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

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A person can't learn and practice foreign language accurately withouthaving knowledge of grammar .Principles of practicing grammar :1. Grammar will be as a reference when the linguistic habits fail thelearners .2. It helps learners to arrange and consolidate forms and structures thatthey have already learnt .3. “ It offers a set of labor saving rules , expla nations and patterns whicheconomize effort in language . “4. It helps learners to monitor the performance .5. Grammar is preventive and corrective , it gives learners a usualfeedback to the points or words – use which are especially liable to error6. It helps learners in the improvement of written work , it makes themunderstand how to link sentences .7. Teaching grammar will lead learners to more practice over a wide rangeof valuable practice .8. Grammar helps learners to express their thoughts correctly eithe r inspeaking or in writing . ( Woods : 1995 ; 3) .3.5 The uses of grammarWoods ( 1995 :5 ) sees that the term grammar used in different ways tomean different things , it may come in a form of a book to mean the rules30
of the language or a subject that teachers teach in the school to theirlearners to use the language correctly or it can be an approach to analyzeand describe the language . Kohli ( 199 9 : 139 ) had the same belief for theuse of grammar , he said that the term grammar for school students meansthe terminological study of sentences , but to linguistics it is the structuresof a language or " the set of signals by which a given language expressesmeaning" .Leech et.al ( 1982 : 4 ) believed that grammar is the core of thelanguage which relates the semantic with phonology .grammarrelatessemanticsPhonology withwritten systemFigure 11- Grammar and written languageRidout and Clarke ( 1970 : 146 ) the word grammar was derived fromthe Greek meaning " the science of letters " . Thornbury ( 2004 : 8 )grammar in the recent days presented to the learners is essentially based onwritten grammar . Leech and et .al ( 1982 : 184 ) said that havingknowledge of grammar will improve the style of writing and it will helplearners to criticize and discuss their own wri ting .31
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 and 20: others, so knowledge of grammar enh
Page 21 and 22: our students , especially within ou
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: grammar to the form of structures ,
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
Page 77 and 78: knowledge that are comprised of con
Page 79 and 80: 4.5 The use of concept maps :Leou a
Page 81 and 82: 4.5.3 Concept map as an assessment
Page 83 and 84: 7. Communicate complex ideas .8. Ai
Page 85 and 86: concept maps ( before Ausubels’ a
Page 87 and 88: were involved in the study. The res
Page 89 and 90: students) mapping concepts prior to
Page 91 and 92: that concept mapping has a positive
Page 93 and 94: males on chemistry tests, especiall
Page 95 and 96: questionnaire and metacognition ( p
Page 97 and 98:
Lonning and Marko (1998 )The proble
Page 99 and 100:
and one experimental group, each in
Page 101 and 102:
(p
Page 103 and 104:
mapping and by better visualization
Page 105 and 106:
In this thesis, it is proposed that
Page 107 and 108:
The researcherfound that students i
Page 109 and 110:
understanding in different school s
Page 111 and 112:
The first scope a brief idea about
Page 113 and 114:
a purposive sample from AL- Zaitun
Page 115 and 116:
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
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
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APPENDIX ( A . 2 )Unit Aims Structu
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APPENDIX ( A . 4 )Achievement testZ
Page 175 and 176:
3-make sentences by using the words
Page 177 and 178:
F) I'm going shopping next Monday .
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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