حيدر صباح مهدي الخفاجي

ABSTRACT: Through political speeches, the use of language plays an important role in shaping the political goals and activities of politicians. Political speeches have gained a lot of attention in recent years as a result of media coverage, and they have sparked a lot of curiosity. Manipulative language usage allows the speaker to exert influence over others without their will, with the control focusing on the recipients' verbal contributions to the conversation and cognitive processes of reception and interpretation. The current research looked at power dynamics in President Bush's speeches, concentrating on semantic, syntactic, and pragmatic manipulation levels, as well as the impact on the receivers' mental models. In this study, the researcher used Hallidayan Systemic Functional Linguistics to take a close look at George W. Bush's political discourses on the 2003 Iraq War. To accomplish this goal, Ten G.W. Bush interviews and speeches were gathered from various sources. Using Halliday's systemic functional linguistics as the analytical framework, discursive techniques, power relations, hidden meanings beneath the vocabulary, and the structures employed in the speeches were extracted and developed on. The study concentrated on the linguistic choices made only within three functions or meanings of the Hallidayan model. As a result, passive and active voices, nominalizations and emotive language within the ideational meaning, modality within the interpersonal meaning, and thematization (or theme development) throughout textual meaning were chosen to be analyzed in President Bush's comments about the Invasion of Iraq. Following the investigation, the researcher concluded that George W. Bush had manipulated the above-mentioned language traits. He had used these language methods in his favour and against the Iraqi people and Saddam Hussein, the country's president at that time. Furthermore, language research indicated that the previous US president made every effort to convey his country's superiority and hegemony.

Diane Larsen-Freeman and Marti Anderson's "Techniques and Principles in Language Teaching" (3rd Edition, 2011) remains a cornerstone text in second language acquisition (SLA) and teacher education. This comprehensive review critically examines the text's enduring value, significant updates in the third edition, its structured approach to presenting historical and contemporary language teaching methods, and its core thesis advocating a shift from rigid method adherence to principled eclecticism. The review analyzes the book's unique format, presenting each method through an experienced teacher's classroom practice lens, followed by analysis of underlying principles and techniques, arguing this approach is its greatest pedagogical strength. While lauding its unparalleled scope and practical utility, the review also engages with critiques regarding its Western-centric focus, the potential oversimplification inherent in the "method" construct, and the challenges of enacting principled pragmatism. Ultimately, the review concludes that Larsen-Freeman and Anderson's work is an indispensable resource that effectively bridges theory and practice, empowering teachers to become informed, reflective, and adaptable professionals.

Arabic and English share parallels and contrasts in diverse linguistic domains, including grammar. Significant issues in both languages include intransitivity and transitivity. The present study aims at investigating the following question: What are the properties of Transitive, Intransitive and Passive forms in Arabic and English? This is a qualitative, descriptive study. In Arabic and English, intransitive and transitive verbs are distinguished differently. The object can be omitted in Arabic and English without altering the verb type. Third, if the meaning is unclear, transitive or intransitive verbs may need adverb accompaniments. Fourth, certain verbs in both languages require two objects when used. Both languages have indirect objects. “However, Englis h differs from Arabic. In Arabic, intransitive verbs can be conjugated into transitive ones by many methods, unlike in English. English sentence order impacts subject and object, while Arabic sentence order is unrelated to case. Fourth, Arabic has distinct intransitive verbs that are not found in English. In contrast to Arabic, English intransitive verbs have subcategories like ergatives and middles. This paper also, explored passive construction formation, forms, and functions in English and Classical Arabic. The researchers compared passive sentence forms in Arabic and English languages.” According to the study, both languages share similarities in time indication. English sentences require a ‘subject’ to identify the actor of the action. However, Passivation in Arabic differs from English due to structures and movements such as kasra, damma, and fatha. Additionally, the verbal Passivation structure in Arabic and English are studied simultaneously.” Keywords: Transitive, Intransitive, Arabic transitivity, English transitivity, Passive forms.

Abstract:-The research piece has gained a lot of attention from linguists who want to share their findings with academic writing instructors and advanced EFL/ESL writers, given the necessity of good communication among members of diverse academic fields. Research article abstracts can be studied in terms of the frequency and use of lexical bundles, this study seeks to achieve a similar goal. Linguists have been fascinated by common word combinations and multiword formulations over the past two decades. The current study focuses on a specific sort of such word pairings known as lexical bundles, which are a set of three or more words that frequently occur in the same register (Biber, 2004). There is a correlation between the frequency of lexical bundles in published research paper abstracts written by Iraqi and Expert writers in two different fields of study. This study's corpus includes over 2000 research papers authored by two sets of writers from the disciplines of engineering and humanities. In the 300,000-word corpus, the analysis showed significant a list of 4-word lexical bundles that appeared at least 30 times per million words (150,000 words for each of the two main corpora by Iraqi and Expert Writers). Furthermore, for each of the bundles in the list, each of the two corpora was searched separately. Iraqi writers use fewer lexical bundles than Expert writers, according to the data. To look at it another way, Iraqi authors used a smaller variety of lexical bundles than Expert authors. However, in the Iraqi corpus of abstracts, lexical bundles had a higher frequency of use. The study found that Iraqi academic writers frequently used a small number of lexical bundles, while experts used a wider range of bundles with a lower token frequency. It was found that the structural and functional use patterns of Iraqi and Expert writers' lexical bundle categories were similar despite the differences between the two main corpora. Keywords: lexical bundles, IR corpus, EX corpus, engineering, humanities discipline, frequency, structural and functional categories

Absrract: Teaching is one of the productive skills of English language that is writing skill mostly involves developing the students' linguistic competence which many English Second Language instructors may perceive as a challenging assignment. Teaching English composition to Arab learners has numerous challenges, they are more prone to committing errors (Mourtaga, 2004). The point of this study is to look into different challenges encountered by Iraqi English Foreign Language students when writing composition in the context of Kufa University. The data for the study were collected through interviews with undergraduate students and their Teachers. The interview section involved 15 undergraduate students (male=7, Female=8) and 5 Teachers who held Ph.D. degrees (male=3, female=2). Also, the researcher distributed a writing task to 70 respondents to reveal their suffering towards the causes of academic writing problems. Students were given a writing task about a literary topic. The students‘writings were sent to an expert of English language to identify the mistakes made by the students. The use of computers as writing instruments has not only had a significant impact on the writing practice and the attitudes towards writing, it has also created modern possibilities for writing research. Another task was given to the students with keystroke logging process. This task was distributed to 10 students (male=4,female=6), and the data were analyzed by Inputlog software. Inputlog program was used to discover the students‘ writing process. The findings of the study nevertheless could be used to recommend effective teaching approaches to teach academic writing that is currently used by English language teachers and specialists. Keywords: EFL learners' writing errors, writing skills, writing composition, keystroke logging, Inputlog, on-line writing processes

Arabic and English share parallels and contrasts in diverse linguistic domains, including grammar. Significant issues in both languages include intransitivity and transitivity. The present study aims at investigating the following question: What are the properties of Transitive, Intransitive and Passive forms in Arabic and English? This is a qualitative, descriptive study. In Arabic and English, intransitive and transitive verbs are distinguished differently. The object can be omitted in Arabic and English without altering the verb type. Third, if the meaning is unclear, transitive or intransitive verbs may need adverb accompaniments. Fourth, certain verbs in both languages require two objects when used. Both languages have indirect objects. “However, English differs from Arabic. In Arabic, intransitive verbs can be conjugated into transitive ones by many methods, unlike in English. English sentence order impacts subject and object, while Arabic sentence order is unrelated to case. Fourth, Arabic has distinctintransitive verbs that are not found in English. In contrast to Arabic, English intransitive verbs have subcategories like ergatives and middles. This paper also, explored passive construction formation, forms, and functions in English and Classical Arabic. The researchers compared passive sentence forms in Arabic and English languages.” According to the study, both languages share similarities in time indication. English sentences require a ‘subject’ to identify the actor of the action. However, Passivation in Arabic differs from English due to structures and movements such as kasra, damma, and fatha. Additionally, the verbal Passivation structure in Arabic and English are studied simultaneously. Keywords: Transitive, Intransitive, Arabic transitivity, English transitivity, Passive forms.