أثر استراتيجية التخيل الموجه في تنمية مهارتي الاستماع والاستيعاب القرائي لدى طالبات الصف الثاني المتوسط في مادة اللغة العربية

الباحث

بسمة فائز سعد الله عزيز

المشرف

أبي إبراهيم حسين الحيالي

الجامعة

جامعة الموصل

الكلية / القسم

التربية للعلوم الإنسانية / اللغة العربية

الشهادة

ماجستير

السنة

2022

لغة الرسالة

A

الكلمات المفتاحية

التخيل الموجه;مهارة الاستماع;الاستيعاب القرائي;طرائق تدريس اللغة العربية

The present research aims to identify the effect of directed-imagination strategy in developing the skills of listening and reading comprehension in Arabic language for female pupils in 2nd intermediate class. To achieve this aim, four assumptions presented, as follows: 1- The first assumption: there is no statistically significant difference between average degrees of experimental group pupils who study on the basis of directed-imagination strategy and those of control group pupils who study on the basis of traditional method in the listening pre-test. 2- The second assumption: there is no statistically significant difference between average degrees of experimental group pupils who study on the basis of directed-imagination strategy and those of control group pupils who study on the basis of traditional method in developing the listening. 3- The third assumption: there is no statistically significant difference between average degrees of experimental group pupils who study on the basis of directed-imagination strategy and those of control group pupils who study on the basis of traditional method in reading comprehension pre-test. 4- The forth assumption: there is no statistically significant difference between average degrees of experimental group pupils who study on the basis of directed-imagination strategy and those of control group pupils who study on the basis of traditional method in developing the reading comprehension. To achieve that, an experimental design of partial control (experimental group, control group) is applied on Macca Al-Mukarama Intermediate School for girls located in the left side of Mosul City. To perform the experiment, the sample of present research is randomly selected from two sections of 2nd intermediate class. The total number of sample is (79). The experimental group includes (41) pupils to study Arabic language by using directed-imagination b strategy, and the control group includes (38) pupils to study Arabic language by using traditional method. Both groups are statistically equalized in several variables: age of pupils (in months), the general average of pupils for the last year, scores of Arabic language of pupils for the last year, intelligence quotient, listening skill pre-test, and reading comprehension skill pre-test. In these variables, no statistically significant differences between the two groups found. To test the skill of listening as well as the reading comprehension, a questionnaire is produced. This questionnaire includes levels and skills of reading comprehension. All tools submitted to experts and judges. Two patterns of plans are prepared, the first one is according to imagination strategy, and the second one is according to the traditional method. The researcher (by herself) studied five lessons, defined by the Ministry, as follows: the experimental group (treatment group) based on directed-imagination strategy, and the control group based on traditional method. After the experiment is applied, the tests of online listening skill as well as online reading comprehension performed. By using t-test for the two samples, all data collected and statistically analyzed. The results show a statistically significant difference at 0.05 between the average of two groups in the test of online listening and listening skill development. The experimental group, who studied based on directed- imagination strategy, exceeded. In addition, the results show no statistically significant difference between the average of two groups in the test of online reading comprehension and reading comprehension development. The present research concludes that the strategy of directed-imagination is effective in developing the listening skill but it is not in developing the reading comprehension. In addition, the strategy of directed-imagination increases the ability of pupils to accept the differences among them, because this method gives them freedom to express what they hear and imagine from the imagination travel. The recommendations of the present research includes holding training courses by the State Directorate of Education for teaching cadres to use modern teaching methods such as strategy of directed-imagination as well as courses related to skill of listening and reading comprehension in the curriculums. The recommendations of the present research includes holding training courses by the State Directorate of Education for teaching cadres to use modern teaching methods such as strategy of directed-imagination as well as courses related to skill of listening and reading comprehension in the curriculums.

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