اثر المدخل الاتصالي في تنمية مهارتي التحدث والاستماع في مادة قواعد اللغة العربية عند تلميذات الصف الخامس الابتدائي == The Effect Of Communicative Approach On The Development Of The Skills Of Talking And Listening In Arabic Language Grammar With The Fifth Year Primary School Female Pupils A Thesis Submitted
Author name:
علياء وهاب ابراهيم هدوان
Supervisor name:
جلال عزيز فرمان البرقعاوي | ثائر سمير الشمري
General topic:
Educational Sciences
Specific topic:
Methods of Teaching Arabic Language
Degree:
Master
University:
University of Babylon - Faculty Of Basic Education - Department Of Educational And Psychological Sciences
Language:
Arabic
University location:
Babylon
First pages:
05T2658 - p.pdf
Abstract:
يهدف البحث الحالي الى التعرف على : اثر المدخل الاتصالي في تنمية مهارتي التحدث والاستماع عند تلميذات الصف الخامس الابتدائي في مادة قواعد اللغة العربية، ولغرض التحقق من هدفي البحث صاغت الباحثة الفرضيات الصفرية الاتية : 1. لا يوجد فرق ذو دلالة احصائية عند مست | This research aims at identifying the effect of communicative approach on : Development of speaking and listening skills of the primary fifth year female students in the Arabic Language Grammar. To verify both aims of the research, the researcher formulated the following zero hypotheses : - 1. There is no statistically significant difference at the level of (0.05) between the average scores of the pupils of the experimental group who study the Arabic grammar according to the communicative approach in the tribal and post - talking tests.2. There is no statistically significant difference at the level of (0.05) between the average scores of the students of the control group who study the Arabic grammar according to the normal method in the pretest and posttest talking tests.3. There is no statistically significant difference at the level of (0.05) between the average scores of the pupils of the experimental group who study the Arabic grammar according to the communicative approach and the grades of the students of the control group who study the same subject according to the normal method of the post - talking test.4. There is no statistically significant difference at the level of (0.05) among the average scores of the experimental group students who study Arabic grammar according to the communicative approach in the pretest and posttest.5. There is no statistically significant difference at the level of (0.05) between the average scores of the pupils of the control group who study the Arabic grammar according to the normal method in the pretest and posttest listening tests.6. There is no statistically significant difference at the level of (0.05) among the average scores of the experimental group students who study the Arabic grammar according to the communicative approach and the grades of the pupils of the control group who study the same subject according to the usual method in the post - listening test. To verify these two hypotheses, the researcher conducted an experiment lasting months where the following measures were adopted : The experimental design (with a partial control) was chosen of two equal groups : one experimental and the other control. The research sample (Bint Al - Huda Primary school for Gils) in the Governorate of Babil was randomly chosen through lot from the research community represented by the governmental primary day schools in the Governorate of Babil and in the same way, section (B) was chosen to represent the experimental group and section (A) to represent the control group, The number of the female pupils in the research sample was (84) for both the experimental group and the control group : (41) female pupils in the experimental group and, after excluding two female pupils statistically, the number became (39) pupils studying in accordance with the communicative approach and (43) female pupils in the control group and, after excluding three pupils statistically, the number became (39) female pupils studying in the usual way bringing the total number in both groups to (78) school girls. The researcher equalized statistically between the two groups in the following variables : (age measured in months, their parents’ educational attainment, their former academic achievement in the Arabic Language, talking test, listening test) as well as controlling the other variables for the safety of the research, noting that the researcher herself taught the two groups and identified the scientific subject matter by the appointed last six topics from The Grammar Book for the fifth primary class. The researcher formulated (76) behavioral aims of the topics to be examined during the experiment and she prepared daily plans for teaching both research groups, The plans were exposed to an elite of experts and specialists to know their validity and relevance to the fifth grade female pupils. As for the research tools, the researcher prepared a talking test and a test for listening of ten items with multiple choice (of three alternatives). The experiment was applied in the second term of the academic year 2015 - 2016 A.D. It began on Thursday 18/2/2016 and ended on Thursday 7/4/2016. That means the experiment lasted eight weeks, two hours a day for each group and after the experiment, a test was appointed on Tuesday 12/4/2016 to measure talking scale and it was applied to both groups of female pupils of the research and the listening test was applied on Thursday 14/4/2016, The researcher extracted the scores of each female pupil for the purpose of analyzing the results, The researcher used the following statistical methods : Chi - square (X2), T - test for two independent samples, and Pearson correlation coefficient, and the equation of the coefficient of difficulty and distinction, T - test for two interlinked samples, the effectiveness of the equation of wrong alternatives and equivalent size effect. After analyzing the results statistically, the researcher concluded the following : 1. There was a statistically significant difference at the level of (0.05) between the average scores of the experimental group pupils in the two tests pretest and posttest favor the post - test.2. There is no statistically significant difference at the level of (0.05) between the average scores of the control group pupils in the pretest and posttest.3. There is a statistically significant difference at the level of (0.05) between the average scores of the experimental group and the average of the pupils of the control group in the speaking test for the benefit of the experimental group.4. There is a difference of statistical significance at the level of (0.05) between the average scores of the experimental group pupils in pretest and posttest to listen favor the post - test.5. There is no statistically significant difference at the level of (0.05) between the average scores of the pupils of the control group in pretest and posttest listening tests.6. There is a statistically significant difference at (0.05) between the average scores of the experimental group and the average scores of the control group pupils in the listening test in favor of the experimental group. In the light of these results, the researcher recommended the following : 1 - Training Arabic Language teachers at the basic stage to use the communicative approach in teaching Arabic Language. 2 - Awareness of the basic stage supervisors specialized in Arabic Language of the importance of employing the communicative approach in teaching Arabic Language and working to increase their knowledge and skills in using it. 3 - Preparing a training guide for the teachers of Arabic Language to teach the linguistic skills based on employing the communicative approach. Suggestions : 1. Make a study to test the effect of the communicative approach in developing the skills of both reading and writing of the fifth class female pupils.2. Make a study about the effectiveness of mixing the total approach and the communicative approach in developing the first class female pupils’ skills in speaking and listening.3. Make a field study about the Iraqi Arabic Language teachers’ perceptions about the communicative approach to teach language.
Summary:
05T2658 - A.pdf
References:
05T2658 - R.pdf
