استخدام اللغة الأم في مساعدة الطلاب على إتقان اللغة الإنكليزية في مهام التعلم الصفية صعبة الفهم في مدارس التعليم المهني

محتوى المقالة الرئيسي

Nadhim Madhloom Hashim ALI

الملخص

إن تعلم اللغة الإنكليزية باستخدام اللغة الأم يعزز بشكل فعال اللغة الإنكليزية للأغراض المحددة (ESP) في مدارس التعليم المهني (VES). تتطلب هذه الاستراتيجية من المعلم أن يعمل كميسر من خلال دمج اللغة العربية في عملية تعلم اللغة الإنكليزية. يمكن أن يكون استخدام اللغة الأم في تدريس اللغة الإنكليزية مفيدًا لتعزيز فهم الطلاب للثقافات المتنوعة وتنمية التواصل الإيجابي مع كل من المعلم والأقران. تم استخدام المنهج الوصفي للحصول على المعلومات اللازمة لهذه الدراسة. تم إجراء اختبارات الإنجاز لمعرفة مدى أهمية ما تعلمه الطلاب خلال الفصل الدراسي العملي الذي انتهى من المنهج الدراسي. كانت درجات الاختبار الأولي متكافئة للمجموعات المختارة عشوائيًا قبل استخدام اللغة العربية كلغة أم للأنشطة الضرورية في تدريس اللغة الإنكليزية. في هذا الصدد كانت المجموعة التجريبية (M=2.04, SD=.883)، والمجموعة الضابطة (M=1.73, SD=.622)، وان اختبار تي62), 1.60=.114  t=(1,،  كان ايضا متكافئ ، حيث كانت قيمة بي p< 0.05. وعلى العكس من ذلك، كان متوسط  ​​درجات المجموعة التجريبية أعلى بكثير من متوسط  ​​درجات المجموعة الضابطة في الاختبار البعدي بعد استخدام اللغة العربية كلغة أم في المنهج الإنكليزي (M=2.46, SD=.918)، و (M=1.79 SD=.693)، على التوالي. وان اختبار تي 62), 3.28=.002  t=(1,،  حيث كانت قيمة بي p <0.05. وبناء على هذه النتائج ان هنالك فرق ذو دلالة إحصائية بين المجموعتين. وقد أشار اختبار سبيرمان رو إلى وجود علاقة ذات مغزى بين المتغيرين، استخدام اللغة الأم وإتقان اللغة الإنكليزية، وأشارت قيمة سبيرمان رو للاختبار الأولي وإتقان اللغة إلى عدم وجود ارتباط إيجابي بينهما(x 2 (1,62)= .031‎‎, ‎p<0.05‎)  وعلى العكس من ذلك، اظهرت قيمة معامل سبيرمان للاختبار البعدي وكفاءة اللغة هي(x 2 (1,62)= .229‎‎, ‎p<0.05‎) ، وعلى نفس المنوال، فإن متوسط ​​الدرجات للاختبار القبلي والبعدي لها أيضًا ارتباط قوي (x2 (1,62) = .583‎، ‎p<0.05). الاستنتاج الأساسي للدراسة هي أن طلاب التعليم المهني يحسنون لغتهم الإنكليزية للأغراض المحددة (ESP) من خلال التركيز بشكل أكبر على اللغة الأم.

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