الاخطاء النحوية لدى طلبة الصف الثالث الثانوي في دولة البـ أسبابها ومقترحات علاجها مقدمة
| Author | هلال، على أحمد | |
|---|---|---|
| metadata.dc.date.accessioned | 2026-09-20T15:50:42Z | |
| Publication date | 1987 | |
| Degree level | Master | |
| Abstract | ABSTRACT: The significance of this study stems from the belief that syntax gets its name and is an important part of the Arabic language. Using the Arabic language correctly depends on this syntax. It is very important to distinguish phonetics and morphology. Students' weakness in it is essential for their successful use of the language, which is required for the interaction of the changing life. That is why it is important to verify the aims of the Arabic nation. Despite syntax's place in the Arabic language and the fact that this language affects the Arabic nation's level, it is the most important trait in Arabic. However, as all over the Arabic homeland, it raises the issue of the weakness of language in general and syntax in particular This is the state in the Arabic Homeland; it is worse where there are foreign nations whose languages are the mother tongue. In addition to the competition for the language that has been taught in state schools, a syntax is being taught from fourth grade until the fear in the secondary stage. It is found that students' fear is a perceptible phenomenon. The researcher found early through his work as a teacher in the third year in the CY schools The researcher chose the third year in secondary school because it is a very important stage that prepares students for college, which requires positive interaction with the language and to build a good citizenship that has a shared purpose in shaping the aims of the Arab nation. Language is the best way to carry out this task. The researcher chose this third year because it is the last chance to study the language, except for those who will specialize in it in the first place. Also, there are no such researches that deal with this problem and try to find its causes and find solutions. The researcher was motivated to make this study to identify the grammatical errors made by third-year students in secondary schools in their two sections (es and scientific), and to search for their causes and find solutions to them from teachers of Arabic point of view. The researcher hopes to reach some suggestions to help specialists in the Ministry of Education to construct a suitable curriculum and serve the teaching process in general. This study aimed at answering these questions: What are the grammatical subjects that the third-year students missed? Are there any significant differences in making mistakes between girls and boys? Are there any significant differences in making mistakes between the arts and science departments? What are the reasons for these errors and how to manage them from an Arabic teacher's point of view? The study is limited to: Third-year students in the Arts and Scientific Department in Bahrain. Teachers of Arabic language in Bahrain. Methodology: The primary sample: The researcher chose 20% of the third-year students from all secondary schools and selected 20% from the Arts section and 20% from the personal section. The sample of students was male and female. The primary tool: The researcher prepared an evaluation test from the third-year textbook of Arts and Scientific sections: Three items from each subject. The researcher chose to select each subject except for the present tense subject, which had only two items. There were 86 items. The items were presented to a panel of experts. These items were tested by test-retest on part of the sample. The Pearson correlation coefficient was (0.90). The second sample consisted of all Arabic language teachers, who were (62) teachers The tool: The researcher prepared a questionnair, consisting of 21 items for reasons and 19 items for suggestions. In front of each item, three choices were (primary reason) (secondary reason) (not presents a son)—also, in front of the suggestions were (very effective gestion) (effective suggestions) (not effective) It is validated by presenting it to a panel of experts. A t-test was used to see its reliability. The correlation between the two results was (0.91). The statistical means used were: Percentage Pearson correlation coefficient Z-scorers Weighted mean Among the findings of this study: Students make mistakes in all subjects in the textbook Female students made fewer mistakes than male students. The difference is not significant at the level of (0.05). The scientific section made fewer mistakes than the arts section. The difference is significant at the level of (0.001). The most important reasons are: 1- The weakness of preparatory stage students before the third year in using syntax they had been studying. 2- Feeling that syntax has less importance in practical life. 3- Students hate syntax and feel that it is too static. 4- Community and most of its institutions do not encourage using good and correct Arabic language. 5- Teachers use the accent in the classroom Solutions can be found to prevent such things from happening | |
| metadata.dc.identifier.other | Drupal node 4241 | |
| metadata.dc.identifier.other | https://digitalrepository.uob.edu.bh/en/dar/alakhta-alnhwyt-ldy-tlbt-alsf-althalth-althanwy-fy-dwlt-alb-asbabha-wmqtrhat-lajha-mqdmt | |
| metadata.dc.identifier.uri | http://165.227.56.122/handle/123456789/7043 | |
| Language | ar | |
| Link | https://digitalrepository.uob.edu.bh/en/_flysystem/fedora/2025-08/001661_alakhta_alnhwyt_ldy_tlbt_alsf_althalth_althanwy_fy_dwlt_albhryn_-_asbabha_wmqtrhat_lajha.pdf | |
| Subject | التربية -- رسائل جامعية | |
| Title | الاخطاء النحوية لدى طلبة الصف الثالث الثانوي في دولة البـ أسبابها ومقترحات علاجها مقدمة | |
| Type | Master's Thesis |
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