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أثر استخدام أسلوب التدريس الحواري على أداء طلبة ‏الصف السابع في مهارة التحدث

لانا حلوش* و عبد الله بني عبد الرحمن موسى ابو دلبوح**

‏* جامعة جدارا، الأردن.‏
‏** جامعة اليرموك، الأردن‏
 

Doi://10.47015/17.4.11 

JJES,17(4), 2021, 649-662

ملخص: بحثت هذه الدراسة في اثر تطبيق التدريس الحواري على مهارة التحدث لدى طلاب اللغة الإنجليزية كلغة اجنبية للصف السابع الأساسي. وقد تم اختيار شعبتين صفيتين من مدرسة جامعة اليرموك النموذجية بطريقة عشوائية باستخدام أسلوب اختيار العينات العشوائي، وذلك خلال الفصل الثاني من العام الدراسي 2018/2019. حيث تم اختيار الشعبة الصفية (أ) وفيها (31) طالبًا لتشكل المجموعة التجريبية، فيما كانت الشعبة الصفية (ب) وفيها (33) طالبًا هي المجموعة الضابطة. وقد تـم تدريس المجموعة التجريبية مهارة التحدث من خلال برنامج قائم على التدريس الحواري, بينما تم تدريس المجموعة الضابطة بالطريقة الاعتيادية على النحو المنصوص عليه في دليل المعلم. ولتنفيذ هذه الدراسة، تم استخدام برنامج تدريسي يعتمد على أنشطة التحدث في المقرر الدراسي إضافة إلى اختبار قبلي واختبار بعدي و بطاقة ملاحظة بعد التاكد من الصدق والثبات. وأشارت نتائج الدراسة إلى أن التدريس الحواري ساهم بشكل كبير في تحسين قدرات الطلاب في مهارة التحدث.

(الكلمات المفتاحية: التدريس الحواري, طلاب اللغة الإنجليزية كلغة أجنبية, مهارة التحدث)

 

Effect of Using Dialogic Teaching Method on Seventh-grade Students’ Performance ‎in Speaking Skill

Lana Halloush, Jadara University, Jordan.

Abdallah Bani Abdelrahman and Mousa Abu-Dalbouh, Yarmouk University, Jordan.

Abstract: This study investigated the effect of implementing dialogic teaching on Jordanian seventh-grade EFL students’ speaking skill. Two seventh-grade classrooms from Yarmouk University Model School were chosen randomly through a random sampling technique during the second semester of the academic year 2018/2019. Section A had 31 students and was assigned as the experimental group, while section b with 33 students was assigned as the control group. The experimental group was taught the speaking skill through dialogic-based instructional program, whereas the control group was taught using the conventional way as prescribed in the teacher's book. To carry out this study, an instructional program based on the speaking activities, as well as a pre-/post speaking test and an observation checklist were used after establishing their validity and reliability. The results of the study indicated that dialogic teaching contributed significantly to improving the speaking skill under study.

(Keywords: Dialogic Teaching, EFL Students, Speaking Skill).

 

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