أثر برنامج تعليمي مقترح مستند إلى النظرية التداولية في تنمية مهارات تحليل الخطاب الأدبي لدى طلبة الصف التاسع الأساسي في الأردن

Abstract EN

This study aimed at exploring the impact of a proposed educational program based on pragmatics theory in developing the skills of literary discourse analysis among the Ninth Grade Students in Jordan.

On the basis of purposive sampling, two schools from the Directorate of Education for the First Zarqa which were Al Waleed Bin Abdulmalik Primary School for Boys and Tamadur Bint Amr Primary School for Girls.

Hence, sections in these schools were randomly distributed into experimental and control groups.

The ultimate sample of the study comprised 120 students.

For the purpose of this study, the researchers developed the educational program, a list of literary discourse analysis skills, a test for literary discourse analysis skills in addition to a list of skills derived from the concepts of pragmatics theory.

The test of the skills of literary discourse analysis scale was applied to both groups before and after the training.

The experimental group was taught for eight weeks according to the educational program, and the control group was taught for the same period according to the traditional method.

Using descriptive analysis procedures, ANCOVA as well as MANCOVA, the results pointed out a statistically significant differences at a = 0.05 between groups in terms of the impact of the educational program in developing literary discourse analysis in favor of the control group.

Furthermore, the results showed a statistically significant difference ata = 0.05 due to the interaction between groups and gender in developing literary discourse analysis in favor of females, In light of these results, it was recommended to conduct further studies on applying educational applications of pragmatics theory in teaching Arabic language skills for different ages along with adopting the pragmatics theory-based educational program suggested by the current study.