The effect of the communicative approach on developing ninth grade students' oral skills

العناوين الأخرى

أثر المنحى التواصلي في تنمية المهارات الشفوية لطلاب الصف التاسع الأساسي

مقدم أطروحة جامعية

Hashim, Nabaa Talib

مشرف أطروحة جامعية

Batayinah, Ahmad H. A.

أعضاء اللجنة

Abu al-Shar, Awatif Mazal
Abd al-Fattah, Husayn

الجامعة

جامعة آل البيت

الكلية

كلية العلوم التربوية

القسم الأكاديمي

قسم المناهج و التدريس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2010

الملخص الإنجليزي

This study aimed at investigating the effect of using and applying the communicative approach on a sample of ninth Grade students from two schools in Amman, Jordan.

The equivalent pre-test / post-test two group design was used and followed in this study.

In order to achieve that purpose, a pre/post-test including both listening and speaking was constructed to measure and assess the students' mastery and achievement of English oral skills.

The sample of the study consisted of 95 Ninth Grade students during the second semester of the scholastic year 2009 / 2010.

Forty eight of those students were males from Al-Rashid Basic School for Boys, who were divided into two groups, one was experimental and the other was control.

The same distribution was also applied to the forty seven female students from Al-Isra’a Basic School for Girls.

Descriptive statistical methods (means and standard deviations) were used for the pre-tests and post-tests of oral skills to both the experimental and control groups.

The statistical comparison methods were used the two-way analysis of variance (ANOVA) to find any statistical differences between the two groups in terms of the two independent / dependent variables, teaching approaches, gender and the interaction between group / teaching approach and gender).

Both groups were equivalent in terms of the pre-test.

This indicates that the two groups were equivalent before treatment and the research notion was then ready to be applied.

In terms of the post-test for both groups, there were statistically significant differences between the experimental group and the control group due to teaching approach in favor of the experimental group.

However, there were no statistically significant differences in the students' mean scores due to gender or to the interaction between teaching approach and gender.

Recommendations were provided at the end of the study.

It was recommended that this present experiment can be conducted and applied over other classes and to the other language skills including reading and writing for a language period.

التخصصات الرئيسية

العلوم التربوية

الموضوعات

• التعليم
• التعلم
• الأردن
• عمان
• الاتصال الشفهي
• اللغات

عدد الصفحات

90

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-314954