ر ب ن ا لا ت ز غ ق ل وب ن ا ب ع د إذ ه د ي ت ن ا وه ب ل ن ا م ن ل د نك ر ح م ة إن ك أ نت الو ه ا ب( ٨ ) [ : ] ٢
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- Clarissa Wells
- 5 years ago
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1 :אמ : / 0 / 0 أستاذ المناهج وطرق تدريس اللغة العربية ووآيل آلية التربية بدمياط لشي ون خدمة المجتمع وتنمية البيي ة أستاذ المناهج وطرق تدريس اللغة العربية بكلية التربية بدمياط - : ١
2 ر ب ن ا لا ت ز غ ق ل وب ن ا ب ع د إذ ه د ي ت ن ا وه ب ل ن ا م ن ل د نك ر ح م ة إن ك أ نت الو ه ا ب( ٨ ) [ : ] ٢
3 ( : ) -- "" // " " // / / ٣
4 / / ٤
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8 ٨
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11 " [ : ]" :. BRANSCOMBE :1991,72.BERY: 1988.POOLY:1980,472 ] [MORIN :1999,3. : : : [ : ] " "SHELLEY.[JOHNSON :2001] : ١١
12 :. : ].[ :. :. ( ) [ : ] : " [ : ] ( ) ( ) : " ( ( : ١٢
13 HART & ] " [ KING: 1997,543 " : ] " [ : ] ( ): [ [ : ] " : " " : : : " : " : " " " : : ] : " " : " [ : : ] [ : : : : ١٣
14 " " [ : ] [ : ] : : ١٤
15 : - - ( / ) -. : : : :. : : ] [ : [ COCHRAN: 2001].[ DAZZLE: 2002] ١٥
16 : : : ] : : : : : : :.[ " :.[ : ] [ : ] ١٦
17 "[ : ] " " : [ : ]"..LINDAHL:. SANCHEZ; HARMAN: PIPER; ] FRANCIS; 1994, 9. HAWKINS:1992 CONNOR ; 1992, ,19 STUTZ; HOFFMAN:1996, 19. GASTON: 1992, 11.PETROPOULOU; 1992, 14 RENOU:1999F1996, 29 BLUMSACK; 1999,03 : : " DOWNES: 1999,.ADAMS; LUNDBERG; 1988, 84. MENOHER ; 1986,7 ] [HAMADA; 1999, 9 SANCHEZ ; 1999, 26.SIGNER:2002, 37٠24 ١٧
18 " : [ : ] " :. : : HYDE,1994. CULLEN ;1994. WRIGHT; SUMPTER, FRANKEL, 1994 ] [ : BYRAM, : : : - ١٨
19 : : - : : ( ). ( ). : :1986, 6.: ] [ : :. : GOWDA : : : ١٩
20 : - : : : : : : : - : - : - ( ) : : : -. ٢٠
21 % " " - : : -: :Literature - :. : : : " :. " [ : ] : : : "" : - " " [ : ] - " " :[ : ] [ : ] : :[ : ] ٢١
22 :[ : ] : : : ] :.[ [ : ] : : : : [ : ] :.[ : ] : : : :Literature Awareness " " " " : ٢٢
23 " : : : " " " : [ : ] : ] " : [ " " : : ] : [ : ] [ :[ : ] :[ : ] :[ : ] " " a selecting agency [Wilse Wilse; 2001 : ] [ : ] [ : ] ٢٣
24 : Consciousness " : [ : ] " " " [ : ] [ : ] " " : "Locke " [ : ] : : ( ) [ : ] : [ : ] : : [ : ] [ : ] : : [Vipassana: 2001] : [Tamlinson : ] : [ Gifts & cards, 2001, 1] ٢٤
25 : [ : ] " " " " " " " " [ : ] : : : : :WRITING COMPOSITION : : : : ] : : :. [ : ٢٥
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36 : GRANT ( / ) : - : - : : :HERRMANN : : : - ( / ) -: ٣٦
37 : : : : ( _ ) - ) : : ( : - - ٣٧
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39 : GOLDSTEIN 1996 : : : - - : - - : - : : : - ٣٩
40 - : : ) : ( : : - - : - : : : ( ) - - ٤٠
41 : : " : : : : " : ) ( : : : :HART & KING 1997 : : : - ٤١
42 - PATRICIA BIZZELL.. : : : : : - - : ( ) ٤٢
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48 : ( ) : : : - - ( --). : ( ) ٤٨
49 : HERRMANN 1989 : -. WILCOX: :IBRAHIM GOLDSTEIN: : - : - : : : : ٤٩
50 : : - - : ) : ( / ) : :IBRAHIM 1998 : : : - ٥٠
51 - " " : " : " : - - : - : : : - - ) : ٥١
52 ( : ) ( ( ) : - - : IBRAHIM 1998 : - - : - : ٥٢
53 : : : : WILCOX 1994 : : : : " " : -:. - - ٥٣
54 :ABDEL KADER 1996 : : - : " " " " " " : - - ٥٤ :COBB 1998
55 : : : " : " : -: ) -.( -. : : : : - - : ٥٥
56 ( ) ( ) ( ) : ( ) ) : : ( ( ) () : : : : : - - ( ) ( ) : ٥٦
57 ( ) ( ) ( ) : ( ) : ) : ( : : : : ( ) ( ) : : - - ( ). : :ABDEL KADER 1996-٥٧
58 COBB ( ) : : ( ) GRANT 1992 : 1994 HERRMANN 1989 : GOLDSTEIN 1996 IBRAHIM 1995 WILCOX HART & KING 1997 EL-KOUMY 2001 : IBRAHIM 1998 COBB 1998 ABDEL KADER 1996 : ٥٨
59 : : COBB 1998 ABDEL KADER : " " " " : ٥٩
60 1992 : GRANT 1995 HERRMANN 1989 IBRAHIM " " : : : : : : ]: [ : ٦٠
61 : : : : ( ) ( ) -: ٦١
62 : : : : : : : " : : "" [ : ] " ٦٢
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66 : : : : () [ : ] : : ] :[ : :-. :-. :- "". ٦٦
67 .[ : ] " " " " " / " : ] [ " : [ : ]" ( ) : : ] [ " " [ : ] " [ : : ] " ٦٧
68 : : () ٦٨ ] : :[ ] : :[ : : : : " ] " : [ :
69 : ( ) : ] ] [ :[ : :. :. :. :. : ] [ ( Krause ; 1995) ( ) " " [Krause ; 1995] " ": : ٦٩
70 " ( = + ) [ : ] " [ : ] ( ) " "" ().. [ : ] " " " " " [ : : ] :! ٧٠
71 : : ( ) : :. : ] :[ : : ٧١
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79 . : " " [STEWART: 1996] [ : ] :LITERARY RESPONSE GUIDES : :.[ GOEBEL:,2000] : ٧٩
80 .[ FRANCIS: 2002] : : : : : [ : ] : : [ : ] ٨٠
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88 : : : ] [ : : " " " " " [ : ] ( MARC JEANNEROD) : : [JEANNEROD: 2002] : " " : : ٨٨
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97 ] : [ : : : : : : : : : [ HAMADA: 1999, 23 ] : :[ HAMADA: 1999, 26] ٩٧
98 .. : Flexibility Students Awareness ] [ : : : [ : : ] ٩٨
99 ( / ) ] [ : : : ) : Krathwohl Bloom ( ( ) : ( Simpson ) : : : : : : : : ] : : [ :.( ) : ( ) ٩٩
100 : ( ) ( ) : : : ( ) :() : :. : :. :. : : :. :( ). :() ١٠٠
101 : : : : : :( ) ( - - ) : :( ) : [ : : : ] : :[ : ] :" BRAINSTORMING " ١٠١
102 "" - :[ : ] ) : ( [ : : ] : ( ) ١٠٢
103 .( ) - - ] - [ : : :[ : ] : :. :. : : ١٠٣
104 : [ : ] : : : : : : : : : - : :.. : : : [ : : ] : [ : ] ( ) : : - [ : ] : -: ١٠٤
105 ? : : :** : : ] - : " [ : : : {} : ( ) : " [TYSON ; 2001] : [ : ] WINTER: 1987, FULWILER: 1987, 35-4].[ [ : ] :[ : ] ١٠٥
106 ": [ : ] " ] [ : "" " : : [ : ] " " :[ : ] [ BARTHOLOMAE; 1993, 4-21] [ : ] : [ : : ] ) :" " [ : ] ( -: ١٠٦
107 : : : : ] : [ : : : [KAREN: 2002] " " : :.. [ PRENDERGAST; 2001, : ] ١٠٧
108 : : :.[ STRANGE:1988] : :[ : ] : : : : ١٠٨
109 : : : SCHWALM: 1985, ]. [: : : : : : : - : - ١٠٩
110 : ] : - [ : : : : : ] [ : : : [ : ] [ : ] -:[ : ] ١١٠
111 : : : : : : : ] :[ : : : : ( / ) : ] ( / ) [ : [ : ] ١١١
112 [ : ] " [ : ] " [ ANOKYE: 1994, 46-60] " : [ : : ] ] [ : [ : ] ١١٢
113 : : ] [ [ : ].[HONORS: 2001] : : ١١٣
114 : : :. : LA SITUATION SIGNIFICATIVE ١١٤
115 : : : ] [ : : : " " ] [ : : : : HART & KING:1997, 543] ] [JOAN: ] ١١٥
116 HART, J & ] [ KING, N: 1997,543 : : : :[ : ] :[ : ] - : The Creative Thinking :FLUENCY :ORIGINALITY :FLEXIBILITY :ELABORATION : The Critical Thinking ١١٦
117 . : : : : : [ : ] : : [ : ] ١١٧
118 : : ] : : : [ : : : ] :"Portfolio Access" [ : : : [ : ] ١١٨
119 : : : : [ () ] : : * :. : : ١١٩
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147 : : : : : : ] [ : : :.. ١٤٧
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149 : : ] [ : : (.) (.) ( ) THALAMUS... ( ) [ : ] " INTENTIONALITY " " "" CONCRETE INTUITION " " " : " " ١٤٩
150 " " PERCEPTION " " " " [ : ] : [ : ]" : : : :[ : ] " " ١٥٠
151 : : : : : " : " ] " : ] [ : :[ : : ١٥١
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165 : ( ) : : ] [ HANSEN 2002 : ( ) ( ) : ( / ) : : / / ( ) // : : ١٦٥
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169 : :. : : : ( ) " " : ( ), = =,,,,,,,,,,,,,,,,,,,, : :,) ( / / ), (, ١٦٩
170 ( / ), = ( / ), : : ( ) " " : ( ) ( ), = =,,,,,,,,,,,,,,, : ١٧٠
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175 : ( ( ( ( ( ( ) ( ( : : : ( ( ( ( ( ( ( ( ( ١٧٥
176 / / ١٧٦
177 ( ) استبانة تعرف واقع تدريس الا دب والتعبير الكتابي في المرحلة الا عدادية / : ١٧٧
178 : ( a ) [ ] [ ] [ ] : ( a ) [ ] [ ] [ ] [ ] [ ] [ ] : ( a ) [ ] [ ] [ ] [ ] [ ] : ١٧٨
179 : ( a ) [ ] [ ] [ ] [ ] [ ] [ ] : : ( a ) [ ] [ ] [ ] [ ] [ ] : ١٧٩
180 : ( a ) [ ] [ ] [ ] [ ] [ ] [ ] : : ( a ) [ ] [ ] [ ] [ ] - [ ] [ ] : ١٨٠
181 : ( a ) [ ] [ ] [ ] [ ] - [ ] [ ] : : ( a ) [ ] [ ] [ ] [ ] [ ] [ ] : ١٨١
182 : ( a ) [ ] [ ] [ ] [ ] [ ] [ ] : [ ] [ ] [ ] ١٨٢
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188 ( ) استبانة رأي المحكمين في استمارة تحليل المحتوى / : ( ) ١٨٨
189 ( ) : ( ) ١٨٩
190 استبانة رأي المحكمين في قاي مة أبعاد الوعي الا دبي / : : : ( ) ١٩٠
191 : ( ) : ١٩١
192 ( / / ) : / / ) ( ١٩٢
193 ( ) ( ). ( ) ١٩٣
194 استبانة رأي المحكمين في قاي مة مهارات التعبير الكتابي / : ( ) ١٩٤
195 ) ( ١٩٥
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480 " " "" I Summary of the Study: " " " " There is no Doubt That Language Has Many Important Roles in our Life.We are here to Show not all The Advantages of the Language,But to Show Some of them.so Composition Writing is Considered one of the Best Ways for Expressing Ourselves, our Ideas,our Feelings and Sharing The Feeling of the others. So Writing is the Corner Stone in Communicating With others. From This Point of View Gain its Importance for Communication Because it is the ٤٨٠
481 : () Teacher's Mean for Expressing What They Learnt and Student also for Discovering Their Literal Skills. For Teaching Students Especially in Preparatory School, Language Has Increasing Importance to Appear Much of Their Ripping Feeling,Knowledge And Their Bodies Which Help them to React With Their Society for Achieving Their Aims. and for Achieving Progressive Increasing in Writing Skills, We Have to Show our Student Samples from our Great Books So as to Teach them More Specific Words, Sentences, Grammar And Musical Language. Accordingly Studies Assure That Literature has its Important Roll in Mastering the Students Skills So That We Decide to Mange This Idea in our Study Identification --Problem The Problem of this Study Appear in the Decreased Level of the Preparatory School Students in Writing Skills and Disappearance of the Method for Solving This Problem of the Study. The Problem Can Be Stated in the Following; 1-How We Can Improve Preparatory School Student in Writing Skills? to Find Answer an Answer for this Question can Be Divided into the Following Sub Questions A-What are the Required Skills for Preparatory School? B-What is the Level That Students Have Reached? C-How can we Measure Dimensions of Literal Awareness? D-What is the Subject That Has Been Learned in Arabic Language? E- What is the Effectiveness of the Suggested Subject in Developing Writing Skills for Preparatory School Students? III Hypotheses Of The Study ; Tried to Gain Proof of the Following Hypotheses; - There are no Significant Instructional Differences Between the Mean of the Two Groups ( the Experimental & the Control ) Scores in the Pre Application of the Observation Sheet in the aloud Reading Skills. There Statistical Differences Between the Two Means of Both the Experimental and the Control Groups in the Post Application of the aloud Reading Skills, in Favor of the Experimental Group. ٤٨١
482 : () There are Significant Statistical Differences Between the Means of the Experimental Group in Both the aloud Reading Skills, in Favor of the Post Application. IV Procedures Of The Study: 1 - Identifying the Required Writing Skills for Prep. Stage Student 2 - Preparing Exams in Writing 3 - Put Items for Measuring Skills 4 - Choose the Content for The Study 5 - Measure the Results of the Subject 6 Study Results;The Equal Standard of the Two Group of Literal Awareness the Effectiveness of Literal Awareness in Developing Writing Skills Recommendations VI Based on the Result of the Study; 1-Continous Practice for Student for Writing Skills By Audio Logical and Modern Technique 2- Encourage Cultural Groups 3- Student Should Denote Their Observation in Writing Manner 4-Decrease Overload for Arabic Language Teacher 5-Good Choice for Learning Subject 6-Choose Fixed Time for Measuring Student Skills VII Some Suggestions ; Based on the Results of the Study the Researchers Suggest That Some Studies Have to Be Conducted in Order to Develop Based on 1-The Effect of the Literature Awareness on Writing Skills 2-The Effect of Literature Awareness on Improving Language Skills for Young Arabic Teacher 3 Continuous Follow up for Methods Helping in Improving Language Awareness in Egyptian School ٤٨٢
483 Mansoura University Dumietta Faculty of Education Department of Curriculum Instruction A Suggested Conceptualization of an Arabic Language Curriculum Based on Literary Awareness for Developing Preparatory School Students' Composition Writing Skills By Salwa Mohammed Ahmed Azazy A Thesis Submitted In Fulfillment of the Doctor s Degree " In Education ( Curriculum & Instruction Supervisor Mohammed HassanSameer Abed Elwah Professor of C Instruction ( Arabic Dumietta Faculty of Mansoura University Professor of Curri Instruction ( Arabic Dumietta Faculty of Mansoura University 1425 ; 2004 ٤٨٣
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