فعالية برنامج مقترح فيتنمية مهارات االستماع الناقد وكفايات تدريسهالدى الطالب المعلمين بكليات التربية في ضوء المدخل التواصلي
The effectiveness of a suggested programme for developing the critical listening skills and teaching competence of faculties of education students in the light of the communicative approach
- Tez No: 716948
- Danışmanlar: DR. أستاذ المناهج وطرق التدريس
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, İletişim Bilimleri, Education and Training, Communication Sciences
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2003
- Dil: İngilizce
- Üniversite: Cairo University (جامعة القاهرة)
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 316
Özet
Özet yok.
Özet (Çeviri)
Language is one of the important social phenomena human mind produced throughout its evolutionary stages. This is largely because language played a very important role in securing that incomparably high position for man amongst other species. Moreover, language has always been serving man, in all ages, as a uniquely effective tool for development and advancement, because it always has a role to play in organizing and developing human communities. Language is not only a serviceable device for broadening thinking, improving expression, and facilitating communication, but it is also an indispensable means for teaching and learning and a receptacle for storing cultural heritage. In contrast to other species, man alone is capable of employing language (both spoken and written varieties) to communicate and interact with his community. Hereupon, if communication between individuals and communities alike is one of the most important functions of language, listening, undoubtedly, is one of the most means of communication. In fact, listening, educationally speaking, is a supreme aim the educational process works hard to achieve as a top God-gifted sense. Arabic has five main skills: listening, speaking, reading, writing, and thinking. Listening comes at the top, and this priority is only too natural because, in all languages, the learner cannot learn the other four skills without having previously perfected listening. God so made man that he learns to speak by being exposed to a community of speakers he imitates. Thus far, listening plays a great role in communication between individuals in human communities. It has always played an important role in learning and teaching throughout ages. Studies have proved that there is a positive relationship between listening and the other four skills. Logically enough, when a learner perfects critical listening he will acquire the ability to think about what he hears. Moreover, he will have the ability to speak better Arabic (or whatever language he learns), to read critically, and to write correctly, coherently, and smoothly. The importance of listening is emphasized by the fact that it is the commonest linguistic means of communication, for it has been found that man listens three times as much as he reads. This unique feature of communicativeness is the most important and the most prominent linguistic feature. Teaching Arabic, for example, aims basically at enabling learners to communicate in a linguistically clear and correct manner, both orally – through spoken language between speakers and hearers – and in writing – by means of written language between writers and readers. With the spread of democracy and the advent of information revolution, a major feature of today's world, the importance of communication increased immensely. Also, the great advance in communication media all over the world so facilitated communication that the whole world now looks very much like a small village. This new phenomenon makes communication more important, particularly because globalization requires more efficient hearers or receivers who are well-equipped with the ability to analyse, explain, and criticize whatever spoken material they might come across. In fact, this state of affairs necessitates positive reception so as not to become dependent. Recently, there appeared a new interest in shifting methods of teaching language from traditional approaches to communicative approaches. With traditional approaches, teaching languages depended largely on structures and mechanical repetition, but communicative approaches in teaching languages concentrate on basic dimensions, particularly functionalism and communicativeness. Here, functionalism refers to focusing on different life purposes and social situations and communicativeness means that teaching Arabic – with all its five skills – ought to aim at achieving an important end, i.,e., communicating effectively. Communication efficiency means supplying teacher-students with congenial linguistic skills that enable them to communicate continually with others. This is largely because language is a human phenomenon made to help people communicate with one another, so language has to be employed in real communicative situations, and not to supply people with linguistic facts without teaching them how to employ such facts in communication. It has been noticed that the listening skill is the most neglected skill in teaching Arabic in all educational stages. This is mainly due to the fact that teaching listening requires academically-sound as well as pedagogicallyefficient methods to develop it. Recent studies have pointed out that learners of Arabic lack attention, concentration, understanding, and interaction with the spoken material their teachers handle in the classroom. It has also been pointed out that teachers of Arabic have neither the competence nor the efficiency to train their students how to listen properly and to help them develop their listening skills, because, as the saying goes, those who lack something can never be expected to generous providers of it. This is only as far as listening in general is concerned, and, naturally, critical listening must be far much worse. Out of the deep conviction that teachers play a pivotal role in the educational process and that they might have a great effect upon the direction learning might take, it is almost useless to attempt restructuring curricula, changing contents and educational activities without a parallel revision of teachers of Arabic's preparation programme to guarantee enabling them to develop their critical listening and upgrade their competence to teach such a skill. Consequently, there arises a great need for an efficient teacher who is well-equipped with both critical listening skills and the ability to teach it properly to his students so as positively confront an ever-changing world dominated by global knowledge with its various dimensions and manifestations. Thereupon, this study attempts at delimiting how far a suggested programme can be effective in developing critical listening skills and teaching capabilities of faculties of education students, with the final purpose of upgrading the educational process and bringing about communicative efficiency. The following questions accurately set the problem of this study: - 1) What are the bases of this suggested programme to develop critical listening skills and teaching capabilities of faculties of education students of Arabic in the light of a linguistic communicative approach? 2) What are the critical listening skills and the teaching capabilities those students should possess? 3) What are the components of this suggested programme? 4) How far is this programme effective in developing the critical listening skills of those students? 5) To what extent does this programme help develop the teaching capabilities of those students? The above-mentioned questions are directly connected with the following hypotheses: - 1) There are statistically significant differences at a level of 0.05 between the mean of the experimental group and that of the control group in the post-test that measures students' critical listening skills in favour of the experimental group. 2) There are statistically significant differences at a level of 0.05 between the mean of the experimental group and that of the control group in the post-test that measures students' teaching capabilities in favour of the experimental group
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