الكلباني ز س

ORAL COMPOSITION SKILLS OF PREPARATORY STAGE Female – Student : An Evaluative study by : ZUWAINA BINT SAID BIN RASHID AL- KALBANI M.A. In Education With Specialization In Curriculum And Methods Of Teaching Arabic Language Major Advisor : PROF.DR.ROUSHDY AHMED TOAIMAH SULTAN QABOOS UNIVERSITY 1418 : 1997 The Problem of this study is the notable weakness of preparatory stage female students oral expression skills and their inability to express themselves orally in error-free , fluent Arabic. More specifically the present study tend to answer the following questions : (1) What are the most important oral expression skills which ought to be acquired by preparatory stage female students? (2) To what extent are those skills already mastered by the preparatory stage female students? And does this mastery very according to the students grade level? (3) What is the relation between the standard of the students general linguistic performance and that her oral expression? In her attempt answer these question , the researcher two lists . The first list comprised oral expression fields , whereas the second contained the specific skills that pertain to each field , which ought to be mastered by preparatory stage girl- students . After the validation of these lists, they were both administered to a sample of Arabic school – teacher and inspectors who belonged to five different Omani education region, viz. Al-Dhahira, Al-Dakhiliya, Al-Batinah, Musandam and Muscat , in quest of opinions regarding the most appropriate oral expression type and its specific skills for female students in the preparatory stage. The type that achieved the highest scores of frequency were respectively: story – telling and anecdotes (0.95)* speech – making (0.94)* conservation and discussion (0.93)* description (0.89* reading of images and illustration (0.88)* telephone conservation ( 085) * interview (0.85)* oral report presentation (0.84)* giving instructions (0.83)* These were the type on which the subjects, opinions were brought, totaling 30 girl – students of the three different classes, were tested, with the aim of assessing their mastery of the oral expression constituent skills, using the content analysis card for analyzing the preparatory stage girl- students' videotaped oral performance. This card consist of the major expression skills broken up into ten levels and (58) skills as well as card of the qualitative skills specific to each of the fields of discourse covered by the students in the experiment. The researcher chose to use the content analysis technique, to which she subjected all the videotaped discourse of the female students. The statistical techniques used in their study were: One Way ANOVA, the Scheffle test of Multiple Comparisons, and the Person Product Moment Correlation Coefficient. The following were the major conclusions of the study : (a) There were no statistically significant differences between the preparatory stage female students' ( of all three class ) average scores in respect of the skills pertaining to the following content.* rules ( of grammar ).* phonemes or sound.* speed and fluency rate. * courtesy.* speaker's appearance and psychological traits.* use of appropriate gestures.* b) There were statistically significant differences ( 0.05) – only between students of the first prep and those of the third prep classes, favoring the third prep class students, in respect of the skills linked to the standard of thought and use of appropriate gestures. ( c ) The preparatory female students' standard in the specific skills necessary for the following oral expression fields was low Reading images and illustrations.* Story- telling and anecdotes.* Completion of verbal stories.* Conversations and dialogue. * Speech- making. * Debate.* Congratulation.* Telephone conversations.* Given instructions.* Personal introductions.* Apologies.* Descriptions. * (d) There were statistically significant differences ( 0.001) between third prep and first prep classes, favoring the third prep class students as regards the time spent by students in discourse. There was a positive significant correlation between the general linguistic perfor- mance and oral expression skills for the preparatory stage girl students and for the second preparatory students. In addition , the results indicated that there was no significant correlation between the general linguistic performance and oral expression skills for the first and third preparatory students. In the light of the above conclusions, the researcher proposed the following recommendations : (1) To ensure that Arabic syllabus skills of the preparatory stage are balanced and that no one skill is allowed to take precedence over the others. (2)To pay more attention to the fields of oral expression most necessary for yhe students in their academic, practical and social lives. (3)To train Arabic school- teachers sufficiently in the different basic and qualitative skills of oral expression , and also to acquaint them with the different expressive fields, their importance, their specifications, norms of their mastery , methods of developing the student's competence in such fields, and lastly the sound foundations of their evaluation. (4)To design remedial courses for those students who demonstrate slowness in achieving any of the Arabic curriculum aspects or skills. The study also recommends that coordination with both school social worker and the Arabic inspectors should be encouraged. The study has furthermore included some suggestions for research to be carried out in pursuit of the development of Arabic Language teaching and upgrading its levels in Oman.

RESEARCH SUMMARY The effectiveness of the instructional packages in the development of grammatical and morphological concepts and the linguistic performance and the attitudes of the tenth grade students in the Sultanate of Oman. Prepared by : Zuwina bint Said Al- Kalbani PhD in Education:( Educational Technology ) Arab Republic of Egypt - Arab League - the Institute of Arab Research and Studies supervised by: Prof:Fathi Ali Yunes This research aims to measure the effectiveness of the instructional packages in the development of certain concepts of grammar and linguistic performance and the attitudes, in the tenth grade students in the Sultanate of Oman, through answering the following main question of the research:  How effective is an instructional package in developing some concepts of grammar and skills of linguistic performance and attitudes of the tenth grade students in the Sultanate of Oman? This principal question leads to the following questions : 1 What syntactic and morphological concepts are set to the tenth grade students in the Sultanate of Oman? 2. What are the components of the instructional packages in the development of some concepts of grammar and skills of linguistic performance and attitudes to the tenth grade students in the Sultanate of Oman? 3. How effective is the instructional package in the development of certain grammatical and morphological concepts ,and linguistic performance skills set to the tenth grade students in the Sultanate of Oman 4. How effective is the instructional package in the development of the skills of linguistic performance? 5. How effective is the instructional package in the development of the students’ orientation to the study of syntactic and morphological concepts? To answer the research questions and verification of its premises, this research relied on the following (6) six tools : 1. The list of syntactic and morphological concepts contained in the book (my Beautiful Language) to the tenth grade in the Sultanate of Oman: The researcher analyzed the content of the following syntactic and morphological units: (Adverb definition ,terms and forms , discrimination, self-discrimination , the provisions of number, and Deuteronomy Name exclusive and its regular plural ) ; to build the list, and considered the sentence as a unit of analysis . She considered the main and secondary concept a sub-category of analysis . In order to ensure the veracity of the contents of the list and its relevance to the content of the units of syntax and morphology designed to the students of the tenth grade it was presented to a group of arbitrators. Then it was approved after their agreement , and then the stability of its analysis was confirmed by one of the Arabic language teachers . Then the Kendall coefficient of agreement was calculated between the researcher and the teacher, who returned the analysis . According to the previous list a dictionary of grammatical and morphological concepts was made to meet the requirements and needs of the student in this cycle, and to develop her self-learning skills in research and investigation .The main syntactic and morphological concepts , were arranged according to the sequence of units of Grammar in the textbook .The secondary concepts included under the main concept were arranged alphabetically with a variety of examples for every concept enriched with syntactic and morphological benefits to develop the skill of the student to acquire the concept of grammar and morphology with a spontaneous manner aiming to benefit . It was designed in a small size; to make it easier to use and with attractive graphics and colours corresponding to the students interests and likes . 2. The achievement test in the grammatical and morphological concepts contained in the book (my Beautiful Language ) to the tenth grade in the Sultanate of Oman, which included sixty (60) terms to measure the different learning levels in the classification of (Bloom references), namely: (remembering, understanding, application, analysis, evaluation, and creativity ). 3. The measure of the tenth grade students attitudes towards studying the syntactic and morphological concepts in order to detect the effect caused by the study of the instructional packages proposed to amend the negative orientations of female students towards the study of the syntactic and morphological concepts set to them in the first semester to become positive. The researcher has chosen the five –image (Likert Method ) in assessing the students’ responses to each phrase for its relevance and ease of application. 4. The assessment of the writing performance to measure attitudes in the tenth grade students’ ability to exploit the concepts of syntax and morphology assigned to them in their writing performance through exposing them to four fields designed in the form of hypothetical situations which are (re-drafting a story of the Omani dialect to the standard Arabic language, writing a comment about a content (a cartoon), writing an advertisement about (visiting Oman International Exhibition Centre ) and writing a text about (the preparation of a harees dish ) . 5.A List of criteria for evaluating the writing performance : The list consists of special skills for each area of the writing performance which is expected to be available to the grade tenth students . It is divided into four levels (the ideas - the content - language accuracy and spelling, and organisation) as it is allocated for each field a single card containing its own criteria to evaluate the student performance accordingly . The researcher has considered that a proportion of (85%) and above, is the degree of mastery. " 6. An instructional package is composed of seven educational alternatives for each grammatical and morphological unit assigned to the students . The students will choose among which what suits their needs and inclinations according to their own learning pace . The alternatives are:  (50) Fifty Q .A (Question . Answer ) cards prepared by the researcher.  The Dictionary of syntactic and morphological concepts , two paper copies and one electronic copy using the search engine.  Packages of the units of the syllabus .  A floppy disk containing the following alternatives: - Enrichment activities with immediate reinforcement . - Maps concepts. - Two radio programs: “ The language of the Arabs “ and “ The Eternal Language “ . - The electronic sequential test : It is a test designed for each educational unit answered by the student on the computer after the completion of the study of the designed educational unit . This aims to measure the student ‘s mastery of the syntactic and morphological concepts provided that she scores (85%) of the mastery degree . The c test is corrected automatically and in seconds the student gets a full result report which can be printed . The student can take a copy of the report .  There are two guides among the portfolio’s peripherals : the teacher’s guide and the student’s guide in addition to the tests and criteria. The instructional package has been applied in the academic year (2008- 2009 ) on a sample of students in the tenth grade in public schools in the governorate of Muscat in the Sultanate of Oman .The number of students was fifty-nine (59) . Twenty-eight students represented the members of the experimental sample which studied the syntactic and morphological units using instructional packages . Thirty-one students representing members of the sample students who studied the syntactic and morphological units in the usual way. The following research hypotheses have been validated : - 1. There are statistically significant differences between the average grades of the two groups of students :( the control and experimental groups ) in syntactic and morphological concepts for the benefit of the experimental group . 2. There are statistically significant differences between the average grades of the two groups of students : ( the control and experimental groups ) in the writing performance for the benefit of the experimental group. 3. "There are statistically significant differences between the attitudes of the two groups of students : ( the control and experimental ) towards the study of grammar in the benefit of the experimental group." After the investigation of the statistical data by using the test "T" for independent samples between the grades of the two groups in the post application, the calculation of the values of box ETA (h2) and the amount of effect, the research revealed the following results: 1. There are statistically significant differences between the average marks of the two groups of students : (the control and experimental ) in the syntactic and morphological concepts regarding the levels of (recall, comprehension, application, analysis, evaluation, creativity, and the total mark ) in the post application to test the syntactic and morphological concepts , and for the benefit of the experimental group. 2. There are statistically significant differences in the post application between the average scores of the two groups of students : ( the control and experimental ) in the linguistic performance , and for the experimental group. 3. There are statistically significant differences in the attitudes of the two groups of students: the control and experimental towards the study of grammar in the post application for the benefit of the experimental group. 4. The proposed instructional packages contributed to increase the effectiveness of students’ learning and enabling them to master the designed syntactic and morphological concepts .It also increased their passion to attend grammar lessons with motivation . Moreover , they enjoyed the learning alternatives suggested in the instructional package which strengthened their principle of self-learning and achieving the perfect score which was not the case for the control group. In the light of the results of the current research about the effectiveness of the instructional packages in the development of syntactic and morphological concepts of linguistic performance skills and the attitudes of the tenth grade students in the Sultanate of Oman, the researcher presented a series of recommendations including : 1. The expansion in the use of instructional packages in the teaching of various subjects. 2. Making further studies and research in designing the instructional packages, and testing them in the different Arabic language skills for all levels. 3. The adaptation of information technology and software and educational games to serve grammar and raise the students’ achievement levels and adjust their attitudes towards it. 4. Providing the student with quality specifications and standards of excellence in the writing performance, and the methods leading to its development in the student so that he can proceed on its basis and orienting his expression accordingly . 5. The need to include some units of study in the form of instructional packages in the Arabic language curricula, especially in the secondary level . 6. The diversity of evaluation methods to include the levels of Bloom's references . In addition to training the students on questions that measure the level of creativity in class and extra-curricular syntactic activities. According to the results of the current research , the researcher suggested further studies on: -  The effectiveness of self-learning using instructional packages in the teaching of grammar on the immediate and long term achievement of students at the second cycle of basic education and the development of their attitudes towards the study of grammar.  The effectiveness of instructional packages in the treatment of common grammatical errors in the writings of students of the second cycle of basic education and the development of their attitudes towards the study of grammar.  The impact of using the instructional packages in the development of grammatical concepts and some critical thinking skills in students of the secondary level .  The impact of using instructional packages in the development of the rhetorical concepts and the skills of literary taste of students in the secondary level.  The impact of using the instructional packages in the development of the comprehension of the Holy Quran among the students of the first cycle of basic education.  Preparing of a computerised program proposed for the training of Arabic language teachers on the use of modern teaching strategies based on self learning in the teaching of Arabic language skills.  The impact of the acquisition of the morphological and grammatical concept in creative writing among students in secondary schools.