أثر استعمال الأسئلة الاستهلالية (المدخلية)‎ و السابرة في تنمية الأداء التعبير (الشفوي و التحريري)‎ عند طالبات الصف الثاني المتوسط

Abstract EN

The effect of using the introductory and probing questions in developing oral and written expressive performance among second-grade intermediate students.

Education is a fundamental force in directing the tide of change and benefiting from renewable and enlightened ways of knowledge in the service of humanity in our time.

Therefore, it aims to develop the individual in a comprehensive and integrated development and prepare him for life by providing him with knowledge, skills and information, and employing and developing them in order to achieve the educational goals that he drew in the light of many studies and research Which found that there is weakness and weakness in oral, written and imaginary expression in all levels of study, the Arabic language and its connotations and its derivations, is one of the richest languages and the most abundant material, and the widest is what goes under the sense or in the mind from the realization of linguistics sciences, and the good laws and organization of ideas, and the portrayal of its imagination through The use of expression, which generates educational and educational benefits.

The use of classroom questions in the light of the Arabic language curriculum and method in a meaningful and effective manner that can help develop selfconfidence by tasting the students for the taste of success when answering the school’s diverse and purposeful questions, and that it should provide more opportunities for students for the purpose of knowing their abilities to feel the success of the learner and the researcher believes that there are types Various questions that reveal the students' abilities to learn and understand the learner in light of the diversity of questions.

The researcher used a post test of expressive performance to apply it to three groups of students after determining the behavioral objectives, sample size and weighting, and determining the apparent validity and content of the sample.

The introductory and second questions are also experimental.

The probing and third questions were used as usual.

The total number of sample members for the three groups was students, as they were distributed over three classes.

The result was the difference between the circles of the first experimental groups (introductory questions) with the second experimental group (probing questions) and (The control group) was significant in favor of the first experimental group (introductory questions), which indicates that it came in first place in achievement, followed by the second experimental group (probe questions), in the second place, while the control group came in the third place, which means that the calculated mean difference values were greater than the table value of L.S.D.

The aim of the research: - The current research aims to know the effect of using the introductory and probing questions in developing oral and written expressive performance among second-grade intermediate students.