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The Effect of Text Type on The EFL learner's Comprehension

Author: Marwan Mizher Sahab
Journal: Journal of Tikrit University for the Humanities مجلة جامعة تكريت للعلوم الإنسانية ISSN: 18176798 Year: 2012 Volume: 19 Issue: 2 Pages: 466-490
Publisher: Tikrit University جامعة تكريت

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Abstract

ABSTRACTIt is usually known that comprehension is a skill that comes from experience and it is required to be continually improved by means of different kinds of reading material.Reading comprehension is the process of constructing meaning from text. The goal of all reading instruction is finally targeted at helping a reader comprehend text. Reading is a receptive language process. It is the process of recognition, interpretation, and perception of written or printed materials. Reading proficiency plays a great role in understanding a written statement accurately and efficiently. The problem of the present study is that English foreign language learners (henceforth. EFL) face difficulties in constructing meaning when they read literary text. It is believed that constructing meaning is the goal of comprehension. True comprehension goes beyond literal understanding and involves the reader's interaction with the text. Chastain (1988:235) visualizes that literature is no less reading, because it includes writing at a higher artistic level than does a note from friend or any ordinary text. The main differences between reading literature and nonliterary text lies in constructing meaning, interpreting and analyzing the text. The main purposes of this study are to investigate the students performance in the College of Education (henceforth, CE) at the university of Tikrit in the area of comprehension, find out the differences in the number of errors, identify and classify the students errors. To achieve the purpose of this study, a written diagnostic test has been built. A sample of 50 students has been selected from third year students in CE. Students responses have been analyzed, classified and discussed. The results of this study reveal that EFL learners make errors of different sources of the test. It is also clear that EFL learners encounter more complex and problematic errors at the second part of the test (literary text) and that their performance is inefficient in this area. This study is limited to the third year College students at the Departments of English – at the CE of the University of Tikrit during the academic year 2010/2011.

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Article
Investigating the Difficulties Faced by EFL Learners in Using Nonfinite Verbs

Author: Marwan Mizher Sahab
Journal: Journal of Tikrit University for the Humanities مجلة جامعة تكريت للعلوم الإنسانية ISSN: 18176798 Year: 2016 Volume: 23 Issue: 8 Pages: 737-761
Publisher: Tikrit University جامعة تكريت

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Abstract

This study is mainly concerned with English nonfinite verbs as one of the common and essential process in the grammar of English on the one hand, and as a problematic area for English foreign language learners on the other hand. Nonfinite verb is any of several verb forms that are not finite verbs; that is, they cannot be as the root of an independent clause. Nonfinite verb forms stated in English are generally infinitives, -ing participles and -ed participles. This study aims at (1) Presenting a material about nonfinite verbs which can be of help to distinguish those types of verbs; (2) Investigating the ability of Iraqi EFL Learners to use nonfinite verbs at the recognition and the production levels and (3) Discovering the types and causes of errors which Iraqi EFL university learners commit in the use of nonfinite verbs. To achieve the aims stated above, the study hypothesizes that Iraqi EFL learners encounter difficulties in using nonfinite verbs due to various factors such as overgeneralization and Interlingual transfer. These hypotheses have been verified through adopting a diagnostic test of two questions. The first question is intended to measure the students’ performance at recognition level in which they are given complete sentences with two options and they have to identify whether the highlighted verbs are finite or nonfinite verbs. The second question is designed to measure the subjects’ performance at the production level. The test has been applied to a sample of 50 Iraqi EFL university learners at their fourth year from Departments of English, Colleges of Education for Humanity, Universities of Tikrit, during the academic year 2014 – 2015. Then the students’ responses have been collected and analyzed to draw the findings of this study.

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Article
An Analysis of Errors Made by EFL College Students in Using Speech Act of Directives

Authors: Mahmood Abbas Dawood --- Marwan Mizher Sahab
Journal: Journal of Surra Man Raa مجلة سر من رأى ISSN: 18136798 Year: 2018 Volume: 14 Issue: 55 Pages: 793-3-793-26
Publisher: University of Samarra جامعة سامراء

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Abstract

The study deals with English speech act of directives. It aims at (1) identifying and classifying the errors made by the EFL College students in using speech act of directives (2) Finding whether there are significant differences in students’ performance between the two areas of the test .To achieve these aims, a diagnostic test has been conducted on forty students from the fourth stage at the College of Education for Humanities - University of Tikrit for the academic year 2017/2016. In order to ensure the face validity, the test is exposed to a jury of specialists in the fields of linguistics and methodology of teaching EFL who agreed upon its validity and suitability. Twenty students are randomly chosen for the pilot study which revealed that the time needed to complete the test items is 50 minutes. As for the clarity of the items, it is noticed that most of the items are clear and the students find no difficulty in answering the test items. As for reliability, the items are divided into two halves (odd and even). Using the Pearson correlation formula, it is found out that the test reliability is 0.76 . After applying the Spearman Brown formula, it is found out the test reliability is 0.86 . This shows that the test is quite reliable and acceptable. The results of this study show that EFL College students make errors of different sources of the test . It is also clear that EFL College students encounter more and complex errors at the first part of the test ( Intended Speech Act) and that their performance is inefficient in this area .The study ends up with a number of recommendations and suggestions for further work in future .

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