Journal Papers 
  1. Zana Hassan, Language Contextualization and Culture, Vol. 136C, 9 July 2014, pp 31-35. 
  2. Zana Hassan, The Impact of Teaching Materials on Learning English at Universities in Kurdistan, Education, Vol. 4 No. 2, 2014, pp. 29-34. 
  3. Zana Hassan, Soma Abubakr, English Vocabulary Learning Strategies by EFL Learners at University of Sulaimani: A Case Study, International Journal on Studies in English Language and Literature, Volume 3, Issue 3, March 2
  4. Zana Hassan, Ayad Hameed Mahmood, Language Learning and Learner's Self-identity: A Psycho-Pragmatic Study of EFL Learners in Kurdistan Region, Zankoi Slemani Magazine B/ for humanitarian sciences. No 53, Jan. 2018.

Academic Papers


Language Contextualization and Culture

It is widely accepted that putting language into context has a significant impact on learning. There may also be a strong
relationship between language contextualisation and culture. In many Middle-Eastern countries, for instance, there may be
many cultural barriers for English language learners. This paper attempts to explain the impact of culture in its broad sense on
contextualising vocabulary and sentences in the English language. It discusses the cultural difficulties that many individuals
face whilst learning English.
This paper begins by outlining some definitions of culture and language contextualisation and goes on to explain the barriers
individuals may confront while learning English. Examples used here are from Middle-Eastern learners who have tried to
learn English as a foreign language. Finally, it has been concluded that culture does have a key role in identifying different
contexts for the same linguistic term.

The Impact of Teaching Materials on Learning English at Universities in Kurdistan

It is widely believed that learning or teaching a language in an academic environment is not possible without any materials. However, recently this argument has been put under scrutiny as to which types of materials motivate learners to learn a language. This paper focuses on the extent to which the current available ‘printed’ materials help learners to learn English as a foreign language (EFL) at Universities in Kurdistan, which is a region located in north of Iraq. Samples of the materials that are being taught at universities have been evaluated. The opinions of both English language teachers and learners have been taken into account by using ‘mixed’ method of research. Furthermore, the possibility making any changes in the materials will be another issue, this paper addresses. One aim of this paper is to discuss the impact of today’s materials on EFL learning in Kurdistan. Another aim is to give a rigorous analysis of how materials help a learner to learn English language. This paper hypothesizes that the current available materials that are being taught at universities in Kurdistan provide a little, if any, help to English language learners to learn the language. This paper has been divided into two major sections. Firstly, the differences between teaching and learning materials are discussed. Then, the relationship between the targeted materials and targeted language learners is explained. Secondly, the arguments for and against the current available materials

English Vocabulary Learning Strategies by EFL Learners at University of Sulaimani: A Case Study

Researchers in the area of EFL learning have tried to put the way(s) by which EFL learners learn English vocabulary into some frames and present them as strategies. One can find various strategies that both teachers and/or learners are following for teaching/learning the vocabulary of a foreign language. It might be argued that these strategies are a little prescriptive or impractical. Therefore, various studies could be done on the ‘real’ strategies that EFL learners adapt in different places for learning English vocabulary.
Kurdish EFL learners, similar to all other EFL learners around the world, may have their own particular way(s) to learn a new English word. As a region which is located in the North of Iraq and being part of the developing countries, there is no rigorous analysis to study the way(s) that Kurdish learners follow for learning English vocabulary. That is why the aim of this paper is to present the way(s) that Kurdish EFL learners follow to learn English vocabulary and compare them with the current vocabulary learning strategies.
The strategy for data collection followed in this paper is a ‘case study’. This is to give a realistic picture of the current situation with regard to learning vocabulary. The data collection tool is a ‘questionnaire’ distributed to collect sufficient data from approximately sixty EFL learners at University of Sulaimani. The hypothesis in this study is that there might be differences between the current available strategies for learning vocabulary and the reality of EFL vocabulary learning in Kurdistan.
This paper falls into three major sections. The first section gives an introduction to the meaning of vocabulary and its difference(s) with ‘lexeme’ and ‘lemma’. The second section covers the current available vocabulary learning strategies that are followed around the world. The last section analyzes the way(s) that Kurdish EFL learners use for learning English vocabulary.
Finally, the validity of the hypothesis is tested in the conclusion and the references are documented.