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Register a new userListening Comprehension Skills and Levels in the Arabic Language Textbook for the Seventh Grade in the Syrian Arab Republic
مهارات الاستيعاب الاستماعيّ ومستوياته في أسئلة نصوص الاستماع من كتاب اللُّغة العربيَّة للصَّفِ السَّابع الأساسيّ في الجمهوريَّةِ العربيَّةِ السُّوريَّة
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سلمان وزو
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هدف البحثُ إلى معرفة مدى توفّر مهارات الاستيعاب الاستماعيّ ومستوياته في نصوص الاستماع من كتاب اللُّغة العربيَّة للصَّفِ السَّابع الأساسيّ في الجمهوريَّةِ العربيَّةِ السُّوريَّة. ولتحقيق هدف البحث؛ أعدَّ الباحثُ قائمةً بمهارات الاستيعاب الاستماعيّ ومستوياته، مكوّنة من (29) مهارة استيعاب استماعيّ تندرج تحت خمسة مستويات، هي: الحرفيّ، والاستنتاجيّ، والنقديّ، والتذوقيّ، والإبداعيّ. ثمَّ حلّل في ضوئها أسئلة نصوص الاستماع الأربعة (64 وحدة تحليل). وخلص البحث إلى النتائج الآتية: - بلغت مهارات الاستيعاب الاستماعيّ في أسئلة نصوص الاستماع من كتاب اللُّغة العربيَّة للصف السَّابع الأساسيّ (20) مهارة، ثماني مهارات منها في المستوى الحرفيّ، وخمس مهارات في المستوى الاستنتاجيّ، وثلاث مهارات في المستوى النقديّ، ومهارتان لكلّ من المستوى التذوقيّ والمستوى الإبداعيّ. - جاء المستوى الحرفيّ في المرتبة الأولى بـ (30) تكراراً ونسبة (46.88%) من مجموع تكرارات التحليل البالغ عددها (64) تكراراً. يليه المستوى الاستنتاجيّ في المرتبة الثانية بـ (14) تكراراً ونسبة قدرها (21.89%). ويأتي المستوى التذوقيّ في المرتبة الثالثة بـ (13) تكراراً ونسبة قدرها (20.31%). ويأتي المستوى النقديّ في المرتبة الرابعة بـ (4) تكرارات ونسبة قدرها (6.25%). يليه في المرتبة الأخيرة المستوى الإبداعيّ بـ (3) تكرارات ونسبة (4.69%). - توجد فروق دالّة إحصائيّاً في تكرارات المهارات والمستويات في أسئلة نصوص الاستماع، لمصلحة المهارات والمستويات الأعلى تكراراً، ولم يكن توزّعها متوازناً ومتساوياً. - اشتملت أسئلة نصوص الاستماع على (72%) فقط من مهارات الاستيعاب الاستماعيّ الواردة في الوثيقة الوطنيّة لمعايير التعليم. وهذه النسبة المتدنية نوعاً ما، تدلّ على عدم اشتمال كتاب اللُّغة العربية للصف السابع الأساسيّ اشتمالاً وافياً على المعايير التي صُمِّم في ضوئها. وبناءً على نتائج البحث قدّم الباحث مجموعة من التوصيات والمقترحات تتعلّق بضرورة الأخذ بمهارات الاستيعاب الاستماعيّ ومستوياته عند اختيار النّصوص التعليميّة، وضرورة إجراء المزيد من الدراسات في هذا المجال.
The research aims to find out the extent of availability of the Listening Comprehension Skills and levels in the texts of listening from the book Language Arabic Grade Seventh Basic in the Republic of the Arab Syrian. To achieve the goal of the research, the researcher prepared a list of listening comprehension skills and levels, consisting of (29) listening comprehension skills fall under five levels: literal, deductive, critical, gastronomic and creative. He then analyzed the questions of the four listening texts (64 units of analysis). The research concluded the following results: The skills of listening comprehension in the questions of listening texts from the Arabic language textbook for the seventh grade (20) skills, eight of which skills in the literal level, five skills in the deductive level, and three skills in the critical level, and two skills for both gastronomic and creative level. The literal level came first with (30) iterations and (46.88%) of the (64) iterations. Followed by the deductive level in the second place with (14) iterations and a percentage of (21.89%). The level of gastronomic ranked third with (13) again and the proportion of (20.31%). The cash level comes in fourth place with (4) iterations and (6.25%). Followed by the last level ranked creative b (3) recurrences and the percentage of (4.69%). There were statistically significant differences in the frequency of skills and levels in listening text questions , in favor of higher-frequency skills and levels, and the distribution of these skills and levels was not balanced. Listening texts included only (72%) of the listening comprehension skills contained in the National Standards of Education document. This somewhat low percentage indicates that the Arabic language textbook for the seventh grade does not adequately include the criteria in which it was designed. Based on the research results of the researcher presented a set of recommendations and suggestions regarding the need for the introduction to the Listening Comprehension Skills and levels when choosing educational texts, and the need for further studies in this area.
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The aim of the research is to identify the degree of availability of semiotic criteria for educational pictures in the pictures of the book (Arabic is my language) for the fourth grade in the Syrian Arab Republic. To achieve the purpose of the resear
ch. The researcher prepared a list of criteria for the semiotic of educational images, consisting of two domains: educational and technical, falls under them (15) main criteria, includes (56) indication of the achievement of them. Then he analyzed pictures of the book, which its number (121) picture or analysis unit. The research concluded the following results:
The overall score for the availability of criteria for the semiotics of educational pictures in the pictures of the book (Arabic is my language) for the fourth grad got an average (2.62), and a percentage (87.33), and a large degree of availability.
The criteria for the semiotics of educational images related to the educational field obtained got an average (2.79), and a percentage (92.89), and a large degree of availability. However the criteria related to the technical field got an average (2.39), a percentage (79.69), and a large degree of availability.
Nine of the criteria for the semiotics of educational images was with a moderate degree of availability, and (47) criteria with a large availability.
(107) pictures from the (Arabic My Language) book for the fourth grade obtained a large degree of availability, (10) pictures got a medium degree, and (4) pictures obtained a small degree.
There is a statistically significant difference at a level of significance (0.05) between the two average frequencies of the semiotic criteria for educational pictures in the pictures of the book (Arabic My Language) for the fourth grade attributed to the type of field: (educational and artistic), and this difference is favor of the educational field.
Based on the results of the research, the researcher presented a set of recommendations and proposals related to the necessity of adopting semiotic criteria for educational pictures when choosing educational pictures, and the need to conduct more studies in this field.
The aim of the research is to find out the degree of learners' Involvement in the book (Arabic is my language) for the sixth grade in the Syrian Arab Republic by: presenting the educational material, the educational activities, educational pictures a
nd drawings, and the closing exercises. To achieve the goal of the research; The researcher adopted the descriptive and analytical method, and chose from the book (102) pages containing (685) units of analysis. Then he analyzed it according to the data of the Rumi and Shahrum equations, which consider the book to be effective if the coefficient of Involvement is within the range (0.4 - 1.5). The research concluded the following results:
The coefficient of involvement reached through the presentation of the educational material (1.63), and through the educational activities it reached (2.69), and through the educational pictures and drawings it reached (2.43), and through the final exercises it reached (2.33). As for the coefficient of socialism for the whole book, it reached (2.27), and this value is high, and it exceeds the maximum acceptable limit for inclusion (1.5). That is, the book is more than the scientific material that requires the learner to investigate and research compared to the material that does not require it.
Based on the results of the research, the researcher presented a set of recommendations and proposals related to the necessity of adopting the parameters of Involvement when selecting educational content, and the necessity of conducting more studies in this area.
The goal of research is to know the impact of using triangle
of listening strategy in the development of listening
comprehension skills for the fifth grade primary students.
The general sample consists of ( 60 ) students. The sample is
divided in
to two groups:( experimental ) consists of ( 30) male
and female pupils taught using triangle of listening strategy and
(control) consists of (30) students , taught using the traditional
way .
The researcher used the experimental method and prepared a list
listening comprehension skills for students of fifth grade
primary and listening comprehension test preparation, was sure
of its sincerity and persistence , and creating guidebook of teacher
which designed according to triangle of listening strategy in the
development of listening comprehension skills . after applying of
the tools then collecting of the data and analysis them . The
results came as the following: :
The experimental group achieved results better than the control
group. This indicates to the effectiveness of using triangle of
listening strategy in the development of listening comprehension
skills for the fifth grade primary students.
The current research targeted to identify the availability of
listening skills among fourth-grade primary students in the city of
Homs. To achieve the research objectives the researcher prepared a
list of listening skills with a total of (32) item
s distributed among
five dimensions (Audio discrimination, understanding of direct
meaning, Deductive reasoning, Evaluating the audio content and
criticism, Creative thinking ).
Readability plays an important role in the stand on the appropriateness of the textbook what maturity level of language for pupils who decided on them, and the availability of the terms of her textbooks contributes in making them perform their desire
d interest. In light of these large importance of Readability the absence of manifest studies which investigating Readability textbooks becomes clearer at the local level. Accordingly , the study aimed to determine the level of Readability book (my Arabic) scheduled for pupils basic sixth grade in the Syrian Arab Republic, and know how the order of literary texts in the target book depending on the degree of its Readability, identifying differences in the Readability between the average scores of students Depending on the following variables: (gender, school rate, read type, and type of word deleted).
To achieve the objectives of the study, researcher followed the descriptive approach, and chose randomly ten literary texts from the book (my Arabic) for the sixth grade primary by five prose texts and five poetry texts, and were selected by a systematic random sample representative of the book activities, they are: Drills of third unit, sixth, ninth, then the second ten.
Based on a sample of subjects in the study prepared by the researcher of two tests: first, the sequel test to measure the level of Readability prose and poetry selected texts from the book (my Arabic) basic sixth grade. the second: Test Readability workouts consisting of (35) Question of multiple choice ; To measure the clarity of the questions of the book (Arabic language) for the basic sixth grade, and its accuracy in the expression of the task required of the pupils to implement.
Then the researcher to apply the two tools study on a random sample of pupils basic sixth grade in public schools in the city of Damascus, consisted of 505 students, spread over 12 scholarship divided on (12) class in (6) schools, of which 258 pupils, and (247 ) schoolgirl.
Well to answer questions about the study and test the validity of hypotheses, researcher of the study sample tranferred answers to the Statistical Package for Social Sciences terms of data (Spss); and calculated the averages, standard deviations, and percentages, and use the T - test for two independent samples, and analysis of monogamous variance for more than two independent samples, and test Hevah Scheffe comparisons posteriori.The study showed the following results:
• Degrees of (110) students within the independent level of Readability; (21.78%) of the total number of the sample, while the degrees of 184 pupils In the educational level of Readability; percentage of (36.43%), while degrees (211) pupils has occurred within the frustrating level Readability; that is accounted for (41.78%). By combining the number of students at the educational and independent levels, it is clear that the "Arabic Language" book for the sixth grade is suitable for 294 students, or 58.21% of the students whose the book is prepared for. The results also showed that the average scores of students at all levels of Readability reached (45.85), which is located within the educational level of AlInqiraiah.
• The presence of a statistically significant difference between scores of the students in the level of Readability book (my Arabic) scheduled for the sixth grade primary in the Syrian Arab Republic attributed to the variable sex, in favor of females.
• The presence of a statistically significant difference between scores of the students in the level of Readability book (my Arabic) scheduled for grade basic sixth grade in Syrian Arab Republic. attributed to the following: (academic average for pupils, And read type, and the type of word deleted in testing the sequel), in favor of each of the following categories: (average high school, and prose texts, and name).
• Not included prose and poetic texts in its location in the book (my Arabic) for the basic sixth grade depending on their degree of its Inqiraiah.
In light of the results of the study, the researcher recommended the need to take the authors of the curriculum as a standard of Alanaqraiah, and the preparation of textbooks more than the level of each class to suit individual differences among students, as suggested further studies in the field of Readability on other textbooks.
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