معتقدات معلمي اللغة العربية في الأردن حول تعليم القواعد النحوية

Abstract EN

This study aimed at investigating the beliefs of Arabic language teachers in Jordan about grammar teaching, and whether their beliefs would differ according to the variables of educational qualification, years of experience, and educational level.

The sample of the study consisted of 240 female and male Arabic language teachers randomly selected from the schools of Irbid Region Directorate of Education, in the second semester at academic year 2019/2020.

To achieve the goals of the study, the researcher prepared a grammar teaching belief tool, which consisted of 36 items coverring three domains; the importance of grammar, grammar teaching, and grammatical errors correction.

The results of the study revealed that the Arabic language teachers hold different beliefs about Arabic grammar teaching, the most notable of which is that they believe that the grammar teaching is important, taught intentionally and inductively.

However, the results showed some contradiction in the beliefs of the Arabic language teachers about correction of grammar errors.

The results of the study revealed that there were no statistically significant differences in the Arabic language teachers' beliefs about teaching grammar due to the variables of : qualification, years of experience and educational level in all domains, except in the grammar teaching domain, where there were statistically significant differences due to the variable of qualification, in the favor of graduate studies.