Common Errors in arabic Language Loud Reading made by Students of the Fourth Basic Grade in Government schools in Nablus City
Date
2003
Authors
Iyad Yahya Abdul-Qader Bqeilah
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Abstract
This study aimed to answer the following questions:
1. What are the common errors in Arabic Language Loud Reading made by students of the fourth basic grade in government schools in Nabl us city?
2. What are the reasons, which cause students in the fourth basic grade in government schools in Nablus city to fall in such errors in Arabic language loud Reading from the teachers' point of view?
3.What are the suggested solutions to overcome or remedy such errors in Arabic language loud Reading made by students in the fourth basic grade in government schools in Nablus city?
The study also aimed to examine the following null hypotheses:
1. Most common errors in Arabic Language Loud Reading made by students in the fourth basic grade in government schools in Nablus city seen in genitive construction, deletion and apposition.
2. There are no significant differences on the standard of (α = 0.05) causing students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to students' gender?
3. There are no significant differences on the standard of (α= 0.05 ) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' gender?
4. There are no significant differences on the standard of(α = 0.05) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' experience?
5. There are no significant differences on the standard of (α = 0 .05) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' academic qualification?
To answer the questions and hypotheses raised by this study; the researcher made the following steps:
- Preparing a theoretical framework of the study, which included the most important topics about loud reading concerning aspects of weaknesses in Arabic Language Loud Reading.
- Adopting and modifying Hassan Shata's test in Arabic Language Loud Reading for the year 1981, in order to match with the Palestinian educational environment and confirming again its validity as well as its reliability by passing it to a jury specialized in this field.
- The researcher had specified a set of seven errors in Arabic Language Loud Reading as follows: deletion, genitive construction, apposition, repetition, wrong stop before the end of the sentence, mispronunciation of words final vowelization mispronunciation of the word's
morphology.
- Designing a questionnaire for teacher’s to Specify reasons, which cause students to fall in these errors in Arabic Language Loud Reading and to find suggestions and solutions to avoid them.
The sample of the study consisted of (3 I 1) students from male and female schools, representing 10% of the total population of the study, which mounted to (2951 ) students (males and females). Regarding teachers sample, (42) teachers (male and female) was taken, representing(50%) of the total population of the study for the school year 2002/2003 The results of the study come to rejected the first,the second, and the third hypotheses; while, on the other hand, to accept the fourth and the fifth hypotheses. The study resumed with the many recommendations directed to teachers, Ministry of Education as well as educators planning Arabic language curriculum.
This study aimed to answer the following questions: 1. What are the common errors in Arabic Language Loud Reading made by students of the fourth basic grade in government schools in Nabl us city? 2. What are the reasons, which cause students in the fourth basic grade in government schools in Nablus city to fall in such errors in Arabic language loud Reading from the teachers' point of view? 3.What are the suggested solutions to overcome or remedy such errors in Arabic language loud Reading made by students in the fourth basic grade in government schools in Nablus city? The study also aimed to examine the following null hypotheses: 1. Most common errors in Arabic Language Loud Reading made by students in the fourth basic grade in government schools in Nablus city seen in genitive construction, deletion and apposition. 2. There are no significant differences on the standard of (α = 0.05) causing students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to students' gender? 3. There are no significant differences on the standard of (α= 0.05 ) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' gender? 4. There are no significant differences on the standard of(α = 0.05) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' experience? 5. There are no significant differences on the standard of (α = 0 .05) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' academic qualification? To answer the questions and hypotheses raised by this study; the researcher made the following steps: - Preparing a theoretical framework of the study, which included the most important topics about loud reading concerning aspects of weaknesses in Arabic Language Loud Reading. - Adopting and modifying Hassan Shata's test in Arabic Language Loud Reading for the year 1981, in order to match with the Palestinian educational environment and confirming again its validity as well as its reliability by passing it to a jury specialized in this field. - The researcher had specified a set of seven errors in Arabic Language Loud Reading as follows: deletion, genitive construction, apposition, repetition, wrong stop before the end of the sentence, mispronunciation of words final vowelization mispronunciation of the word's morphology. - Designing a questionnaire for teacher’s to Specify reasons, which cause students to fall in these errors in Arabic Language Loud Reading and to find suggestions and solutions to avoid them. The sample of the study consisted of (3 I 1) students from male and female schools, representing 10% of the total population of the study, which mounted to (2951 ) students (males and females). Regarding teachers sample, (42) teachers (male and female) was taken, representing(50%) of the total population of the study for the school year 2002/2003 The results of the study come to rejected the first,the second, and the third hypotheses; while, on the other hand, to accept the fourth and the fifth hypotheses. The study resumed with the many recommendations directed to teachers, Ministry of Education as well as educators planning Arabic language curriculum.
This study aimed to answer the following questions: 1. What are the common errors in Arabic Language Loud Reading made by students of the fourth basic grade in government schools in Nabl us city? 2. What are the reasons, which cause students in the fourth basic grade in government schools in Nablus city to fall in such errors in Arabic language loud Reading from the teachers' point of view? 3.What are the suggested solutions to overcome or remedy such errors in Arabic language loud Reading made by students in the fourth basic grade in government schools in Nablus city? The study also aimed to examine the following null hypotheses: 1. Most common errors in Arabic Language Loud Reading made by students in the fourth basic grade in government schools in Nablus city seen in genitive construction, deletion and apposition. 2. There are no significant differences on the standard of (α = 0.05) causing students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to students' gender? 3. There are no significant differences on the standard of (α= 0.05 ) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' gender? 4. There are no significant differences on the standard of(α = 0.05) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' experience? 5. There are no significant differences on the standard of (α = 0 .05) that cause students of the fourth basic grade in government schools in Nablus city to fall in errors in Arabic Language Loud Reading due to teachers' academic qualification? To answer the questions and hypotheses raised by this study; the researcher made the following steps: - Preparing a theoretical framework of the study, which included the most important topics about loud reading concerning aspects of weaknesses in Arabic Language Loud Reading. - Adopting and modifying Hassan Shata's test in Arabic Language Loud Reading for the year 1981, in order to match with the Palestinian educational environment and confirming again its validity as well as its reliability by passing it to a jury specialized in this field. - The researcher had specified a set of seven errors in Arabic Language Loud Reading as follows: deletion, genitive construction, apposition, repetition, wrong stop before the end of the sentence, mispronunciation of words final vowelization mispronunciation of the word's morphology. - Designing a questionnaire for teacher’s to Specify reasons, which cause students to fall in these errors in Arabic Language Loud Reading and to find suggestions and solutions to avoid them. The sample of the study consisted of (3 I 1) students from male and female schools, representing 10% of the total population of the study, which mounted to (2951 ) students (males and females). Regarding teachers sample, (42) teachers (male and female) was taken, representing(50%) of the total population of the study for the school year 2002/2003 The results of the study come to rejected the first,the second, and the third hypotheses; while, on the other hand, to accept the fourth and the fifth hypotheses. The study resumed with the many recommendations directed to teachers, Ministry of Education as well as educators planning Arabic language curriculum.