معتقدات معلّمي اللغة العربيّة في الأردن حول تعليم القواعد النّحويّة

رائد محمود خضير, عرين محمود جبريل

Abstract


هدفت الدّراسة إلى الكشف عن معتقدات معلّمي اللغة العربيّة في الأردن حول تعليم القواعد النّحويّة، وما إذا كانت هناك فروق دالة إحصائيًا عند مستوى (α = 0.05) في هذه المعتقدات، تعزى إلى متغيرات: المؤهّل العلميّ، وسنوات الخبرة، والمرحلة التّعليميّة. تكوّنت عينة الدّراسة من(240) معلّمًا ومعلّمةً في مديرية التّربية والتّعليم للواء قصبة إربد، في الفصل الثّاني من العام الدّراسيّ2019/2020، اختيروا بالطّريقة العشوائيّة البسيطة. ولتحقيق أهداف الدّراسة؛ أعدّ الباحثان أداة لمعتقدات معلّمي اللغة العربيّة حول تعليم القواعد النّحويّة، تكونت من (36) فقرة، وزعت إلى ثلاثة مجالات، هي: أهميّة القواعد النّحويّة، وتعليم القواعد النّحويّة، وتصويب الأخطاء النّحويّة. أظهرت نتائج الدّراسة أنّ معلّمي اللغة العربيّة يتبنون معتقدات مختلفة حول القواعد النّحويّة، أبرزها: اعتقادهم بأهمّيّة ومركزيّة تعليم القواعد النّحويّة في تعلّم اللغة العربيّة، وتعليم القواعد النّحويّة بطريقة قصديّة باستخدام الطّريقة الاستقرائيّة، بينما أظهرت النتائج بعض التناقض في معتقدات معلمي اللغة العربية حول تصحيح الأخطاء النحوية، كما أظهرت النّتائج عدم وجود فروق دالة إحصائيًّا في معتقدات معلّمي اللغة العربيّة حول تعليم القواعد النّحويّة، تعزى إلى متغيرات (المؤهّل العلميّ، وسنوات الخبرة، والمرحلة التّعليميّة)، على جميع مجالات الأداة باستثناء مجال "تعليم القواعد النّحويّة"، تعزى لمتغير المؤهّل العلمي، ولصالح الدّراسات العليا.
The Beliefs of the Arabic Language Teachers in Jordan about Grammar Teaching


Abstract
This study aimed at investigating the beliefs of Arabic language teachers in Jordan about grammar teaching, and whether their beliefs would differ according to the variables of educational qualification, years of experience, and educational level. The sample of the study consisted of 240 female and male Arabic language teachers randomly selected from the schools of Irbid Region Directorate of Education, in the second semester at academic year 2019/ 2020. To achieve the goals of the study, the researcher prepared a grammar teaching belief tool, which consisted of 36 items coverring three domains; the importance of grammar, grammar teaching, and grammatical errors correction. The results of the study revealed that the Arabic language teachers hold different beliefs about Arabic grammar teaching, the most notable of which is that they believe that the grammar teaching is important, taught intentionally and inductively. However, the results showed some contradiction in the beliefs of the Arabic language teachers about correction of grammar errors. The results of the study revealed that there were no statistically significant differences in the Arabic language teachers’ beliefs about teaching grammar due to the variables of: qualification, years of experience and educational level in all domains, except in the grammar teaching domain, where there were statistically significant differences due to the variable of qualification, in the favor of graduate studies.

Keywords


القواعد النّحويّة، معتقدات المعلّمين، معلّمو اللغة العربيّة. Grammar Rules, Teachers' Beliefs, Arabic Language Teachers.

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DOI: http://dx.doi.org/10.35682/2107

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