محتوى المقالة الرئيسي

أنوار جواد كاظم
Aj8450845@gmail.com

الملخص

في العديد من الفصول الدراسية الخاصة باللهجة الإنجليزية ، يُسمح بتعليم النطق بأدنى اعتبار. عندما يحمي مدرّسو اللغة الإنجليزية كلغة ثانية قدرات النطق المعدمة لطلابهم ، قد يتم تصوير مزاعمهم على أنها مشاركة فيما يتعلق بفشلهم في تثقيف طلابهم حول الخطابة المناسبة أو قد يتم احترامهم على أنهم يتخذون موقفًا ضد التأثير الاشتقاقي.                                                                                                  


                                                                                         


يعتبر التعبير أمرًا حيويًا في اللغة الإنجليزية كسبب للتواصل لأنه إذا أخطأنا في نطق كلمة ما ، فسوف يسيء الأفراد فهمنا. تشير هذه الدراسة إلى توجيه النطق – الاصوات المدغمة من خلال استخدام التسجيلات ووضع تصور لسباق العصف الذهني في الكليات العراقية الخاصة لمعرفة كيفية استخدام الوسائط المرئية الصوتية والاستجمام في التعلم. في الواقع ، يؤدي استخدام وسائل التحويل إلى إضفاء المرح والراحة على ظروف الطلاب في التعامل مع التعلم ، ويكون الطلاب أكثر قدرة على الرد على أسئلة المعلم وأكثر ديناميكية للسماح بالاقتراح للمعلم. لذلك ، يوصى بدمج الوسائط المرئية الصوتية والاستجمام في توجيه النطق لتعزيز كفاءة الطلاب ، ويظهر أن هناك مؤهلًا حاسمًا بين درجات الاختبار داخل الاختبار القبلي والاختبار البعدي بين طلاب كلية اليرموك الجامعة.

المقاييس

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تفاصيل المقالة

كيفية الاقتباس
كاظم أ. ج. (2023). اثر الجمع بين التسجيلات وسباق العصف الذهني في تدريس النطق –الاصوات المدغمة. مجلة جامعة تكريت للعلوم الانسانية, 30(4, 2), 15–31. https://doi.org/10.25130/jtuh.30.4.2.2023.22
القسم
Articles

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