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Aims and Objectives of Teaching Language and Literature

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 Aims and Objectives of Teaching Language and Literature

Mohammed Jasim Betti

Department of English , Colleges of Education for Humanities,

University of Thi-Qar

1. The Aims and Objectives of Teaching Language and Literature at

the University Level in Iraq: an Introduction

This paper deals with the aims and objectives of teaching language and
literature. In countries to which English is a foreign language, the
teaching of literature is either used to make students learn the FL or
for esthetic purposes. As for teaching EFL, it is taken as a step towards
the use of English as an international language and/or as a means to
the appreciation of the literature of that language, i.e. English (Betti,
2020b: 18 and Betti, 2021m: 2).

What is sad above also depends on the aims and objectives of the
institution which students join for learning EFL. For instance, in Iraq,
four colleges teach EFL (Betti, 1990: 56; and Betti, 1996: 76):

1. Colleges of Education

The aims of Colleges of Education in Iraq, and throughput the world,

concentrate on graduating teachers of English to work s teachers in
secondary schools. That is why, all the taught materials like literature
and other types of subjects are geared towards learning how to use EFL,
and how students learn EFL.
2. Colleges of Arts

The aims of such colleges concentrate on graduating researchers and

translators to work in colleges and outside them as translators. So, all
the aims rest on teaching literature as literature; to explain the aesthetic
features of literary texts like plot, theme, characterization, symbolism,
and figures of speech like metaphor, simile, personification, etc. (see:
Betti, 2015a: 64).

3. Colleges of Basic Education

What is said above about using all the materials taught in the dept. of
English including literature, linguistic and language in Colleges of
Education to help students learn the FL is applicable here in Colleges of
Basic Education. So, the aims of teaching literature are as we explained.

4. Colleges of Languages

This is similar to what is explained about the aims of Colleges of Arts.

(Betti, 2020b: 18). (Betti, 2021m: 2)

The differences between aims and Objectives are stated as follows:

An aim is an expression of a long-term purpose, usually over the course

of one or more years. A goal is the outcome of a series of successfully
completed objectives, possibly measured over a series of days. An
objective is a measurable, observable behavior of less than a day’s
duration.

Goals address more general, societal, community, or institutional

concerns. In developing a language curriculum, issues concerning
language planning and policy must be taken into account since it is the
society or broader community which the program serves that
fundamentally determines the goals to be manifested in the course. In an
ideal situation, thus, goals are determined by carefully examining
information about the patterns of language use within the various
domains of the society, as well as by studying (Austin, 2016 Objectives
of EFL Teaching objectives The difference between ”aims”, “goals” and
“objectives). https://slideplayer.com/slide/10387715/

An aim is a general statement of intent. It describes the direction in

which the learner will go in terms of what they might learn or what the
teacher/training will deliver. An objective is a more specific statement
about what the learner should or will be able to do after the training
experience.

An aim is a general statement of intent. It describes the direction in which

the learner will go in terms of what they might learn or what the
teacher/training will deliver. On the other hand, an objective is a more
specific statement about what the learner should or will be able to do after
the training experience.

Example

Aim: To enable participants to write learning aims and objectives

Objective: To establish the difference between aims and objectives

To introduce the learning domains

To provide a list of useful verbs to use when writing learning aims and
objectives

To demonstrate to participants how to develop measurable learning

objectives

To guide participants to choose appropriate teaching techniques that will

achieve their learning objective.

http://www.alps-
cetl.ac.uk/litebite/litebiteLearningAimsObjectives/page_02.htm

2. Aims of Teaching Language and Literature

Justifications for teaching literature are usually psychological or cultural
in character. The aims of including taking or reading literature are either
psychological or cultural (Yarlott, p. 146; Al-Seady, 1998a: 11; Betti,
2021g: 54):

i. Extension of experience.

ii. Extension of knowledge.

iii. sharpening of sensitivity.

iv. preparation for what to be met in life.

v. release from tension.

vi. acquisition of sound attitudes and values.

vii. Knowledge of the literary heritage.

viii. understanding of the role of man in the world.

ix. education of the esthetic response. (Yarlott, p. 146; and Betti, and
Yaseen, 2020: 61).

The teaching language and literature are to encourage and enable students
to (Betti, 2020c: 9; and Igaab, 2010a: 17) :

1. use language as a vehicle for thought, creativity, reflection, learning,

self-expression, analysis and social interaction (Al-Seady, 2002a: 9).

2. develop the skills involved in listening, speaking, reading, writing,

viewing and presenting in a variety of contexts.
3. develop critical, creative and personal approaches to studying and
analyzing literary and non-literary texts.

4. engage with text from different historical periods and a variety of

cultures (Al-Sheikh, 2006b: 61).

5. explore and analyze aspects of personal, host and other cultures

through literary and non-literary texts.

6. explore language through a variety of media and modes

7. develop a lifelong interest in reading.

8. apply linguistic and literary concepts and skills in a variety of authentic

contexts (Betti and Igaab, 2018: 33).

9. Engage with a range of texts, in a variety of media and forms, from

different periods, styles, and cultures.

10. Develop skills in listening, speaking, reading, writing, viewing,

presenting and performing.

11. Develop skills in interpretation, analysis and evaluation (Betti,

2021e: 91).

12. Develop sensitivity to the formal and aesthetic qualities of texts

(Betti, 1990: 91).

13. appreciate how they contribute to diverse responses and open up

multiple meanings.

14. Develop an understanding of relationships between texts and a variety

of perspectives, cultural contexts, and local and global issues and an
appreciation of how they contribute to diverse responses and open up
multiple meanings (Betti, 1996: 47) .

15. Develop an understanding of the relationships between studies in

language and literature and other disciplines.

16. Communicate and collaborate in a confident and creative way,

17. Foster a lifelong interest in and enjoyment of language and literature

(Language A: language and literature guide, 2021; and Betti, 1990: 45).

3. Aims and objectives of teaching literature

One of the chief purposes of literature is a means of exploring what it is

to be human. It is also a way of communicating with others about a huge
range of ideas and concerns. Put simply, Literature helps us to understand
people, societies, events, culture (Betti and Ulaiwi, 2018: 84; Betti,
2002e: 89).

The aims and objectives of teaching literature include the following:

1. Students should be able to identify, analyze, interpret and describe the

critical ideas, values, and themes that appear in literary and cultural texts
and understand the way these ideas, values, and themes inform and
impact culture and society, both now and in the past (Igaab, 2015b: 25).
2. One of the chief purposes of literature is a means of exploring what it
is to be human .
3. It is also a way of communicating with others about a huge range of
ideas and concerns. Put simply, Literature helps us to understand people,
societies, events, culture (Al-Seady, 1995: 77).
4. The literary purpose is used to entertain and to give aesthetic pleasure.
The focus of the literary purpose is on the words themselves and on a
conscious and deliberate arrangement of the words to produce a pleasing
or enriching effect. A writer often expresses a worldview when using the
literary purpose (Betti, 1996: 56).

Whether there are four, or more, major goals of a literature review,

there are certainly some common criteria to be aware of when conducting
a literature review, especially for higher education research These include
(Igaab, 2010b: 152; and Betti, and AlFartoosy, 2019: 101):

1. To determine what exists in the scholarly literature.

2. To identify possible gap(s) in the scholarly literature for further

research.

3. To inform the research topic, theory (if applicable), and associated

methodology.

4. To compare/contrast against findings resulting from the current study

(Betti, 1990: 82).

It is believed that the study of literature “begins in delight and ends in

wisdom” (Hill, 1986: 7; and Betti, 2002d: 94). This conviction
strengthens the view that literature is not only unending in its capacity to
teach, but is also a lifelong source of enjoyment. It would seem, however,
that studying English literature can result in students' feeling frustration
and boredom (Betti, 1990: 28).
Students often lack a sense of relevancy, and are unmotivated and
uninterested. It is important that teachers maintain a balance between
teaching the text and allowing pupils to find their own meaning, and
ultimately enjoyment, in the books they read. Undoubtedly, the main
obstacle faced by teachers today is how to motivate students to want to
read in the first place (Norling, 49; Betti and Hashim, 2018: 284).
3. The aims and objectives of Teaching EFL through English literature
The approach adopted here uses literature for language and for other
purposes. Such aims and objectives generally include the following
(Betti, 2021f: 70; and Al-Sheikh, 2006a: 88):
1. The inclusion of English literature in the syllabus benefits language
learning in educational, psycholinguistic and linguistic ways.
2. According to Hill, the study of literature contributes “both to the
development of the student as an individual and to his or her command of
the language” (Hill 1986:12; and Betti, 1996: 94 ).
3. For teachers of EFL, their main concern is exposure to the language.
The reading of literature provides an opportunity for the language to be
internalised whereby grammar rules, phrases and vocabulary already
learnt can be reinforced and at the same time new words and phrases
encountered (Betti, 2021k: 6).
4. Furthermore, authentic texts give the reader a possibility to experience
a genuine language context and the motivation to want to use it
themselves in speech.
5. One of the main benefits of literature is that it acts as a stimulus that
creates interest and motivates the student by involving them on a
personal, emotional level (Hill 1986: 7-9; Igaab and Al-Bdeary, 2016: 16).
6. Penny Ur presents her ideas regarding the advantages of literature
teaching by suggesting that literature is enjoyable to read, provides
examples of different styles of writing while also being a basis for
vocabulary expansion .
7. Teaching literature also fosters reading skills and acts as a “jump-off”
point for both writing and discussions in the classroom.
8. Furthermore, students benefit from literature by becoming emotionally
involved, They are motivated and this in turn contributes to their personal
development (Betti, 2021i: 19).
9. Other benefits listed by Ur include the encouragement (Betti, 1990:
32; and Betti, 1996: 58).
of empathy, critical and creative thinking, increased knowledge of the
target culture, world knowledge and finally, a heightened awareness of
humanity and conflicts (Ur 1991: 201; Betti, and Hasan, 2020: 73).

4. How to improve students' literature analysis?

Many students struggle when it comes to analyzing English literature. It

can be difficult to identify and understand the underlying themes behind a
text. Here, are some tips to help students improve their English literature
analysis. Did the writer actually intend all the meaning that our teachers
make us think about?

There can sometimes be a discrepancy between the writer's intention

and what the teacher or student actually reads into a novel or piece of
literature however the writer does intend to convey certain meanings and
will be aware of audience interpretation, the rest of the interpretation will
be up to us as readers. Once the piece of literature is out in the world, it is
open to the reader to try to understand it with the information available to
us (Betti, 2002c : 87). There are many examples where it is easy to see
that writers do in fact create layers of meaning in their texts. This is
something that becomes more and more obvious the more you study
literature. However, it is completely down to the reader to decide what
they should read into a piece of literature or not, that is the beauty of
literature, it can have a completely different meaning from one reader to
the next, but both readings are equally valid
(https://www.superprof.co.uk/resources/questions/english-literature/what-
is-the-purpose-of-literature.html ) and Betti, 2015a: 45).

It is sometimes the case that authors had to use symbolism to get

across their meaning rather than simply saying it, for example, if they
wrote in a context that banned their ideology. That is why, it is much
safer to hint about a topic through symbolism in poetry than to risk
reputation and be branded as a lunatic by simply stating it as a fact (Betti,
2020d: 13). https://www.superprof.co.uk/resources/questions/english-
literature/what-is-the-purpose-of-literature.html

5. Aims for teaching/learning EFL

The competences are essential for learning in school and for navigating in
society in many cultural settings. The implications of not developing
sufficient competence are serious. The four domains of competences
include knowledge, skills/ know-how, existential competence, ability to
learn might also be useful concepts for LS (Betti, 2021l: 5). The desirable
outcome of the learning process is described in terms of competences and
exemplified through assessment. The way in which we understand these
aims is, however, deeply imbedded in culture and tradition. This again
means that to a great extent we can describe and agree upon general
competence and criteria for correctness. Criteria for quality, however,
may have to be discussed bearing in mind cultural differences (Laila
AASE, 2006; Betti, 2003: 5; and Igaab, 2010b: 154).
In discussing aims for LS we must also bear in mind the fact that LS is
taught to learners of all ages in a progression over many years. Emphasis
on various knowledge issues and skills will naturally vary for different
age groups. The examples listed below are meant to cover general aims at
the end of schooling. The aims for building knowledge in LS Knowledge
content in LS might certainly vary in different countries and indeed we
see that the concept of knowledge in the LS has changed historically
(Ibid; Betti, 2013: 5; and Betti and Mahdi, 2021: 53).
Normally, content in LS will include both linguistic and literary
issues, and often it will include both synchronic and diachronic
perspectives. In general terms, we can specify aims for building up
knowledge in LS in terms of: knowledge of the language:-grammar-
sociolinguistics-tools for interpretation and analysis of language and text-
knowledge of texts:-
text forms/ genres-text linguistics-composition-media and communication
with texts.
The concept of text in LS classrooms may vary, as may the concept of
literature, sometimes meaning fictional texts exclusively, sometimes also
non-fictional texts or new text forms in modern media (Betti, and
Ghadhab, 2020: 60; and Laila AASE, 2006).
Choices of literary canon, genres and skills indicate how culture is
understood, and how general aims in the curriculum are put into practice.
A focus on the learner and the learning process will also indicate how
recent theories of learning are perceived and how access to LS knowledge
is estimated. However, the distinction has an advantage when it comes to
describing differences between content on the one hand, and learner
activities and outcomes of learning activities on the other (Igaab, 2015a:
145).
The main domains of skills in LS are reading, writing, and oral
competences. In LS, learning and teaching skills in one of these domains
will always benefit from working with the others (Ibid; Betti, 2021a: 78;
and Al-Seady, 2002b: 76).
A. oral skills
Oral skills present knowledge and experiences-participating in
discussion-presenting / interpreting literary texts-giving talks on various
issues.
B. reading skills
Understanding content of both continuous and discontinuous written
texts-interpreting and reflecting upon literature of all genres-
understanding and analyzing a broad spectrum of textual forms-
communicating reading experiences-learning from written texts (Betti,
2013: 9).
C. writing skills
Composing texts for presenting thoughts and meaning-composing texts
for practical purposes-developing a spectrum of writing strategies for
different genres and situations-mastering composition systems for
different genres-mastering tools for gathering information, composing
and presenting texts-being able to learn from text models and monitoring.
(Aims in the Teaching/Learning of Language(s) of Education (LE) .
Strasbourg 16-18 October 2006; Betti and Igaab, 2016: 51).
The practical aims in teaching a language are four in number:
listening, speaking, reading and writing. In FL learning, all forms of work
must be in close interrelation, otherwise it is impossible to master the
language (Betti, 2021o: 4). However, attention should be given mainly to
practice in hearing, speaking, and reading. Thus pupils must achieve a
level in their knowledge of the language, which will enable them to
further develop it at an institute or in their practical work (Betti, 1990:
93; and Igaab, and Al-Manhalawey, 2010c: 41).

6. Educational and cultural aims

Educational aims
Learning a FL is of great educational value. Through a new language, we
can gain an insight into the way in which words express thoughts, and so
achieve greater clarity and precision in our own communications. When
learning a FL, the pupil understands better how language functions and
this brings him/her to a greater awareness of the functioning of his own
language. Since large is connected with thinking through FL study, we
can develop the pupil’s intellect (Igaab, 2015: 82).
Teaching a FL helps the teacher develop the pupils’ voluntary and
involuntary memory, his imaginative abilities, and his/her will power.
TEFL contributes to the linguistic education of the pupil, the latter
extends his knowledge of phonic, graphic, structural, and semantic
aspects of language through contrastive analysis of language phenomena
(Betti, 2021o: 4). In teaching a FL, the teacher is called upon to inculcate
in pupils the scientific outlook to prepare the young people for an active
participation in production and other types of socially useful activities
((Aims in the Teaching/Learning of Language(s) of Education (LE) .
Strasbourg 16-18 October 2006; (Betti, 2020a: 14). (Betti, Igaab & Al-
Ghizzi, 2018: 266 ):
Cultural aims
The cultural aims mentioned in the school programs of foreign language
imply the following tasks widening the pupil’s general and philological
outlook developing their powers of abstract thinking, cultivating their
sense of beauty and their appreciation of art(Betti , 2006: 77). The reading
of English texts acquaints the pupils with the life and culture of the
English - speaking nations, and with their manners and customs, and will
contribute to the mental growth of the pupils (Igaab, 2010b: 162). Later
the ability of reading English and American authors in the original and
texts in the EL reflecting the culture of the countries where that language
is spoken will likewise serve the pupils as a means of attaining a higher
general educational level (Virabyan and Soghomonyan, 2016: 4; and
Betti, 1998: 4).
FL teaching should promote pupils’ general educational and cultural
growth by increasing their knowledge about foreign countries and by
acquainting them with progressive traditions of the people whose
language the pupil gains a deeper insight into the nature and functioning
of language of language as a social phenomenon (Virabyan and
Soghomonyan, 2016: 3-4; Betti, 2021d: 13; and Betti and Al-Jubouri,
2009: 3).
According to Thompson and Wyatt(1952), Igaab (2010: 12) and Betti,
(2021h: 6), the four specific aims of teaching English are:

(i)To understand spoken English.

(ii)To speak English.

(iii)To understand written English.

(iv)To write English.

i)To Understand Spoken English

The student should be able to understand spoken English requisite in

ordinary conversation, exchange of greetings, receiving orders and
directions, listening to lectures, talks, etc. (Betti, 2002a: 13).

ii) To Speak English

To speak English, a student is required to produce sounds with proper

stress and intonation. Speech occupies a distinctive position in bearing a
language and is the base for all language learning.

(iii) To Understand Written English

We expect our students to be able to understand the written English in

books, magazines, newspapers, etc. It is also expected that he or she will
be able to take on English as the medium of instruction and examinations
in his or her studies. At present our students are not able to comprehend
materials published in English. Recognition vocabulary of students
should be increased to enable them to read English with comprehension
(Vetriselvi, 2016; and Betti, and Al-Jubouri, 2015c: 77). iv)To Write
English

Writing English is in no way less than speaking English. In teaching

English, we aim at enabling our students to write in English simple
letters, application, description and accounts of events.

All the four aims are equally important. Objectives of Teaching English
at College Level (Vetriselvi, 2016; Language in
Indiawww.languageinindia.comISSN 1930-294016:10October 2016G.
Vetriselvi, M.A., M.Phil., B.Ed.

7. The Objectives of Teaching English

Bloom (1956) defines educational goals as, "the desired goals or
outcomes at which instruction is aimed. ”The objectives of a topic in
English help in realizing some general objectives of teaching English
(Vetriselvi, 2016; and Betti, 2002b: 42) .
The Objectives of teaching English are the following:
(i)To be able to speak English fluently and accurately.
(ii)To think in English and then speak.
(iii)To be able to talk in English.
(iv)To be able to compose freely and independently in speech and
writing.
(v)To be able to read books with understanding.
(vi)To acquire a vocabulary of 2500 words.
(vii)Ability to use reference material such as encyclopedia, dictionary,
etc. (Vetriselvi, 2016; Betti, 2021n: 1; and Betti, and Igaab, 2015: 25).
The characteristics of good objectives re the following (Betti and
Igaab , 2019: 241 and Betti, 2007: 12):
(i)They should be specific and accurate.
(ii)They should be achievable.
(iii)They should be based on psychological principles.
(iv)They should be for the development of the students.
(v)It should be for changing or modifying student’s behavior.
(vi)It should be realin ordinary circumstances.
(vii)It should be regarding change expected in the pupil and not as duties
of the teacher (Thompson and Wyatt, 1952; Betti, 2020d: 13; Betti, and
Mahdi, 2020: 98).
The four aspects of language are:
(i)Semantic which is related to understanding,
(ii)Phonetic which deals with sound, pronunciation,
(iii)Graphic which is related to writing, and
(iv)Phonetic-cum-Graphic, dealing with reading.
(Thompson and Wyatt, 1952; Betti, 2021b: 7).

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and Metathesis in Three Pre-School Nasiriya Iraqi Arabic Children: A
Case Study. International Journal of English Linguistics; 9, 1, 229-
240.

Betti, Mohammed Jasim. and Yaseen, K. S. (2020). The Iraqi EFL

Learners’ Use of Conversational Maxims at the University Level.
Education, Language and Sociology Research, 1(1), 43-60.

Betti, Mohammed Jasim and Hasan, Ahmed Abd (2020). The Iraqi EFL
Learners’ Ability to Use Speech Acts in MA and Ph.D. Theses
Defense. Education, Language and Sociology Research, 1, 2, 41-
65.

Betti, Mohammed Jasim and Ghadhab, Amal Odeh (2020). A Pragma-

Dialectical Study of the argumentative Indicators in American
Electoral Campaign Debates. International Journal of
Advancement in Social Science and Humanity, 9, 27-74.

Betti, Mohammed Jasim (2020a). Compounding in English and Arabic:

A Contrastive Study. International Journal of Research in Social
Sciences and Humanities, 10, III, 1-13.

Betti, Mohammed Jasim (2020b). A Comprehensive Introduction to

linguistics. Diwaniya: Nippur.

Betti, Mohammed Jasim (2020c). Using and Teaching English Drama.

Diwaniya: Nippur.

Betti, Mohammed Jasim (2020d). A Linguistic Analysis of Two Legal

Texts in English and Arabic: A Contrastive Study of International
Conventions, Basrah Journal, 3, 1, 45-67.

Betti, Mohammed Jasim and Mahdi, Mohammed Abbas (2020). A

Conversation Analysis of Repair Trouble Sources, Inadequacy and
Positions in the Iraqi University Viva Discussions in English.
International Linguistics Research, 3, 4, 69-93.

Betti, Mohammed Jasim and Mahdi, Mohammed Abbas (2021).

A Conversation Analysis of Staff Members’ and Researchers’
Repair Strategies in the Iraqi University Viva Discussions in
English. Education, Language and Sociology Research, 2, 1, 14-
56.
Betti, Mohammed Jasim. (2021a). Theoretical and Applied Linguistics.

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_and_Applied_Linguistics

Betti, Mohammed Jasim. (2021b). Applied Linguistics.

https://www.researchgate.net/publication/348627973_Applied_Li
nguistics

Betti, Mohammed Jasim (2021c). The Department of English in Iraq: A

System Approach.
https://www.researchgate.net/publication/349337984_The_Department_o
f_English_in_Iraq_A_System_Approach

Betti, Mohammed Jasim (2021d). An Operational Analysis of the

Department of English in Iraq.
https://www.researchgate.net/publication/349054695_An_Operati
onal_Analysis_of_the_Department_of_English_in_Iraq

Betti, Mohammed Jasim (2021e). An Input-Process-Output Analysis of

the Department of English in the Colleges of Education in Iraq.
https://www.researchgate.net/publication/349054602_An_Input-
Process-
Output_Analysis_of_the_Department_of_English_in_the_College
s_of_Education_in_Iraq

Betti, Mohammed Jasim (2021f). Applied Linguistics vs Theoretical

Linguistics.
https://www.researchgate.net/publication/349336695_Applied_Li
nguistics_vs_Theoretical_Linguistics

Betti, Mohammed Jasim (2021g). The English Used in the Department of

Arabic.
https://www.researchgate.net/publication/351229469_The_Englis
h_Used_in_the_Department_of_Arabic

Betti, Mohammed Jasim (2021h). English for Literary Purposes: A Case

Study.
https://www.researchgate.net/publication/350487483_English_for
_Literary_Purposes_A_Case_Study
Betti, Mohammed Jasim (2021i). Sentence Patterns in English.
https://www.researchgate.net/publication/350975244_Sentence_P
atterns_in_English

Betti, Mohammed Jasim (2021j). ESP and ELP.

https://www.researchgate.net/publication/351657343_ESP_and_E
LP

Betti, Mohammed Jasim (2021k). Language Alternation.

https://www.researchgate.net/publication/351938765_Language_Alternat
ion

Betti, Mohammed Jasim (2021l). Stress in English with Pedagogical

Implications.
https://www.researchgate.net/publication/352248961_Stress_in_E
nglish_with_Pedagogical_Implications

Betti, Mohammed Jasim (2021m). Intonation in English with Pedagogical

Implications.
https://www.researchgate.net/publication/352313269_Intonation_i
n_English_with_pedagogical_Implications#fullTextFileContent

Betti, Mohammed Jasim (2021n). Needs Analysis.

https://www.researchgate.net/publication/352780645_Needs_Ana
lysis

Betti, Mohammed Jasim (2021o). Slips of the Tongue and Other Slips.
https://www.researchgate.net/publication/352837551_Slips_of_the_Tong
ue_and_Other_Slips

Betti, Mohammed Jasim (2021p). Contrastive Linguistics and Other

Related Fields.
https://www.researchgate.net/publication/353052851_Contrastive
_Linguistics_and_Other_Related_Fields

Bloom, B.S.(Ed.)(1956). Taxonomy of educational objectives: The

classification of educational goals.Longman, Green and Co. New York.

Dehham, Sabeeha Hamza, Betti, Mohammed Jasim and Hussein, Nadia

Majeed (2021). The Effect of Using Estafet Writing Technique to
Enhance Students’ Compositional Efficiency. Education, Language
 and Sociology Research, 2, 1, 1-13.

Hashim, Ahmed Mohammed and Mohammed Jasim Betti (2020).

Language Performance and Impairment of Iraqi Patients with
Alzheimer’s: A Case Study. Glossa, 3, 8, 291-309 .

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London: Macmillan.

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Contrastive Study. Journals Education for Girls, 1, 1, 3-24.

Igaab, Zainab Kadim (2010b). A Contrastive Study of Metathesis in

English and Arabic. Wasit: Journal of College of Education, 1, 7,
152-172.
Igaab, Zainab Kadim and Al-Manhalawey, Manahil Salman Owaid.
(2010c). Case in English and Arabic: A Contrastive Study.
Journal of University of Thi-Qar, College of Arts, 1, 1, 1-54.

Igaab, Zainab Kadim (2015a). Apposition in English and Arabic: A

Contrastive Study. University of Thi-Qar, College of Education
for Humanities, 5, 4, 110-143.

Igaab, Zainab Kadim (2015b). Modification in English and Arabic: A

Contrastive Study. Journal of University of Thi-Qar, College of
Arts, 2, 1, 1-23.

Igaab, Zainab Kadim and Al-Bdeary, D. R. T. (2016). Substitution in

English and Arabic: A Contrastive Study. An Unpublished MA
Thesis, College of Education, University of Thi-Qar.

Igaab, Zainab Kadim and Israa Kareem (2018). Affixation in English and
Arabic: A Contrastive Study. English Language and Literature
Studies, 8, 1, 92-103.

Igaab, Zainab Kadim and Hanan Abdulhasan (2018). Collocation in

English and Arabic: A Contrastive Study. English Language and
Literature Studies, 8, 4, 89-103.

Igaab, Zainab Kadim and Altai, Saja Mohammed Magrood.(2018).

Concord in English and Arabic: A Contrastive Study. International
Journal of English Linguistics, 8, 2, 288-297.
Igaab, Zainab Kadim and Tarrad, Intisar Raham (2019). Pronouns in
English and Arabic: A Contrastive Study. English Language and
Literature Studies, 9, 1, 53-69.

Igaab, Zainab Kadim (2010). The Iraqi Undergraduates' Ability to Use

and Find Correspondence between Lexical and Sentential
Relations. University of Thi-Qar: College of Arts Journal.

Igaab, Zainab Kadim (2015): A Contrastive Study of Acronymy in

English and Arabic. Diwaniya: Dar nippur.

Language A: language and literature guide, First assessment 2021.

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and Face Threatening Acts in Iraqi EFL learners’ Conversations.
GLOSSA, 3, 8, 221-233.

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