فاعلية استراتيجية التعلم المنعكس في تنمية المهارات التدريسية لدى معلمي اللغة العربية للناطقين بغيرها

Abstract EN

This research aimed at identifying the reflexive leaming strategy, and its effectiveness in developing teaching skills for teachers who teach Arabic to non-native speakers to use it as a training strategy To achieve this goal, the researcher prepared an evaluation card to evaluate teaching skills among the research sam- ple_ The card included (30) main skills and sub-skills.

The sample of the paper was a group of teachers and trainees who teach Arabic to non-native speakers in A1-Mashrik Center for teaching Arabic to non-native speakers - Amman — Jordan.

They were (12) male and female teachers, divided into two groups: the first is experimental which consisted of (6) male and female teachers.

The second is a control group which consisted of (6) male and female teachers.

The researcher adopted two approaches; descriptive and quasi-experi- mental.

The descriptive was used in the theoretical framework and in the Arabic and foreign studies related to the research, and the qua- si-experimental was used in choosing the right design for the search to adjust the research variables; the independent variable (the reflex- ive learning strategy (the proposed training strategy)) in the depen- dent variable (developing teaching skills).

After implementing the research and making the necessary statistics, the research results re- vealed that there were statistically sigmficant differences at (0.0520) in developing teaching skills, individually and collectively in favour of the experimental group.

This indicated that there is an effect of the reflexive teaching strategy (training strategy) on developing teaching skills among teachers of the Arabic language to non-native speakers.