"Factors Contributing to Reading Comprehension Difficulties among Saudi Elementary School Students from the Teachers’ Perspectives" | ||||
التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
Volume 43, Issue 204, October 2024, Page 589-624 PDF (497.35 K) | ||||
Document Type: المقالة الأصلية | ||||
DOI: 10.21608/jsrep.2024.404377 | ||||
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Author | ||||
الهنوف إبراهيم الجلعود | ||||
عضو هيئة تدريس في جامعة حائل كلية التربية - قسم اللغة الإنجليزية. | ||||
Abstract | ||||
تناولت هذه الدراسة العوامل المسببة لصعوبات الفهم القرائي لدى تلاميذ المرحلة الابتدائية بالمملكة العربية السعودية، حيث تُدرّس اللغة الإنجليزية كلغة ثانية، هدفت الدراسة إلى تحديد العوامل التي تسبب هذه الصعوبات واقتراح استراتيجيات لتحسين قدرات المتعلمين، ولقد اعتمدت الدراسة على منهجية متعددة الأساليب، حيث جمعت بين الاستبانات الكمية والمقابلات النوعية لتقديم تحليل شامل، كما شملت الدراسة 23 مشاركاً، منهم 20 معلماً أكملوا الاستبيان، و3 شاركوا في مقابلات معمقة، وتم جمع البيانات باستخدام استبيانات مقيدة وبروتوكولات مقابلات شبه مقيدة، وأظهرت النتائج عدداً من العوامل الرئيسية التي تعيق الفهم القرائي، منها الحواجز اللغوية مثل ضعف المفردات، وصعوبات القواعد النحوية، وتحديات الوعي الصوتي، كما شكلت الفروق الثقافية بين اللغة العربية واللغة الإنجليزية عائقاً أمام الفهم الفعال، بالإضافة إلى أوجه القصور في المناهج الدراسية، مثل الأهداف غير الواضحة والتدرج التعليمي غير المناسب، وأوصت الدراسة بمراجعة المناهج الدراسية للغة الإنجليزية واعتماد أساليب تدريس نشطة، مثل القراءة التفاعلية والأنشطة المستهدفة لتنمية المفردات، لتعزيز مهارات الفهم القرائي لدى المتعلمين. | ||||
Keywords | ||||
الفهم القرائي; متعلمو اللغة الإنجليزية كلغة أجنبية; صعوبات القراءة; وجهات نظر المعلمين; تعديل المناهج الدراسية | ||||
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