thus a teachers questionnaire was distributed on One hundred EFL high school teachers were which represent the sample of the study .in addition , an observation checklist was used to observe twenty-five EFL teachers to find out the way they are using the four strategies of RTSs. The teachers were randomly selected in public high schools in Erbil Directorate of Education. The data of the current study were analyzed by using SPSS version (22). The findings of this current study for both tools reveal the real attitudes of secondary school teachers of English, and the extent to which they deal with the four reciprocal strategies while teaching reading. Finally, for helping teachers and students to be familiarized with the four reciprocal teaching strategies, a number of useful recommendations are suggested. Also, a number of suggestions for further studies are presented.

This study discussed the nature of Conrad's fictional narrative style in forming collective images whose significance varies according to the angle from which he looks, as it directs the readers' attention towards the theoretical issues that he tests in his writings. It represents a kind of intellectual drama involving imaginative language, which assumes that Conrad discovered and tested his literary theories while writing the text, although he does not use critical language easily identifiable in his writings when it comes to establishing his convictions as it is characterized by a lack of clarity of purpose and a kind of philosophical narrative, as described by some critics, the hidden aspects included in the text extend to the reality of the characters and their being, as if they were living in a state of uncertainty, especially in the character of Captain Marlow in Lord Jim's novel.