درجة تطبيق معلّمي ومعلّمات الحلقة الأساسية الأولى في الأردن لاستراتيجيات تدريس مفردات اللغة العربية في ضوء برنامج الرامب RAMP
الكلمات المفتاحية:
استراتيجيات التدريس، مفردات اللغة العربية، الحلقة الأساسية الأولى، برنامج الرامب (RAMP).الملخص
هدفت الدراسة الكشف عن درجة تطبيق المعلّمين لاستراتيجيات تدريس مفردات اللغة العربية، للصفين الثاني والثالث الأساسيين بالاستناد لبرنامج الرامب (RAMP)، وتمثلت العينة من (111) معلما ومعلمة استمدّت من (39) مدرسة. وقد سلك الباحث في ذلك المنهج الوصفي لمناسبته هدف الدراسة، وقد أظهرت النتائج شمولية تطبيق المعلّمين لاستراتيجيات تدريس المفردات المتنوعة في ضوء برنامج الرامب (RAMP)، بشكل فاعل وإيجابي، وحازت استراتيجية "شبكة المفردات" على أفضلية الاستخدام بفارق ضئيل عن بقية الاستراتيجيات، وكذلك وجود أثر ذي دلالة إحصائية للتفاعل بين متغيري الجنس والخبرة يؤثر في تطبيق المعلم لتدريس استراتيجيات المفردات، كما قدمت في نهاية الدراسة مجموعة من المقترحات والتوصيات.
التنزيلات
المراجع
Abdul Bari, M. (2011). Vocabulary Education. Amman: Al-Masirah Publishing House.
Abdul Bari, M. (2011). Vocabulary Teaching Strategies, Theory and Practice. Amman: Al-Masirah Publishing House. 31-57.
Ahmed, S. (2006). Children's Literature Readings Theoretical and Practical Models. Amman: Al-Masirah Publishing House.
Burman, M., & Evans, D (2003). Improving Reading Skills Through Multiple Intelligences and Increased Parental Involvement. ERIC Reproduction Document.
Graves, M. (2005). The vocabulary book: Learning and instruction. New york: Teachers College Press.
Greenwood, S. (2004). Words count: Effective vocabulary instuction in action. Ann Arbor: Heineman.
Hashemi, A., & Ali, M. (2012). Vocabulary Learning Strategies and Beliefs of the Arabic Language Students at the University of Islamic Sciences, Malaysia. Jordan Journal of Educational Sciences, 8(2), 105-117.
Huber, M. (2011). Teacher Implementation of Guided Reading and the Effect on Students in Grades (3-5). Unpublished master’s thesis, Widner University, United States- pensylvania.
Johnson, A., & Heffernan, N. (2006). The short reading project: ACALL reading activity utilizing vocabulary recycling. Computer assisted Languag Learning, 19(1), 63-77.
Jones, L., & Plass, J. (2002). Supporting listening comrehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86, 546-561.
Mestarihi, H. (2013). The Effect of Narrow and Selective Reading Strategies in English Language in Eighth Grade Students in Jordan. Unpublished Ph.D. thesis, Curriculum and Instruction Department, Faculty of Education, Yarmouk University: Jordan.
Ministry of Education (2015). The teacher's file for arabic language for kindergarten and the first three basic grades. Jordan: Ministry of Education. 148-151.
Nagy, W., & Scott, J. (2000). Vocabulary processes. In Handbook of reading research, 269-284.
Qian, D. (2002). Investigation the relationship between vocabulary knowledge and academic reading performance: An Assesment perspective. Languge Learning, 52, 513-536.
Rott, S. (1999). The Effect of Exposure Frequency on Intermediate Language Learner’s IncidentaVocabulary Acquisition Through Reading. Studies in Second Language, 21(4), 589-619.
Shammari, W. (2011). The Effect of Using a Free and Guided Reading Strategy in Improving Some Creative Thinking Skills for Third Grade Students in Saudi Arabia. Unpublished master’s thesis, Department of Curriculum and Instruction, Faculty of Education, Yarmouk University: Jordan.
Smith, T. (2007). Narrow reading teaching From words to meaning. Unpublishrd Master Thesis, Pasific Lutheran University.
Spiro, J., & Others. (1980). Theoretical Issues in Reading Comprehension. New York: New Jersey.
Tawil, S., & Alwan, A. (2005). The Effect of Verbal Ability and Number of Contexts on Deriving and Retaining Meanings of Unknown Vocabulary. Journal of Educational Sciences Studies, 32(2), 383-350.
Tubaishat, H. (2007). Designing a Computerized Dramatic Model and Measuring its Impact on Developing Arabic Vocabulary Knowledge in Third Grade Students. Unpublished master’s thesis, Department of Curriculum and Instruction, Faculty of Education, Yarmouk University, Jordan.
Van Daalen-Kapteijns, M., & Others. (2001). Deriving the Meaning of Unknown Words from Multiple Context. Language Learning, 51(1), 145-181.
Zahrani, M. (2010). Effectiveness of Inspector-Based Teaching in Improving English Vocabulary Achievement and Retention in Middle School Students. Unpublished master’s thesis, Department of Curriculum and Learning Techniques, College of Education, Taif University, Saudi Arabia..
