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Article
Creativity and Techniques: Teaching Literature Vs. Short Story

Author: Istabraq Tariq Al-Azzawi
Journal: Journal of Surra Man Raa مجلة سر من رأى ISSN: 18136798 Year: 2009 Volume: 5 Issue: 14 Pages: 205-233
Publisher: university of samarra جامعة سامراء

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Abstract

This paper sets up to investigate and correlate between creativity and techniques in teaching literature vs. short story and how the teacher is going to manage the whole process of teaching by his/ her creativity helping the students to understand the literary text as a way to learn the new language. There are many techniques which may be used by the teacher to create an interesting and creative atmosphere through his/ her pedagogic practice. Hemingway' s " Cat In The Rain" is going to be taught as an example.
Introduction
Creativity means" involving the use of skill and imagination to produce something new or a work of art" (Hornby, 2004: 294),Wher as, technique is defined as "a particular way of doing something, especially one in which you have to learn special skills" (Hornby, 2004: 1334-5). Literature is used in teaching the second or foreign language as Carter& Nunan( 2001: 180) assure that" literature in language teaching has a long pedigree. It was fundamental part of foreign language teaching in the “classical humanist paradigm" , because " literature is a legitimate and valuable resource for language teaching" (Cater& Long, 1991: 4). Younis also (1998: 21) claims that" teaching literature and language is interdependent. In order to have better grasp of literature, the student must have a proper training of these skills" , because " literature demonstrates language in use as its best" (Ibid. : 13). In teaching literature there are many activities which can be used through teaching the literary texts. The question that may impress itself is how can a group of activities work together and be sequenced?. To use techniques creatively, there should be a good ground. This is as Protherough (1986: 35) explains" in the triangle of forces the teacher-students –text, how can we use our relationship with the group and the text to make that other relationship between students and book, as fruitful as possible? " .


Article
The Illocutionary Competence in Teaching Conversation
الاختصاص اللاذع في تدريس المحادثة

Author: Istabraq Tariq Al- Azzawi استبرق طارق العزاوي
Journal: Journal Of Al-Frahedis Arts مجلة آداب الفراهيدي ISSN: 26638118 (Online) | 20749554 (Print) Year: 2018 Issue: 33 Pages: 37-53
Publisher: Tikrit University جامعة تكريت

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Abstract

Expressing acceptable language functions and interpreting the illocutionarypower of utterances or discourse is essential for EFL students as they should be able to use language effectively in different contexts. Bachman (1990) states that there are four kinds of language function: ideational, heuristic, manipulative, and imaginative. The current study sets up to investigate the illocutionary competence of EFL university students in teaching conversation. A diagnostic test has been constructed, and six units from the conversation textbook ‘Interchange’ have been chosen to test the EFL first year university students’ illocutionary competence. The results show that the first year students in the department of English were weak in their illocutionary competence. The results, it can be concluded that the use of ‘Interchange’ as textbook for teaching conversation did not participate in improving the students' ability to practice the four kinds of language functions.

التعبير عن وظائف لغوية مقبولة وتفسير التهويلتعتبر قوة الكلمات أو الخطاب أمرًا ضروريًا لطلاب اللغة الإنجليزية كلغة أجنبية ، حيث يجب أن يكونوا قادرين على استخدام اللغة بفعالية في سياقات مختلفة. Bachman (1990) تنص على أن هناك أربعة أنواع من وظيفة اللغة: الفكري ، والإرشادي ، والمناورة ، والخيال.تحدد الدراسة الحالية للتحقيق في الكفاءة الخاطئة لطلاب جامعة EFL في تدريس المحادثة. تم إنشاء اختبار تشخيصي ، وتم اختيار ست وحدات من كتاب المحادثة بين التغيير لاختبار الكفاءة الاحترافية للطلاب الجامعيين في السنة الأولى للغة الإنجليزية كلغة أجنبية (EFL). تظهر النتائج أن طلاب السنة الأولى في قسم اللغة الإنجليزية كانوا ضعفاء في كفايتهم. النتائج ، يمكن الاستنتاج أن استخدام "التبادل" ككتاب لتدريس المحادثة لم يشارك في تحسين قدرة الطلاب على ممارسة أربعة أنواع من وظائف اللغة.


Article
Difficulties in Teaching the Iraqi Opportunities In Salladdin Governorate

Authors: Istabraq Tariq Al-azzawi --- Saleem Ibraheem Al-Mawla
Journal: Journal of Tikrit University for the Humanities مجلة جامعة تكريت للعلوم الإنسانية ISSN: 18176798 Year: 2011 Volume: 18 Issue: 3 Pages: 518-550
Publisher: Tikrit University جامعة تكريت

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Abstract

AbstractDespite the widespread adoption of communicative language teaching in English second language countries, it has generally been difficult. The teachers' understanding of the communicative teaching is the central to its success.Therefore; this study is designed investigate the difficulties that are faced by the English language teachers in teaching the Iraqi Opportunities textbook by using the communicative approach at Salladdin Governorate. In addition to the reasons of these difficulties which the English language teachers encounter in the implementation of Communicative Language Teaching practices in the classroom. Furthermore, the study tackles the suggestions which are going to improve the teaching of the Iraqi Opportunities in Salladdin Governorate. A questionnaire is distributed among the teachers who teach the Iraqi Opportunities by using the communicative approach in the intermediate schools at this governorate.

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