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

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in that it is geared towards defining the compensatory interventionshould the monitoring operations show that the learner is havingdifficulties progressing through his or her training pr ogramme .2. Using concept maps as part of achievement tests , then who concludesthat concept maps provides a theoretically powerful and psychologicalsound tool for assessing conceptual change in experimental andclassroom setting .4.6 Reasons of using concept maps :Pill and et. al ( 2005 : 40 ) mentioned some reasons for using conceptmaps on the base that they can .1. Facilitate the development of self -directed learning within whichconceptual and prepositional relationships can be reflectively andcritically explored .2. Enhance problem-solving practically in the context of acquisition andsequencing of the new information .3. Aid the development of deep meaningful teaching moving towardscritical thinking rather than more surface approaches .4. Have potential value in assessment during students’ learning journey .Fitzgeraled ( 1999 : 81 ) added some uses for concept maps to :5. Generate ideas .6. Design complex structure .66
7. Communicate complex ideas .8. Aid learning by explicitly integr ating new and old knowledge .9. Assess understanding or diagnose misunderstanding .advantages of concept maps :Fitzgeraled ( 1999 : 82 ) mentioned some certain advantages for conceptmaps .1- Visual symbols are quickly and easily recogni zed .2- Minimum use of text makes it easy to scan for a word , phrase orgeneral idea .3- Visual representation allows for development of holistic understanding ,that words alone can’t convey .Kommers ( 2004 : 53 ) added some advantages of using concept maps4- Concept maps can be used as an advanced organizer to improvelearners’ achievement .5- It provides teacher with a meaningful an d practical structured approach .6- Concept maps is also gaining in roads as a tool of problem solving ineducation .7- Concept maps also allows for students to reflec t on their ownmisunderstanding and take ownership of their learning ( Novak andGowin : 1984 : 74 ) .67
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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
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
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: 4.5.3 Concept map as an assessment
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
Page 121 and 122: comprehension to grammar according
Page 123 and 124: 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
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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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