أثر برنامج تعليمي قائم على نظرية فيرث السياقية في تنمية مهارات الاستيعاب القرائي لدى طلبة اللغة العربية الناطقين بغيرها في الأردن

Abstract

      This study aims to investigate the effect of an educational program based on Firth’s contextual theory of developing the reading comprehension skills among students of non-Arabic language speakers in Jordan. The sample of the study was chosen by means of the intentional method of (31) students divided into two groups: (16) students and middle-level students at the Arabic Language Center for Other Languages’ Speakers at the World Islamic Sciences and Education University during the first semester of the year 2017/2018.

       The researcher designed an educational program based on the contextual theory of Firth, and the study tool of a test to measure reading comprehension skills. The results of the study showed a statistically significant difference at (a=0.05) between the means performance of the experimental and control groups on the reading comprehension test in favor of the experimental group that was studied using the contextual theory of Firth. The results of the study also indicated that there was no statistically significant difference at (a=0.05) due to the effect of the interaction between gender and the proposed educational program. The study recommended using Firth contextual theory in teaching Arabic to non-Arabic speakers and further research on reading comprehension