Journal of the College of Languages

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Narrative visions is an old and modern subject. It is old because Plato dealt with in his republic. Then Aristotle followed him lator. But it was forgotten or neglected until the previous century in that the American novelist Henry James treated it of and deeply studied it particularly in the introduction of some of his stories. Thus, it has become a modern subject and researchers and critics in the field of the story and novel returned to it and were concerned with it more deeply and discussed it's relationship with the whole of the narrative structure and its formal elements like it relationship with the style and narrative forms in addition to its relationship and effect in the manner of selecting the narrative form in the story and novel. Persy lobok, jan boyon, bakhteen, jerar jenet, todorof, and others presented valuable studies which in turn affect the development of the European literary criticism as well as the manner of writing a novel in its modern form. These studies made some eastern critics of Arabs, and others like Dr. Size Ahmed Qasim, Morise abu Nadher, Dr. Shuja Muslim Al-ani, Jamal Mir Sadiqi and Ibraheem Yunisi deal with the mentioned subjected of narrative visions and explain their effect on the writing of Arabic and Persian stories and Novels.
Concerning Kurdish writers, critics, and researchers, they seldom treated of this subject. The history of the first study presented in Kurdish dates back, as far as I know in this field, to the year 1960. this was presented by the Kurdish novelist Hussein Arif in an article entitled "narrative forms'' witch published in blesa (spark) magazine. After that no studies deserving importance in the same subject till the ninth decade of the mentioned century appeared when a number of academic researchers like Parez Sabir and Nejm Khalid Najmaddin who studied and applied it to the Kurdish story and novel. The researcher Parez Sabir dealt with this subject briefly in her master thesis entitled '' the artistic structure of the Kurdish story from its beginning till the end of the second world war'' and presented to college of Arts- Salahaddin university to obtain master degree in the Kurdish literature. She applied the classification of jan boyon for kinds of narrative visions to a group of Kurdish stories. After that the researcher Nejm Khalid Najmaddin carried out a study entitled '' time structure in three examples of Kurdish novels'' in 2003. In a number of it's section, he discussed all narrative visions from theoretical viewpoint and applied them to narrative section taken as example from novels the study relied on.
This study entitled '' levels of the viewpoint of the narrator who knows everything in the novel (The Collapse) of the novelist Muhammad Mukri'' is added to other previous studies. It's importance lies in discussing and analyzing levels of time, place and expression of one of the kinds of narrative visions prevailing in the Kurdish novel particularly in the novel the '' The Collapse''.
This research consists of to chapters and six axes. The first chapter with it's three axes deals with the concept of viewpoint and it's types. The most important viewpoints of the narrator who is aware of everything. The second chapter studies levels of the viewpoint of the narrator who knows everything through three axes as follows:
1- Time level.
2- Place level.
3- Expression level.

In addition to that, the researcher presented the most important results reached at and as follows:
1- The impossibility of separating between levels of the viewpoint of the narrator who knows everything because of their use by the writer to serve his objective viewpoint.
2- The perspective used in this novel is the perspective of the narrator who knows everything and who looks from the outside of the event at characters and events and he presents his evaluation and description from there.
3- The narrator in this novel represents the viewpoint of the novelist and he is not separated from him.
4- Most primary and secondary characters of this novel represent the objective viewpoint of the novelist and the narrator.
5- The novelist benefited from the time of the events, the environment of the characters, and their expressions to express their viewpoint.
6- As this novel is of the monophony or monologue (of one voice), the viewpoint of the novelist and his characters remain as they are without any important changes from the beginning of the narration until it's end.
7- As the novelist does not realize the necessity of difference of his language from the language of his characters, the reader cannot differentiate easily between levels of expressing those characters and the manner of the novelist expressing his viewpoint.
8- This is apolitical novel dealing with three realistic events in the life of the Kurdish nation:
a- The disaster of fall of mahabad republic in 1946.
b- The disaster of aylul revolution relapse in 1975.
c- The beginning of anew revolution in Iraqi Kurdistan after a few months from 1975 relapse.
All these events were presented from the objective viewpoint of the knowing narrator through levels of time, and expression.

Surrealism is a twentieth-century literary and artistic movement oriented toward the liberation of the mind. Surrealism is a reaction to the philosophy of rationalism which was believed to be the cause of the disaster of World War I. It emphasizes the expression of the imagination as revealed in dreams and presented without conscious control, the unexpected juxtapositions of objects, the withdrawal of the self, and the exploitation of chance effects.

The notion of difference has had a great impact on modern linguistic, critical, and cultural theories and practices. It has veered off the course of discussing meaning from the traditional essentialist stance into a relational account of meaning whereby the meaning of, say, a word is viewed as not intrinsically possessed but a result of the differential relations this particular word has with other words within the summative language system. “Difference” has taken the side of the relational approach to meaning in the (still ongoing) intricate dichotomy between the relational and the referential views of language, rendering the study of linguistics—especially semantics—more complicated and, in effect, more intriguing and interesting.
The present paper purports to explore how three major twentieth-century theorists, namely Martin Heidegger (1889-1976), Ferdinand de Saussure (1857-1913), and Jacques Derrida (1930-2003), tackled the notion of difference. The emphasis here is laid upon the impacts and implications this notion has effected on linguistic theory and practice. The cultural, anthropological, and political nuances of difference remain, by and large, outside the scope of this paper.

English language has faced many morphological, structural, and even phonetic changes because of the influences impact on it from other languages. One of the language which has left its finger print on English is French, and that's why nowadays many French words are found in English.
This paper tries to prove that the Norman Conquest on England in 1066 has influenced English language in many ways, leaving it with many French words and expressions.

During the 1970s, communicative view of language teaching began to be incorporated into syllabus design. The central question for the proponents of this view was: what does the learner want/need to do with the target language? This lead to the emergence of a teaching method (or approach) called communicative language teaching (CLT) during the late 1970s and early 1980s focusing on the functions that must be incorporated into a classroom. According to Brown (2001:43) CLT is a unified but broadly based, theoretically well informed set of tenets about the nature of language and of language learning and teaching. Harmer (2001:84) states that the communicative approach is the name which was given to a set of beliefs which included not only a re-examination of what aspects of language to teach, but also a shift in emphasis in how to teach. The "what to teach" aspect of the CLT stressed the significance of language functions rather than focusing solely on grammar and vocabulary. The "how to teach" aspect of the CLT is closely related to the idea that language learning will take care of itself, and that plentiful exposure to language in use and plenty of opportunities to use it are vitally important for a student's development of knowledge and skill.