توظيف الجمل الاسمية لتنمية مهارة الكتابة بالعربية لدى الناطقين بغيرها Employing Nominal Sentences to Develop the Writing Skill in Arabic Among Non-Arabic Speakers
DOI:
https://doi.org/10.31436/alrisalah.v4i4.266Keywords:
Second language learning - grammar rules - perceptual learning theory - noun sentences - writing skill., تعلّم اللغة الثانية – القواعد النحوية – نظرية التعلم الإدراكي - الجمل الاسمية - مهارة الكتابة.Abstract
يهدف هذا البحث إلى الكشف عن دور استيعاب الجمل الاسمية في تنمية مهارة الكتابة بالعربية لدى الناطقين بغيرها في مركز اللغات والتنمية العلمية في مرحلة الإعداد الجامعي، في الجامعة الإسلامية العالمية بماليزيا. لقد أكدت دراسة على تأثير إيجابي للقواعد النحوية في تنمية مهارة الكتابة بالعربية، إلا أن هذه الدراسة أجريت على الطلبة الناطقين بها. هذا وقد كانت اللغة العربية في تلك الدراسة هي اللغة الأم، وهما جوهران مختلفان لهما بيئة التعلم المتباينة. لقد سارت هذه الدراسة على منهج شبه تجريبي، حيث تم اختيار العينة بأسلوب غير عشوائي. وأما بالنسبة لجمع البيانات، فتمّ خلال الاختبارين: قبلي وبعدي، وأجريا على 34 فرداً من الطلبة في المجموعتين: التجريبية والضابطة. وأظهرت نتيجة الدراسة بعد الاختبار التائي لعينتين مستقلتين على الفرق الدالّ إحصائيًّا بين المجموعتين: التجريبية والضابطة في تنمية مهارة الكتابة بالعربية، لصالح المجموعة التجريبية.
This research aims at looking at the potential role of employing nominal sentences to develop the writing skill in Arabic among non-native speakers at the Center for Languages and Pre-University Academic Development of the International Islamic University Malaysia. Even though a previous study has confirmed a positive role of grammar comprehension in developing writing skills in Arabic, it was conducted on native speakers. Thus, Arabic in that case was not learned and taught as a second language. There are differences between language taught as a first and second language in which each represents a different learning environment. This study is a quasi-experimental design, whereby the sample was non-randomly defined. While the data was collected using pre and post-tests, the sample which was consisted of 34 students was divided into two groups: control and experimental. The result showed a statistically significant difference between both groups after running independent samples t-test, in which the experimental was proven to have better results in both tests.
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