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

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Instruction begins to explore ways to utilize them more effectively tofacilitate student learning ( Love : 2004 ; 17 ) .Elorriaga ( 200 6 : 12 )says that in recent years it has become apparentto manyformateducational researchers that representing knowledge in a visualallows one to better recognize and understand incominginformation. It is easier for the brain to interpret data when information ispresented in visual formats;visual symbols are quickly and easilyrecognized . Fonseca ( 2004 ; 122 ) indicates that concept maps is a tool ofmeaningful learning , because it identifies the important concept from asubject and describes the relationship between those concepts withinlinking words .The researcher is trying to examine the effect of using concept mapsstrategy for achieving English grammar to help learners to achieve Englishgrammar easily and to tune the teachers attention to the importance ofusing concept maps strategy in teaching grammar .1.2 Statement of the problem :In the age of globalization where the word has become a small village ,especially in age of the satellites , technology , information and internet ,the demand of learning English increased and it became a necessary needfor individuals who tend to follow up the vast changes in this world .However, learning English grammar is not an easy job for the majority of4
our students , especially within our schools limited possibilities . A lot ofobstacles such as crowded classes , difficul t curricula and traditionalevaluation instruments force teachers to modify or even change theirtechniques to overcome these obstacles towards the targeted objectives .The students′ low achievement level in English language in general and itsgrammar in particular requires a serious research for alternative techniquesthat may improve our students’ level .The purpose of this study is to investigate the effect of using conceptmaps on achieving English grammar among ninth graders in Gazagovernorate .1.3 Research Question :The problem is stated in the following major questionWhat is the effect of using concept maps onachieving Englishgrammar among ninth graders in Gaza govern orate ?The minor questions :1) Are there statistically significant differences at ( α ≤ 0.05 ) betweenachieving English grammar by using concept maps between theexperimental group and achieving English grammar by the traditionalmethod in the control one ?5
Page 1 and 2: The Islamic university - GazaGradua
Page 3 and 4: ACKNOWLEDGMENTIN THE NAME OF ALLAH
Page 5 and 6: " The Effect Of Using Concept Maps
Page 7 and 8: تحصيل.()(113).().(2008 -2007)(
Page 9 and 10: TABLE OF CONTENTSDEDICATION……
Page 11 and 12: 2.2.11 Attitudes to Grammar ……
Page 13 and 14: LIST OF APPENDIXAPPENDIX ( A) TOOLS
Page 15 and 16: LIST OF TABELS ( continued )Table p
Page 17 and 18: IINTRODUCTION1.1 Study statement an
Page 19: others, so knowledge of grammar enh
Page 23 and 24: 2- Familiarizing English language t
Page 25 and 26: IILITRETURE REVIEW2.1 Learning and
Page 27 and 28: Abed AL - Khalek ( 2001 : 20 )sees
Page 29 and 30: 2- Learning is the product of direc
Page 31 and 32: 8. Some times the best learning is
Page 33 and 34: Carnell ( 2002: 18-20 ) said that e
Page 35 and 36: learners need to keep using new rul
Page 37 and 38: 2.11.2 Metacognitive learning :Hism
Page 39 and 40: Theoretical point of view saw gramm
Page 41 and 42: Thornbury ( 2004 : 1 ) grammar is t
Page 43 and 44: than other , so teachers will face
Page 45 and 46: grammar to the form of structures ,
Page 47 and 48: of the language or a subject that t
Page 49 and 50: 1. Implicit knowledge , it enables
Page 51 and 52: mentioned that descriptive grammar
Page 53 and 54: description of forms , but not to t
Page 55 and 56: Types of morphemes :There are two t
Page 57 and 58: 4. Syntax :The word syntax meant "
Page 59 and 60: 1. The open clauses :-1.1. Verb :-
Page 61 and 62: 2.1.4 Determinative :- Nasr (1980:1
Page 63 and 64: have as learners; their active unde
Page 65 and 66: Hussin et.al ( 2000 : 2 ) believe t
Page 67 and 68: Principles of the grammar translati
Page 69 and 70: Kohli ( 199 9 : 51 ) sees that the
Page 71 and 72:
The principles of audio-lingual met
Page 73 and 74:
Principles of communication approac
Page 75 and 76:
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
Page 111 and 112:
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.
Page 119 and 120:
According to tables (3) and (4) , t
Page 121 and 122:
comprehension to grammar according
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A: The two groupstable ( 5 )T-test
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A: the two groups:Table ( 9)T-test
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B: the high and low achievers:B/1)
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etween the experimental and control
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IVDATA ANALYSISIntroductionThe stud
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Also the researcher calculated "d"
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The result of (η 2 ) and (d) value
Page 137 and 138:
positive effect on improving the sk
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the content of the syllabus and the
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5.1 Findings :1- There were statist
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school students’ motivation in bi
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(Mann-Whitney test ) results showed
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Supervisors are recommended to :- p
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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,
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():(2002).ة:(2005).:(2003). (22):(
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APPENDIX ( A -1 )Future :-1. Rememb
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APPENDIX ( A . 2 )Unit Aims Structu
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APPENDIX ( A . 4 )Achievement testZ
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3-make sentences by using the words
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F) I'm going shopping next Monday .
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+futurewillGoing toQuickdecisionaff
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pastsimpleperfectActions happened a
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6) Make concept mapping by using th
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8) put the connecters in the suitab
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APPENDIX ( A.5 )Table (25)Difficult
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APPENDIX ( A. 7 )Table (27)Correlat
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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
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futureUsed forCould beGoing to+infi
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pastAs soon asCould beperfectTo tal
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Condition ifCould beandsecondUsed f
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لا(‏لا(‏APPENDIX ( C .1 )ا
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APPENDIX (D . 1 )REFEREE COMMITTEE1
Page 207:
C.VMazen Khalil Diab Abu NadaAL-she
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