Receptive theory skills among fourth grade literary students and their relationship to achievement in literary texts

Abstract

The research aims to identify (the skills of reception theory among fourth grade literary students and its relationship to achievement in literary texts). Six topics from literature and texts for students of the fourth literary grade of the first course of the academic year (2019-2020), and in light of this, a measure was prepared for the skills of reception theory (text interrogation skills), and an achievement test was prepared in the subject of literature and texts, and then applied to the research sample after completing Achievement test.The conclusions of the research indicated that the research sample of the fourth grade literary students possess text-interrogation skills. The results indicate that increasing reception and questioning helps to understand the relationships between the parts, the perception of learning, and the improvement of performance leading to academic achievement. Thus, the increasing and continuous progress in the level of achievement will be a positive and strong reinforcer that will help the student's motivation towards achieving success. The results also indicate That there is a relationship between the questioning and the collection, and in this regard that the link between the questioning and the collection generates cognitive, skillful, emotional and social development for the students, and this is what calls for the need to pay attention

By linking reception and questioning with academic achievement, in order to develop the cognitive and skill aspects of students.

In the midst of this, the researcher puts a number of recommendations and proposes subsequent studies to complement the research.