الانشطة اللغوية اللاصفية وعلاقتها بمهارة القراءة الجهرية لدى طلبة المرحلة المتوسطة

Abstract

The current research aimed to identify the extra-curricular linguistic activity practiced by students in Baghdad schools and its relationship to the skill of reading aloud among middle school students.  In her study, the researcher relied on the analytical descriptive approach, and the sample of the current research included schools on the Karkh and Rusafa sides of intermediate school students for the academic year (2022-2023).  After reviewing the literature and extensive studies, the measure of extra-curricular linguistic activities was adopted by (Abu Al-Atta, 2006), which consists of four main axes: (selecting and supervising linguistic activity groups - planning programs and activities of linguistic activity groups - expressive linguistic activities - written linguistic activities).  The axes are on a group of experts specialized in the methods and curricula of the Arabic language.  The apparent validity of these extracurricular linguistic activities was obtained. It was also applied to a sample of (250 )male and female students from schools on both sides of Karkh and Rusafa in order to obtain good validity and reliability of the test. The validity of the construction was verified through the paragraph correlation coefficient with the total score, and it obtained a reliability coefficient  Good by test-retest method and Cronbach's alpha.

          As for the skill of reading aloud, the researcher selected two texts, each text representing a row of middle school classes for grades (first - second), based on choosing the text from some stories familiar to the students with their complete movements with the note card for the skill of reading aloud, as explained by the guide for evaluating the skills of aloud reading for the Research Department  The National Center for Examinations and Educational Evaluation for the year (2015), (Jawad, 2020), which included 16 indicators representing the three skills of essential reading (correctness and soundness of pronunciation - fluency in reading - and representation of meaning).  The search results were as follows:

  1-Extra-curricular linguistic activities were available at the intermediate stage, where the axis of selecting and supervising linguistic activity groups ranked first among the extra-curricular linguistic activities scale, with an arithmetic mean of (2.65) and a standard deviation of (0.22).  While the axis of planning programs and activities of linguistic activity groups, among the extra-curricular linguistic activities scale, ranked second with an arithmetic mean of (2.61) and a standard deviation of (0.30).  Among the extra-curricular linguistic activities scale, the written activities axis ranked third, with an arithmetic mean of (2.42) and a standard deviation of (0.41).  While the axis of expressive activities among the scale of extra-curricular linguistic activities ranked last, with an arithmetic mean of (2.32) and a standard deviation of (0.65).

 2- Possession of the first intermediate grade and the second average of the skill of reading aloud.

3- There are statistical differences in the skill of reading aloud in favor of the second grade average.

  4- There is a positive correlation between extra-curricular linguistic activities and the skill of reading aloud.

 5- There are no statistical differences in the correlation between extra-curricular linguistic activities and the skill of reading aloud due to gender. While there were statistical differences in the correlation between the extra-curricular language activities and the skill of reading aloud due to the grade and in favor of the second intermediate grade.