Show: 25 50 75 100 Results

Search results: 4 out of 4

اثر استخدام استراتيجية جيكسو (Jigsaw) في حل المسائل اللفظية لدى طالبات الصف الثاني المتوسط في مادة الرياضيات == The Effect of Using Jigsaw Strategy in Solving Problems at the second intermediate female students in mathematics

Author name: سرى حفظي رشيد
Supervisor name: هاشم محمد حمزة الجميلي
General topic: Educational Sciences
Specific topic: Methods of Teaching Mathematics
Degree: Master
University: Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching English Language Methods
Language: Arabic
University location: Baghdad
First pages:
Abstract: The goal of current research to identify the effect of using the (jigsaw) Strategy in solving verbal questions with second grade students in mathematics To investigate the goal of the research, the researcher developed a hypothesis of zero that states : - There is no statistically significant difference at the level (0.05) between the average scores of the experimental group students who are studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of test solution of the verbal issue. The zero hypothesis derived sub derived including : A) There is no statistically significant difference at the level (0.05) between the average scores of students who were studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of teaching in the pattern of the reason B) There is no statistically significant difference at the level (0.05) between the average scores of students who were studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of teaching in the pattern of the proof complement amongC) There is no statistically significant difference at the level (0.05) between the average scores of students who were studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of teaching in the pattern of the proof with shape and text modes questions patterns. D) There is no statistically significant difference at the level (0.05) between the average scores of students who were studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of teaching in the pattern of the text questions pattern among E) There is no statistically significant difference at the level (0.05) between the average scores of students who were studying according to the jigsaw strategy and the average score of the control group of students who are studying on according to the usual method of teaching in the pattern of numerical questions among The research sample is consisted of 72 female students from the second grade in Layla al - Akhyaliyya secondary school for Girls of the Directorate of Education in Diyala province / Muqdadiya / Alwajihiya Sub district , in the second semester of the academic year (2015 - 2016 ), and Chapters VI, VII, and VIII of the Mathematics book of the second grade, where Division (a) of (36) students was chosen to represent the experimental group that was taught mathematics according to (jigsaw )Strategy, and the Division (b) of (36) students to represent the control group, that was taught mathematics in accordance with the usual method in teaching. The Researcher adopted a partial adjustment control design of the two equal groups of the posttest and used the experimental method. The two groups of the research in variables (prior knowledge test, the former attainment, intelligence test scores, age chronologically calculated in months, and the parents' educational attainment.The researcher studied the research two groups after she drafted the behavioral goals of the three chapters and five levels of Bloom's cognitive domain levels (remembrance, absorb, application, analysis, installation) as the number reached 116 goals. The researcher also prepared (40) teaching plans for each group included the research topics, and prepared a test solution consisting of verbal questions made of (15) article questions. Honesty, fortitude, expense, difficulty of the test and the discriminatory power of the tests were checked.The researcher used the equation of alpha - Cronbach to calculate the stability of the verbal questions test solution coefficient, the (t - Test) for two independent samples for data processing The results indicated the statistically significant difference at the level (0.05) between the mean scores of students in the experimental group and control group and the experimental group which studied the material in accordance with the (jigsaw) Strategy in the test solution of the verbal issues For all styles solving verbal issues . The Researcher found out many of the conclusions of which, Researcher found to many of the conclusions of which, if strategy (Jigsaw) worked on activating students. And led to the success of a student in the group and thus the success of their group, improved strategy (Jigsaw) social relations between students and strengthen trends toward each other even accept students opinion colleague as receptive mind as you feel each student as a source of information, as well as strengthen the bond between the students and the school during class and beyondresearcher provided several recommendations, The page is based teachers and teachers of mathematics strategy (Jigsaw)in teaching because of their positive impact in solving verbal issues, the attention of the Ministry of Education to provide the tools, and the establishment of school buildings suitable numbers, so as to facilitate the application of strategy (Jigsaw).A study on the use of the JISCO strategy in other variables such as concepts acquisition and problem solving was conducted. A study was carried out to compare teaching using the Jigsaw strategy with other teaching strategies, stages and materials. And other studies, to conduct similar research in other stages of study and on both sexes to see how the use of the Jigsaw strategy in solving verbal problems compared to the usual teaching method or any other method could be used.

اثر استخدام فعاليات محددة ما قبل الاستماع على اداء المتعلمين العراقيين دارسي اللغة الانكليزية لغة اجنبية في الاستيعاب الاصغائي == The Impact of Using Specific Pre - Listening Activities on Iraqi EFL Learners’ Listening Comprehension

Author name: نورة عدنان توفيق القره لوسي
Supervisor name: سعد صلال سرحان
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching English Language Methods
Language: English
University location: Baghdad
First pages:
Abstract: Listening is considered to be the most important skill since it is the first skill that human being acquired but unfortunately it is regarded as an ignored skill in the process of teaching English in Iraqi schools and as a result Iraqi learners are not well prepared to understand the English spoken language when the speakers speak too fast, pronounce the word in different way, or when the speakers use different accents. Besides, Iraqi learners do not use their background knowledge to comprehend what was said and they don't have opportunities to practice since there are many schools who don't have laboratories and sound devises which help the learner to listen and practice. Therefore, teaching listening skill is the most difficult task since the learner faced difficulties with this skillThe present study aims to investigate empirically the impact of using specific pre - listening activities on Iraqi EFL learners ’ listening comprehension.To achieve the aims of the study, null hypothesis have been proposed : There is no statistically significant difference between the mean scores of the experimental group who is taught listening comprehension by using specific pre - listening activities and that of the control group who is taught listening comprehension using the method recommended by the Teacher's Guide.The present study adopted the experimental design nonequivalence Pre Post - Tests with control groups. The random sample consists of 58 learners of 5th grade female learners in scientific branch of the secondary schools Maryam Al - Adhra for the academic year 2016 - 2017. The experiment started on the 26th of February and ended on 25th April, 2017 i.e., so it lasted eight weeks.The validity of the test and lessons plan for experimental and control groups have been obtained by exposing to a group of experts in the field of ELT and linguistics. Then, after piloting the test, the reliability of the test is achieved by using Alpha Cronbach formula. The two groups of learners are taught by the researcher herself. Only the experimental group is taught by using pre - listening activities, while the control group is taught according to the method recommended by the Teacher's Guide.The results reveal that there is a statistical significant difference between the mean scores of the experimental group who is taught listening comprehension using specific pre - listening activities and that of the control group who is taught listening comprehension using the method recommended by the Teacher's Guide.The present study recommends the teacher of English to prepare the learners by using different activities which activate the learners to use their background knowledge in order to foster the reception of new language input as well as to give the learners enough opportunities to listen to the native speakers.The present study also suggests a similar study can be conducted the effectiveness of using post listening activities on listening comprehension.

تقييم استراتيجيات التهذيب المستخدمة للتفاعل بين اساتذة وطلبة الجامعة دارسي اللغة الانكليزية لغة اجنبية == Assessing Politeness Strategies Used For Interaction Between EFL University Instructors And Students

Author name: فاطمة جمال سعد الله
Supervisor name: رضا غانم داخل
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching English Language Methods
Language: English
University location: Baghdad
First pages:
Abstract: In the last decades, politeness has become one of the interesting topics in pragmatics to search about. Learning second language means learning of second language pragmatics, because politeness can be understood in different ways by through different languages.The present study is conducted on EFL Iraqi university instructor and students to assess their awareness and application of politeness strategies in interaction. Therefore it aims at : 1. Assessing the use of politeness strategies by EFL Iraqi university instructors for interaction, 2. Comparing politeness strategies used by EFL Iraqi university instructors according to gender (males & females), 3. Comparing politeness strategies used by EFL Iraqi university instructors according to their years of experience, 4. Assessing the awareness Iraqi EFL university students concerning of politeness strategies for Interaction, 5. Assessing the use of politeness strategies by EFL Iraqi university learners for Interaction, and6. Comparing politeness strategies used by EFL Iraqi university students according to gender (males & females).Two non - random samples selected at the departments of English, morning studies, at two colleges namely; College of Basic Education in the Universities of Diyala and University of Al - Mustansiriayah, for the academic year 2016 - 2017. A sample of 14 EFL Iraqi teaching staff members and 156 students is selected for the study.Three instruments are constructed; a checklist which assesses the application of politeness strategies of EFL Iraqi university instructors, a questionnaire which assesses the awareness of EFL Iraqi university students concerning of politeness strategies used by their instructors for interaction, and a written test in English to assess the application of politeness strategies used by EFL Iraqi university students. The three instruments are duly validated by experts to be used for data collection. More than one method used to calculate the instruments reliability coefficient. Data collected are analysed by using suitable statistical methods. In sum, the results reveal the following : - 1. Iraqi EFL university instructors have sufficient application of politeness strategies used for interaction.2. Iraqi EFL university instructors have no differences in using politeness strategies for interaction according to their gender.3. Iraqi EFL university instructors whose years of experiences 20 - 30 use politeness strategies for interaction more than 10 - 20 and 1 - 10.4. Iraqi EFL university students have sufficient awareness concerning politeness strategies used by their instructors for interaction.5. Iraqi EFL university students have sufficient application of politeness strategies used for interaction.6. Iraqi EFL university students according to their gender are the same in using politeness strategies used for interaction.In the light of the results obtained as number of recommendations are put forward, and several suggestions are also proposed for further studies

العلاقة بين ستراتيجيات تعلم اللغة للطلبة المطبقين العراقيين دارسي اللغة الانكليزية لغة اجنبيه واعتقاداتهم نحو منهجيات التدريس == The Relationship between Iraqi EFL Student Teachers’ Language Learning Strategies and Their Beliefs toward Teaching Methodologies

Author name: امنه كاظم محمود الدليمي
Supervisor name: سعد صلال سرحان
General topic: Educational Sciences
Specific topic: Methods of Teaching English Language
Degree: Master
University: Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching English Language Methods
Language: English
University location: Baghdad
First pages:
Abstract: تعد ستراتيجيات تعلم اللغة من افضل واصح الطرق لدارسي اللغة الانكليزية لغة اجنبيه وتعد واحدة من العناصر الرئيسية والمهمة لدارسي اللغة الانكليزية لغة اجنبيه لتحقيق اهدافهم في اتقان اللغة الاجنبية وثقافتها لان هذه الاستراتيجيات تكون الجزء الاساسي في تطوير النظام اللغوي الذي يبنيه المتعلم وتؤثر في التعلم بصورة مباشرة. ولكن نجد طلابنا ليس لديهم فكرة او اعتقاد لاستخدام ستراتيجية محددة يعتقدون بفائدتها اوطريقه محددة من طرائق التدريس ويربطون بينهم لانجاح مهمة التعليم والتعلم. تهدف الدراسة الحالية الى تحديد ستراتيجيات تعلم اللغة الانكليزية للطلاب المعلمين ووصف اعتقاداتهم اتجاه تعليم منهجيات في اللغة الانكليزية لغة اجنبية والعلاقة بينهم. لتحقيق تلك الاهداف طبقت في هده الدراسه استبانه تالفت من مقياسين (1) لمسح استراتيجيات اللغة (نسخة 7.0 لدارسي اللغة الانكليزية لغة اجنبيه او ثانيه اكسفورد, 1990 ) و(2) اعتقاداتهم اتجاه منهجيات تعلم الانكليزية (Chen, 2005). وقدمت الى 102 من الطلاب المعلمين في قسمي اللغة الانكليزية بكليتي التربية الاساسية في الجامعتي ديالى والمستنصريه للعام الاكاديمي 2015 - 2016. ان تحليل البيانات الكمية في الدراسة الحالية طبق القياس الوصفي بالاضافة الى التحليل الاستنتاجي ويتكون من تحليل التباين ومعامل ارتباط بيرسون واستعمل لملاحظة العلاقة بين ستراتيجيات تعلم اللغة والاعتقادات اتجاه تعليم المنهجيات. فيما يتعلق بستراتيجيات تعلم اللغة تشير النتائج الى ان استخدام هؤلاء الطلاب المعلمين لستراتيجيات تعلم اللغة لتعلم الانكليزية تقريبا مرتفع في كثير من الاحيان ولو بشكل غير متساو حسب القيمة التائية وكانت قيمتها (3,36 ) . وايضا تشير النتائج ان الطلاب المعلمين اعتقادهم اتجاه منهجيات التعليم هو تفضيل طريقة تعليم اللغة التواصلية(CLT )على طريقه اللغات الصوتية(ALM). ومن هذواجد ان هؤلاء الطلاب المعلمين ستتبنى نظريات اللغة من كلا الطريقتين التي ذكرت سابقا. بينما نتائج العلاقة بين ستراتيجيات تعلم اللغة لطلاب المعلمين واعتقاداتهم اتجاه منهجيات التعليم تشير ان هناك علاقه ذات دلاله احصائية ومع ذلك كانت الارتباطات صغيره بامكاننا القول ان هناك علاقه ايجابيه موجوده بين ستراتيجيات التعلم واعتقادات التعليم. تلك النتائج يمكن ان تؤخذ بالفائدة للمعلم, في خطة المؤسسات التربوية , في تطوير وبناء المناهج والمواد التعليمية. ايضا هذه الدراسة تزود الباحثين والمعلم التربوي بمعلومات لفهم كيفة تعلم الطالب المعلم او المتعلم بصوره عامه للانكليزية وكيفة استخدامهم لمنهجيات تعليم اللغة الانكليزية لغة اجنبيه في تعليم طلابهم مستقبلا, وكيف هؤلاء المعلمين يمارسون التعلم واعتقادات التدريس وعلاقة بعضها البعض. | Strategies language learning are the best and right way to learn a foreign language and also are considered one of the key and important elements for EFL students to achieve their goals of mastering the foreign language and its culture, because, they are an essential part of the improvement of the language framework which the learner develops. Unfortunately, our student - teachers have no idea to use a certain strategy or a certain method of teaching and linking them to the success of the teaching and learning mission. The current study was an attempt to explore student - teachers' English Language Learning Strategies and their convictions towards EFL teaching methodologies. In addition, the relationship among these student - teachers' English language learning strategies and their beliefs towards EFL teaching methodologies were also investigated. To achieve these aims, a survey was conducted. The questionnaire of the study consists of two measures : (1) strategies inventory for language learning (version 7.0 for ESL/EFL, Oxford, 1990), and (2) beliefs toward English teaching methodologies (Chen, 2005) handed the sample of the study covers 102 student teachers, from the English language Department at College of Basic Education in Al - Mustansiriah and Diyala University for the academic year 2015 - 2016.To analyze the quantitative data of the current study, descriptive as well as inferential analyses including ANOVA and Pearson's correlation coefficient were utilized for the purpose of investigating connections between language learning strategies and beliefs toward teaching methodologies. Concerning English language learning strategies, the outcomes indicated that these student - teachers used language learning strategies to learn English in almost a high frequency (T.Value=3.36). Also, the results indicated that student - teachers in teaching beliefs toward EFL methodologies preferred Communicative Language Teaching to the Audio - lingual Method. In the light of these results, it was found that these student - teachers would adopt language theories from both CLT and ALM. While the results showed the relationship between student - teachers' language learning strategies and their teaching beliefs were statistically significant correlations. Nevertheless, the correlations were small. We can say that there is a positive relationship between learning strategies and teaching beliefs