The effect of linguistic richness on the expressive performance of the third-grade students of the Department of Arabic Language in the College of Education

Abstract

Expression is the largest estuary into which all branches of the language flow. Reading provides the reader with linguistic material, the colors of knowledge and culture, and literary texts are the source of linguistic wealth and the balance of witness. Grammar is a means of controlling the writer's pen and preserving his tongue, and dictation: a means of understanding and understanding. Expression is one of the language skills, and it is the top of the language branches. If they said earlier (grammar is the mother of the Arabic language, and morphology is its father), today we say reading is the mother of the Arabic language, and expression is its father, because these two branches require that the teacher of the Arabic language be a teacher who is able to use the branches of the language when speaking and writing, benefiting from them. . But due to the large number of complaints and the suffering of students, teachers and parents about what the graduate tree of the Arabic Language Department bore in the fruits of this language, the researcher decided to provide students with linguistic richness through some noble verses and noble hadiths and from the system and the publication so that he would have a rich supply and his bag full of vocabulary, structures and sentences and how to use them. His research was applied to the students of the third grade, Department of Arabic Language, in two experimental groups, for which the linguistic richness is presented in study, memorization, memorization, and understanding, and a control group left without exposing them to the linguistic richness, as it reached the sample group of (71) students and students for the experiment and (35) for the control (36). The first course of the academic year 2008-2009 continued using the t-test for two independent samples. The superiority of the group that was exposed to linguistic richness appeared over the group that was not exposed to anything. This is an indication of the importance of linguistic wealth (linguistic richness) as a permanent asset that benefits the student and a close friend when he speaks or writes, and a great evidence for a person who gives what he has in his hand, in addition to its importance in order, organization, sequence of ideas, and quality of style. Note that the Arabic language is a rich language characterized by a linguistic richness that we did not find its equivalent in other languages, and there is no evidence of this richness in the abundance of this language’s vocabulary and the breadth of borrowing.