هشام عدنان جاسم المعمار

Collaborative learning (henceforth, CL) receives strong advocacy in educational circles over the last 20 years. This western-style pedagogical instrument dramatically shifts the focus of interest from teacher-centered teaching methods to a learner-centered learning approach. Third-year EFL students at Imam Al-Kadhum University College were the target population of this study. They participated in a term-long CL-based intensive training course. This study sought to investigate their attitudes to explore its benefits, if any, and also the constraints that might impede its successful implementation. A mixed research methodology was adopted. To enhance the credibility and validity of the outcomes of this study, two data sets were used. They were a questionnaire and interview. The results obtained from their analyses were combined together in the findings section to address the two research questions. They revealed that a massive majority of the participants reported that CL intervention generated positive attitudes in them. However, the findings were mixed. Few participants declared their reservations toward CL. The findings were discussed with the relevant literature. The study closes with a conclusion.

English imperative sentence is used to perform a variety of illocutionary forces in different contexts. Recognising these illocutionary forces may be problematic to L2 learners of English. This study investigates the Iraqi EFL learners’ recognition of the various illocutionary forces that are performed by the English imperative sentence. A Multiple-Response questionnaire was designed to include all the types of imperative illocutionary forces discussed in the literature and their respective individual forces. These types were Obligatory wilful directives, Non-obligatory wilful directives, Non-Wilful-Directives, and Non-Directives. The questionnaire consisted of 30 different everyday-life situations, each of which contained an imperative utterance. For each situation, some illocutionary forces were given as choices to select. One hundred Iraqi undergraduate EFL learners took part in the experiment whose performance was compared to that of 12 English-native-speaker participants. Results showed that learners were not as efficient as native speakers in recognising the illocutionary forces performed by English imperative sentences, especially the indirect forces. This finding applied to all the types mentioned above of imperative illocutionary forces. Learners have not reached the native-like level in this regard. However, the only exception was the case of ‘ordering/commanding’ force, which is the direct force of the English imperative sentence, wherein learners were as adequate as native speakers in recognising it.

The present study sheds some light on the conversation as an optimal form of communication. Also, it tries to illustrate Iraqi EFL learners’ aptitude for producing conversation and specifying the error types committed by them in its progression. To accomplish these purposes, it is hypothesized that the learners may face formidable problems in sharing their experiences and are unable to keep a conversation going. In the face of such problems, a sample of (50) learners is selected for a diagnostic test administration. The subjects are in the Fourth year, Department of English, College of Education for Humanities, University of Babylon. Data analysis has proved that the learners encounter more difficulty on the production level than the recognition one. This manifestation is manifested itself in the number of the learners’ correct responses as compared with their incorrect ones on both levels.

English interrogative sentences are used to express a wide range of illocutionary forces (henceforth: IFs) in different contextual situations. Recognizing these IFs may be a problem for foreign English learners. The present research aims at investigating the recognition of Iraqi EFL learners of the various IFs expressed by English interrogative sentences. To fulfill the purposes of this study, 50 senior students were chosen to represent the sample of this study. To collect the data for the study, the authors designed a multiple-choice questionnaire to include all the kinds of interrogative IFs mentioned in the theoretical part and their respective individual forces. These kinds were classified as direct and indirect. The questionnaire comprises 30 different situations from real-life encounters, each of which comprised an interrogative utterance. For each situation, some IFs were given as options to choose from. The findings indicated that the learners’ performance in recognizing the direct force of English interrogatives is better than their performance in recognizing the indirect ones. Moreover, they are modest users to communicate with others but often have inaccurate understanding.

This study is concerned with revealing some aspects of Iraqi EFL learners' use of English declaratives to issue speech acts. The study aims at (1) investigating the ability of Iraqi EFL learners to distinguish the intended speech acts from other acts realized by declaratives when these are characterized by different linguistic features in a number of situations, (2) investigating the most common strategies adopted by Iraqi EFL learners for performing the speech acts by means of the English declaratives in certain situations, and (3) investigating whether the contextual factors and the type of speech act have any influence on the learners' choice of the strategies used to issue the speech acts. Associated with the objectives of the work, the following hypotheses are put: 1. Iraqi EFL learners recognize the speech acts expressed by marked constructions better than the ones expressed by unmarked constructions. 2. The learners' ability to identify the intended speech acts out of a set of options is better than theirs when they themselves have to think of the intended speech act depending only on the given utterances and contextual factors. 3. Influenced by the type of speech acts more than by the contextual factors, the learners show a greater tendency towards using a particular type of strategy than others for expressing the speech act. 4. The learners show greater preference for using declaratives characterized by performative expressions rather than the other types of declaratives. To achieve the aims of the study and verify or refute the hypotheses, a sample of 100 Iraqi EFL college students at the fourth year stage, Department of English, College of Education, University of Al-Qadisiya is participated to respond to a two-part test the first of which consists of fifty situations designed for measuring the learners' ability to identify the different types of speech acts while the second one contains twenty five situations requiring the learners to issue the speech acts by using the declaratives in certain situations. Additionally, the learners' performance in Part 2 of the test is compared to the performance of a control group of native speakers of English. The analysis of the data confirms the hypotheses of the study and yields the following: 1. The learners distinguish the speech acts expressed by the marked constructions better than those expressed by the unmarked ones. 2. The learners' ability to identify the intended speech acts out of a set of options is better than theirs when the options are not given to them, i.e., when their decisions should be based only on the utterance and the contextual factors governing using it. 3. The learners have developed insufficient awareness of the equal importance of using all types of strategies in performing the different types of speech acts in English. 4. The learners show greater preference for using performative expression strategy than the other types of strategies. 5. Mostly, the contextual factors have no significant influence on the learners' choice of strategies.

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فازت كليتنا بالمركز الأول في مسابقة بنك المعلومات ضمن فعاليات المهرجان الثقافي التاسع للعام 2017-2018 الذي تنظمه جامعة الكوفة.ومن موقع المسؤولية كمدير شعبة الأعلام في كلية قمت بأختيار الفريق وتدريبه حتى يكون مؤهلا لمثل هذا النوع من المسابقاتز

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أقامت الكلية ورشة حوارية حول الية تحديد المجلات العلمية المفترسة لغرض تجنبها وعدم الوقوع في شراكها بتاريخ 01/16/ 2019.وكان المحاضر م./ هشام عدنان المعمار. وتم تكريمه بشهادة تقديرية من عميد الكلية

ترجمة موقع كلية التخطيط العمراني باللغة الانكليزية وتشمل الترجمة : الأخبار والنشاطات والزيارات , الندوات, المؤتمرات والفعاليات الأخرى.