اثر استراتيجية الخارطة الذهنية في تحصيل طلبة المدارس الاعدادية الدارسين للغة الانكليزية لغة اجنبية في الموضوعات القرائية الادبية والعلمية == The Effect Of Mind Mapping Strategy On EFL Preparatory School Students' Achievement In ?Literature Spot? And ''Science Topics''
Author name:
مرتضى حسن حلو
Supervisor name:
سلام حامد عباس
General topic:
Educational Sciences
Specific topic:
Methods of Teaching English Language
Degree:
Master
University:
University of Baghdad - Ibn Rushd College Of Education For Human Sciences
Language:
English
University location:
Baghdad
First pages:
05T2923 - p.pdf
Abstract:
القراءة هي مهارة اساسية لمزيد من التعلم , خصوصا للطلبة الذين يريدون الحصول على معلومات من الكتب والبحوث.يجب على الطلاب قراءة الكثير من الكتب المعقدة والمتنوعة للاستيعاب. يعتبر الاستيعاب مركز اللغة والقراءة تشير ايضا الى انها من اهم المهارات الاربعة للغة | Reading is an essential skill for further learning, especially for students who have to read in order to get information from text books, research, reports, etc. Moreover, students have to read more various and complicated texts for comprehension. Reading comprehension is central to language and reading is often referred to as the most important of the four language skills for English as a Foreign Language (EFL) students. Comprehension is the goal of reading. Successful comprehension enables readers to acquire information, to experience and be aware of other worlds (including fictional ones), to communicate successfully, and to achieve academic success. Many teaching strategies have been used to improve the reading comprehension ability. One of these strategies is the mind mapping which is adopted in this study to improve EFL preparatory students' ability in reading comprehension. The present study aims at identifying the effect of Mind Mapping as a teaching strategy on preparatory school students' achievement in Literature spot and Science Topics.The following hypothesis has been stated : there are statistically significant differences between the mean scores of the experimental group, which is taught by mind mapping strategy and that of the control group , which is taught according to the conventional strategy in the achievement test. To verify the above hypothesis, an experiment is designed. a sample of (61) 4th grade scientific branch Preparatory School students during the academic year 2013 - 2014 has been chosen and distributed into two equal groups , a control group and experimental group. The two groups are equalized in the following variables : age, educational level of parents, and achievement scores in the pre - test , and ministerial examination scores. The two groups have been taught by the researcher himself using the same study material , which is ''literature spot'' and ''Science Topics'' from book 8 Iraq Opportunities. The post test is exposed to a jury of specialists in methodology and linguistics to state their suitability to students' level. The result of the present study reveals that there are statistically significant differences between mean scores of the experimental group, which has been exposed to the new suggested strategy, i.e. mind mapping strategy, and the control one, which has not been exposed to the same suggested strategy of reading comprehension, and in favour of the experimental group. So, the suggested instructional strategy, i.e. mind mapping, is proved to be a beneficial teaching strategy. Based on the above result, main conclusions, recommendations and suggestions for further studies are put forward
Summary:
05T2923 - A.pdf
References:
05T2923 - R.pdf
