Author name:
ثامر نجم عبود الشمري
Supervisor name:
عبد السجاد عبد عبد السادة البدران
Abstract:
اتسمت اللغة العربية بسمة التعبير، وكثرة المفردات، وتنوع الدلالات واتساع طرائق التعبير، ولا توصف لغة بهذا الوصف، الا اذا كانت لغة عريقة اصابت حظا كبيرا من التقدم والنضج. (العزاوي، 2004، ص40) واللغة العربية هي لغة القران الكريم وهي لغة العروبة، واعظم مق | The Arabic language is characterized with expression feature, frequent vocabularies, diversity of connotations and expand of expression methods. There is no language is described in such way only if it was an ancient language, it has progress and maturity.(AL - Azawi,2004,p : 40) The Arabic language is AL - Quran language ,it is Arabism language and it is one of the greatest Arab Nationalism ingredients, it is language of a strong life ,Arabic language has got high status among other languages. Omar bin AL - Khatab said ((Stick to Arabic language ,it proves the mind and increase virility )).(AL - Mutaqi AL - Hindi,2005,p : 887) For Arabic language many branches including grammar, it is a term that called for each of the syntactic and morphology rules in secondary and intermediate schools, Arabic grammar is a tool to control the speech and the correction of pronunciation and writing, it is a tool to safeguard the tongue and pen of the error in the expression, in addition to it is a tool of understanding and resolve the ambiguity in the reception of meaning. The discrimination of mistake and avoided it in speech according to pronunciation and writing. Arabic grammar completes the meaning its destination, without grammar the listener ignores the meaning. Abn Khaldoon says about the importance of grammar ((principles of tongue science are four : language,grammar,statement and literature. The grammar is one of the most important of them.Grammar distinguishes the actor from accusative, subject pattern from predicate.Without grammar the most of usefulness is ignored (Ibn Khaldoon ,1978,p : 186) Although the great importance of grammatical rules, the weakness of collection in it and aversion of students from it is clear for anybody works in the field of learning, this is clear in the correction of examination sheets or listening into their continuous conversations and expressions, this is what the researcher himself has found it through his work as an instructor in college of Education and Basic Education college It is noted that the clear weakness in subject of grammatical rules not regards only our students in Iraq but it transcend to all Arab Homeland. Aisha Abd AL - Rahman confirms a painful realty with her speech ((the dangerous phenomenon for our linguistic crisis is whenever a student has progressed a step in a language learning increased ignorance and a version from it, maybe he progresses in an educational way into final course , so he graduates from university who can’t write a simple speech with language of his people , he can’t read a typical reading without grammatical mistakes (Abd AL - Rahman , 1969 , P : 191). We know the goal of teaching mainly is facility, guidance and stimulation of learning, then guarantee occurrence of learning , so it should be used the method that makes learners active and effective. The learners earns from the learning proses as much as it is making. It should be used a modern efficient and renewable methods in teaching because a good method lets to attainment of educational goal and achievement it with less time and little effort. It also excites and motivates learners to work and fruitfully participate in the lesson.( Ismaeel , 2005 , p. 57 ). Since the researcher is acquainted with learning theories and teaching methods , he adopted a direction towards modern teaching methods which say that teaching process happens in a social interaction way between the teacher and his students and it is an open and divers process which enables them to exchange experiences and feelings. The constructive theory has gained large salability and increasing interest in the cotemporary educational mind because it consternates on the positive and effective role of the student through the process of teaching by practicing a lot of educational activities. So it is a cognitive and educational theory or a making meaning theory which it shows an explanation and interpretation for nature of knowledge and how human being learns this knowledge. This theory confirms that individuals construct new concepts or their knowledge of the beforehand known interaction and think of thoughts, events and activities through their close contact with others. ( Akar , E, 2005 , P : 5 ). The constructive theory is a process of interaction among three elements in the educational process, previous experiences, educational situations presented to the learner and the environment in which the educational process takes place in order to construct and develop a new knowledge structures that characterized with inclusiveness and generalization compared to the previous and using these structures in treatment of a new environmental situations. ( Afanna and Abu Malouh, 2006 , p 6 ). There are many strategies and models that have been proposed to employ constructivist approach in teaching. And each of them has a great value in the learning and teaching process 0 These strategies and models generally confirm the active role for students through the learning 0 They work many activities and experiences among groups or teams ,also it emphasizes on ineffective intellectual participation through practice activities for example model of generative learning and model of quintet learning ( AL - Essa2006,p03). The researcher chose to employ some strategies of constructive theory 0They are strategy of generative learning and quintet learning course in teaching of Arabic grammar. The goal of Studying : The goal of studying is knowledge ((activity of Generative learning strategy and quintet learning course in collection and retention in Arabic grammar with students of secondary stage))Two hypothesis of studying : There is difference with statistically significant of (0,05) among rates of attainment variable degrees of students of first experimental group who study Arabic grammar according to generative educational strategy and collecting of second experimental group students who study Arabic grammar according to strategy of quintet learning course and collecting degrees of group students who study Arabic Grammar according to traditional method. Study Limits : The current study is determined as follows : 1 - Highy schools students (Morning Study only) in Al - Muthnna province center.2 - Generative learning strategy and quintet learning course strategy.3 - Arabic grammar text - book for fifth class, first edition,Study Measures : The researcher chose the experimental design with partial control and later test depending in his study on three groups one of them is an experimental group subject to the independent variable which is the generative learning strategy while the other group is an experimental also subject to the quintet learning course strategy, in addition to that, there is a controlling group which is studied by the ordinary way. By the end of the experiment, the researcher will apply final collection test and after two weeks the same test will be applied on the study groups in order to measure retention in getting Arabic grammar. The study groups represent literary fifth class students in high schools (morning study) for boys at Al - Muthnna province center for the annual year 2013/2014. The researcher chose the students of the fifth class because the fifth class is actually an introduction for the sixth class which is considered as the gate from which the student will transfer to the university stage where the student thinking is characterized at this stage as being abstract and the attention level is at its highest level. The researcher chose randomly Al - Sadr high school (morning study) for boys where he found that it contains four sections for the literary fifth class which are ( a - b - c - d ). The number of students of the fifth class was ( 197) , ( 51) in section (a) , (50) in section (b) , (49) in section (c) and ( 47) in section ( d). The researcher chose randomly (a,c) sections to be the experimental groups where section (a) is studied by generative learning strategy and (c) section is studied by quintet learning course strategy while (b) section is the controlling group which is studied by the ordinary way and in order to avoid the variables which might effect on the study results with regards to the individual differences among students , the researcher made the harmony on the sample of his study in ( previous information , time age , students degrees in grammar in mid - year examination , scientific levels for parents ). ) After assigning the scientific material from fifth class Arabic grammar text - book for the annual year2013/2014, the researcher worded60 behavioral goals for grammar subjects, then he prepared teaching plans for the study groups and showed samples to a group of experts in teaching methods where the experiment took a full school course.. The researcher assigned the teacher lesson to teach the three study groups after he showed how teaching will be according to each strategy. The researcher made a collective test to measure the students collection in Arabic grammar after completing the experiment. The test was made of (30) test items of the numerous choice kind. The researcher made sure that the test was true by showing it to a group of experts and judges and he made sure that it was solid by applying it on a sample of (44) fifth class students after he made sure they completed the current research subjects. To analyze the results, the researcher used statistical measures like (one - way anaova) , (Kay square) , (item difficulty coefficient equation), (item discrimination coefficient equation) and( development rate equation). The researcher applied the later test to measure collection variable on the three study groups and after discharging the marks and treating them statistically , it was proved that there are discriminations among the study groups in collection variable to the advantage of the experimental groups on the control group. We found also that the second experimental group which was studied by quintet learning course strategy, excelled on the first experimental group which was studied by generative learning strategy and after two weeks, the researcher applied the retention test and it was proved that the second experimental group which was studied by quintet learning course strategy was the most keeping information group comparing with the other two groups. According to the results the current study made, the researcher concluded the following : 1 - It is preferred to apply quintet learning course strategy in raising the scientific level in Arabic grammar comparing with generative learning strategy. 2 - It is preferred to apply quintet learning course strategy in raising the scientific level in Arabic grammar comparing with the ordinary method.3 - It is possible to apply quintet learning course strategy in teaching Arabic grammar on the literary fifth class students to raise level of learning and retention. The researcher gave certain suggestions with regards to this study : 1 - Making a similar study about applying quintet learning course strategy in teaching Arabic grammar on different teaching stages. 2 - Making a similar study about applying quintet learning course strategy and generative learning strategy in teaching other branches of Arabic like (literature and composition.) 3 - Preparing a manual for Arabic teacher at high school stage deals with the steps which should be done in teaching Arabic grammar according to quintet learning course strategy and to all the subjects of the text - book.
