دراسة تحليلية لأطروحات مناهج اللغة العربية وطرائق تدريسها في جامعة عمان العربية للدراسات العليا من عام 2003 إلى عام 2007م

Abstract EN

This study aims at analyzing the theses on Arabic Language Methodologies and Curricula which were approved at the Graduate college of Educational of studies of the Amman Arab University for Graduate Studies from 2003 – 2007 in order to get to know the linguistic skills, fields of study, target categories, scholastic stages, research approaches, empirical treatments, dependant variables, research designs, statistical treatments, and the future trends of researchers.

The study population encompassed all the doctoral dissertation approved at the University.

The study reached the following conclusions: 1- As regards the linguistic skills and fields of study, the writing skills ranked first, followed by reading skills.

The scholastic book, dictation skills and hand writing skills came last.

2- As to the target categories, students ranked first, followed by teachers and the scholastic book third.

3- Regarding the scholastic stages, the primary stage was first, the secondary stage second, and the university stage came third.

4- As to the research methods, the semi-empirical method came first followed by the descriptive method.

5- As regards the empirical treatments, the educational programs came first, the teaching strategies were second, and the model of developing the scholastic book was last.

6- Regarding the dependant variables, the reading skills were first, followed by procuring skills and the writing composition skills.

The linguistic patterns, learning processes and the self effectiveness were last.

7- As to research designs, designing an experimental group and a control group with two tests: a pre-test and a post-test was first while content analysis was last.

8- Regarding the statistical treatments, the Mancova analysis was first, followed by the covariate analysis, then the t-test, while the Ancova was last.

9- As to the future trends, teacher training ranked first, followed by conducting similar studies using new variables, and next was carrying out comparisons between the various strategies, and last was applying the results of research in psychology and paying a balanced attention to the educational objectives.