- Page 1 and 2: The Islamic university - GazaGradua
- Page 3: ACKNOWLEDGMENTIN THE NAME OF ALLAH
- 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 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
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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
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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
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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
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Catania . Ch .A . ( 1992 ) : Learni
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Francis , R. .W ( 2006 ) : Using Co
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Hung ,H. and Manah.m( 2006 ) :The d
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Leou , Sh. and Liu, J. C ( 2004 ) :
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Mumford , A. ( 1999 ) : Effective L
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Pill , M. and et .al ( 2005 ) : Enh
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Snead .V.L and Snead .D ( 2004 ) :
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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
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APPENDIX ( B.1 )Suggested lesson pl
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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
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C.VMazen Khalil Diab Abu NadaAL-she