Difficulties in teaching oral expression in the intermediate and preparatory stages from the point of view of teachers

Abstract

Difficulties in the teaching of oral expression in the
intermediate and secondary schools from the perspective of
teachers
Abstract :
The language in the life of the Arab nation to do with the
large and the value is greater than the value in the life of any
other nation has reached our language the degree of
sophistication allowed it because down the greatest book known
to mankind, they are of wider languages of the world's wealth,
because of their ability to keep up with time and development
based on nature Sculpture in the derivation and Urbanization
and synonymy and contrast, and is a means of expression than in
our souls We are the sons of the Arab nation for all aspects of
life and activities, one of the elements of national unity.
In spite of great importance to study the oral expression is still a
lesson away from that to achieve the purposes for which
intended to end it, because of the difficulties which confirmed
many of the teachers of the Arabic language and Madrsadtha in
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middle school, as well as confirmed by a lot of literature and
studies, and that the difficulties of teaching oral
expression which hinder the achievement of the objectives set,
back to the multiple areas such as field goals, and the selection
of subjects, and the field of teaching methods and methods, and
the field of Arabic language teachers and Madrsadtha, and the
area of the calendar, and from the importance of oral expression,
and the importance of the preparatory stage, in order to identify
the difficulties faced by teachers Arabic language and
Madrsadtha in intermediate and junior high, and the proposed
solutions have prepared this study.
The current research aims to diagnose (the teaching of oral
expression difficulties in intermediate and junior high from the
viewpoint of teachers).
By answering the following questions:
1. What difficulties teaching oral expression in the
intermediate and junior high from the viewpoint of teachers?
2. What proposals Arabic language teachers and Madrsadtha to
contribute to overcoming the difficulties in the teaching of oral
expression and study? Limited to the current search: a sample of
teachers of Arabic language and Madrsadtha who study material
for students in middle school and middle school day (for Benin
and girls) in the capital of Diyala province, for the academic
year (2011-2012 m) consisted of the research community of the
community of teachers of Arabic language and Madrsadtha,
including teachers who studying the Arabic language to students
in middle school and junior high day (for Benin and girls) in the
center of Diyala province, for the academic year (2011-2012)'s
(78) and a school teacher.
The sample survey (25) as a teacher and a school, by (12)
teachers and (13) School, and the sample core is composed of a
sample of teachers of Arabic language and Madrsadtha have
included male and female teachers who are studying the Arabic
language to students of the two stages are all in the schools of
the core sample, reaching number (78) and a school teacher.
The researcher questionnaire tool to achieve the objectives
of his research, and distributed the difficulties derived from the
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survey, and literature, and previous studies on the six areas
(objectives, and the choice of subjects, teaching methods, and
methods, and teachers of Arabic language and Madrsadtha,
students, and Calendar.
The results were treated statistically using the Find the
weighted average, weight percentile, and the Pearson correlation
coefficient, and statistical methods to analyze the results of
research, the researcher used the percentage method calculations
The results of the research results of questionnaire diagnosed
Arabic language teachers and teaching difficulties Madrsadtha
oral expression, has been narrowed down between the intensity
(2.89 - 2.02), and weight percentile between (96.33 - 67.33), and
thus the number of real difficulties (63) difficult, and the number
of difficulties unrealistic (10) difficulties, and the most
important results of this questionnaire are:
1. Teachers of Arabic language and Madrsadtha mostly had not
seen the goals of teaching oral expression.
2. Is not taken into account the opinion of teachers of Arabic
language and Madrsadtha when setting goals
3. Weak correlation issues tendencies of students and their
interests.
4. Lack of benefit from the school library in the selection of
topics.
5. Scarcity of teaching aids used during the teaching of oral
expression.
6. Teaching methods of expression, most are unable to develop
moral courage among students.
7. Weak enough to teaching Arabic language teachers and
Madrsadtha.
8. Lack of commitment of teachers of Arabic language and
eloquence Madrsadtha mostly during the teaching of oral
expression.
One of the main conclusions of the present study:
1. Teachers of Arabic language and Madrsadtha mostly had not
seen the goals of teaching oral expression.
2. Weak correlation goals by teaching oral expression.
3. Weak correlation issues tendencies of students and their
Fifty-first issue. Al-Fath Magazine. September 2012 Khaled Naji Ahmed
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interests.
4. Studied the expression to lack of a specific approach.
5. Weakness of the methods used in the eradication of shame
and fear among students.
6. Scarcity of teaching aids used during the teaching of oral
expression.
7. Weak enough to teaching Arabic language teachers and
Madrsadtha most of them.
8. Weak capacity of most of the teachers of the Arabic language
and Madrsadtha in the development of the desire of students to
study oral expression.
In the light of the findings of the study, the researcher
recommended several recommendations, including:
1. Teachers need to learn the Arabic language and Madrsadtha
on the objectives of teaching oral expression.
2. Need to take the views of teachers of Arabic language and
Madrsadtha when developing the objectives of teaching oral
expression.
3. Give students the freedom to choose the topics studied in oral
expression, and to be close to the issues associated with them
and Bmeulhm and interests, to express her desire, and that is
both diverse and renewal and to stay away from refined
traditional subjects.
4. Need to take care libraries in middle school and high school,
and to encourage teachers of Arabic and Madrsadtha and
students to take advantage of them, and to overcome difficulties
and make the library metaphor lesson systematically, and
diversify its activities to the utmost importance in the treatment
of poor students in oral expression.
5. That does not support Arabic language teachers and
Madrsadtha to traditional methods in the teaching of oral
expression, and methods must be able to eliminate the shame
and fear among students.
The findings suggests the researcher studies similar to the
current study in different educational stages