The effect of teaching using the dialogic exploration method on the acquisition of Arabic grammar for second-year intermediate female students in distinguished secondary schools

Abstract

This research is an attempt to identify dialogic exploration and its impact on the cognitive achievement of Arabic grammar topics for second-year intermediate school students.  To distinguish the secondary schools, the sample included second-year female students for the academic year 2021-2022.  From Al-Hurriya High School for Distinguished Girls in Baquba, affiliated to Diyala Education Directorate, and the subject is the grammar book for the second intermediate grade. The research tool consisted of a test of 30 items, and after applying the main experiment and the post-test, the researcher presented and analyzed the results and concluded that there is an educational need among second-year female students. To use modern teaching methods that increase the learning of the Arabic language grammar, and that the use of the dialogic exploration method which has a positive effect in increasing the students’ ability to acquire the grammar of the language. In light of this, the researcher recommends moving away from traditional methods of teaching the specific subject, and benefiting from the results of the current study, and directing Arabic language teachers, male and female, to use the method of dialogic exploration to teach Arabic grammar topics