أثر استراتيجية لعب الأدوار في تحفيز طلاب اللغة العربية لغير الناطقين بها لتنمية مهارة المحادثة لديهم
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Abstract
تُعْتَبَرُ مَهارَةُ المُحادَثَةِ مِنْ مَهاراتِ اللُّغَةِ الأَرْبَعِ فِي تَعْليمِ اللُّغَاتِ، وَهِيَ شَرْطٌ أَساسيٌّ لِنَجَاحِ الطُّلّابِ فِي تَعْليمِ اللُّغَةِ، حَيْثُ تَتِمُّ بِوَاسِطَتِهَا نَقْلُ الأَفْكارِ وَالمَعْلُومَاتِ إِلَى الآخَرِينَ مِنْ لُغَةٍ إِلَى أُخْرَى عَنْ طَريقِ الصَّوْتِ والْأَداءِ، لَكِنَّها مَا زَالَتْ تَتَّسِمُ بِاَلْخُمولِ مِنْ ناحيَةِ الطُّلّابِ وَيَشْعُرُ الطُّلّابُ بِالْمَلَلِ فِي تُعَلِّمِ اللُّغَةِ، فِي حِينِ دَوْر المُعَلِّمِ يَكونُ نَشِطًا فِي اَلدُّروسِ، لِذَا يَجِبُ الِاهْتِمامُ بَدْرَسِ المُحادَثَةِ لِرَفْعِ مُسْتَوَى الطُّلّابِ وَرَفْعِ قُدْرَتِهِمْ عَلَى التَّعْبيرِ السَّليمِ الخَالِي مِنْ الأَخْطاءِ الصَّوْتيَّةِ واللُّغَويَّةِ. لِتَحْفِيزِ الطُّلّابِ عَلَى المُحادَثَةِ بِاللُّغَةِ اَلْمُتَعَلِّمَةِ يَكونُ مِنْ خِلالِ اسْتِخْدامِ الاسْتِراتيجيّاتِ التَّعْليمِ الحَديثَةِ وَمِنْهَا لَعِبُ الأَدْوارِ . يُعْتَبَرُ لَعِبَ الأَدْوارِ مِنْ الاسْتِراتيجيّاتِ المُهِمَّةِ لِجَذْبِ انْتِباهِ الطُّلّابِ وَرَفْعِ مُقَدَّرَتِهِمْ لِلتَّحَدُّثِ فِي تَعْليمِ اللُّغَةِ العَرَبيَّةِ لِغَيْرِ النَّاطِقِينَ بِهَا، وَخَاصَّةً فِي الآوِنَةِ الأَخيرَةِ بِسَبَبِ جائِحَةِ كُورُونَا أَصْبَحَ التَّعْليمُ عَنْ بُعْدٍ ضَرُورِيًّا والطُّلّابِ يَحْضُرونَ الدُّروسَ عَبْرَ الإِنْتَرْنِتْ، وَيُسْتَخْدَمُ لَعِبَ الادّوارِ فِي الحِوَارَاتِ المَوْجودَةِ فِي الدَّرْسِ، أَوْ يَقومُ المُعَلِّمُ بِكِتَابَةِ الحِوَارَاتِ الخاصَّةِ لِتَدْرِيسِ المُفْرَداتِ أَوْ التَّراكيبِ النَّحْوِيَّةِ. هَدَفُنا هوَ تَوْضيحُ مَا يَقومُ بِهِ لَعِبُ الأَدْوارِ فِي تَحْفيزِ طُلّابِ الغَيْرِ النَّاطِقِينَ بِالْعَرَبِيَّةِ لِلتَّحَدُّثِ والْكَلامِ بِاللُّغَةِ العَرَبيَّةِ وَفَوائِدِهِ وَكَيْفيَّةِ اسْتِخْدامِ هَذِهِ الاسْتِراتيجيَّةِ فِي تَنْميَةِ المَهارَةِ لَدَى الطُّلّابِ وَإِعْطاءِ أَمْثِلَةٍ فِي كُتُبِ اللُّغَةِ العَرَبيَّةِ لِاسْتِخْدَامِهِ فِي لَعِبِ الأَدْوارِ.
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Abstract
Speaking is one of the four skills of language learning, which is a prerequisite for the success of students in language teaching, as through sound and performance, ideas and information are transferred to others. However, students feel kind of lethargic when it comes to developing their conversation skills because they tend to feel bored while learning the language, which makes the biggest role in the lessons on the teacher. Therefore, extra attention should be paid to speaking lessons in order to raise the students' ability to express themselves without making phonemic and linguistic errors. Role-playing is a modern educational strategy that can be used to motivate students to speak in their target language. Role-playing is considered one of the important strategies for encouraging students and improving their speaking skills in teaching Arabic for non-native speakers. Especially in recent times due to the Corona pandemic, distance education has become necessary, as students attend lessons via the Internet, where role-playing games are used in the dialogues during language lessons, the teacher can also write the vocabulary and grammar rules used in these dialogues on the board. This article aims to clarify the role and benefits of role-playing strategy in motivating non-Arabic speaking students to speak and practice the Arabic language, in addition to clarifying how to use this strategy in language skill development of the students and giving examples on this strategy to be used in Arabic teaching books.