محتوى المقالة الرئيسي

إبراهيم بن علي الدبيان
idiban@ksu.edu.sa

الملخص

تركز هذه الورقة العلمية على إمكانات تطبيق الرموز التعبيرية -بوصفها عناصر تصويرية للدلالة اللسانية الرقمية-وعلى الطبيعة المفاهيمية للكتابة الرقمية المعاصرة في السياقات الأكاديمية في مقارنة تعلم اللغة الأم (الإنجليزية) بتعلم اللغة الثانية (العربية). إذ تركز النتائج على تحليل (120) رمزًا تعبيريًا مدمجًا في كتابة التعليقات والإجابات والتعبيرات المختلفة، التي استعملها طلاب (دبلوم الكفاية في اللغة العربية لغير الناطقين بها) بــــــــ (قسم اللغة والثقافة) في معهد اللغويات العربية بجامعة الملك سعود بالرياض (وعددهم =18)؛ في التفاعلات الصفية أو في كتابة الواجبات أو في الردود أو في التعليقات والانطباعات الشخصية عن التقييمات، التي كانت على مدار سنتي الجائحة، التي كان فيها التعليم عن بعد (2020-2021)، باللغة العربية ومقارنتها باللغة الإنجليزية، وعلى ثماني صور حملت واستعملت في شبكة التواصل الاجتماعي WhatsApp. ومن ثم صُنِّفت هذه الرموز التعبيرية في ثماني فئات وفقًا لـ Emojipedia، التي أظهرت سلوكًا مشابهًا في كلتا اللغتين، فيما يتعلق بثلاثة محاور رئيسة للتحليل: التوزيع والتداول والتصريحات (DANESI, 2016). وتخلص الدراسة إلى تبرير القيمة الدلالية المعتبرة للرموز التعبيرية في تعزيز اكتساب المهارات اللغوية للغة العربية في مستوى الكتابة والفهم (الإدراك اللغوي)، وإلى إيجابيات تطبيقاتها التعليمية في تدريس اللغة العربية والأجنبية، وفي تنميتهما.

المقاييس

يتم تحميل المقاييس...

تفاصيل المقالة

كيفية الاقتباس
الدبيان إ. ب. ع. (2023). الإيموجي وأثرها في اكتساب اللغة الثانية وتعزيزها. مجلة جامعة تكريت للعلوم الانسانية, 30(3, 1), 344–367. https://doi.org/10.25130/jtuh.30.3.1.2023.17
القسم
Articles

المراجع

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