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أسقف منهارة : \دراسة في شق الحنك وأثره على النطق\
هذا الكتاب بحث قدم استكمالا لمتطلبات الحصول على درجة الماجستير في علم اللغة ؛ والمعنون ب\"اضطرابات النطق الناتجة عن شق الحنك عند الأطفال -دراسة وصفية-\" عله أن يكون لبنة في الدراسات التي تعنى بسلامة النطق وما قد يعتريه من اضطرابات، وعلى ضوء ذلك فقد وقع هذا الكتاب في ستة مباحث يسبقها تمهيد ؛ ابتدأت بالتعريف بشق الحنك وانتهت بعلاجه، وزودت بما يلزم من الصور، والرسوم التوضيحية، والجداول؛ لتكون معينة على الفهم والاستيعاب.
BOOK
Dialectal Differences in the Perceptive Intelligibility of Iraqi EFL Learners
Objectives: This study investigates the dialectal variations in perceptive speech intelligibility among Iraqi EFL learners at the university level, focusing on the influence of Accent Familiarity (AF). The study aims to reveal the influence of students' regional dialects, Gilit and Qeltu, on perceptive intelligibility due to their exposure to matched accent familiarity, mismatched accent familiarity, and unfamiliar accent familiarity. Methods: The participants were 20 male and female students from the 3rd grade at the Department of English, College of Education for Humanities, University of Anbar, during the academic year 2023-2024. The participants were divided between \"Gilit\"-speaking and \"Qeltu\"-speaking students. A quantitative design was used to investigate dialectal differences in perceptive intelligibility among Iraqi EFL learners, and a Perceptive Intelligibility Test was employed to collect the data. The data was presented through three different accents: Iraqi accent, British accent, and German accent. All these accents delivered an English context. Results: The results revealed that there is no significant difference between the two dialects, Gilit and Qeltu, in perceptive intelligibility. Additionally, there is no significant difference between the two dialects in matched accent familiarity, mismatched accent familiarity, or unfamiliar accent familiarity. Conclusion: These findings conclude that the dialectal differences between Gilit and Qeltu speakers have no significant impact on perceptive intelligibility across matched, mismatched, or unfamiliar accents. This study offers valuable insights for phonologists, highlighting the interplay between accent familiarity, learners' dialects, and speech intelligibility in an EFL context. Recommendation: The study proposes several practical recommendations for improving pronunciation instruction in Iraqi EFL contexts such as incorporating intelligibility training, diversifying accent exposure, adopting inclusive pronunciation models, developing methodological frameworks.
Journal Article
جماليات الصوت : المكونات ومداخل الرؤيا
الكتاب الذي بين أيدينا (جماليات الصوت) لمؤلفه عبد العزيز إبراهيم وهو الكتاب السابع لمجلة الأقلام الصادر عن دار الشؤون الثقافية العامة، ويقوم الكتاب على شاهدين اثنين : الأول تحليل النص انموذجا والثاني مايراه النقاد في هذه التحليلات من خلال رؤيتهم للمستوى الصوتي فكانت رؤية المؤلف تمثل ابعادا وقف طويلا عندها لتبيان غرض النص وقدرة الباحث على توظيف الصوت في العمل الادبي (الشعر والرواية). وعن مساهمة العرب في هذا المجال يقول المؤلف : (لقد درس العرب الصوت بإحساس قائم على الفطرة وسماع الاذن وكان الخليل بن أحمد الفراهيدي رائعا في ذلك لكن الذين جاءوا بعده لم يضيفوا الى هذا الدرس ولم يتوسعوا فيه وحاول المتأخرون ان يكيفوا الصوت عند التوضيح تكيفا منطقيا يقوم على توصيف شكل الحروف ليس الا، وفاتهم ان الصوت ذبذبات هوائية تصدر عن جهاز معقد في الانسان داخليا ولهذا نظر إليه الغربيون علما قائما على مختبر كما هو معروف في الدراسات الألسنية والأسلوبية.
Book
Understanding Teachers Perception and Management of Stuttering in Early Childhood Education
lexical retrieval and conversation flow, there has been limited scholarly attention on how it is perceived and managed by teachers in the Nigerian context. Therefore, using a descriptive quantitative research design and multistage sampling techniques, 73 teachers drawn from 9 purposively selected primary schools in Osun State, Nigeria were randomly sampled in this study. A significant majority of the teachers, 68.4% do not see stuttering as a significant barrier to learning. However, 23.4% expressed opposing view, suggesting that stuttering constitutes a barrier to learning to an extent. Also, 35.8% of the respondents disturbingly admitted that engaging stutters was frustrating, 11% shared the belief that children who stutter are less intelligent than their peers while 10.9% reiterated that unmanaged cases can significantly affect emotional well-being and academic achievement of stuttering children. Unfortunately, 53.3% of the respondents never or rarely had access to professional development opportunities related to stuttering management and 61.6% have never collaborated or rarely team up with speech-language pathologist or other professional to support children who stutter. In all, the study adds to the existing studies on stuttering awareness and contends further that primary school teachers' understanding of its intricacies and manifestations, together with timely support and effective interdisciplinary measures are key to managing the condition and its associated effects on early childhood education and at the long run, adult life of stutters.
Journal Article
Teachers' Awareness, Beliefs and Attitudes toward Pupils who are Stuttering in Upper Egypt
This study assessed teachers' awareness, beliefs of stuttering and their attitudes toward pupils who stutter (PWS) in Upper Egypt. A total of 382 teachers completed a questionnaire assessing teachers' awareness, beliefs, and their attitudes to PWS as observed by the teachers. The results indicated an overall positive attitude toward stuttering. The teachers showed adequate knowledge about PWS, were able to recognize stutterers' characteristics, and responded appropriately. Parents were not inclined to approach teachers about their children's stuttering. Teachers' understanding of stuttering was variable. Analysis of the selected demographic factors revealed no significant results for the years of teaching experience and gender on teachers' awareness, beliefs, and attitudes toward PWS. There is a general positive shift in attitudes of teachers towards pupils who stutter. There is a clear need for increased awareness and educational interventions to increase teachers' knowledge about stuttering and to reduce the stigma attached to stuttering.
Journal Article