In this query-based study, body language as an important non-verbal communicative technique in teaching English as a foreign language is inquired. In literature, little attention has been given to practical teaching approaches and techniques that will help English language teachers incorporate this essential element into their classrooms. This research aims at investigating the needful role of body language in the overall teaching and learning process. It considers the interplay of body language, particularly gestures, facial expressions and eye-contact behavior, between teachers and students and gives special consideration to the second language learner preferences in decoding and encoding bodily language behaviors. Likewise, specific questionnaires are used to collect data about teachers' and students’ opinions and experiences in their teaching and mannerism along with observing teachers and interviewing them. The results will help stimulating teachers' innovativeness in producing their own classroom activities and movements while teaching and better non-verbally communicate with their students in class in one hand. On the other, it facilitates students learning. It is recommended that the use and integration of body language should not be ignored by instructors.

This exploratory research aims at finding and locating false cognates (friends) between English and Kurdish. False cognates (friends) are words or expressions that have a similar form to one in another language, but a distinctive meaning. Between English and Kurdish, no evident data is available to prove the existence of false cognates and friends. Hence, it is necessary to spotlight this gap and investigate the common similarities and differences between these languages. This is due to the fact that English and Kurdish language belong to the same language tree family which is the Indo-European language families. However, the origin of English traces back to Germanic (anglo-frisian) language family. As for Kurdish language family tree, the standard forms of it belongs to the Indo-Iranian western branch. This project highlights false cognates and friends between English to Kurdish using document review and written language use exploration. Document review is a systematic gathering and documentation of qualitative data. From this perspective, English language etymological as well as Kurdish language etymological dictionaries are going to be consulted. Then, a list of false cognates and friends between the two aforementioned languages will be established and checked by researchers in collaboration with English and Kurdish languages experts. Findings show that there are certain false friends between English and Kurdish languages. The results will benefit researchers working in the comparative field between the aforementioned languages, EFL context, and language teachers. That is, teachers and instructors of English language may use the andragogic implications in their teaching practices in order to facilitate learning on the part of the students.

In this going-over study, words borrowed from English to Kurdish are scrutinized. More than 350 words are found to be derived from English to Kurdish as loanwords. In conformity with the wordlist which accompanies this research, the patterns of these words are categorized with reference to phonological-oriented criteria as assimilated, partially-assimilated, and non-assimilated borrowings. The assimilated genres were noticed to be the most frequently borrowed types of words from English to Kurdish. The meanings of each loanword from the donor (English) to the receiver language (Kurdish) are unchanged. However, the pronunciations of certain forms of loanwords are changed partly or naturalized. That is, the halfway assimilated loanwords may still be recognized as borrowings, but the non-assimilated ones are somewhat unrealizable. Keywords: English language, Kurdish language, Sorani dialect, loanwords, borrowing PuxtaLam twěžinawa lěkoĺin amězadã, wŝa xwãstrãwakãn la ingliziyawa bo kurdi lěyãn dakoĺdrětawa. Zyãtr la 350 wŝa dadozrětawa ka la ingliziyawa hatuna nãw kurdi waku wuŝai xwãstrãw. Ba gwěrai aw lista wŝayai ka lagaĺ am twěžinawayadã dět, ŝěwazakãni am wŝãna polěn krãwn ba gwěrai pěwari tãibati fonoloji waku wŝai xwãstrãwi ĉunyak, nimĉa ĉunyak u nã ĉunyak. Ŝěwãza ĉunyakakãn wã těbini dakrãn kawã bãwtrin jori wŝai xwãstrãu bn la ingliziyawa bo kurdi. Manãi har wŝayakai xwãstrãw la zmãni baxŝar (inglizi) bo zmãni wargr (kurdi) nagorãwa. Harchanda, ŝěwãzi běžãni handě ŝěwai tãibati wŝa xwãstrãwakãn baŝěwai baŝi dagorěn yãxud ba xomãli dakrěn. Amaŝ manãi waya, wŝa xwãstrãwa nimĉaiya ĉunyakakãn lawãnaya heŝta har waku wŝai xwãstrãw sayir bkrěn, baĺam wŝa xwãstrãwa nãĉunyakakãn tã rãdayak nazãnrãwn. Paivin Saraki: zmani inglizi, zmani kurdi, diyalěkti sorani, wŝai xwastrawakan, xwastn.

In this explorative study, the response to individualism in Robinson Crusoe as a character in the novel written by Daniel Defoe is scrutinized.  Over 40 participants in English Language Department took role while they were studying the novel in their full academic year. In conformity with data collection, pre-test and post-test were administered on the students using individualism inventory. Their opinions in both tests were analyzed using quantitative measures. The focus of the study is to determine if students get any lessons of life from the novel namely, Crusoe's lonely life on the island, and how they are going to apply it in their own real lives on the one hand. On the other, whether or not their attitudes get affected by the individual and solitude life Crusoe experienced. That is, their psychological status and self-awareness about their individual life and community as collective.  The findings confirm that students of English department on Faculty of Education were psychologically changed and have more appreciation of collective which is the community and their self-awareness as individuals. This suggests that novels provide not only knowledge chiefly related to language proficiency, but also psychological, social, and intellectual in the long run.