The Effect Of Using Concept Map s On Achieving English Grammar ...

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14) They climbed the tree then they caught oranges . ( as soon as )………………………………………………………………………15 ) We pray in El Omary mosque every Friday . ( last )…………………………………………………………………………4 – Analyze the following sentences :- (7 marks )A) If I were you I'd be very careful .Type of Condition:- ……………… past simple:- ……………The use of the condition :- ………………….a) promise b) advice c) impossible thingB) if it rains , I'll take an umbrella .Type of Condition :- ………………. Infinitive :- ……………The use of the condition :- ………………a) prediction b) advice c) impossible thingC) by the time he came , I had switched off the light .Connector :- ……………… past simple :- ……………………past perfect :- ………………D) while we were watching T.V , Ali slept .Connector :- ……………… past simple :- ………………past continuous :- ………………E) I’ll lend you money .Future:- …………… infinitive :- …………………The use of the future :- ………………..a) promise b) threat c) fact160
F) I'm going shopping next Monday .Future :- ……………. Key word of the future :- ……………The use of the future :- .............................................a) intentions and planb) actions or events that are about to happenc) quick decisionG) Soha wrote her homework yesterday .Past simple :- …………… key word for the past :- ……………161
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The Islamic university - GazaGradua
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ACKNOWLEDGMENTIN THE NAME OF ALLAH
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" The Effect Of Using Concept Maps
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تحصيل.()(113).().(2008 -2007)(
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TABLE OF CONTENTSDEDICATION……
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2.2.11 Attitudes to Grammar ……
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LIST OF APPENDIXAPPENDIX ( A) TOOLS
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LIST OF TABELS ( continued )Table p
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IINTRODUCTION1.1 Study statement an
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others, so knowledge of grammar enh
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our students , especially within ou
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2- Familiarizing English language t
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IILITRETURE REVIEW2.1 Learning and
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Abed AL - Khalek ( 2001 : 20 )sees
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2- Learning is the product of direc
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8. Some times the best learning is
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Carnell ( 2002: 18-20 ) said that e
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learners need to keep using new rul
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2.11.2 Metacognitive learning :Hism
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Theoretical point of view saw gramm
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Thornbury ( 2004 : 1 ) grammar is t
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than other , so teachers will face
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grammar to the form of structures ,
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of the language or a subject that t
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1. Implicit knowledge , it enables
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mentioned that descriptive grammar
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description of forms , but not to t
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Types of morphemes :There are two t
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4. Syntax :The word syntax meant "
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1. The open clauses :-1.1. Verb :-
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2.1.4 Determinative :- Nasr (1980:1
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have as learners; their active unde
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Hussin et.al ( 2000 : 2 ) believe t
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Principles of the grammar translati
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Kohli ( 199 9 : 51 ) sees that the
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The principles of audio-lingual met
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Principles of communication approac
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4.1 Concept MapsIntroductionConcept
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knowledge that are comprised of con
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4.5 The use of concept maps :Leou a
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4.5.3 Concept map as an assessment
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7. Communicate complex ideas .8. Ai
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concept maps ( before Ausubels’ a
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were involved in the study. The res
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students) mapping concepts prior to
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that concept mapping has a positive
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males on chemistry tests, especiall
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questionnaire and metacognition ( p
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Lonning and Marko (1998 )The proble
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and one experimental group, each in
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(p
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mapping and by better visualization
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In this thesis, it is proposed that
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The researcherfound that students i
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understanding in different school s
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The first scope a brief idea about
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a purposive sample from AL- Zaitun
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B- comprehension :This scope includ
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(communication skills) and grammar.
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According to tables (3) and (4) , t
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comprehension to grammar according
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A: The two groupstable ( 5 )T-test
Page 125 and 126: A: the two groups:Table ( 9)T-test
Page 127 and 128: B: the high and low achievers:B/1)
Page 129 and 130: etween the experimental and control
Page 131 and 132: IVDATA ANALYSISIntroductionThe stud
Page 133 and 134: Also the researcher calculated "d"
Page 135 and 136: The result of (η 2 ) and (d) value
Page 137 and 138: positive effect on improving the sk
Page 139 and 140: the content of the syllabus and the
Page 141 and 142: 5.1 Findings :1- There were statist
Page 143 and 144: school students’ motivation in bi
Page 145 and 146: (Mann-Whitney test ) results showed
Page 147 and 148: Supervisors are recommended to :- p
Page 149 and 150: REFERANCESAAAS . ( 1990 ) : Effecti
Page 151 and 152: Catania . Ch .A . ( 1992 ) : Learni
Page 153 and 154: Francis , R. .W ( 2006 ) : Using Co
Page 155 and 156: Hung ,H. and Manah.m( 2006 ) :The d
Page 157 and 158: Leou , Sh. and Liu, J. C ( 2004 ) :
Page 159 and 160: Mumford , A. ( 1999 ) : Effective L
Page 161 and 162: Pill , M. and et .al ( 2005 ) : Enh
Page 163 and 164: Snead .V.L and Snead .D ( 2004 ) :
Page 165 and 166: Wikkipedia , The Free Encyclopedia,
Page 167 and 168: ():(2002).ة:(2005).:(2003). (22):(
Page 169 and 170: APPENDIX ( A -1 )Future :-1. Rememb
Page 171 and 172: APPENDIX ( A . 2 )Unit Aims Structu
Page 173 and 174: APPENDIX ( A . 4 )Achievement testZ
Page 175: 3-make sentences by using the words
Page 179 and 180: +futurewillGoing toQuickdecisionaff
Page 181 and 182: pastsimpleperfectActions happened a
Page 183 and 184: 6) Make concept mapping by using th
Page 185 and 186: 8) put the connecters in the suitab
Page 187 and 188: APPENDIX ( A.5 )Table (25)Difficult
Page 189 and 190: APPENDIX ( A. 7 )Table (27)Correlat
Page 191 and 192: Table (29)Correlation coefficient o
Page 193 and 194: APPENDIX ( B.1 )Suggested lesson pl
Page 195 and 196: Follow-up activities1. At the concl
Page 197 and 198: futureUsed forCould beGoing to+infi
Page 199 and 200: pastAs soon asCould beperfectTo tal
Page 201 and 202: Condition ifCould beandsecondUsed f
Page 203 and 204: لا(‏لا(‏APPENDIX ( C .1 )ا
Page 205 and 206: APPENDIX (D . 1 )REFEREE COMMITTEE1
Page 207: C.VMazen Khalil Diab Abu NadaAL-she
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