نجمه قابلی

This comparative study examines the works of two prominent novelists, Ernest Hemingway and Ahmad Mahmoud, through the lens of Existentialism. Both authors are renowned for their unique styles and themes that probe the human condition and the quest for meaning in life. This research compares their works, including Hemingway’s A Farewell to Arms and The Sun Also Rises and Mahmoud’s The Neighbors and The Scorched Earth to differentiate the similarities and differences in their approaches to Existentialism. Based on an existential perspective, the study aims to examine how characters in the novels of Hemingway and Mahmoud grapple with existential crises, confront the absurdity of life, navigate concepts of freedom and authenticity, and cope with existential anxiety. Results show that while Hemingway's characters often exhibit a stoic acceptance of the absurdity of life and adopt a sense of freedom in their choices, Mahmoud's characters tend to struggle more intensely with existential anxiety and undergo profound existential crises as they confront the complexities of their existence. Moreover, Hemingway's characters typically fail to stick to their true selves and what they believe in, while Mahmoud's characters might struggle more with being true to themselves and finding their own identity

This research sought to assess the integrated impact of CLT (Communicative Language Teaching) and PLT (Pragmatic Language Teaching) on language competency, pragmatic awareness, and cultural competence. The study used a mixed-methods methodology, integrating both pre- and post-tests, questionnaires, interviews, and classroom observations, in addition to technological tools to enhance learning experiences in 150 advanced EFL students from five Iranian universities. The results obtained from repeated measures ANOVA and t-tests demonstrated that the integrated use of CLT and PLT approach leads to a considerable enhancement in language proficiency, pragmatic awareness, and cultural competence, when compared to the utilization of either method individually. Qualitative findings demonstrated a notable rise in student self-assurance, enhanced comprehension of different cultures, and heightened levels of involvement. The results highlight the efficacy of combining Communicative Language Teaching (CLT) and Pragmatic Language Teaching (PLT) through the use of technology to improve global language training. The study's findings emphasize the necessity of providing instructor training in both strategies, developing a curriculum that effectively combines communicative and pragmatic features, and doing additional research to understand the long-term effects of integrated language teaching approaches. The research enhances our understanding of how the integration of Communicative Language Teaching (CLT) and Pragmatic Language Teaching (PLT) might optimize language learning consequences and better equip students for real-life communication.