فاعلية استخدام التدريس المصغر في تنمية مهارات الأداء اللغوي الشفهي لدى طالبات التدريب الميداني غير المتخصصات في اللغة العربية = The Effectiveness of Using Micro-Teaching in the Development of Linguistic Performance of Oral Skills of Field Training Students Who Are Non-Specialists in Arabic Language

2017 ◽  
pp. 161-192
Author(s):  
نايفة صالح سليمان العيد
Keyword(s):  
Arabic Language ◽  
Linguistic Performance ◽  
Field Training ◽  
Oral Skills

scholarly journals The Effect of Using Differentiated Instruction Approach in Acquiring some Grammatical Structures and Developing Language Performance of Primary Grade Students

2019 ◽  
Vol 13 (2) ◽  
pp. 337
Author(s):  
Mahmoud H. Abdel Qader
Keyword(s):  
Differentiated Instruction ◽  
Performance Test ◽  
Arabic Language ◽  
Control Groups ◽  
Linguistic Structure ◽  
Linguistic Performance ◽  
The Mean ◽  
Linguistic Structures ◽  
Experimental Group ◽  
Instruction Approach

This study aimed to investigate the effect of using the differentiated instruction approach while teaching the Arabic Language for acquiring some linguistic structures and developing the linguistic performance of the primary-stage students. The materials and instruments of study consisted of student worksheets, teacher's guide, linguistic structure test, and the linguistic performance test. The participants in the research groups were selected, then, the experiment of study and the pre-post testing of study instruments were implemented. Data was statistically treated using SPSS.18 program. The findings of study revealed that there were statistically differences between the mean scores of the experimental and the control groups at level 0.5 in the linguistic structures test favoring the experimental group. Moreover, there were significat differences between the mean scores of the experimental and the control groups at level 0.5 in the linguistic performance test favoring the experimental group. A correlated relation has been proved between linguistic structure acquisition and the development of linguistic performance the by post-testing of the participants of experimental group.

scholarly journals Alternative conceptions of students in Arabic language applications and the proper method of correcting them by using some active learning strategies: Adjective lesson as a model

2017 ◽  
Vol 25 (1) ◽  
pp. 65-93
Author(s):  
al-Hasan Yahya al-Manakhrih al-Hasan Yahya al-Manakhrih
Keyword(s):  
Experimental Design ◽  
Active Learning ◽  
Learning Strategies ◽  
Arabic Language ◽  
Alternative Conceptions ◽  
Traditional Methods ◽  
Linguistic Performance ◽  
Service Training ◽  
Quasi Experimental ◽  
Active Learning Strategies

This study aimed to examine the effectiveness of some active learning strategies in adjusting students’ alternative perceptions about the concepts of the adjective lesson in the textbook of “My Language” taught in Saudi Middle Schools.To achieve this, a descriptive and quasi-experimental design approaches were employed. Beginning by identifying students’ alternative perceptions of the concepts of the adjective lesson, an evaluating test was applied for 120 students grade 9 in Jeddah.The result of the evaluating test has indicated that there were alternative perceptions of the concepts of the adjective lesson among students.Therefor, the researcher has designed a guide for using an active learning strategies for teachers to teach adjective lesson. To examine the effectiveness of active learning strategies in adjusting students’ alternative perceptions, a group of 30 students grade 9 in Jeddah were involved in the experimental. This group were taught the adjective lesson by traditional methods and also taught the lesson by using active learning strategies. The findings indicated that the students who were taught by active learning strategies are more likely to alter the alternative perceptions than those who were taught by traditional method.In light of the findings of the study, the researcher recommends that it is important to uncover the students’ alternative perceptions in the various Arabic language lessons, in order to help the students in adjusting the alternative perceptions by using active learning strategies , and improving teachers’ capabilities through pre-service and in-service training in applying several teaching strategies including the active learning strategies to improve the linguistic performance in the Arabic language.

Narrative Language Markers of Arabic Language Development and Impairment

2020 ◽  
Vol 63 (10) ◽  
pp. 3472-3487
Author(s):  
Natalia V. Rakhlin ◽  
Nan Li ◽  
Abdullah Aljughaiman ◽  
Elena L. Grigorenko
Keyword(s):  
Language Development ◽  
Standardized Test ◽  
Language Disorder ◽  
Arabic Language ◽  
Developmental Language Disorder ◽  
Standardized Measures ◽  
Verb Agreement ◽  
Language Groups ◽  
Specificity And Sensitivity ◽  
Omission Errors

Purpose We examined indices of narrative microstructure as metrics of language development and impairment in Arabic-speaking children. We examined their age sensitivity, correlations with standardized measures, and ability to differentiate children with average language and language impairment. Method We collected story narratives from 177 children (54.2% boys) between 3.08 and 10.92 years old ( M = 6.25, SD = 1.67) divided into six age bands. Each child also received standardized measures of spoken language (Receptive and Expressive Vocabulary, Sentence Imitation, and Pseudoword Repetition). Several narrative indices of microstructure were examined in each age band. Children were divided into (suspected) developmental language disorder and typical language groups using the standardized test scores and compared on the narrative indicators. Sensitivity and specificity of the narrative indicators that showed group differences were calculated. Results The measures that showed age sensitivity included subject omission error rate, number of object clitics, correct use of subject–verb agreement, and mean length of utterance in words. The developmental language disorder group scored higher on subject omission errors (Cohen's d = 0.55) and lower on correct use of subject–verb agreement (Cohen's d = 0.48) than the typical language group. The threshold for impaired performance with the highest combination of specificity and sensitivity was 35th percentile. Conclusions Several indices of narrative microstructure appear to be valid metrics for documenting language development in children acquiring Gulf Arabic. Subject omission errors and correct use of subject–verb agreement differentiate children with typical and atypical levels of language development.

The Production of Gesture and Speech by People With Aphasia: Influence of Communicative Constraints

2019 ◽  
Vol 62 (12) ◽  
pp. 4417-4432 ◽  
Author(s):  
Carola de Beer ◽  
Jan P. de Ruiter ◽  
Martina Hielscher-Fastabend ◽  
Katharina Hogrefe
Keyword(s):  
Language Impairment ◽  
Daily Living ◽  
Linguistic Performance ◽  
Task Effects ◽  
Communicative Abilities ◽  
Gesture Production ◽  
And Task ◽  
Group Effects

Purpose People with aphasia (PWA) use different kinds of gesture spontaneously when they communicate. Although there is evidence that the nature of the communicative task influences the linguistic performance of PWA, so far little is known about the influence of the communicative task on the production of gestures by PWA. We aimed to investigate the influence of varying communicative constraints on the production of gesture and spoken expression by PWA in comparison to persons without language impairment. Method Twenty-six PWA with varying aphasia severities and 26 control participants (CP) without language impairment participated in the study. Spoken expression and gesture production were investigated in 2 different tasks: (a) spontaneous conversation about topics of daily living and (b) a cartoon narration task, that is, retellings of short cartoon clips. The frequencies of words and gestures as well as of different gesture types produced by the participants were analyzed and tested for potential effects of group and task. Results Main results for task effects revealed that PWA and CP used more iconic gestures and pantomimes in the cartoon narration task than in spontaneous conversation. Metaphoric gestures, deictic gestures, number gestures, and emblems were more frequently used in spontaneous conversation than in cartoon narrations by both participant groups. Group effects show that, in both tasks, PWA's gesture-to-word ratios were higher than those for the CP. Furthermore, PWA produced more interactive gestures than the CP in both tasks, as well as more number gestures and pantomimes in spontaneous conversation. Conclusions The current results suggest that PWA use gestures to compensate for their verbal limitations under varying communicative constraints. The properties of the communicative task influence the use of different gesture types in people with and without aphasia. Thus, the influence of communicative constraints needs to be considered when assessing PWA's multimodal communicative abilities.

A Longitudinal Posthumous Study of Letter Writing in a Late Elderly Case

2015 ◽  
Vol 20 (1) ◽  
pp. 22-33
Author(s):  
Angel Ball ◽  
Jean Neils-Strunjas ◽  
Kate Krival
Keyword(s):  
Longitudinal Study ◽  
Elderly Woman ◽  
Semantic Content ◽  
Cognitive Status ◽  
Letter Writing ◽  
Linguistic Performance ◽  
Errors Analysis ◽  
Normal Status

This study is a posthumous longitudinal study of consecutive letters written by an elderly woman from age 89 to 93. Findings reveal a consistent linguistic performance during the first 3 years, supporting “normal” status for late elderly writing. She produced clearly written cursive form, intact semantic content, and minimal spelling and stroke errors. A decline in writing was observed in the last 6–9 months of the study and an analysis revealed production of clausal fragmentation, decreasing semantic clarity, and a higher frequency of spelling, semantic, and stroke errors. Analysis of writing samples can be a valuable tool in documenting a change in cognitive status differentiated from normal late aging.

Assessing situation awareness in field training exercises

2002 ◽  
Author(s):  
Michael D. Matthews ◽  
◽  
Scott A. Beal
Keyword(s):  
Situation Awareness ◽  
Field Training ◽  
Training Exercises

Nutrient Intakes and Nutritional Status of Soldiers Consuming the Meal, Ready-To-Eat (MREXII) During a 30-Day Field Training Exercise

1995 ◽  
Author(s):  
Cecilia D. Thomas ◽  
◽  
Karl E. Friedl ◽  
Mary Z. Mays ◽  
Susan H. Mutter ◽  
...  
Keyword(s):  
Nutritional Status ◽  
Nutrient Intakes ◽  
Training Exercise ◽  
Field Training
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