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

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3. Teaching through conversation, the method neglects translation ,explanation and analyzing of the rules of the language .4. It facilitates reading and writing . It concentrates on speaking andconversation , so naturally that it will improve writing and it will increaselove for reading .The disadvantages of the direct method :Freeman ( 2000: 28 ) and Kohli ( 1999 :52 ) mentioned somedisadvantages of this method :1- The method is not complete . It focuses on speech and conversation ,while writing and reading don’t receive due attention .2- It needs competent teachers who have the ability of pronunciation andspeaking the language correctly and perfectly .3- It is not suitable for all learners .4- It is difficult in explanation .3. The Audio-lingual method :Woods ( 1995 : 65 ) Audio -lingual method is related to the behaviouristapproach , It is an oral-based approach . The idea of this method is that thelanguage is divided into structures which learne rs practice through drilling .Teachers drill the structure and learners learn from over drilling rather thandescribing the rules of the language .54
The principles of audio-lingual method :Nunan ( 1991 : 230 -231 ) and Freeman ( 2000: 42 -45 ) mentione d theprinciples of this approach1- Language learning is a process of habit formation .2- Language is speech not writing .3- Languages are different .4- Teach the language not the rules of it .5- The main source of the language is from its native speaker .Advantages and disadvantages of audio -lingual methodAdvantages :Freeman ( 2000:42 -45 ) said that the teacher in audio-lingual method isa leader-conducting , guiding and controlling the students ′ behaviour in thetarget language .1- The method emphasises speech , So learners will be able to learnvocabulary and structure .2- It emphasises the good relation between learners through chain drills orwhen learners take different roles in dialogue .3- Teacher emphasises the use of the target language ,So there is no use ofthe native language .55
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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
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
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: Kohli ( 199 9 : 51 ) sees that the
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
Page 117 and 118: (communication skills) and grammar.
Page 119 and 120: 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
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