غير متوفرة

غير متوفرة

Abstract The research aims at:- 1- Constructing a measurement of self-efficiency for athletes. 2- Introducing the level of self-efficiency for athletes (research sample) generally. 3- Introducing the quality the differences in the self-efficiency for athletes according to the two variables; temporal age and training age. The researcher used the descriptive procedure for being adopted with the research nature. The research sample consists of (190) players of Mosul, Al-Futuwa and Tel-Afar Clubs players. The researcher has constructed a measurement of self-efficiency for athletes and he has adopted the scientific methods in construction using the truth of referees, the distinctive power of paragraphs and the eternal consistency beside the work truth. The measurement, in its final form, consists of (30) paragraphs after being sure of the truth and firmness of measurement. The researcher has used the suitable statistical means (percentage, arithmetic mean, standard deviation, simple correlation coefficient, T-test, and work analysis). The researcher has concluded the following:- 1- The measurement of self-efficiency, which is prepared by the researcher, is considered as a scientific index and as a tool for measuring the degrees of self-efficiency for athletes. 2- The players of Mosul, Al-Futuwa and Tel-Afar Clubs have positive levels in self-efficiency. 3- Superiority of athletes whose ages is over than 22 years and over the level of self-efficiency. 4- Superiority of athletes who have more than four-year experience in the level of self-efficiency.

Abstract There are many reasons why we want to teach pragmatics in our classes. Pragmatics provides students with opportunities to listen to language in context rather than in bits and pieces. Teaching of some concepts in pragmatics introduces new vocabularies within a rich network of associations. Equally important, pragmatics equals linguistics can have a deep impact on persons' constructions of knowledge. Pragmatics helps us to make sense of our world. Even in academic research, it has lately been given a higher status. Pragmatics also has the power to reach deep within us into areas that regular teaching may not visit, thereby validating the language classroom for reasons that go beyond first language learning. Our students tell and show us that they have changed beliefs, attitudes and behaviours after hearing our illustrations and interpretations. This deep impact makes language learning an enriching experience that students find intrinsically valuable.

Abstract Analytic studies of EFL learners’ lexical errors in general and of collocations in particular are relatively rare. This paper attempts to present some empirical data of the errors made by Iraqi learners of English at university level. A test comprising 24 items of multiple choice and covering six areas of collocational structures has been administrated to (70) of the fourth year students in the Department of English-College of Education-Tikrit University to check their achievement in collocation. The total number of items in the test is (24) multiplied by the number of students (70), so the result is (1680). The correct answers are (499) representing 29.70 % of the total number of answers. This high rate of wrong answers reflects an overall weakness in mastering English lexicon. Students’ unsatisfactory achievement could be attributed to the lack of concentration on this area through subjects taught, the cultural differences, lack of specialized collocations dictionaries and the negative transfer from Arabic, though there is some positive transfer from Arabic in the test areas where there are some equivalent counterparts. These findings suggest the necessity to reconsider the syllabus, methods and techniques of teaching vocabulary during the years of study at the college.