‫ملخص مادة المناهج‬

Curriculum & Methods

Of
Teaching English
Collected by Ahmed Kareem Al-fatlawi

Telegram: @EnglishDepartment3
‫احمد كريم‬
 ‫‪ ‬‬
‫‪ ‬‬
‫‪ ‬‬

‫‪Curriculum‬‬
‫‪ ‬‬
‫اﻋﺪاد اﻟﻄﺎﻟﺒﺔ‪  ‬‬
‫‪ ‬‬
‫ﻫﺪى ﻛﺎﻇﻢ ﻣﻈﻠﻮم‪  ‬‬
‫اﻟﻤﺮﺣﻠﺔ اﻟﺜﺎﻟﺜﺔ ‪ B‬‬
‫‪ ‬‬
‫♥اﺑﻌﺚ ﺛﻮاب ﻫﺬا اﻟﻌﻤﻞ ﻟﺨﺎﻟﺘﻲ وﺧﺎﻟﻲ‪  ‬‬
‫)ُﻓﺎﻃﻤﺔ وﻫﺎدي(♥‪ ‬‬
‫وﻧﺴﺄﻟﻜﻢ ﻗﺮاﺋﺔ ﺳﻮرة اﻟﻔﺎﺗﺤﺔ‪/‬واﻟﺪﻋﺎء ﻟﻨﺎ ﺑﺎﻟﺘﻮﻓﯿﻖ‪  ‬‬

‫ﯾﻮﻣﻜﻢ _ﻣﻔﻌﻢ_ﺑﺎﻷﻣﻞ‪#‬‬

‫🌤🕊‬
‫‪ ،‬ﻛﻞ ﺷﻲء ﯾﻮﻟﺪ ﻣﻊ اﻟﻔﺠﺮ اﻷﻗﺪار ‪ ،‬اﻷﻣﻞ ‪ ،‬اﻟﻨﺠﺎح ‪ ،‬اﻟﻄﻤﻮح‬
‫ﻗﺼﺔ اﻷﻣﺲ اﻧﺘﻬﺖ ‪..‬وﻗﺼﺔ اﻟﯿﻮم ﺑﺪأت‬

‫ح‬
‫اﻟﻠﻬﻢ إﻧﺎ ﻧﺴﺄﻟﻚ ﯾﻮﻣﺎ ﯾﻤﻸ اﻷﺟﺴﺎد ﻋﺎﻓﯿﺔ وﯾﻤﻸ اﻟﺮو ُ‬
‫ﻓﺮﺣﺎً اﻟﻠﻬﻢ أرﺣﻨﺎ ﻣﻦ ﻫﻤﻮم اﻟﺪﻧﯿﺎ وارزﻗﻨﺎ‬
‫اﻟﺘﻮﻓﯿﻖ ﻓﻲ ﺟﻤﯿﻊ أﻣﻮرﻧﺎ‬

‫‪Telegram: @EnglishDepartment3‬‬
 ​Chapter One Definition of Basic Terms
‫ ﺗﻌﺎرﯾﻒ‬6/5 ‫ﻣﻄﻠﻮب ﺻﻔﺤﺔ‬

1- ​Teaching​ is the act or profession of a person who teaches something that

is ​taught

defines ​teaching​ as "a set of procedures which are followed by the teachers
in the classroom to give systematic information"
‫ اﻟﺘﺪرﯾﺲ ﻫﻮ اﻟﻔﻌﻞ أو اﻟﻤﻬﻨﺔ ﺷﺨﺺ ﯾﻘﻮم‬-
‫ﺑﺘﺪرﯾﺲ ﺷﻲء ﯾﺘﻢ ﺗﺪرﯾﺴﻪ‬
‫و ﯾﻌﺮف اﻟﺘﺪرﯾﺲ ﺑﺄﻧﻪ "ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻹﺟﺮاءات اﻟﺘﻲ ﯾﺘﺒﻌﻬﺎ اﻟﻤﻌﻠﻤﻮن ﻓﻲ اﻟﻔﺼﻞ ﻹﻋﻄﺎء ﻣﻌﻠﻮﻣﺎت ﻣﻨﻬﺠﻲ‬

2- ​Learning​ is the process by which ​change​ in behavior, knowledge, skills,

etc., comes about through practice, instruction or experience

Learning​ is the process or experience of ​gaining​ knowledge or skill. An

example of learning is students understanding and remembering what they ve
been taught.
2- ‫ ﻣﻦ ﺧﻼل‬، ‫ وﻣﺎ إﻟﻰ ذﻟﻚ‬، ‫اﻟﺘﻌﻠﻢ ﻫﻮ اﻟﻌﻤﻠﯿﺔ اﻟﺘﻲ ﯾﺘﻢ ﻣﻦ ﺧﻼﻟﻬﺎ اﻟﺘﻐﯿﯿﺮ ﻓﻲ اﻟﺴﻠﻮك واﻟﻤﻌﺮﻓﺔ واﻟﻤﻬﺎرات‬
‫اﻟﻤﻤﺎرﺳﺔ أو اﻟﺘﺪرﯾﺲ أو اﻟﺨﺒﺮة‬
‫ﻣﺜﺎل ﻋﻠﻰ اﻟﺘﻌﻠﻢ ﻫﻮ ﻓﻬﻢ اﻟﻄﻼب‬.‫اﻟﺘﻌﻠﻢ ﻫﻮ ﻋﻤﻠﯿﺔ أو ﺧﺒﺮة ﻻﻛﺘﺴﺎب اﻟﻤﻌﺮﻓ ِﺔ واﻟﻤﻬﺎرة‬
‫وﺗﺬﻛﺮ ﻣﺎ ﺗﻢ ﺗﺪرﯾﺴﻪ‬

3- ​Education​ in general sense, is the ​formal and informal​ processes of

teaching and learning used to develop a person's knowledge, skills, attitudes,
understanding, etc., in a certain area or domain.

​ ducation​ is the process of gaining knowledge. An example of education is

E
attending college.

Telegram: @EnglishDepartment3
 ‫ ﻫﻮ اﻟﻌﻤﻠﯿﺎت اﻟﺮﺳﻤﯿﺔ وﻏﯿﺮ اﻟﺮﺳﻤﯿﺔ ﻟﻠﺘﻌﻠﯿﻢ واﻟﺘﻌﻠﻢ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻟﺘﻄﻮﯾﺮ ﻣﻌﺮﻓﺔ اﻟﺸﺨﺺ‬، ‫اﻟﺘﻌﻠﯿﻢ ﺑﺸﻜﻞ ﻋﺎم‬
‫ وﻣﺎ إﻟﻰ ذﻟﻚ‬، ‫ وﻣﻬﺎراﺗﻪ وﻣﻮاﻗﻔﻪ وﻓﻬﻤﻪ‬،
. ‫ﻓﻲ ﻣﻨﻄﻘﺔ أو ﻣﺠﺎل ﻣﻌﯿﻦ‬
‫ ﻣﺜﺎل ﻋﻠﻰ اﻟﺘﻌﻠﯿﻢ ﻫﻮ ﺣﻀﻮر اﻟﻜﻠﯿﺔ‬.‫اﻟﺘﻌﻠﯿﻢ ﻫﻮ ﻋﻤﻠﯿﺔ اﻛﺘﺴﺎب اﻟﻤﻌﺮﻓﺔ‬
4- ​Technique​ is implementation, that which actually takes place in a
classroom​ particular trick, stratagem, or contrivance used to
accomplish an immediate objective. Technique must be consistent with a
method​ and therefore in harmony with an approach as well.

‫ وﻫﻮ ﻣﺎ ﯾﺤﺪث ﻓﻌﻠﯿًﺎ ﻓﻲ ﺣﯿﻠﺔ‬، ‫اﻟﺘﻘﻨﯿﺔ ﻫﻲ اﻟﺘﻨﻔﯿﺬ‬

‫ ﯾﺠﺐ أن ﺗﻜﻮن اﻟﺘﻘﻨﯿﺔ ﻣﺘﺴﻘﺔ ﻣﻊ‬.‫ﻣﻌﯿﻨﺔ ﻓﻲ اﻟﻔﺼﻞ اﻟﺪراﺳﻲ أو ﺧﺪﻋﺔ أو ﻣﺒﺪع ﯾﺴﺘﺨﺪم ﻟﺘﺤﻘﯿﻖ ﻫﺪف ﻓﻮري‬
ً ‫ وﺑﺎﻟﺘﺎﻟﻲ ﺗﺘﻨﺎﻏﻢ ﻣﻊ اﻟﻨﻬﺞ‬، ‫ﻃﺮﯾﻘﺔ‬
‫أﯾﻀﺎ‬

5- ​Approach​ in language teaching, is the theory, philosophy and ​principle

underlying a particular set of teaching practices.
.‫ ﻫﻮ اﻟﻨﻈﺮﯾﺔ واﻟﻔﻠﺴﻔﺔ واﻟﻤﺒﺪأ اﻟﻜﺎﻣﻦ وراء ﻣﺠﻤﻮﻋﺔ ﻣﻌﯿﻨﺔ ﻣﻦ ﻣﻤﺎرﺳﺎت اﻟﺘﺪرﯾﺲ‬، ‫اﻟﻨﻬﺞ ﻓﻲ ﺗﺪرﯾﺲ اﻟﻠﻐﺔ‬
Method​ is a way of teaching a language which is based on ​systematic
principles and procedures,i.e. which is an application of views on how a
language is best taught and learned and a particular theory of
language and language learning
‫ﻫﻮ ﻃﺮﯾﻘﺔ ﻟﺘﺪرﯾﺲ ﻟﻐﺔ ﻣﺒﻨﯿﺔ ﻋﻠﻰ ﻣﺒﺎدئ‬
.‫ أي ﺗﻄﺒﯿﻖ ﻟﻶراء ﺣﻮل أﻓﻀﻞ ﻃﺮﯾﻘﺔ ﻟﺘﺪرﯾﺲ اﻟﻠﻐﺔ وﺗﻌﻠﻤﻬﺎ وﻧﻈﺮﯾﺔ ﻣﻌﯿﻨﺔ ﻟﻠﻐﺔ واﻟﻠﻐﺔ‬، ‫وإﺟﺮاءات ﻣﻨﻬﺠﯿﺔ‬

Chapter Two
Grammar Translation Method Or Classical Method ​(GMT​)
‫ ﺗﻌﺮﯾﻒ و اﻫﺪاف وﺗﻘﻨﯿﺎت اﻧﺘﺒﺎه ﺗﺤﺘﻮي ع ﻓﺮاﻏﺎت‬11/9/​8/ ‫ﻣﻄﻠﻮب ﺻﻔﺤﺔ‬

Until the middle of the ​20th​ century, the GTM was the predominant method for
language teaching in ​most educational contexts​.This method was derived
from the learning of ​Latin and Greek​, which were the ​classical​ languages
taught in Europe.Grammar as a discipline has its ​roots​ in Greek and Roman
scholarship and was revived during the Renaissance.The ​objective​ of the
method was to install intellectual rigor and to transmit the cultural values
embodied in the literary canons to a new generation.

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 ‫ وﻗﺪ‬، ‫ ﻫﻲ اﻟﻄﺮﯾﻘﺔ اﻟﺴﺎﺋﺪة ﻟﺘﻌﻠﯿﻢ اﻟﻠﻐﺔ ﻓﻲ ﻣﻌﻈﻢ اﻟﺴﯿﺎﻗﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ‬GTM ‫ ﻛﺎﻧﺖ‬، ‫ﺣﺘﻰ ﻣﻨﺘﺼﻒ اﻟﻘﺮن اﻟﻌﺸﺮﯾﻦ‬
.‫ واﻟﺘﻲ ﻛﺎﻧﺖ اﻟﻠﻐﺎت اﻟﻜﻼﺳﯿﻜﯿﺔ اﻟﺘﻲ ﯾﺘﻢ ﺗﺪرﯾﺴﻬﺎ ﻓﻲ أوروﺑﺎ‬، ‫اﺷﺘﻘﺖ ﻫﺬه اﻟﻄﺮﯾﻘﺔ ﻣﻦ ﺗﻌﻠﻢ اﻟﻼﺗﯿﻨﯿﺔ واﻟﯿﻮﻧﺎﻧﯿﺔ‬
‫ وﻛﺎن اﻟﻬﺪف ﻣﻦ اﻷﺳﻠﻮب ﻫﻮ ﺗﺜﺒﯿﺖ اﻟﺪﻗﺔ‬، ‫ﻓﻲ اﻟﻤﻨﺤﺔ اﻟﯿﻮﻧﺎﻧﯿﺔ واﻟﺮوﻣﺎﻧﯿﺔ وﺗﻢ إﺣﯿﺎﺋﻬﺎ ﺧﻼل ﻋﺼﺮ اﻟﻨﻬﻀﺔ‬
‫اﻟﻔﻜﺮﯾﺔ وﻧﻘﻞ اﻟﻘﯿﻢ اﻟﺜﻘﺎﻓﯿﺔ اﻟﻤﺠﺴﺪة ﻓﻲ اﻟﺸﺮاﺋﻊ اﻷدﺑﯿﺔ إﻟﻰ ﺟﯿﻞ ﺟﺪﯾﺪ‬

Language was thus viewed as an academic discipline,rather than as a means

for conducting everyday social interactions. Priority was given to the written
language,with comprehension achieved through translation from the target
language into the mother tongue,and competence developed through
translation from mother tongue into the target language,underpinned by
mastery of the grammar system through parsing and other form- focused
exercises ,and memorization of lexical items. Oral skills were fostered through
the use of dictations,rote-learning of texts and reading aloud.The ​teacher's
role​ was that of expert linguist, with the learner as recipient of
knowledge.
‫ أﻋﻄﯿﺖ‬.‫وﻟﯿﺲ ﻛﻮﺳﯿﻠﺔ ﻹﺟﺮاء ﺗﻔﺎﻋﻼت اﺟﺘﻤﺎﻋﯿﺔ ﯾﻮﻣﯿﺔ‬,‫ﺗﻢ اﻟﻨﻈﺮ إﻟﻰ اﻟﻠﻐﺔ ﻋﻠﻰ أﻧﻬﺎ ﻧﻈﺎم أﻛﺎدﯾﻤﻲ‬,‫وﺑﺎﻟﺘﺎﻟﻲ‬
‫وﺗﻄﻮرت اﻟﻜﻔﺎءة‬، ‫ ﻣﻊ اﻟﻔﻬﻢ اﻟﺬي ﺗﺤﻘﻖ ﻣﻦ ﺧﻼل اﻟﺘﺮﺟﻤﺔ ﻣﻦ اﻟﻠﻐﺔ اﻟﻬﺪف إﻟﻰ اﻟﻠﻐﺔ اﻷم‬، ‫اﻷوﻟﻮﯾﺔ ﻟﻠﻐﺔ اﻟﻤﻜﺘﻮﺑﺔ‬
‫ﻣﻦ ﺧﻼل اﻟﺘﺮﺟﻤﺔ ﻣﻦ اﻟﻠﻐﺔ اﻷم إﻟﻰ اﻟﻠﻐﺔ اﻟﻬﺪف ﻣﺪﻋﻮﻣﺔ ﺑﺈﺗﻘﺎن ﻧﻈﺎم اﻟﻘﻮاﻋﺪ ﻣﻦ ﺧﻼل اﻟﺘﺤﻠﯿﻞ واﻟﺘﻤﺎرﯾﻦ‬
‫ﺗﻢ ﺗﻌﺰﯾﺰ اﻟﻤﻬﺎرات اﻟﺸﻔﻮﯾﺔ ﻣﻦ ﺧﻼل اﺳﺘﺨﺪام‬.‫اﻷﺧﺮى اﻟﺘﻲ ﺗﺮﻛﺰ ﻋﻠﻰ اﻟﺸﻜﻞ وﺣﻔﻆ اﻟﻌﻨﺎﺻﺮ اﻟﻤﻌﺠﻤﯿﺔ‬
، ‫ ﻛﺎن دور اﻟﻤﻌﻠﻢ ﻫﻮ دور اﻟﻠﻐﻮي اﻟﺨﺒﯿﺮ‬.‫ واﻟﺘﻌﻠﻢ ﻋﻦ ﻇﻬﺮ ﻗﻠﺐ ﻟﻠﻨﺼﻮص واﻟﻘﺮاءة ﺑﺼﻮت ﻋﺎل‬، ‫اﻹﻣﻼءات‬
.‫ﻣﻊ اﻟﻤﺘﻌﻠﻢ ﻛﻤﺘﻠﻘﻲ ﻟﻠﻤﻌﺮﻓﺔ‬
Goals of​ GTM $$$

According to the teachers who use the GTM, a fundamental purpose of

learning a foreign language is to be able to ​read​ literature written in the target
language. To do this, students need to learn about the grammar rules and
vocabulary of the target language.In addition,it is believed that studying a
foreign language provides students with a good mental exercise which helps
develop their minds.
‫ﻗﺎدرا ﻋﻠﻰ ﻗﺮاءة‬ ً
ً ‫ ﻓﺈن اﻟﻐﺮض اﻷﺳﺎﺳﻲ ﻣﻦ ﺗﻌﻠﻢ ﻟﻐﺔ أﺟﻨﺒﯿﺔ ﻫﻮ أن ﺗﻜﻮن‬GTM ‫وﻓﻘﺎ ﻟﻠﻤﻌﻠﻤﯿﻦ اﻟﺬﯾﻦ ﯾﺴﺘﺨﺪﻣﻮن‬
‫ ﯾﺤﺘﺎج اﻟﻄﻼب إﻟﻰ ﻣﻌﺮﻓﺔ ﻗﻮاﻋﺪ اﻟﻘﻮاﻋﺪ واﻟﻤﻔﺮدات ﻟﻠﻐﺔ‬، ‫ ﻟﻠﻘﯿﺎم ﺑﺬﻟﻚ‬.‫اﻷدب اﻟﻤﻜﺘﻮب ﺑﺎﻟﻠﻐﺔ اﻟﻬﺪف‬
.‫ ﯾﻌﺘﻘﺪ أن دراﺳﺔ ﻟﻐﺔ أﺟﻨﺒﯿﺔ ﺗﻮﻓﺮ ﻟﻠﻄﻼب ﺗﻤﺮﯾ ًﻨﺎ ﻋﻘﻠﯿًﺎ ﺟﯿ ًﺪا ﯾﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻨﻤﯿﺔ ﻋﻘﻮﻟﻬﻢ‬، ‫ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ذﻟﻚ‬.‫اﻟﻬﺪف‬
Roles of Teacher and students $ ​ $$​ ‫ﻟﻼﻃﻼع‬

The roles of the teacher and the students are very traditional. The teacher is
the authority in the classroom. When Lars teachers controller they are in
charge of the class and of the activity taking place in a way that is

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 substantially different from situation where students are working on their own
in groups
، Lars ‫ ﻋﻨﺪﻣﺎ ﯾﺘﺤﻜﻢ اﻟﻤﻌﻠﻤﻮن ﻓﻲ‬.‫ اﻟﻤﻌﻠﻢ ﻫﻮ اﻟﺴﻠﻄﺔ ﻓﻲ اﻟﻔﺼﻞ‬.‫إن أدوار اﻟﻤﻌﻠﻢ واﻟﻄﻼب ﺗﻘﻠﯿﺪﯾﺔ ﻟﻠﻐﺎﯾﺔ‬
ً
‫اﺧﺘﻼﻓﺎ ﺟﻮﻫﺮﯾًﺎ ﻋﻦ اﻟﻤﻮﻗﻒ اﻟﺬي ﯾﻌﻤﻞ ﻓﯿﻪ‬ ‫ﻓﺈﻧﻬﻢ ﻣﺴﺆوﻟﻮن ﻋﻦ اﻟﻔﺼﻞ واﻷﻧﺸﻄﺔ اﻟﺘﻲ ﺗﺘﻢ ﺑﻄﺮﯾﻘﺔ ﺗﺨﺘﻠﻒ‬
.‫اﻟﻄﻼب ﺑﻤﻔﺮدﻫﻢ ﻓﻲ ﻣﺠﻤﻮﻋﺎت‬
Teachers as controllers apply the
following: tell students things, organize drills, read aloud, and in various other
ways exemplify the qualities of a teacher-fronted classroom (i.e.
teacher-centered). Learners are passive.They do as the teacher says, so they
can learn what the teacher knows.Students have little motivation to go beyond
grammar analogies,translations and rote exercises.Most of the interaction in
the classroom is from teacher to the students. There is little student initiation
and little student-student interaction.
، ‫ﻋﺎل‬
ٍ ‫ واﻟﻘﺮاءة ﺑﺼﻮت‬، ‫ وﺗﻨﻈﯿﻢ اﻟﺘﺪرﯾﺒﺎت‬، ‫ أﺧﺒﺮ اﻟﻄﻼب ﺑﺎﻷﺷﯿﺎء‬:‫ﯾﻄﺒﻖ اﻟﻤﻌﻠﻤﻮن ﻛﻮﺣﺪات ﺗﺤﻜﻢ ﻣﺎ ﯾﻠﻲ‬
.(‫وﺑﻄﺮق أﺧﺮى ﻣﺨﺘﻠﻔﺔ ﺗﻤﺜﻞ ﺻﻔﺎت اﻟﻔﺼﻮل اﻟﺪراﺳﯿﺔ اﻟﺘﻲ ﯾﻮاﺟﻬﻬﺎ اﻟﻤﻌﻠﻢ )أي اﻟﺘﻲ ﺗﺮﻛﺰ ﻋﻠﻰ اﻟﻤﻌﻠﻢ‬
‫ اﻟﻄﻼب ﻟﺪﯾﻬﻢ داﻓﻊ‬.‫ ﺣﺘﻰ ﯾﺘﻤﻜﻨﻮا ﻣﻦ ﻣﻌﺮﻓﺔ ﻣﺎ ﯾﻌﺮﻓﻪ اﻟﻤﻌﻠﻢ‬، ‫ ﯾﻔﻌﻠﻮن ﻛﻤﺎ ﯾﻘﻮل اﻟﻤﻌﻠﻢ‬.‫اﻟﻤﺘﻌﻠﻤﻮن ﺳﻠﺒﯿﻮن‬
‫ ﻣﻌﻈﻢ اﻟﺘﻔﺎﻋﻞ ﻓﻲ اﻟﻔﺼﻞ اﻟﺪراﺳﻲ ﻣﻦ اﻟﻤﻌﻠﻢ إﻟﻰ‬.‫ﺿﺌﯿﻞ ﻟﺘﺠﺎوز اﻟﺘﺸﺎﺑﻪ اﻟﻨﺤﻮي واﻟﺘﺮﺟﻤﺎت وﺗﻤﺎرﯾﻦ اﻟﺮوت‬
.‫ ﻫﻨﺎك اﻟﻘﻠﯿﻞ ﻣﻦ ﺑﺪء اﻟﻄﻼب وﻗﻠﯿﻞ ﻣﻦ اﻟﺘﻔﺎﻋﻞ ﺑﯿﻦ اﻟﻄﻼب واﻟﻄﻼب‬.‫اﻟﻄﻼب‬
Techniques of​ GTM

1-​ Translation of literary passage.

2-​ Reading comprehension questions

3-​ Antonyms / synonyms

4-​ Cognate

5-​ Fill in the blanks

6-​ Memorization

7-​ Use words in sentences

8- ​Composition

16 ‫ ﻏﯿﺮ ﻣﻄﻠﻮﺑﺔ ﺻﻔﺤﺔ‬/‫ﺗﻘﻨﯿﺎت اﻋﻼه ﻟﻼﻃﻼع ﻓﻘﻂ‬#

Chapter Three The Direct

Method ​(DM)
‫ اﻟﺘﻌﺮﯾﻒ‬14 ‫ﺻﻔﺤﺔ‬

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 The basic premise of the DM was similar to that of Gouin's Series
Method,namely that second language acquisition where lots of oral
interaction,spontaneous use of the language,no translation between first and
foreign languages,and little or no analysis of grammatical rules.
، Gouin ‫ ﻣﺸﺎﺑﻬﺔ ﻟﺘﻠﻚ اﻟﻤﻮﺟﻮدة ﻓﻲ ﻃﺮﯾﻘﺔ ﺳﻠﺴﻠﺔ‬DM ‫( ﻛﺎﻧﺖ اﻟﻔﺮﺿﯿﺔ اﻷﺳﺎﺳﯿﺔ ﻟـ‬DM) ‫اﻟﻄﺮﯾﻘﺔ اﻟﻤﺒﺎﺷﺮة‬
‫ وﻋﺪم وﺟﻮد ﺗﺮﺟﻤﺔ ﺑﯿﻦ‬، ‫ واﻻﺳﺘﺨﺪام اﻟﺘﻠﻘﺎﺋﻲ ﻟﻠﻐﺔ‬، ‫وﻫﻲ اﻛﺘﺴﺎب اﻟﻠﻐﺔ اﻟﺜﺎﻧﯿﺔ ﺣﯿﺚ اﻟﻜﺜﯿﺮ ﻣﻦ اﻟﺘﻔﺎﻋﻞ اﻟﺸﻔﻮي‬
.‫ وﻗﻠﯿﻞ ﻣﻦ أو ﻻ ﯾﻮﺟﺪ ﺗﺤﻠﯿﻞ ﻟﻠﻘﻮاﻋﺪ اﻟﻨﺤﻮﯾﺔ‬، ‫اﻟﻠﻐﺎت اﻷوﻟﻰ واﻷﺟﻨﺒﯿﺔ‬
The DM enjoyed considerable
popularity at the beginning of the 20th century. It was most widely accepted in
private schools where students were highly motivated and where anguage
native-speaking teachers could be employed.
‫ وﻗﺪ ﺗﻢ ﻗﺒﻮﻟﻪ ﻋﻠﻰ ﻧﻄﺎق واﺳﻊ ﻓﻲ اﻟﻤﺪارس‬.‫ﺗﻤﺘﻊ اﻟﻄﺮﯾﻘﺔ اﻟﻤﺒﺎﺷﺮة ﺑﺸﻌﺒﯿﺔ ﻛﺒﯿﺮة ﻓﻲ ﺑﺪاﯾﺔ اﻟﻘﺮن اﻟﻌﺸﺮﯾﻦ‬
‫اﻟﺨﺎﺻﺔ ﺣﯿﺚ ﻛﺎن اﻟﻄﻼب ﻣﺘﺤﻤﺴﯿﻦ ﻟﻠﻐﺎﯾﺔ وﺣﯿﺚ ﯾﻤﻜﻦ ﺗﻮﻇﯿﻒ اﻟﻤﻌﻠﻤﯿﻦ اﻟﻨﺎﻃﻘﯿﻦ ﺑﺎﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ‬

Roles of ​Teachers who use the DM intend to teach students how to

communicate in the target language by learning to think in the carget
language.​ The teacher directs the class activities​, whereas the ​student's role
is less passive than in the GTM,​Teacher and the students are more like
partners in the teaching/learning process. The initiation of the interaction goes
both ways, from teacher to tudents and from student to teacher, although the
latter is often acher-directed. Students converse with one another as well.
‫ﯾﻨﻮي اﻟﻤﻌﻠﻤﻮن اﻟﺬﯾﻦ ﯾﺴﺘﺨﺪﻣﻮن اﻟﻄﺮﯾﻘﺔ اﻟﻤﺒﺎﺷﺮة ﺗﻌﻠﯿﻢ اﻟﻄﻼب ﻛﯿﻔﯿﺔ اﻟﺘﻮاﺻﻞ ﺑﺎﻟﻠﻐﺔ اﻟﻬﺪف ﻋﻦ ﻃﺮﯾﻖ ﺗﻌﻠﻢ‬
‫اﻟﻤﻌﻠﻢ و‬.GTM ‫ ﻓﻲ ﺣﯿﻦ أن دور اﻟﻄﺎﻟﺐ أﻗﻞ ﺳﻠﺒﯿﺔ ﻣﻦ‬، ‫ ﯾﻮﺟﻪ اﻟﻤﻌﻠﻢ اﻷﻧﺸﻄﺔ اﻟﺼﻔﯿﺔ‬.‫اﻟﺘﻔﻜﯿﺮ ﺑﻠﻐﺔ اﻟﻠﻐﺔ‬
‫ ﻣﻦ اﻟﻤﻌﻠﻢ إﻟﻰ اﻟﻄﻼب‬، ‫ ﯾﺒﺪأ ﺑﺪء اﻟﺘﻔﺎﻋﻞ ﻓﻲ ﻛﻼ اﻻﺗﺠﺎﻫﯿﻦ‬.‫ اﻟﺘﻌﻠﻢ‬/ ‫اﻟﺘﻼﻣﯿﺬ ﻫﻢ أﺷﺒﻪ ﺑﺸﺮﻛﺎء ﻓﻲ ﻋﻤﻠﯿﺔ اﻟﺘﻌﻠﯿﻢ‬
‫ ﯾﺘﺤﺪث اﻟﻄﻼب ﻣﻊ‬.‫ ﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ أن اﻷﺧﯿﺮ ﻏﺎﻟﺒًﺎ ﻣﺎ ﯾﻜﻮن ﻣﻮﺟﻬًﺎ ﺑﺸﻜﻞ ﺧﺎﻃﺊ‬، ‫وﻣﻦ اﻟﻄﺎﻟﺐ إﻟﻰ اﻟﻤﻌﻠﻢ‬
ً ‫ﺑﻌﻀﻬﻢ اﻟﺒﻌﺾ‬
.‫أﯾﻀﺎ‬
The students feelings,needs
and interests are not considered .
Language is primarily spoken not written.​Students udy common, everyday.
speech in the target language.They also udy culture consisting of the history
of the people who speak the target language and geography of the country
where the language spoken,and information about the daily lives of the
speakers of
language .
‫اﻟﻄﻼب‬.‫اﻟﻠﻐﺔ ﻓﻲ ﺑﺎﻻﺳﺎس ﻣﻨﻄﻮﻗﺔ ﻏﯿﺮ ﻣﻜﺘﻮﺑﺔ‬.‫ﻻﯾﺘﻢ اﻟﺘﻔﻜﯿﺮ ﻓﻲ ﻣﺸﺎﻋﺮ اﻟﻄﻼب واﺣﺘﯿﺎﺟﺎﺗﻬﻢ واﻫﺘﻤﺎﻣﺎﺗﻬﻢ‬
‫ﻛﻤﺎ أﻧﻬﻢ ﯾﻤﻠﻜﻮن اﻟﺜﻘﺎﻓﺔ اﻟﺘﻲ ﺗﺘﻜﻮن ﻣﻦ ﺗﺎرﯾﺦ اﻷﺷﺨﺎص اﻟﺬﯾﻦ‬.‫ﻛﻞ ﯾﻮم ﻓﻲ اﻟﻠﻐﺔ اﻟﻬﺪف‬،‫ﯾﺘﻜﻠﻤﻮن ﻛﻼﻣًﺎ ﺷﺎﺋﻌًﺎ‬

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 ‫ وﻣﻌﻠﻮﻣﺎت ﻋﻦ اﻟﺤﯿﺎة اﻟﯿﻮﻣﯿﺔ ﻟﻤﺘﺤﺪﺛﻲ اﻟﻠﻐﺔ‬، ‫ﯾﺘﺤﺪﺛﻮن اﻟﻠﻐﺔ اﻟﺠﺎدة وﺟﻐﺮاﻓﯿﺎ اﻟﺒﻠﺪ اﻟﺬي ﺗﺘﺤﺪث ﺑﻬﺎ اﻟﻠﻐﺔ‬
.‫اﻹﻟﻜﺘﺮوﻧﯿﺔ‬
$$$$$
Vocabulary is emphasized over grammar. over communication is seen as
basic. Reading and writing exercises based on the students oral practice.
Pronunciation receives attention. The students native language should not
be used in the classroom. Students are evaluated by asking them to use the
language, not to demonstrate their knowledge about the language.
They are doing so by using both oral and written skills.The feedback used is
by the employment of various techniques by the teacher who tries to get
students to self-correct whenever possible .
‫ ﻟﻼﻃﻼع‬15 ‫ﺻﻔﺤﺔ‬
‫ ﺗﻤﺎرﯾﻦ اﻟﻘﺮاءة واﻟﻜﺘﺎﺑﺔ ﺑﻨﺎ ًء ﻋﻠﻰ‬.‫ﻋﺒﺮ اﻟﺘﻮاﺻﻞ ﯾﻌﺘﺒﺮ أﻣﺮا أﺳﺎﺳﯿﺎ‬.‫ﯾﺘﻢ اﻟﺘﺄﻛﯿﺪ ﻋﻠﻰ اﻟﻤﻔﺮدات ﺣﻮل اﻟﻘﻮاﻋﺪ‬
‫ ﯾﺘﻢ‬.‫ ﻻ ﯾﺠﺐ اﺳﺘﺨﺪام اﻟﻠﻐﺔ اﻷم ﻟﻠﻄﻼب ﻓﻲ اﻟﻔﺼﻮل اﻟﺪراﺳﯿﺔ‬.‫ ﺗﻠﻔﻆ اﻟﻨﻄﻖ اﻻﻧﺘﺒﺎه‬.‫ﻣﻤﺎرﺳﺔ اﻟﻄﻼب اﻟﺸﻔﻮﯾﺔ‬
‫ ﻓﻬﻢ ﯾﻔﻌﻠﻮن ذﻟﻚ ﺑﺎﺳﺘﺨﺪام ﻛﻞ‬، ‫ وﻟﯿﺲ إﻇﻬﺎر ﻣﻌﺮﻓﺘﻬﻢ ﺑﺎﻟﻠﻐﺔ‬، ‫ﺗﻘﯿﯿﻢ اﻟﻄﻼب ﻣﻦ ﺧﻼل ﻣﻄﺎﻟﺒﺘﻬﻢ ﺑﺎﺳﺘﺨﺪام اﻟﻠﻐﺔ‬
‫ وﯾﺘﻢ اﺳﺘﺨﺪام اﻟﺘﻐﺬﯾﺔ اﻟﻤﺮﺗﺪة ﻣﻦ ﺧﻼل ﺗﻮﻇﯿﻒ ﺗﻘﻨﯿﺎت ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﻗﺒﻞ اﻟﻤﻌﻠﻢ‬، ‫ﻣﻦ اﻟﻤﻬﺎرات اﻟﺸﻔﻮﯾﺔ واﻟﻤﻜﺘﻮﺑﺔ‬
.‫اﻟﺬي ﯾﺤﺎول ﺣﺚ اﻟﻄﻼب ﻋﻠﻰ اﻟﺘﺼﺤﯿﺢ اﻟﺬاﺗﻲ ﻛﻠﻤﺎ أﻣﻜﻦ ذﻟﻚ‬
‫ﺗﻌﺮﯾﻒ ﺧﺎرﺟﻲ ﻟﻼﻃﻼع‬
DM​: ​a technique of foreign-language teaching in which only the target
language is used, little instruction is given concerning formal rules of
grammar, and language use is often elicited in situational contexts.
‫ وﻻ ﯾﺘﻢ إﻋﻄﺎء اﻟﻜﺜﯿﺮ ﻣﻦ اﻟﺘﻌﻠﯿﻤﺎت ﻓﯿﻤﺎ‬، ‫ ﺗﻘﻨﯿﺔ ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻷﺟﻨﺒﯿﺔ اﻟﺘﻲ ﯾﺘﻢ ﻓﯿﻬﺎ اﺳﺘﺨﺪام اﻟﻠﻐﺔ اﻟﻬﺪف ﻓﻘﻂ‬:‫م‬.‫د‬
.‫ وﻏﺎﻟﺒًﺎ ﻣﺎ ﯾﺘﻢ ﺗﻮﺿﯿﺢ اﺳﺘﺨﺪام اﻟﻠﻐﺔ ﻓﻲ ﺳﯿﺎﻗﺎت اﻟﻤﻮﻗﻒ‬، ‫ﯾﺘﻌﻠﻖ ﺑﺎﻟﻘﻮاﻋﺪ اﻟﻨﺤﻮﯾﺔ اﻟﺮﺳﻤﯿﺔ‬

Chapter Four The Audiolingual Method ​(ALM)

‫ﻫﺬا اﻟﺠﺎﺑﺘﺮ ﻣﻬﻢ ﺟﺪا ﺟﺪا ﻛﻠﻪ داﺧﻞ‬

‫ ﺗﻌﺮﯾﻒ ﻣﻬﻢ‬18 ‫ﺻﻔﺤﺔ‬

In the first half of the 20th century,the DM did not take hold in the US the way
it did in Europe.The World War II highlights the need for Americans to become
orally proficient in the languages of both the American's allies and their
enemies.The US military provides the impetus for special, intensive language
course that ​focused on aural/oral skills,​ these courses came to be known as
the Army Method​.The foundation stones of the DM were borrowed and
injected into ALM. Soon, the success of the Army Method, and the revived
national interest in foreign languages spurred educational institutions to adopt
the new methodology.The Army Method came to be known in the ​1950s​ as
the Audiolingual Method.The ALM was firmly grounded in linguistics and

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 psychological theory. Experimentation in psychology in the middle of the ​20th
century​, most notably Skinner s work with animals and his behaviorist
principles of learning, produced the ALM.The method sees learning as being
brought about by positive reinforcement of correct behavior or utterances, with
the correctness being instilled by repetition of drilling.It also builds on earlier
work by scholars such as Fries and Bloomfield in the field of structural
linguistics, which was concerned with compiling descriptive rather than
prescriptive grammars of languages​.The ALM focuses primarily on oral skills​,
with the teacher modeling.Learners are drilled to produce correct
responses-errors are not tolerated with a strong emphasis on habit formation.

‫ ﻟﻢ ﯾﺸﺮع اﻟﺤﺰب اﻟﺪﯾﻤﻘﺮاﻃﻲ ﻓﻲ‬، ‫ ﻓﻲ اﻟﻨﺼﻒ اﻷول ﻣﻦ اﻟﻘﺮن اﻟﻌﺸﺮﯾﻦ‬/ ‫​اﻟﻄﺮﯾﻘﺔ اﻟﺴﻤﻌﯿﺔ اﻟﻠﻐﻮﯾﺔ‬/ ‫ﺗﻌﺮﯾﻒ‬
‫ ﺗﺴﻠﻂ اﻟﺤﺮب اﻟﻌﺎﻟﻤﯿﺔ اﻟﺜﺎﻧﯿﺔ اﻟﻀﻮء ﻋﻠﻰ ﺣﺎﺟﺔ اﻷﻣﺮﯾﻜﯿﯿﻦ إﻟﻰ إﺗﻘﺎن‬.‫اﻟﻮﻻﯾﺎت اﻟﻤﺘﺤﺪة ﻛﻤﺎ ﻓﻌﻞ ﻓﻲ أوروﺑﺎ‬
‫ ﺣﯿﺚ ﯾﻮﻓﺮ اﻟﺠﯿﺶ اﻷﻣﺮﯾﻜﻲ اﻟﺰﺧﻢ ﻟﺪورة ﻟﻐﺔ ﺧﺎﺻﺔ وﻣﻜﺜﻔﺔ‬، ‫ﺷﻔﻮي ﺑﻠﻐﺎت ﻛﻞ ﻣﻦ ﺣﻠﻔﺎء أﻣﺮﯾﻜﺎ وأﻋﺪاﺋﻬﻢ‬
‫ ﺗﻢ اﻗﺘﺮاض‬.‫ وﻗﺪ أﺻﺒﺤﺖ ﻫﺬه اﻟﺪورات ﺗﻌﺮف ﺑﺎﺳﻢ ﻃﺮﯾﻘﺔ اﻟﺠﯿﺶ‬، ‫ اﻟﺸﻔﻮﯾﺔ‬/ ‫ﺗﺮﻛﺰ ﻋﻠﻰ اﻟﻤﻬﺎرات اﻟﺴﻤﻌﯿﺔ‬
‫أﺣﺠﺎر اﻷﺳﺎس ﻟـﻄﺮﯾﻘﺔ اﻟﻤﺒﺎﺷﺮة وﺣﻘﻨﻬﺎ ﺑﺎﻟﻄﺮﯾﻘﺔ اﻟﺴﻤﻌﯿﺔ اﻟﻠﻐﻮﯾﺔ ﺳﺮﻋﺎن ﻣﺎ ﺣﻔﺰ ﻧﺠﺎح أﺳﻠﻮب اﻟﺠﯿﺶ‬
‫ﻋﺮﻓﺖ‬.‫واﻻﻫﺘﻤﺎم اﻟﻮﻃﻨﻲ اﻟﺬي أﻋﯿﺪ إﺣﯿﺎءه ﺑﺎﻟﻠﻐﺎت اﻷﺟﻨﺒﯿﺔ اﻟﻤﺆﺳﺴﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ ﻋﻠﻰ ﺗﺒﻨﻲ اﻟﻤﻨﻬﺠﯿﺔ اﻟﺠﺪﯾﺪة‬
ً
‫راﺳﺨﺔ ﻓﻲ ﻋﻠﻢ اﻟﻠﻐﺔ واﻟﻨﻈﺮﯾﺔ‬ ‫ ﻛﺎﻧﺖ ﻫﺬه اﻟﻄﺮﯾﻘﺔ‬.‫ﻃﺮﯾﻘﺔ اﻟﺠﯿﺶ ﻓﻲ اﻟﺨﻤﺴﯿﻨﺎت ﺑﺎﺳﻢ ﻃﺮﯾﻘﺔ اﻟﻠﻐﺔ اﻟﺼﻮﺗﯿﺔ‬
‫ وأﺑﺮزﻫﺎ ﻋﻤﻞ ﺳﻜﯿﻨﺮ ﻣﻊ اﻟﺤﯿﻮاﻧﺎت وﻣﺒﺎدﺋﻪ‬، ‫ أﻧﺘﺠﺖ ﺗﺠﺮﺑﺔ ﻋﻠﻢ اﻟﻨﻔﺲ ﻓﻲ ﻣﻨﺘﺼﻒ اﻟﻘﺮن اﻟﻌﺸﺮﯾﻦ‬.‫اﻟﻨﻔﺴﯿﺔ‬
، ‫ ﺗﺮى اﻟﻄﺮﯾﻘﺔ أن اﻟﺘﻌﻠﻢ ﻧﺎﺗﺞ ﻋﻦ اﻟﺘﻌﺰﯾﺰ اﻹﯾﺠﺎﺑﻲ ﻟﻠﺴﻠﻮك أو اﻟﺘﺼﺮﯾﺤﺎت اﻟﺼﺤﯿﺤﺔ‬.ALM، ‫اﻟﺴﻠﻮﻛﯿﺔ ﻟﻠﺘﻌﻠﻢ‬
‫ ﻛﻤﺎ أﻧﻪ ﯾﺒﻨﻲ ﻋﻠﻰ أﻋﻤﺎل ﺳﺎﺑﻘﺔ ﻗﺎم ﺑﻬﺎ ﻋﻠﻤﺎء ﻣﺜﻞ ﻓﺮاﯾﺰ وﺑﻠﻮﻣﻔﯿﻠﺪ ﻓﻲ ﻣﺠﺎل‬.‫ﻣﻊ ﻏﺮس اﻟﺼﻮاب ﺑﺘﻜﺮار اﻟﺤﻔﺮ‬
‫ ﻓﻲ اﻟﻤﻘﺎم اﻷول‬ALM ‫ ﯾﺮﻛﺰ‬.‫ﺑﺪﻻ ﻣﻦ اﻹﻟﺰاﻣﯿﺔ‬ ً ‫ واﻟﺘﻲ ﻛﺎﻧﺖ ﻣﻌﻨﯿﺔ ﺑﺘﺠﻤﯿﻊ اﻟﻘﻮاﻋﺪ اﻟﻮﺻﻔﯿﺔ‬، ‫اﻟﻠﻐﻮﯾﺎت اﻟﻬﯿﻜﻠﯿﺔ‬
.‫ ﻣﻊ ﻧﻤﺬﺟﺔ اﻟﻤﻌﻠﻢ‬، ‫ﻋﻠﻰ اﻟﻤﻬﺎرات اﻟﺸﻔﻮﯾﺔ‬

19 ‫ﺻﻔﺤﺔ‬
The utterances are organized into structures commonly used to realize
speech act in daily situations, with the learners attention being drawn
(through contrastive analysis) to differences between the target language and
the mother language, so as to minimize confusion and error.The mechanical
learning entailed in the audiolingual method led to the popularity of language
laboratories,which offered opportunities for both teacher-led
and independent study .
‫ ﻣﻊ ﻟﻔﺖ اﻧﺘﺒﺎه اﻟﻤﺘﻌﻠﻤﯿﻦ‬، ‫ﯾﺘﻢ ﺗﻨﻈﯿﻢ اﻷﻟﻔﺎظ ﻓﻲ ﻫﯿﺎﻛﻞ ﺷﺎﺋﻌﺔ اﻻﺳﺘﺨﺪام ﻟﺘﺤﻘﯿﻖ ﻓﻌﻞ اﻟﻜﻼم ﻓﻲ اﻟﻤﻮاﻗﻒ اﻟﯿﻮﻣﯿﺔ‬
‫ أدت‬.‫ وذﻟﻚ ﻟﺘﻘﻠﯿﻞ اﻻرﺗﺒﺎك واﻟﺨﻄﺄ‬، ‫)ﻣﻦ ﺧﻼل اﻟﺘﺤﻠﯿﻞ اﻟﺘﺒﺎﯾﻦ( إﻟﻰ اﻻﺧﺘﻼﻓﺎت ﺑﯿﻦ اﻟﻠﻐﺔ اﻟﻬﺪف واﻟﻠﻐﺔ اﻷم‬
‫ﻓﺮﺻﺎ ﻟﻜﻞ ﻣﻦ اﻟﺪراﺳﺔ اﻟﺘﻲ ﯾﻘﻮدﻫﺎ اﻟﻤﻌﻠﻢ‬
ً ‫ ﻣﻤﺎ أﺗﺎح‬، ‫اﻟﻄﺮﯾﻘﺔ اﻟﺴﻤﻌﯿﺔ اﻟﻠﻐﻮﯾﺔ إﻟﻰ زﯾﺎدة ﺷﻌﺒﯿﺔ ﻣﺨﺘﺒﺮات اﻟﻠﻐﺔ‬
.‫واﻟﻤﺴﺘﻘﻞ‬
Teachers want their students to be able to use the target language
communicatively. In order to do this, they believe students need to over learn

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 the target language, to learn to use it automatically without stopping to
think.Their students achieve this by forming new habits in the target language
and overcoming the old habits of their native language.
‫ ﯾﻌﺘﻘﺪون أن‬، ‫ ﻣﻦ أﺟﻞ اﻟﻘﯿﺎم ﺑﺬﻟﻚ‬.‫ﯾﺮﯾﺪ اﻟﻤﻌﻠﻤﻮن أن ﯾﺘﻤﻜﻦ ﻃﻼﺑﻬﻢ ﻣﻦ اﺳﺘﺨﺪام اﻟﻠﻐﺔ اﻟﻬﺪف ﺑﺸﻜﻞ ﺗﻮاﺻﻞ‬
، ‫ وﺗﻌﻠﻢ ﻛﯿﻔﯿﺔ اﺳﺘﺨﺪاﻣﻬﺎ ﺗﻠﻘﺎﺋﯿًﺎ دون اﻟﺘﻮﻗﻒ ﻋﻦ اﻟﺘﻔﻜﯿﺮ‬، ‫اﻟﻄﻼب ﺑﺤﺎﺟﺔ إﻟﻰ ﺗﻌﻠﻢ اﻟﻠﻐﺔ اﻟﻬﺪف أﻛﺜﺮ ﻣﻦ اﻟﻼزم‬
‫ﺣﯿﺚ ﯾﺤﻘﻖ اﻟﻄﻼب ذﻟﻚ ﻣﻦ ﺧﻼل ﺗﻜﻮﯾﻦ ﻋﺎدات ﺟﺪﯾﺪة ﻓﻲ اﻟﻠﻐﺔ اﻟﻬﺪف واﻟﺘﻐﻠﺐ ﻋﻠﻰ اﻟﻌﺎدات اﻟﻘﺪﯾﻤﺔ ﻟﻠﻐﺘﻬﻢ اﻷم‬
.

‫دور اﻟﻤﻌﻠﻢ واﻟﻄﺎﻟﺐ ﻣﻬﻢ ﺟﺪا‬

The teacher​ is like an orchestra leader, directing and controlling the language
behavior of the students. The teacher is also responsible for providing the
students with a good model for imitation.

Students​ are imitators of the teacher s model or the tapes the teacher
supplies of model speakers. They follow the teacher's directions and respond
as accurately and as rapidly as possible.There is a student-to-student
interaction in chain drills or when students take different roles in dialogues, but
this interaction.Most of the interaction is between teacher and is
teacher-directed students and is initiated by the teacher.No consideration is
taken for student s feelings, needs or interests. Culture consists of the
everyday behavior and lifestyle of the target language speakers.
‫ ﻛﻤﺎ أن اﻟﻤﻌﻠﻢ ﻣﺴﺆول ﻋﻦ ﺗﺰوﯾﺪ‬.‫ ﯾﻮﺟﻪ وﯾﺘﺤﻜﻢ ﻓﻲ اﻟﺴﻠﻮك اﻟﻠﻐﻮي ﻟﻠﻄﻼب‬، ‫ﯾﺸﺒﻪ اﻟﻤﻌﻠﻢ ﻗﺎﺋﺪ اﻷورﻛﺴﺘﺮا‬
‫ اﻟﻄﻼب ﻫﻢ ﻣﻘﻠﺪون ﻟﻨﻤﻮذج اﻟﻤﻌﻠﻢ أو اﻷﺷﺮﻃﺔ اﻟﺘﻲ ﯾﻮﻓﺮﻫﺎ اﻟﻤﻌﻠﻢ ﻟﻠﻤﺘﺤﺪﺛﯿﻦ‬.‫اﻟﻄﻼب ﺑﻨﻤﻮذج ﺟﯿﺪ ﻟﻠﺘﻘﻠﯿﺪ‬
‫ ﻫﻨﺎك ﺗﻔﺎﻋﻞ ﺑﯿﻦ ﻃﺎﻟﺐ‬.‫ ﯾﺘﺒﻌﻮن ﺗﻮﺟﯿﻬﺎت اﻟﻤﺪرس وﯾﺴﺘﺠﯿﺒﻮن ﺑﺄﻛﺒﺮ ﻗﺪر ﻣﻤﻜﻦ ﻣﻦ اﻟﺪﻗﺔ واﻟﺴﺮﻋﺔ‬.‫اﻟﻨﻤﻮذﺟﯿﯿﻦ‬
‫ ﻣﻌﻈﻢ‬.‫ وﻟﻜﻦ ﻫﺬا اﻟﺘﻔﺎﻋﻞ‬، ‫وﻃﺎﻟﺐ ﻓﻲ اﻟﺘﺪرﯾﺒﺎت اﻟﺘﺴﻠﺴﻠﯿﺔ أو ﻋﻨﺪﻣﺎ ﯾﻘﻮم اﻟﻄﻼب ﺑﺄدوار ﻣﺨﺘﻠﻔﺔ ﻓﻲ اﻟﺤﻮارات‬
‫ ﻻ ﯾﺆﺧﺬ ﺑﻌﯿﻦ اﻻﻋﺘﺒﺎر ﻣﺸﺎﻋﺮ‬.‫اﻟﺘﻔﺎﻋﻞ ﺑﯿﻦ اﻟﻤﻌﻠﻢ وﻫﻮ اﻟﻄﻼب اﻟﻤﻮﺟﻬﯿﻦ ﻣﻦ ﻗﺒﻞ اﻟﻤﻌﻠﻢ وﯾﺒﺪأ ﻣﻦ ﻗﺒﻞ اﻟﻤﻌﻠﻢ‬
.‫ ﺗﺘﻜﻮن اﻟﺜﻘﺎﻓﺔ ﻣﻦ اﻟﺴﻠﻮك اﻟﯿﻮﻣﻲ وأﺳﻠﻮب ﺣﯿﺎة اﻟﻤﺘﺤﺪﺛﯿﻦ ﺑﺎﻟﻠﻐﺔ اﻟﻬﺪف‬.‫اﻟﻄﺎﻟﺐ أو اﺣﺘﯿﺎﺟﺎﺗﻪ أو اﻫﺘﻤﺎﻣﺎﺗﻪ‬
20 ‫ﺻﻔﺤﺔ‬

The ALM sees every language as having its own unique system. The system
is comprised of several different levels including ​phonological, morphological,
and syntactic.​ Each level has its own distinctive patterns. Everyday speech is
emphasized in the ALM. The level of complexity of the speech is graded in a
way that beginning students are presented with only simple patterns.
Vocabulary is kept to a minimum while the students are mastering the sound
system and grammatical patterns. ​The nature of order of skills
presentation is adhered to: listening, speaking, reading, and writing.The

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 oral/aural skills receive most of the attention.​ What students write is what
they have first been introduced to orally. The habits of the students native
language are thought to interfere with the students attempts to master the
target language; therefore, it is used in the classroom not the students native
language. A contrastive analysis between the students native language and
the target language will reveal where teacher should expect the most
interference.​Feedback​ is achieved by responding of the teacher to students
errors through his awareness of where the students will have difficulty and
restriction of what they are taught to say.
‫ ﯾﺘﺄﻟﻒ اﻟﻨﻈﺎم ﻣﻦ ﻋﺪة ﻣﺴﺘﻮﯾﺎت ﻣﺨﺘﻠﻔﺔ ﺑﻤﺎ ﻓﻲ ذﻟﻚ اﻟﺼﻮﺗﻲ‬.‫ أن ﻛﻞ ﻟﻐﺔ ﻟﻬﺎ ﻧﻈﺎم ﻓﺮﯾﺪ ﺧﺎص ﺑﻬﺎ‬ALM ‫ﯾﺮى‬
‫ ﯾﺘﻢ ﺗﺼﻨﯿﻒ‬.ALM ‫ ﯾﺘﻢ اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻟﻜﻼم اﻟﯿﻮﻣﻲ ﻓﻲ‬.‫ ﻛﻞ ﻣﺴﺘﻮى ﻟﻪ أﻧﻤﺎﻃﻪ اﻟﻤﻤﯿﺰة‬.‫واﻟﺼﺮﻓﻲ واﻟﻨﺤﻮي‬
‫ ﯾﺘﻢ اﻻﺣﺘﻔﺎظ ﺑﺎﻟﻤﻔﺮدات إﻟﻰ اﻟﺤﺪ‬.‫ﻣﺴﺘﻮى ﺗﻌﻘﯿﺪ اﻟﺨﻄﺎب ﺑﺤﯿﺚ ﯾﺘﻢ ﺗﻘﺪﯾﻢ أﻧﻤﺎط ﺑﺴﯿﻄﺔ ﻓﻘﻂ ﻟﻠﻄﻼب اﻟﻤﺒﺘﺪﺋﯿﻦ‬
‫ اﻻﺳﺘﻤﺎع‬:‫ﯾﺘﻢ اﻻﻟﺘﺰام ﺑﻄﺒﯿﻌﺔ ﺗﺮﺗﯿﺐ ﻋﺮض اﻟﻤﻬﺎرات‬.‫اﻷدﻧﻰ ﺑﯿﻨﻤﺎ ﯾﺘﻘﻦ اﻟﻄﻼب ﻧﻈﺎم اﻟﺼﻮت واﻷﻧﻤﺎط اﻟﻨﺤﻮﯾﺔ‬
‫ﻣﺎ ﯾﻜﺘﺒﻪ اﻟﻄﻼب ﻫﻮ ﻣﺎ ﺗﻢ ﺗﻌﺮﯾﻔﻬﻢ‬.‫ اﻟﺴﻤﻌﯿﺔ ﻣﻌﻈﻢ اﻻﻫﺘﻤﺎم‬/ ‫ﺗﻠﻘﻰ اﻟﻤﻬﺎرات اﻟﺸﻔﻬﯿﺔ‬.‫واﻟﺘﺤﺪث واﻟﻘﺮاءة واﻟﻜﺘﺎﺑﺔ‬
‫ ﯾﻌﺘﻘﺪ أن ﻋﺎدات اﻟﻠﻐﺔ اﻷم ﻟﻠﻄﻼب ﺗﺘﺪاﺧﻞ ﻣﻊ ﻣﺤﺎوﻻت اﻟﻄﻼب ﻹﺗﻘﺎن اﻟﻠﻐﺔ اﻟﻬﺪف ؛ ﻟﺬﻟﻚ‬.‫ﺑﻪ ﺷﻔﻬﯿًﺎ ﻷول ﻣﺮة‬
‫ ﺳﯿﻜﺸﻒ اﻟﺘﺤﻠﯿﻞ اﻟﻤﻘﺎرن ﺑﯿﻦ اﻟﻠﻐﺔ اﻷم‬.‫ ﯾﺘﻢ اﺳﺘﺨﺪاﻣﻪ ﻓﻲ اﻟﻔﺼﻞ اﻟﺪراﺳﻲ وﻟﯿﺲ ﻓﻲ اﻟﻠﻐﺔ اﻷم ﻟﻠﻄﻼب‬،
‫ ﯾﺘﻢ ﺗﺤﻘﯿﻖ اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ ﻣﻦ ﺧﻼل‬.‫ﻟﻠﻄﻼب واﻟﻠﻐﺔ اﻟﻬﺪف ﺣﯿﺚ ﯾﺠﺐ أن ﯾﺘﻮﻗﻊ اﻟﻤﻌﻠﻢ أﻛﺒﺮ ﻗﺪر ﻣﻦ اﻟﺘﺪاﺧﻞ‬
‫اﺳﺘﺠﺎﺑﺔ اﻟﻤﻌﻠﻢ ﻷﺧﻄﺎء اﻟﻄﻼب ﻣﻦ ﺧﻼل إدراﻛﻪ ﻟﻠﻤﻜﺎن اﻟﺬي ﺳﯿﻮاﺟﻪ ﻓﯿﻪ اﻟﻄﻼب ﺻﻌﻮﺑﺔ وﺗﻘﯿﯿ ًﺪا ﻟﻤﺎ ﯾﺘﻢ‬
.‫ﺗﻌﻠﯿﻤﻬﻢ ﻗﻮﻟﻪ‬

21‫ و‬20 ‫ﺻﻔﺤﺔ‬

characteristics of the ALM​:

1-​ ​New material is presented in a dialogue form.

2-​ There is dependence on mimicry, memorization of set phrases,and over leaming.

3-​ Structures are sequenced by means of contrastive analysis and taught one at a time.

4-​ Structural patterns are taught using receptive drills.

5-​ There is a little or no grammatical explanation.Grammar is taught by inductive analogy

rather than by deductive explanation.

6-​ Vocabulary is strictly limited and learned in context.

7-​ There is much use of topics, language labs, and visual aids.

8-​ Great importance is attached to pronunciation.

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 9-​ Very little use of the mother tongue by teacher is permitted.

10-​ Successful responses are immediately reinforced.

11-​ There is a great effort to get students to produce error-free utterances.

12-​ There is a tendency to manipulate language and disregarded context.

13-​ Evaluation is accomplished by discrete-point tests which focus only on points of the
language.

ALM ‫ﺧﺼﺎﺋﺺ‬
.‫ﯾﺘﻢ ﺗﻘﺪﯾﻢ ﻣﺎدة ﺟﺪﯾﺪة ﻓﻲ ﺷﻜﻞ ﺣﻮار‬- 1

.‫ وﺣﻔﻆ اﻟﻌﺒﺎرات اﻟﻤﺤﺪدة واﻟﺘﺠﺎوز‬، ‫​ ﻫﻨﺎك اﻋﺘﻤﺎد ﻋﻠﻰ اﻟﺘﻘﻠﯿﺪ‬-2

.‫ ﯾﺘﻢ ﺗﺮﺗﯿﺐ اﻟﻬﯿﺎﻛﻞ ﻋﻦ ﻃﺮﯾﻖ اﻟﺘﺤﻠﯿﻞ اﻟﺘﺒﺎﯾﻦ وﯾﺘﻢ ﺗﺪرﯾﺴﻬﺎ واﺣﺪة ﺗﻠﻮ اﻷﺧﺮى‬-3

.‫​ ﯾﺘﻢ ﺗﺪرﯾﺲ اﻟﻔﻄﺮﯾﺎت اﻹﻧﺸﺎﺋﯿﺔ ﺑﺎﺳﺘﺨﺪام ﺗﺪرﯾﺒﺎت ﺗﻘﺒﻠﯿﺔ‬-4

ً ‫ ﯾﺘﻢ ﺗﺪرﯾﺲ اﻟﻘﻮاﻋﺪ ﻋﻦ ﻃﺮﯾﻖ اﻟﻘﯿﺎس اﻻﺳﺘﻘﺮاﺋﻲ‬.‫​ ﻫﻨﺎك ﺗﻔﺴﯿﺮ ﻧﺤﻮي ﻗﻠﯿﻞ أو ﻣﻌﺪوم‬-5
. ‫ﺑﺪﻻ ﻣﻦ اﻟﺸﺮح اﻻﺳﺘﻨﺒﺎﻃﻲ‬

‫​ اﻟﻤﻔﺮدات ﻣﺤﺪودة ﻟﻠﻐﺎﯾﺔ وﺗﻌﻠﻤﺖ ﻓﻲ اﻟﺴﯿﺎق‬-6

. ‫ ﻫﻨﺎك اﺳﺘﺨﺪام ﻛﺒﯿﺮ ﻟﻠﻤﻮاﺿﯿﻊ وﻣﺨﺘﺒﺮات اﻟﻠﻐﺔ واﻟﻤﺴﺎﻋﺪات اﻟﺒﺼﺮﯾﺔ‬- 7

. ‫ ﺗﻌﻠﻖ أﻫﻤﯿﺔ ﻛﺒﯿﺮة ﻋﻠﻰ اﻟﻨﻄﻖ‬- 8

‫ ﯾُﺴﻤﺢ ﺑﺎﺳﺘﺨﺪام اﻟﻘﻠﯿﻞ ﺟ ًﺪا ﻟﻠﻐﺔ اﻷم ﻣﻦ ﻗﺒﻞ اﻟﻤﻌﻠﻢ‬- 9

‫​ ﯾﺘﻢ ﺗﻌﺰﯾﺰ اﻻﺳﺘﺠﺎﺑﺎت اﻟﻨﺎﺟﺤﺔ ﻋﻠﻰ اﻟﻔﻮر‬-10.

. ‫​ ﻫﻨﺎك ﺟﻬﺪ ﻛﺒﯿﺮ ﻟﺠﻌﻞ اﻟﻄﻼب ﯾﻨﺘﺠﻮن ﻋﺒﺎرات ﺧﺎﻟﯿﺔ ﻣﻦ اﻷﺧﻄﺎء‬-11.

.‫​ ﻫﻨﺎك ﻣﯿﻞ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ اﻟﻠﻐﺔ واﻟﺴﯿﺎق اﻟﻤﺘﺠﺎﻫﻞ‬-12

.‫​ ﯾﺘﻢ اﻟﺘﻘﯿﯿﻢ ﻋﻦ ﻃﺮﯾﻖ اﺧﺘﺒﺎرات اﻟﻨﻘﺎط اﻟﻤﻨﻔﺼﻠﺔ اﻟﺘﻲ ﺗﺮﻛﺰ ﻓﻘﻂ ﻋﻠﻰ ﻧﻘﺎط اﻟﻠﻐﺔ‬-13

23‫ و‬22‫ و‬21 ‫ﺻﻔﺤﺔ‬

From the middle of the 1960s onwards,a variation on Audiolingualism is the
procedure ,most often referred to as ​PPP​, which stands for presentation,
practice and production.This grew out of structural-situational teaching whose
main departure from Audiolingualism was to place the language in clear
situational context.In this procedure the teacher introduces a situation which

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 contextualizes the language to be taught.The language, too, is then
presented.The students now practice the language using accurate
reproduction techniques such as ​a ​choral repetition​ (where students repeat a
word, phrase or sentence all together with the teacher conducting ),​ individual
repetition​ (where individual students repeat a word, phrase or sentence at the
teacher s urging), and ​cue-response drills​ (where the teacher gives a cue
such as "​cinema​", nominates a student by name or by looking or pointing, and
the student makes the desired response.

‫ﻣﻦ ﻣﻨﺘﺼﻒ اﻟﺴﺘﯿﻨﯿﺎت ﻓﺼﺎﻋ ًﺪا ﻫﻨﺎك اﺧﺘﻼف ﻓﻲ‬

‫​ اﻟﻠﻐﺔ اﻟﺼﻮﺗﯿﺔ ﻫﻮ اﻹﺟﺮاء اﻟﺬي ﯾﺸﺎر إﻟﯿﻪ ﻏﺎﻟﺒًﺎ ﺑﺎﺳﻢ‬PPP​ ،.‫واﻟﺬي ﯾﺮﻣﺰ إﻟﻰ اﻟﻌﺮض واﻟﻤﻤﺎرﺳﺔ واﻹﻧﺘﺎج‬
‫ﻧﺸﺄ ﻫﺬا ﻋﻦ اﻟﺘﺪرﯾﺲ اﻟﻬﯿﻜﻠﻲ ﻟﻠﻮﺿﻊ اﻟﺬي ﻛﺎن اﻧﺤﺮاﻓﻪ اﻟﺮﺋﯿﺴﻲ ﻋﻦ اﻟﻠﻐﺔ اﻟﺼﻮﺗﯿﺔ ﻫﻮ وﺿﻊ اﻟﻠﻐﺔ ﻓﻲ ﺳﯿﺎق‬
‫ ﯾﻤﺎرس‬.‫أﯾﻀﺎ‬ ً ‫ ﯾﻘﺪم اﻟﻤﻌﻠﻢ ﺣﺎﻟﺔ ﺗﺤﺪد اﻟﻠﻐﺔ اﻟﺘﻲ ﺳﯿﺘﻢ ﺗﺪرﯾﺴﻬﺎ ﺛﻢ ﯾﺘﻢ ﺗﻘﺪﯾﻢ اﻟﻠﻐﺔ‬، ‫ﻓﻲ ﻫﺬا اﻹﺟﺮاء‬.‫ﻇﺮﻓﯿﺔ واﺿﺤﺔ‬
‫اﻟﻄﻼب اﻵن اﻟﻠﻐﺔ ﺑﺎﺳﺘﺨﺪام ﺗﻘﻨﯿﺎت اﻟﺘﻘﻠﯿﺪ اﻟﺪﻗﯿﻘﺔ ﻣﺜﻞ ﺗﻜﺮار )ﺣﯿﺚ ﯾﻜﺮر اﻟﻄﻼب ﻛﻠﻤﺔ أو ﻋﺒﺎرة أو ﺟﻤﻠﺔ‬
‫ﻣﻌًﺎ إﺟﺮاء اﻟﻤﻌﻠﻢ( واﻟﺘﻜﺮار اﻟﻔﺮدي )ﺣﯿﺚ ﯾﻜﺮر اﻟﻄﻼب اﻟﻔﺮدﯾﻮن ﻛﻠﻤﺔ أو ﻋﺒﺎرة أو ﺟﻤﻠﺔ ﺑﻨﺎ ًء ﻋﻠﻰ إﻟﺤﺎح‬
‫ ﯾﺮﺷﺢ اﻟﻄﺎﻟﺐ ﺑﺎﻻﺳﻢ أو‬، "‫وﺗﺪرﯾﺒﺎت ﻋﻠﻰ اﺳﺘﺠﺎﺑﺔ اﻹﺷﺎرات )ﺣﯿﺚ ﯾﻌﻄﻲ اﻟﻤﻌﻠﻢ إﺷﺎرة ﻣﺜﻞ "اﻟﺴﯿﻨﻤﺎ‬، (‫اﻟﻤﻌﻠﻢ‬
.‫ وﯾﻘﻮم اﻟﻄﺎﻟﺐ ﺑﺎﻟﺮد اﻟﻤﻄﻠﻮب‬، ‫ﻋﻦ ﻃﺮﯾﻖ ﯾﺒﺤﺚ أو ﯾﺸﯿﺮ‬
Cue-response drills​ have similarities with the classical kind of ​Audiolingual
drill​, but because they are contextualized by the situation that has been
presented, they carry more meaning than a simple sub-situation drill.Later, the
students, using the new language, make sentences of their own, and this is
referred to as ​production​.The ​PPP procedure was attacked in 1990s​,
because it was clearly teacher-centered, and therefore sits uneasily in a more
humanistic and learner-centered framework. It also seems to assume that
students learn in straight lines that is starting from no knowledge, through
highly restricted sentence-based utterances to immediate production.
Consequently, breaking language down into small pieces to learn is not
appropriate since language is full of interlocking variables and systems.The
PPP is inadequate because it reflected neither the nature of language nor and
.on the nature of learning.It was fundamentally disabling,not enabling
In response to these criticisms,an alternative to the ​PPP​ is offered, and a
different trilogy of teaching sequence elements is presented.It is the
.ESA​:​ E ​ ngage​, ​Study​, and ​Activate
E​ ​stand for engage.It is believed that unless students are emotionally engaged
with what is going on,their learning will be less effective​.​S​ stands for study and
describes any teaching and learning element where the focus is on how
something is constructed,whether it is relative clauses, specific intonation
patterns, etc.Crucially, in this models.,study may be part of focus on forms

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 ‫‪syllabus,or may grow out of a communicative task where the students‬‬
‫‪attention to form is drawn to it either by the teacher or through their own‬‬
‫‪activities.​A​ stands for activate and this means any stage at which students are‬‬
‫‪encouraged to use all and/or any of the language they know.That is,any‬‬
‫‪meaning-focused activity where the language is not restricted provokes‬‬
‫‪.students into language activation‬‬

‫‪ESA allows for three basic lesson procedure​s.The teacher engages‬‬

‫‪students by presenting a picture or a situation, or by drawing them in by some‬‬
‫‪other means. At the study stage of the procedure, the meaning and form of‬‬
‫‪the language are explained. The teacher then models the language and the‬‬
‫‪students repeat and practice. Finally they activate the new language by using‬‬
‫‪it Curriculum and Methods of Teaching English noticing sentences of their‬‬
‫‪.own‬‬

‫ﻧﻈﺮا ﻷﻧﻬﺎ ﯾﺘﻢ‬

‫ﺗﺘﺸﺎﺑﻪ ﺗﺪرﯾﺒﺎت اﺳﺘﺠﺎﺑﺔ ﺟﺪﯾﻠﺔ ﻣﻊ اﻟﻨﻮع اﻟﻜﻼﺳﯿﻜﻲ ﻣﻦ اﻟﺘﺪرﯾﺒﺎت اﻟﺼﻮﺗﯿﺔ اﻟﻠﻐﻮﯾﺔ ‪ ،‬وﻟﻜﻦ ً‬
‫وﺿﻌﻬﺎ ﻓﻲ ﺳﯿﺎق اﻟﻮﺿﻊ اﻟﺬي ﺗﻢ ﺗﻘﺪﯾﻤﻪ ‪ ،‬ﻓﺈﻧﻬﺎ ﺗﺤﻤﻞ ﻣﻌﻨﻰ أﻛﺜﺮ ﻣﻦ ﺗﺪرﯾﺒﺎت اﻟﺤﺎﻟﺔ اﻟﻔﺮﻋﯿﺔ اﻟﺒﺴﯿﻄﺔ‪.‬‬
‫ﻓﻲ وﻗﺖ ﻻﺣﻖ ‪ ،‬ﯾﻘﻮم اﻟﻄﻼب ‪ ،‬ﺑﺎﺳﺘﺨﺪام اﻟﻠﻐﺔ اﻟﺠﺪﯾﺪة ‪ ،‬ﺑﻌﻤﻞ ﺟﻤﻞ ﺧﺎﺻﺔ ﺑﻬﻢ ‪ ،‬وﯾﺸﺎر إﻟﯿﻬﺎ ﺑﺎﺳﻢ اﻹﻧﺘﺎج‪.‬‬
‫ﺗﻤﺖ ﻣﻬﺎﺟﻤﺔ إﺟﺮاء ﺗﻌﺎدل اﻟﻘﻮة اﻟﺸﺮاﺋﯿﺔ ﻓﻲ اﻟﺘﺴﻌﯿﻨﺎت ‪ ،‬ﻷﻧﻪ ﻛﺎن ﻣﻦ اﻟﻮاﺿﺢ أﻧﻪ ﯾﺮﻛﺰ ﻋﻠﻰ اﻟﻤﻌﻠﻢ ‪ ،‬وﺑﺎﻟﺘﺎﻟﻲ‬
‫أﯾﻀﺎ أﻧﻪ ﯾﻔﺘﺮض أن اﻟﻄﻼب‬ ‫ﯾﺠﻠﺲ ﺑﺸﻜﻞ ﻏﯿﺮ ﻣﺮﯾﺢ ﻓﻲ إﻃﺎر أﻛﺜﺮ إﻧﺴﺎﻧﯿﺔ وﻣﺘﻤﺤﻮر ﺣﻮل اﻟﻤﺘﻌﻠﻢ‪ .‬ﯾﺒﺪو ً‬
‫ﯾﺘﻌﻠﻤﻮن "ﻓﻲ ﺧﻄﻮط ﻣﺴﺘﻘﯿﻤﺔ" واﻟﺘﻲ ﺗﺒﺪأ ﻣﻦ ﻋﺪم اﻟﻤﻌﺮﻓﺔ ‪ ،‬ﻣﻦ ﺧﻼل اﻟﻌﺒﺎرات اﻟﻤﻘﯿﺪة إﻟﻰ اﻟﺠﻤﻞ إﻟﻰ اﻹﻧﺘﺎج‬
‫اﻟﻔﻮري‪ .‬وﺑﺎﻟﺘﺎﻟﻲ ‪ ،‬ﻓﺈن ﺗﻘﺴﯿﻢ اﻟﻠﻐﺔ إﻟﻰ أﺟﺰاء ﺻﻐﯿﺮة ﻟﻠﺘﻌﻠﻢ ﻏﯿﺮ ﻣﻨﺎﺳﺐ ﻷن اﻟﻠﻐﺔ ﻣﻠﯿﺌﺔ ﺑﺎﻟﻤﺘﻐﯿﺮات واﻷﻧﻈﻤﺔ‬
‫ً‬
‫ﻣﻌﻄﻼ‬ ‫اﻟﻤﺘﺸﺎﺑﻜﺔ‪ .‬إن ﺗﻌﺎدل اﻟﻘﻮة اﻟﺸﺮاﺋﯿﺔ ﻏﯿﺮ ﻣﻼﺋﻢ ﻷﻧﻪ ﻻ ﯾﻌﻜﺲ ﻃﺒﯿﻌﺔ اﻟﻠﻐﺔ وﻻ ﻋﻠﻰ ﻃﺒﯿﻌﺔ اﻟﺘﻌﻠﻢ‪ .‬ﻟﻘﺪ ﻛﺎن‬
‫ﺑﺸﻜﻞ أﺳﺎﺳﻲ ‪ ،‬وﻟﯿﺲ ﺗﻤﻜﯿ ًﻨﺎ‪ .‬ردا ﻋﻠﻰ ﻫﺬه اﻻﻧﺘﻘﺎدات ‪ ،‬ﯾﺘﻢ ﺗﻘﺪﯾﻢ ﺑﺪﯾﻞ ﻟﻠﺸﺮاﻛﺔ ﺑﯿﻦ اﻟﻘﻄﺎﻋﯿﻦ اﻟﻌﺎم واﻟﺨﺎص ‪،‬‬
‫وﯾﺘﻢ ﺗﻘﺪﯾﻢ ﺛﻼﺛﯿﺔ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﻋﻨﺎﺻﺮ ﺗﺴﻠﺴﻞ اﻟﺘﺪرﯾﺲ‪ .‬وﻫﻲ ‪ :ESA‬اﻻﻧﺨﺮاط واﻟﺪراﺳﺔ واﻟﺘﻨﺸﯿﻂ‪ E .‬ﺗﻌﻨﻲ‬
‫اﻟﻤﺸﺎرﻛﺔ‪ .‬وﯾﻌﺘﻘﺪ أﻧﻪ ﻣﺎ ﻟﻢ ﯾﻨﺨﺮط اﻟﻄﻼب ﻋﺎﻃﻔﯿﺎً ﻣﻊ ﻣﺎ ﯾﺠﺮي ‪ ،‬ﻓﺈن ﺗﻌﻠﻤﻬﻢ ﺳﯿﻜﻮن أﻗﻞ ﻓﻌﺎﻟﯿﺔ‪ S .‬ﯾﺮﻣﺰ‬
‫ﻟﻠﺪراﺳﺔ وﯾﺼﻒ أي ﻋﻨﺼﺮ ﻟﻠﺘﻌﻠﯿﻢ واﻟﺘﻌﻠﻢ ﻓﻲ أي ﻣﻜﺎن ﯾﻨﺼﺐ اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ ﻛﯿﻔﯿﺔ ﺑﻨﺎء ﺷﻲء ﻣﺎ ‪ ،‬ﺳﻮاء ﻛﺎن‬
‫أﻧﻤﺎﻃﺎ ﻣﺤﺪدة ﻟﻠﺘﺠﻮﯾﺪ ‪ ،‬وﻣﺎ إﻟﻰ ذﻟﻚ‪ .‬ﺑﺸﻜﻞ ﺣﺎﺳﻢ ‪ ،‬ﻓﻲ ﻫﺬه اﻟﻨﻤﺎذج‪ .‬ﯾﻠﻔﺖ اﻧﺘﺒﺎه اﻟﻄﻼب إﻟﻰ‬ ‫ً‬ ‫ﻋﺒﺎر ًة ﻧﺴﺒﯿًﺎ ‪ ،‬أو‬
‫اﻟﻨﻤﻮذج إﻣﺎ ﻣﻦ ﻗﺒﻞ اﻟﻤﻌﻠﻢ أو ﻣﻦ ﺧﻼل أﻧﺸﻄﺘﻬﻢ اﻟﺨﺎﺻﺔ‪ A .‬ﺗﻌﻨﻲ اﻟﺘﻨﺸﯿﻂ وﻫﺬا ﯾﻌﻨﻲ أي ﻣﺮﺣﻠﺔ ﯾﺸﺠﻊ ﻓﯿﻬﺎ‬
‫اﻟﻄﻼب ﻋﻠﻰ اﺳﺘﺨﺪام ﻛﻞ و ‪ /‬أو أي ﻟﻐﺔ ﯾﻌﺮﻓﻮﻧﻬﺎ‪ .‬أي أن أي ﻧﺸﺎط ﯾﺮﻛﺰ ﻋﻠﻰ اﻟﻤﻌﻨﻰ ﺣﯿﺚ اﻟﻠﻐﺔ ﻏﯿﺮ ﻣﻘﯿﺪة‬
‫ﯾﺴﺘﻔﺰ اﻟﻄﻼب إﻟﻰ ﺗﻨﺸﯿﻂ اﻟﻠﻐﺔ‪.‬‬

‫​ﺗﺴﻤﺢ وﻛﺎﻟﺔ اﻟﻔﻀﺎء اﻷوروﺑﯿﺔ )‪ (ESA‬ﻟﺜﻼﺛﺔ إﺟﺮاءات درس أﺳﺎﺳﯿﺔ‪ .‬ﯾﻘﻮم اﻟﻤﻌﻠﻢ ﺑﺈﺷﺮاك اﻟﻄﻼب ﻣﻦ‬
‫ﺧﻼل ﻋﺮض ﺻﻮرة أو ﻣﻮﻗﻒ ‪ ،‬أو ﻋﻦ ﻃﺮﯾﻖ ﺟﺬﺑﻬﻢ ﺑﺒﻌﺾ اﻟﻮﺳﺎﺋﻞ اﻷﺧﺮى‪ .‬ﻓﻲ ﻣﺮﺣﻠﺔ اﻟﺪراﺳﺔ ﻣﻦ اﻹﺟﺮاء‬
‫وأﺧﯿﺮا ‪،‬‬
‫ً‬ ‫‪ ،‬ﯾﺘﻢ ﺷﺮح ﻣﻌﻨﻰ وﺷﻜﻞ اﻟﻠﻐﺔ‪ .‬ﺛﻢ ﯾﻘﻮم اﻟﻤﻌﻠﻢ ﺑﻌﻤﻞ ﻧﻤﻮذج ﻟﻠﻐﺔ وﯾﻜﺮرﻫﺎ اﻟﻄﻼب وﯾﻤﺎرﺳﻮﻧﻬﺎ‪.‬‬
‫ﯾﻘﻮﻣﻮن ﺑﺘﻨﺸﯿﻂ اﻟﻠﻐﺔ اﻟﺠﺪﯾﺪة ﺑﺎﺳﺘﺨﺪاﻣﻬﺎ اﻟﻤﻨﺎﻫﺞ وﻃﺮق ﺗﺪرﯾﺲ اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ ﻣﻊ ﻣﻼﺣﻈﺔ اﻟﺠﻤﻞ اﻟﺨﺎﺻﺔ‬
‫ﺑﻬﻢ‪.‬‬

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 ‫ ﺗﻘﻨﯿﺎت ﻣﻬﻤﺔ ﺟﺪا‬25 ‫ و‬24‫ و‬23 ‫ﺻﻔﺤﺔ‬

Teaching Techniques used in the ALM are:

1/​ ​Dialogue memorization

2/ ​Backward build-up (expansion) drill

3-​ Repetition drill

4-​ Chain drill

5-​ Single-slot substitution drill

6-​ Multiple-slot substitution drill

7​- Transformation drill

8-​ Question and answer drill

9​- Use of minimal pairs

10-​ Complete the dialogue

11-​ Grammar Game

12-​Reading comprehension
questions

13-​ Composition writing questions

1-​ ​Dialogue memorization​:

Dialogues or short conversations between two people are often used to begin
a new lesson.Students memorize the dialogue through mimicry.They usually
take the role of the one person in the dialogue, and the teacher the other.
Certain sentence patterns and grammar points are included within the
dialogue.These patterns and points are later practiced in drills based on the
lines of the dialogue.
‫ ﯾﺤﻔﻆ اﻟﻄﻼب اﻟﺤﻮار ﻣﻦ ﺧﻼل‬.‫ ﻏﺎﻟﺒًﺎ ﻣﺎ ﯾﺘﻢ اﺳﺘﺨﺪام اﻟﺤﻮارات أو اﻟﻤﺤﺎدﺛﺎت اﻟﻘﺼﯿﺮة ﺑﯿﻦ ﺷﺨﺼﯿﻦ ﻟﺒﺪء درس ﺟﺪﯾﺪ‬:‫ﺣﻔﻆ اﻟﺤﻮار‬
‫ ﺗﺘﻢ‬.‫ ﯾﺘﻢ ﺗﻀﻤﯿﻦ ﺑﻌﺾ أﻧﻤﺎط اﻟﺠﻤﻞ وﻧﻘﺎط اﻟﻨﺤﻮ ﻓﻲ اﻟﺤﻮار‬.‫ وﻋﺎدة ﻣﺎ ﯾﺄﺧﺬون دور اﻟﺸﺨﺺ ﻓﻲ اﻟﺤﻮار واﻟﻤﻌﻠﻢ اﻵﺧﺮ‬.‫اﻟﻤﺤﺎﻛﺎة‬
.‫ﺑﻨﺎء ﻋﻠﻰ ﺧﻄﻮط اﻟﺤﻮار‬ ً ‫ﻣﻤﺎرﺳﺔ ﻫﺬه اﻷﻧﻤﺎط واﻟﻨﻘﺎط‬
ً ‫ﻻﺣﻘﺎ ﻓﻲ اﻟﺘﺪرﯾﺒﺎت‬

Telegram: @EnglishDepartment3
 2-​ ​Backward build-up (expansion) drill​: It is used when a long line of a
dialogue is given to students, so the teacher breaks down the line into several
parts. The students repeat part of the sentence, usually the last phrase of the
line, then expand what they are repeating part by part until they are able to
repeat the entire line.The teacher begins with the last part of the sentence
then works backward to keep the intonation of the line as natural as
possible.This will direct students attention to the end of the sentence where
new information typically occurs​.
‫ ﯾﻜﺮر اﻟﻄﻼب‬.‫ ﺑﺤﯿﺚ ﯾﻘﻮم اﻟﻤﻌﻠﻢ ﺑﺘﻘﺴﯿﻢ اﻟﺨﻂ إﻟﻰ ﻋﺪة أﺟﺰاء‬، ‫ﯾﺘﻢ اﺳﺘﺨﺪاﻣﻪ ﻋﻨﺪ إﻋﻄﺎء ﺧﻂ ﻃﻮﯾﻞ ﻣﻦ اﻟﺤﻮار ﻟﻠﻄﻼب‬
‫ ﺛﻢ ﯾﻮﺳﻌﻮن ﻣﺎ ﯾﻜﺮروﻧﻪ ﺟﺰءًا ﺗﻠﻮ اﻵﺧﺮ ﺣﺘﻰ ﯾﺘﻤﻜﻨﻮا ﻣﻦ‬، ‫ وﻋﺎدة ﻣﺎ ﺗﻜﻮن اﻟﻌﺒﺎرة اﻷﺧﯿﺮة ﻣﻦ اﻟﺴﻄﺮ‬، ‫ﺟﺰءًا ﻣﻦ اﻟﺠﻤﻠﺔ‬
.‫ ﯾﺒﺪأ اﻟﻤﻌﻠﻢ ﺑﺎﻟﺠﺰء اﻷﺧﯿﺮ ﻣﻦ اﻟﺠﻤﻠﺔ ﺛﻢ ﯾﻌﻤﻞ ﻟﻠﺨﻠﻒ ﻟﻠﺤﻔﺎظ ﻋﻠﻰ ﻧﻐﻤﺔ اﻟﺴﻄﺮ ﻃﺒﯿﻌﯿﺔ ﻗﺪر اﻹﻣﻜﺎن‬.‫ﺗﻜﺮار اﻟﺴﻄﺮ ﺑﺄﻛﻤﻠﻪ‬
‫ﺳﯿﻮﺟﻪ ﻫﺬا اﻧﺘﺒﺎه اﻟﻄﻼب إﻟﻰ ﻧﻬﺎﯾﺔ اﻟﺠﻤﻠﺔ ﺣﯿﺚ ﺗﺤﺪث اﻟﻤﻌﻠﻮﻣﺎت اﻟﺠﺪﯾﺪة ﻋﺎد ًة‬.

3-​ ​Repetition drill​: Students are asked to repeat the teacher s model as
accurately and quickly as possible.This drill is often used to teach the lines of
the dialogue.
‫ ﻏﺎﻟﺒًﺎ ﻣﺎ ﯾﺴﺘﺨﺪم‬.‫ ﯾﻄﻠﺐ ﻣﻦ اﻟﻄﻼب ﺗﻜﺮار ﻧﻤﻮذج اﻟﻤﻌﻠﻢ ﺑﺄﻛﺒﺮ ﻗﺪر ﻣﻤﻜﻦ ﻣﻦ اﻟﺪﻗﺔ واﻟﺴﺮﻋﺔ‬:‫​ﺗﻤﺮﯾﻦ اﻟﺘﻜﺮار‬
. .‫ﻫﺬا اﻟﺘﻤﺮﯾﻦ ﻟﺘﻌﻠﯿﻢ ﺧﻄﻮط اﻟﺤﻮار‬

4-​ ​Chain drill​: It is a chain of conversation that forms around the room as
students, one-by--one, ask and answer questions of each other. It allows
some controlled communication, even though it is limited. It also gives the
teacher an opportunity to check each student's speech.
‫ ﯾﻄﺮﺣﻮن‬، ‫ واﺣ ًﺪا ﺗﻠﻮ اﻵﺧﺮ‬، ‫ وﻫﻲ ﺳﻠﺴﻠﺔ ﻣﻦ اﻟﻤﺤﺎدﺛﺎت اﻟﺘﻲ ﺗﺘﻜﻮن ﺣﻮل اﻟﻐﺮﻓﺔ ﻛﻄﻼب‬:‫​ﺗﺪرﯾﺐ اﻟﺴﻠﺴﻠﺔ‬
.‫ ﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ أﻧﻬﺎ ﻣﺤﺪودة‬، ‫ ﯾﺴﻤﺢ ﺑﺒﻌﺾ اﻻﺗﺼﺎﻻت اﻟﺘﻲ ﺗﺴﯿﻄﺮ ﻋﻠﯿﻬﺎ‬.‫وﯾﺠﯿﺒﻮن ﻋﻦ أﺳﺌﻠﺔ ﺑﻌﻀﻬﻢ اﻟﺒﻌﺾ‬
.‫ﻛﻤﺎ أﻧﻪ ﯾﻤﻨﺢ اﻟﻤﻌﻠﻢ ﻓﺮﺻﺔ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻛﻼم اﻟﻄﺎﻟﺐ‬

5-​ ​Single-slot substitution drill​: The major purpose of this drill is to give the
students practice in finding and filling in the slot of sentence by substituting the
cue into the line in its proper place.
‫اﻟﻐﺮض اﻟﺮﺋﯿﺴﻲ ﻣﻦ ﻫﺬا اﻟﺘﻤﺮﯾﻦ ﻫﻮ إﻋﻄﺎء اﻟﻄﻼب اﻟﻤﻤﺎرﺳﺔ ﻓﻲ إﯾﺠﺎد وﻣﻞء ﻓﺘﺤﺔ اﻟﺠﻤﻠﺔ ﻋﻦ ﻃﺮﯾﻖ اﺳﺘﺒﺪال‬
‫اﻟﺘﻠﻤﯿﺢ ﻓﻲ اﻟﺴﻄﺮ ﻓﻲ ﻣﻜﺎﻧﻪ اﻟﺼﺤﯿﺢ‬.
6-​ ​Multiple-slot substitution drill​: It is similar to the above one, but differs in
that the cue phrase supplied by the teacher fits into different slots in the
dialogue lines and the student must recognize what part of speech each cue is
or where it fits into the sentence and then make any other changes such as
S-V agreement.

Telegram: @EnglishDepartment3
 ‫ وﻟﻜﻨﻪ ﯾﺨﺘﻠﻒ ﻓﻲ أن ﻋﺒﺎرة اﻟﺘﻠﻤﯿﺢ اﻟﺘﻲ ﯾﻘﺪﻣﻬﺎ اﻟﻤﻌﻠﻢ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻓﺘﺤﺎت ﻣﺨﺘﻠﻔﺔ ﻓﻲ‬، ‫وﻫﻮ ﻣﺸﺎﺑﻪ ﻟﻤﺎ ﺳﺒﻖ‬
‫ﺧﻄﻮط اﻟﺤﻮار وﯾﺠﺐ ﻋﻠﻰ اﻟﻄﺎﻟﺐ اﻟﺘﻌﺮف ﻋﻠﻰ أي ﺟﺰء ﻣﻦ اﻟﻜﻼم ﻫﻮ ﻛﻞ ﺗﻠﻤﯿﺢ أو ﻣﻜﺎﻧﻪ ﯾﻼﺋﻢ اﻟﺠﻤﻠﺔ ﺛﻢ ﻗﻢ‬
.SV ‫ﺑﺈﺟﺮاء أي ﺗﻐﯿﯿﺮات أﺧﺮى ﻣﺜﻞ اﺗﻔﺎﻗﯿﺔ‬
7​- Transformation drill:​The teacher gives students a certain kind of sentence
pattern, and students are asked to transform it into another kind such as
affirmative into negative.
‫ﻧﻮﻋﺎ ﻣﻌﯿ ًﻨﺎ ﻣﻦ ﺟﻤﻠﺔ اﻟﺠﻤﻠﺔ وﯾﻄﻠﺐ ﻣﻦ اﻟﻄﻼب ﺗﺤﻮﯾﻠﻬﺎ إﻟﻰ ﻧﻮع آﺧﺮ ﻣﺜﻞ اﻹﯾﺠﺎﺑﻲ إﻟﻰ‬ً ‫ﯾﻌﻄﻲ اﻟﻤﻌﻠﻢ اﻟﻄﻼب‬
. ‫ﺳﻠﺒﻲ‬
8-​ Question and answer drill:​ This gives students practice with the question
pattern.
‫وﻫﺬا ﯾﻤﻨﺢ اﻟﻄﻼب ﻣﻤﺎرﺳﺔ ﻣﻊ ﻧﻤﻂ اﻟﺴﺆال‬

9-​ Use of minimal pairs​: Pairs of words which are different in only one sound
chip/sheepy are given by the teacher and students should perceive the
difference between the two words and later to be able to say the two words.
‫ ﺧﺮوف ﯾﻌﻄﻰ ﻣﻦ ﻗﺒﻞ اﻟﻤﻌﻠﻢ وﯾﺠﺐ ﻋﻠﻰ اﻟﻄﻼب‬/ ‫أزواج ﻣﻦ اﻟﻜﻠﻤﺎت اﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺷﺮﯾﺤﺔ ﺻﻮت واﺣﺪة‬
‫إدراك اﻟﻔﺮق ﺑﯿﻦ اﻟﻜﻠﻤﺘﯿﻦ وﺑﻌﺪ ذﻟﻚ ﺣﺘﻰ ﯾﺘﻤﻜﻨﻮا ﻣﻦ ﻧﻄﻖ اﻟﻜﻠﻤﺘﯿﻦ‬.
10​- ​Complete the dialogue​: Selected words are erased from the dialogue
and students fill in the blanks with the missing words.
.‫ﻓﻲ ﻫﺬا اﻟﺘﺪرﯾﺐ ﺗﻤﺤﻰ اﻟﻜﻠﻤﺎت اﻟﻤﺨﺘﺎرة ﻣﻦ اﻟﺤﻮار وﯾﻤﻸ اﻟﻄﻼب اﻟﻔﺮاﻏﺎت ﺑﺎﻟﻜﻠﻤﺎت اﻟﻤﻔﻘﻮدة‬

​ 1-​ ​Grammar Game​:language games are designed to get students to

1
practice a grammar point within a context.
‫ﺗﻢ ﺗﺼﻤﯿﻢ أﻟﻌﺎب اﻟﻠﻐﺔ ﻟﺠﻌﻞ اﻟﻄﻼب ﯾﻤﺎرﺳﻮن‬
‫ﻗﻮاﻋﺪ ﻧﺤﻮﯾﺔ ﺿﻤﻦ اﻟُﺴﯿﺎق اﻟﻜﻼﻣﻲ‬

12​-Reading comprehension
questions​:​Different types are used to check students reading
comprehension.Some of the types are objective such as
multiple-choice, true/false, etc while others are subjective such as completion.
، ‫ ﺑﻌﺾ اﻷﻧﻮاع ﻣﻮﺿﻮﻋﯿﺔ ﻣﺜﻞ اﻻﺧﺘﯿﺎر ﻣﻦ ﻣﺘﻌﺪد‬.‫ﯾﺘﻢ اﺳﺘﺨﺪام أﻧﻮاع ﻣﺨﺘﻠﻔﺔ ﻟﻠﺘﺤﻘﻖ ﻣﻦ اﻟﻔﻬﻢ اﻟﻘﺮاﺋﻲ ﻟﻠﻄﻼب‬
.‫ إﻟﺦ ﺑﯿﻨﻤﺎ اﻟﺒﻌﺾ اﻵﺧﺮ ذاﺗﻲ ﻣﺜﻞ اﻹﻛﻤﺎل‬، ‫ اﻟﺨﻄﺄ‬/ ‫واﻟﺼﻮاب‬
13-​ C​ omposition writing questions​: students are asked to write guided and
free types of compositions. Paragraph writing focused.
.‫ﯾُﻄﻠﺐ ﻣﻦ اﻟﻄﻼب ﻛﺘﺎﺑﺔ أﻧﻮاع ﻣﻦ اﻹرﺷﺎدات اﻟﻤﻮﺟﻬﺔ واﻟﻤﺠﺎﻧﯿﺔ ﺗﺮﻛﺰ ﻛﺘﺎﺑﺔ اﻟﻔﻘﺮة‬

ALM ‫ اﻟﻤﺰاﯾﺎ اﻻﯾﺠﺎﺑﯿﺔ ﻟـ‬26 ‫ﺻﻔﺤﺔ‬

Telegram: @EnglishDepartment3
 Merits​ of the ALM​:

1-​ The ALM is rooted in a well-established theoretical perspective either with

respect to the language theory or learning theory.The language theory is
based on structural linguistics or what is called "Scientific descriptive analysis"
of language, while the learning theory is based on behaviorism which
advocated conditioning and habit formation models of learning.
‫ وﺗﺴﺘﻨﺪ ﻧﻈﺮﯾﺔ اﻟﻠﻐﺔ‬، ‫ ﻣﺘﺠﺬر ﻓﻲ ﻣﻨﻈﻮر ﻧﻈﺮي راﺳﺦ إﻣﺎ ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﻨﻈﺮﯾﺔ اﻟﻠﻐﺔ أو ﻧﻈﺮﯾﺔ اﻟﺘﻌﻠﻢ‬ALM ‫إن‬
‫ ﺑﯿﻨﻤﺎ ﺗﺴﺘﻨﺪ ﻧﻈﺮﯾﺔ اﻟﺘﻌﻠﻢ ﻋﻠﻰ اﻟﺴﻠﻮﻛﯿﺔ‬، ‫ﻋﻠﻰ اﻟﻠﻐﻮﯾﺎت اﻟﻬﯿﻜﻠﯿﺔ أو ﻣﺎ ﯾﺴﻤﻰ "اﻟﺘﺤﻠﯿﻞ اﻟﻮﺻﻔﻲ اﻟﻌﻠﻤﻲ" ﻟﻠﻐﺔ‬
.‫اﻟﺘﻲ دﻋﺖ إﻟﻰ ﺗﻜﯿﯿﻒ ﻧﻤﺎذج اﻟﺘﻌﻠﻢ وﺗﻜﻮﯾﻨﻬﺎ‬
2​- Materials were carefully prepared, tested, and disseminated to educational
institutions.
.‫ ﺗﻢ ﺗﺤﻀﯿﺮ اﻟﻤﻮاد واﺧﺘﺒﺎرﻫﺎ وﺗﻮزﯾﻌﻬﺎ ﺑﻌﻨﺎﯾﺔ ﻋﻠﻰ اﻟﻤﺆﺳﺴﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ‬-
3-​ Success could be overtly experienced by students as they practiced their
dialogues in off-hours.
.‫ﯾﻤﻜﻦ ﻟﻠﻄﻼب أن ﯾﺠﺮﺑﻮا اﻟﻨﺠﺎح ﺑﺸﻜﻞ ﻋﻠﻨﻲ وﻫﻢ ﯾﻤﺎرﺳﻮن ﺣﻮاراﺗﻬﻢ ﺧﺎرج ﺳﺎﻋﺎت اﻟﻌﻤﻞ‬

4-​ It is suitable and practical to be used in large classes where large

numbers of students are there.
.‫ ﻣﻦ اﻟﻤﻨﺎﺳﺐ واﻟﻌﻤﻠﯿﺔ أن ﯾﺘﻢ اﺳﺘﺨﺪاﻣﻬﺎ ﻓﻲ ﻓﺼﻮل ﻛﺒﯿﺮة ﺣﯿﺚ ﺗﻮﺟﺪ أﻋﺪاد ﻛﺒﯿﺮة ﻣﻦ اﻟﻄﻼب‬-

5-​ Students sucċessful responses are positively reinforced.

.‫ ﯾﺘﻢ ﺗﻌﺰﯾﺰ ردود اﻟﻄﻼب اﻟﻨﺎﺟﺤﺔ ﺑﺸﻜﻞ إﯾﺠﺎﺑﻲ‬-

6-​ Grammar is induced from examples given.Explicit grammar rules are not
provided.
.‫ﻻ ﯾﺘﻢ ﺗﻮﻓﯿﺮ ﻗﻮاﻋﺪ اﻟﻨﺤﻮﯾﺔ اﻟﺼﺮﯾﺤﺔ‬.‫ ﯾﺘﻢ ﺗﺤﻔﯿﺰ اﻟﻘﻮاﻋﺪ ﻣﻦ اﻷﻣﺜﻠﺔ اﻟﻤﻌﻄﺎة‬-

7-​ Cultural information is contextualized in the dialogues or presented by the

teacher.
‫اﻟﻤﻌﻠﻮﻣﺎت اﻟﺜﻘﺎﻓﯿﺔ ﻓﻲ ﺳﯿﺎق اﻟﺤﻮارات أو ﯾﻘﺪﻣﻪ اﻟﻤﻌﻠﻢ‬
ALM ‫ ﻋﯿﻮب‬27‫ و‬26 ‫ﺻﻔﺤﺔ‬
Demerits ​of the ALM​:
1- Language is not really acquired through a process of habit formation and
over learning.
.‫ﻻ ﯾﺘﻢ اﻛﺘﺴﺎب اﻟﻠﻐﺔ ﺑﺎﻟﻔﻌﻞ ﻣﻦ ﺧﻼل ﻋﻤﻠﯿﺔ ﺗﻜﻮﯾﻦ اﻟﻌﺎدة واﻹﻓﺮاط ﻓﻲ اﻟﺘﺴﺮب‬

2- Errors were not necessarily to be avoided at all costs.

Telegram: @EnglishDepartment3
 .‫ ﻟﻢ ﯾﻜﻦ ﻣﻦ اﻟﻀﺮوري ﺗﺠﻨﺐ اﻷﺧﻄﺎء ﺑﺄي ﺛﻤﻦ‬-

3- Structural linguistics did not tell us everything about language that we

needed to know.
.‫ ﻟﻢ ﺗﺨﺒﺮﻧﺎ اﻟﻠﻐﻮﯾﺎت اﻟﻬﯿﻜﻠﯿﺔ ﺑﻜﻞ ﺷﻲء ﻋﻦ اﻟﻠﻐﺔ اﻟﺘﻲ ﻧﺤﺘﺎج إﻟﻰ ﻣﻌﺮﻓﺘﻬﺎ‬-

4- Learning is mechanical.No attention is focused on learner - cognition,

feelings, needs, or interests.
.‫ اﻹدراك أو اﻟﻤﺸﺎﻋﺮ أو اﻻﺣﺘﯿﺎﺟﺎت أو اﻻﻫﺘﻤﺎﻣﺎت‬- ‫ ﻻ ﯾﺘﻢ اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻟﻤﺘﻌﻠﻢ‬.‫ اﻟﺘﻌﻠﻢ ﻣﯿﻜﺎﻧﯿﻜﻲ‬-

5- It is more teacher-centered approach than learner-centered approach.

.‫ﻣﻨﻬﺞ ﯾﺮﻛﺰ ﻋﻠﻰ اﻟﻤﻌﻠﻢ أﻛﺜﺮ ﻣﻦ ﻣﻨﻬﺞ ﯾﺮﻛﺰ ﻋﻠﻰ اﻟﻤﺘﻌﻠﻢ‬

ALM ‫ ﻧﻬﺎﯾﺔ اﻟﺠﺎﺑﺘﺮ اﻟﺮاﺑﻊ‬27 ‫ﺻﻔﺤﺔ‬

The ALM, as all methods do,fell short in the end.The synthesis of behaviorism
and constructed linguistics was criticized.The age of audiolinualism,with its
emphasis on surface forms and on the role practice of scientifically produced
patterns, began to wave when Chomeskyan revolution in linguistics turned
linguistics and language teachers toward the "deep structure" of
language.Increasing interest in generative-transformational grammar and
focused attention on the rule-governed nature of language and language
acquisition led some language-teaching programs to promote a deductive
approach rather than the inductivity of the ALM.
‫ﺗﻢ اﻧﺘﻘﺎد ﺗﻮﻟﯿﻒ اﻟﺴﻠﻮﻛﯿﺔ واﻟﻠﻐﻮﯾﺎت‬.‫ﻫﺬه اﻟﻄﺮﯾﻘﺔ اي اﻻودﯾﻮ ﻟﻨﮕﻮل ﻛﻤﺎ ﺗﻔﻌﻞ ﺟﻤﯿﻊ اﻷﺳﺎﻟﯿﺐ ﻓﺸﻠﺖ ﻓﻲ اﻟﻨﻬﺎﯾﺔ‬
ً‫ ﻣﻊ ﺗﺮﻛﯿﺰه ﻋﻠﻰ اﻷﺷﻜﺎل اﻟﺴﻄﺤﯿﺔ وﻣﻤﺎرﺳﺔ اﻷدوار ﻟﻸﻧﻤﺎط اﻟﻤﻨﺘﺠﺔ ﻋﻠﻤﯿﺎ‬، ‫ ﺑﺪأ ﻋﺼﺮ اﻟﺴﻤﻌﯿﺔ اﻟﺴﻤﻌﯿﺔ‬.‫اﻟﻤﺒﻨﯿﺔ‬
‫ ﻓﻲ اﻟﻠﻐﻮﯾﺎت ﺗﺤﻮﻟﺖ اﻟﻠﻐﻮﯾﺎت وﻣﻌﻠﻤﻲ اﻟﻠﻐﺔ ﻧﺤﻮ"اﻟﺒﻨﯿﺔ‬Chomeskyan ‫ ﻓﻲ اﻟﻤﻮج ﻋﻨﺪﻣﺎ ﺗﺤﻮل ﺛﻮرة‬،
‫ أدى اﻻﻫﺘﻤﺎم اﻟﻤﺘﺰاﯾﺪ ﺑﺎﻟﻘﻮاﻋﺪ اﻟﺘﺤﻮﯾﻠﯿﺔ اﻟﺘﻮﻟﯿﺪﯾﺔ واﻻﻫﺘﻤﺎم اﻟﻤﺮﻛﺰ ﻋﻠﻰ اﻟﻄﺒﯿﻌﺔ اﻟﻤﺤﻜﻮﻣﺔ‬.‫اﻟﻌﻤﯿﻘﺔ" ﻟﻠﻐﺔ‬
.ALM ‫ﺑﺪﻻ ﻣﻦ اﻻﺳﺘﻘﺮاﺋﻲ ﻟـ‬ ً ‫ﺑﺎﻟﻘﻮاﻋﺪ ﻟﻠﻐﺔ واﻛﺘﺴﺎب اﻟﻠﻐﺔ ﺑﺒﻌﺾ ﺑﺮاﻣﺞ ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ إﻟﻰ ﺗﻌﺰﯾﺰ ﻧﻬﺞ اﺳﺘﻨﺘﺎﺟﻲ‬

Humanistic Approaches ‫ﺟﺎﺑﺘﺮ‬/‫ﻣﻼﺣﻀﺔ‬

‫اي اﻟﺨﺎﻣﺲ ﺗــــــــﺮك‬

Chapter Six
​ LT)​
Communicative Language Teaching (C
‫ﻣﻬﻢ ﺟﺪااااااا‬
33 ‫ﺗﻌﺮﯾﻒ ﺻﻔﺤﺔ‬

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 ​ n alternative starting point for the development of language teaching
A
methods is to view language essentially as a- social practice and the goal of
language teaching as engendering the learner's competence to communicate
in the target language.Communication is viewed as a social interaction and
therefore dynamic and influenced by the cultural context,rather than being a
fixed linguistic system existing in a vacuum.The nature of social,cultural,and
pragmatic features of language is addressed beyond discourse elements
communication.Pedagogical mean for real life communication in the
classroom should be explored.-Learners-should develop linguistic fluency not
grammatical and in just the accuracy.Students should be equipped with tools
for
generating unrehearsed language performance - outside the
classroom.Lifelong language learning among students should be
facilitated.Learners are seen as partners in a cooperative venture. Toward the
end of the 20h century, great attention was given to the communicative
Approach (CLT). The most obvious characteristics of CLT are that almost
everything that is done with a communicative intent. Students use the
language a great deal through communicative activities such as games, role
plays, and problem-solving tasks. Activities that are truly
communicative should be information gaps,choice,and feedback.An
information gap exists when one person in an exchange knows something the
other does not know.The speaker has a choice of what to say and how to say
it.True communication is purposeful.

‫( اﻟﻔﺼﻞ اﻟﺴﺎدس ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻟﺘﻮاﺻﻠﯿﺔ‬CLT) ‫ﺗﺘﻤﺜﻞ‬

‫ﻧﻘﻄﺔ اﻟﺒﺪاﯾﺔ اﻟﺒﺪﯾﻠﺔ ﻟﺘﻄﻮﯾﺮ أﺳﺎﻟﯿﺐ ﺗﺪرﯾﺲ اﻟﻠﻐﺔ ﻓﻲ ﻋﺮض اﻟﻠﻐﺔ ﺑﺸﻜﻞ أﺳﺎﺳﻲ ﻋﻠﻰ أﻧﻬﺎ ﻣﻤﺎرﺳﺔ اﺟﺘﻤﺎﻋﯿﺔ‬
‫ ﯾُﻨﻈﺮ إﻟﻰ اﻟﺘﻮاﺻﻞ ﻋﻠﻰ أﻧﻪ ﺗﻔﺎﻋﻞ‬.‫وﻫﺪف ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ ﻋﻠﻰ أﻧﻬﺎ ﺗﻮﻟﺪ ﻛﻔﺎءة اﻟﻤﺘﻌﻠﻢ ﻓﻲ اﻟﺘﻮاﺻﻞ ﺑﺎﻟﻠﻐﺔ اﻟﻬﺪف‬
ً ، ‫اﺟﺘﻤﺎﻋﻲ وﺑﺎﻟﺘﺎﻟﻲ دﯾﻨﺎﻣﯿﻜﻲ وﯾﺘﺄﺛﺮ ﺑﺎﻟﺴﯿﺎق اﻟﺜﻘﺎﻓﻲ‬
‫ ﺗﺘﻢ‬.‫ﺑﺪﻻ ﻣﻦ ﻛﻮﻧﻪ ﻧﻈﺎﻣًﺎ ﻟﻐﻮﯾًﺎ ﺛﺎﺑ ًﺘﺎ ﻣﻮﺟﻮ ًدا ﻓﻲ ﻓﺮاغ‬
‫ ﯾﺠﺐ اﺳﺘﻜﺸﺎف‬.‫ﻣﻌﺎﻟﺠﺔ ﻃﺒﯿﻌﺔ اﻟﺴﻤﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ واﻟﺜﻘﺎﻓﯿﺔ واﻟﺒﺮاﺟﻤﺎﺗﯿﺔ ﻟﻠﻐﺔ ﻓﯿﻤﺎ وراء ﻋﻨﺎﺻﺮ اﻻﺗﺼﺎل‬
‫ ﯾﺠﺐ ﻋﻠﻰ اﻟﻤﺘﻌﻠﻤﯿﻦ ﺗﻄﻮﯾﺮ اﻟﻄﻼﻗﺔ اﻟﻠﻐﻮﯾﺔ‬- .‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﺮﺑﻮﯾﺔ ﻟﻠﺘﻮاﺻﻞ ﻓﻲ اﻟﺤﯿﺎة اﻟﻮاﻗﻌﯿﺔ ﻓﻲ اﻟﻔﺼﻞ اﻟﺪراﺳﻲ‬
‫ ﺧﺎرج‬- ‫ ﯾﺠﺐ أن ﯾﻜﻮن اﻟﻄﻼب ﻣﺠﻬﺰﯾﻦ ﺑﺄدوات ﺗﻮﻟﯿﺪ أداء ﻟﻐﻮي ﻏﯿﺮ ﻣﺪروس‬.‫وﻟﯿﺲ اﻟﻨﺤﻮﯾﺔ وﺑﺪﻗﺔ ﻓﻘﻂ‬
‫ ﯾُﻨﻈﺮ إﻟﻰ اﻟﻤﺘﻌﻠﻤﯿﻦ ﻋﻠﻰ أﻧﻬﻢ ﺷﺮﻛﺎء ﻓﻲ‬.‫ ﯾﺠﺐ ﺗﺴﻬﯿﻞ ﺗﻌﻠﻢ اﻟﻠﻐﺔ ﻣﺪى اﻟﺤﯿﺎة ﺑﯿﻦ اﻟﻄﻼب‬.‫اﻟﻔﺼﻞ اﻟﺪراﺳﻲ‬
‫ ﺗﻢ إﯾﻼء اﻫﺘﻤﺎم ﻛﺒﯿﺮ ﻟﻠﻨﻬﺞ اﻻﺗﺼﺎﻟﻲ‬، ‫ ﻓﻲ ﻧﻬﺎﯾﺔ اﻟﻘﺮن اﻟﻌﺸﺮﯾﻦ‬.‫( ﻣﺸﺮوع ﺗﻌﺎوﻧﻲ‬CLT). ‫إن أوﺿﺢ‬
‫ ﺧﺼﺎﺋﺺ‬CLT ‫ﻛﺜﯿﺮا ﻣﻦ ﺧﻼل‬ ً ‫ ﯾﺴﺘﺨﺪم اﻟﻄﻼب اﻟﻠﻐﺔ‬.‫ﻫﻲ أن ﻛﻞ ﺷﻲء ﺗﻘﺮﯾﺒًﺎ ﯾﺘﻢ ﺗﻨﻔﯿﺬه ﺑﻘﺼﺪ اﻟﺘﻮاﺻﻞ‬
ً ‫ ﯾﺠﺐ أن ﺗﻜﻮن اﻷﻧﺸﻄﺔ اﻟﺘﻮاﺻﻠﯿﺔ‬.‫اﻷﻧﺸﻄﺔ اﻟﺘﻮاﺻﻠﯿﺔ ﻣﺜﻞ اﻷﻟﻌﺎب وﻟﻌﺐ اﻷدوار وﻣﻬﺎم ﺣﻞ اﻟﻤﺸﻜﻼت‬
‫ﻓﻌﻼ‬
‫ ﺗﻮﺟﺪ ﻓﺠﻮة ﻓﻲ اﻟﻤﻌﻠﻮﻣﺎت ﻋﻨﺪﻣﺎ ﯾﻌﺮف ﺷﺨﺺ ﻓﻲ اﻟﺘﺒﺎدل‬.‫ﻫﻲ ﻓﺠﻮات اﻟﻤﻌﻠﻮﻣﺎت واﻻﺧﺘﯿﺎر واﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ‬
‫ اﻟﺘﻮاﺻﻞ اﻟﺤﻘﯿﻘﻲ ﻫﺎدف‬.‫ اﻟﻤﺘﻜﻠﻢ ﻟﺪﯾﻪ ﺧﯿﺎر ﻣﺎ ﯾﻘﻮﻟﻪ وﻛﯿﻒ ﯾﻘﻮﻟﻪ‬.‫ﺷﯿ ًﺌﺎ ﻻ ﯾﻌﺮﻓﻪ اﻵﺧﺮ‬

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 34 ‫ﺗﻜﻤﻠﺔ اﻟﺸﺮح ﺻﻔﺤﺔ‬

A speaker can evaluate whether or not his purpose has been achieved based
upon the information he receives from the listener. The teacher facilitates
communication in the classroom.One of his major responsibilities is to
establish situations likely to promote communication. During the activities, he
acts as an adviser, answering students questions and monitoring their
performance.He might make notes of their errors to be worked on at a later
time during more accuracy-based activities.At other times,he might be a
co-communicator engaging in the communicative activity along with
students.Students are communicators.They are actively engaged in
negotiating meaning in trying to make themselves understood and in
understanding other-even when their knowledge of the target language is
incomplete, Since the teacher's role is less dominant than in a
teacher-centered method,students are seen as more responsible managers of
their own learning.The teacher may present some part of the lesson,such as
when working with linguistic accuracy.At other times, he/she is the facilitator of
the activities,but he does not always himself interact with the
students.Students interact a great deal with one another.They do this in
various configurations: pairs, small groups, and whole groups.Activities in CLT
are often carried out by students in small groups.Small numbers of students
interacting are favored in order to maximize the time allotted to each student
for communicating. In order for these activities to be truly communicative, it
was suggested, from the very beginning, students should have a desire to
communicate something.They should have a purpose for communicating (e.g.
to buy an airline tickets or to write a letter to a newspaper).They should focus
on the content of what they are saying or writing rather than on a particular
language form. They should use variety of language rather than just one
language structure.The teacher will not intervene to stop the activity; and the
materials he/she relies on will not dictate what specific language forms the
student use either.

‫ ﯾﻘﻮم اﻟﻤﻌﻠﻢ‬.‫ﯾﻤﻜﻦ ﻟﻠﻤﺘﺤﺪث ﺗﻘﯿﯿﻢ ﻣﺎ إذا ﻛﺎن ﻫﺪﻓﻪ ﻗﺪ ﺗﺤﻘﻖ أم ﻻ ﺑﻨﺎ ًء ﻋﻠﻰ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﯾﺘﻠﻘﺎﻫﺎ ﻣﻦ اﻟﻤﺴﺘﻤﻊ‬
‫ ﺗﺘﻤﺜﻞ إﺣﺪى ﻣﺴﺆوﻟﯿﺎﺗﻪ اﻟﺮﺋﯿﺴﯿﺔ ﻓﻲ ﺗﺤﺪﯾﺪ اﻟﻤﻮاﻗﻒ اﻟﺘﻲ ﻣﻦ اﻟﻤﺤﺘﻤﻞ أن‬.‫ﺑﺘﺴﻬﯿﻞ اﻟﺘﻮاﺻﻞ ﻓﻲ اﻟﻔﺼﻞ اﻟﺪراﺳﻲ‬
‫ ﻗﺪ ﯾﺪون‬.‫ وﯾﺠﯿﺐ ﻋﻠﻰ أﺳﺌﻠﺔ اﻟﻄﻼب وﯾﺮاﻗﺐ ﺑﺮﯾﻘﻬﻢ‬، ‫ ﯾﻌﻤﻞ ﻛﻤﺴﺘﺸﺎر‬، ‫ ﺧﻼل اﻷﻧﺸﻄﺔ‬.‫ﺗﻌﺰز اﻟﺘﻮاﺻﻞ‬

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 ‫ﻣﻼﺣﻈﺎت ﻋﻦ أﺧﻄﺎﺋﻬﻢ ﻟﻠﻌﻤﻞ ﻋﻠﯿﻬﺎ ﻓﻲ وﻗﺖ ﻻﺣﻖ ﺧﻼل اﻟﻤﺰﯾﺪ ﻣﻦ اﻷﻧﺸﻄﺔ اﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ اﻟﺪﻗﺔ‪ .‬ﻓﻲ أوﻗﺎت‬
‫ﻣﺸﺎرﻛﺎ ﻓﻲ اﻟﻨﺸﺎط اﻟﺘﻮاﺻﻠﻲ ﺟﻨﺒًﺎ إﻟﻰ ﺟﻨﺐ ﻣﻊ اﻟﻄﻼب‪ .‬اﻟﻄﻼب ﻣﺘﻮاﺻﻠﻮن‪ .‬إﻧﻬﻢ‬ ‫ً‬ ‫أﺧﺮى ‪ ،‬ﻗﺪ ﯾﻜﻮن ﻣﺘﻌﺎو ًﻧﺎ‬
‫ﯾﺸﺎرﻛﻮن ﺑﻨﺸﺎط ﻓﻲ اﻟﺘﻔﺎوض ﻋﻠﻰ اﻟﻤﻌﻨﻰ ﻓﻲ ﻣﺤﺎوﻟﺔ ﺟﻌﻞ أﻧﻔﺴﻬﻢ ﯾﻔﻬﻤﻮن وﯾﻔﻬﻤﻮن اﻵﺧﺮﯾﻦ ‪ -‬ﺣﺘﻰ ﻋﻨﺪﻣﺎ‬
‫ﻧﻈﺮا ﻷن دور اﻟﻤﻌﻠﻢ أﻗﻞ ﻫﯿﻤﻨﺔ ﻣﻦ اﻟﻄﺮﯾﻘﺔ اﻟﺘﻲ ﺗﺮﻛﺰ ﻋﻠﻰ اﻟﻤﻌﻠﻢ ‪،‬‬
‫ﺗﻜﻮن ﻣﻌﺮﻓﺘﻬﻢ ﻟﻠﻐﺔ اﻟﻬﺪف ﻏﯿﺮ ﻣﻜﺘﻤﻠﺔ ‪ً ،‬‬
‫ﯾُﻨﻈﺮ إﻟﻰ اﻟﻄﻼب ﻋﻠﻰ أﻧﻬﻢ أﻛﺜﺮ ﻣﺴﺆوﻟﯿﺔ ﻣﺪﯾﺮي اﻟﺘﻌﻠﻢ اﻟﺨﺎﺻﺔ ﺑﻬﻢ‪ .‬ﻗﺪ ﯾﻘﺪم اﻟﻤﻌﻠﻢ ﺟﺰ ًءا ﻣﻦ اﻟﺪرس ‪ ،‬ﻣﺜﻞ‬
‫ﻋﻨﺪ اﻟﻌﻤﻞ ﺑﺪﻗﺔ ﻟﻐﻮﯾﺔ‪ .‬ﻓﻲ أﺣﯿﺎن أﺧﺮى ‪ ،‬ﻫﻮ ‪ /‬ﻫﻲ اﻟﻤﯿﺴﺮ ﻟﻸﻧﺸﻄﺔ ‪ ،‬ﻟﻜﻨﻪ ﻻ ﯾﺘﻔﺎﻋﻞ داﺋﻤًﺎ ﻣﻊ اﻟﻄﻼب‪ .‬ﯾﺘﻔﺎﻋﻞ‬
‫ﻛﺜﯿﺮا ﻣﻊ ﺑﻌﻀﻬﻢ اﻟﺒﻌﺾ‪ .‬ﯾﻔﻌﻠﻮن ذﻟﻚ ﻓﻲ ﺗﻜﻮﯾﻨﺎت ﻣﺨﺘﻠﻔﺔ‪ :‬أزواج وﻣﺠﻤﻮﻋﺎت ﺻﻐﯿﺮة وﻣﺠﻤﻮﻋﺎت‬ ‫اﻟﻄﻼب ً‬
‫ﻛﺎﻣﻠﺔ‪ .‬ﻏﺎﻟﺒًﺎ ﻣﺎ ﯾﺘﻢ ﺗﻨﻔﯿﺬ اﻷﻧﺸﻄﺔ ﻓﻲ ‪ CLT‬ﻣﻦ ﻗﺒﻞ اﻟﻄﻼب ﻓﻲ ﻣﺠﻤﻮﻋﺎت ﺻﻐﯿﺮة‪ .‬ﯾﺘﻢ ﺗﻔﻀﯿﻞ ﻋﺪد ﺻﻐﯿﺮ‬
‫ﻣﻦ اﻟﻄﻼب اﻟﺬﯾﻦ ﯾﺘﻔﺎﻋﻠﻮن ﻣﻦ أﺟﻞ زﯾﺎدة اﻟﻮﻗﺖ اﻟﻤﺨﺼﺺ ﻟﻜﻞ ﻃﺎﻟﺐ ﻟﻠﺘﻮاﺻﻞ‪ .‬ﻣﻦ أﺟﻞ أن ﺗﻜﻮن ﻫﺬه‬
‫ﺣﻘﺎ ‪ ،‬اﻗﺘﺮح ﻣﻨﺬ اﻟﺒﺪاﯾﺔ أن ﯾﻜﻮن ﻟﺪى اﻟﻄﻼب اﻟﺮﻏﺒﺔ ﻓﻲ ﺗﻮﺻﯿﻞ ﺷﻲء ﻣﺎ‪ .‬ﯾﺠﺐ أن ﯾﻜﻮن‬ ‫اﻷﻧﺸﻄﺔ ﺗﻮاﺻﻠﯿﺔ ً‬
‫ﻟﺪﯾﻬﻢ ﻏﺮض ﻟﻠﺘﻮاﺻﻞ )ﻋﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ﻟﺸﺮاء ﺗﺬاﻛﺮ ﻃﯿﺮان أو ﻛﺘﺎﺑﺔ رﺳﺎﻟﺔ إﻟﻰ ﺟﺮﯾﺪﺗﯿﻦ(‪ .‬ﯾﺠﺐ أن ﯾﺮﻛﺰوا‬
‫ﺑﺪﻻ ﻣﻦ اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ ﻟﻐﺔ ﻣﻌﯿﻨﺔ‪ .‬ﯾﺠﺐ ﻋﻠﯿﻬﻢ اﺳﺘﺨﺪام ﻣﺠﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ‬ ‫ﻋﻠﻰ ﻣﺤﺘﻮى ﻣﺎ ﯾﻘﻮﻟﻮﻧﻪ أو ﯾﻜﺘﺒﻮﻧﻪ ً‬
‫اﻟﻠﻐﺔ ً‬
‫ﺑﺪﻻ ﻣﻦ ﺑﻨﯿﺔ ﻟﻐﺔ واﺣﺪة ﻓﻘﻂ‪ .‬ﻟﻦ ﯾﺘﺪﺧﻞ اﻟﻤﻌﻠﻢ ﻟﻮﻗﻒ اﻟﻨﺸﺎط ؛ واﻟﻤﻮاد اﻟﺘﻲ ﯾﻌﺘﻤﺪ ﻋﻠﯿﻬﺎ ‪ /‬ﻫﻲ ﻟﻦ ﺗﻤﻠﻲ أي‬
‫ﻟﻐﺔ ﻣﻌﯿﻨﺔ ﯾﺴﺘﺨﺪﻣﻬﺎ اﻟﻄﺎﻟﺐ ً‬
‫أﯾﻀﺎ‪.‬‬

‫‪In other words,such activities should attempt to replicate real‬‬

‫‪communication.The figure below shows the​ "communication continuum​" of‬‬
‫‪activities:‬‬
‫وﺑﻌﺒﺎرة أﺧﺮى ‪ ،‬ﯾﺠﺐ أن ﺗﺤﺎول ﻫﺬه اﻷﻧﺸﻄﺔ ﺗﻜﺮار اﻟﺘﻮاﺻﻞ اﻟﺤﻘﯿﻘﻲ‪ .‬ﯾﻮﺿﺢ اﻟﺸﻜﻞ أدﻧﺎه "ﺳﻠﺴﻠﺔ اﻻﺗﺼﺎل"‬
‫ﻟﻸﻧﺸﻄﺔ‬
‫‪Non-communicative activities‬‬
‫‪● no communicative desire‬‬
‫‪● no communicative purpose‬‬
‫‪● form not content‬‬
‫‪● one language item only‬‬
‫‪● teacher intervention‬‬
‫‪● materials control‬‬
‫اﻷﻧﺸﻄﺔ ﻏﯿﺮ اﻟﺘﻮاﺻﻠﯿﺔ ﻻ رﻏﺒﺔ ﺗﻮاﺻﻠﯿﺔ وﻻ ﺷﻜﻞ ﻏﺮض ﺗﻮاﺻﻠﻲ وﻻ ﻣﺤﺘﻮى ﻋﻨﺼﺮ ﻟﻐﺔ واﺣﺪة‬
‫ﻓﻘﻂ اﻟﺘﺤﻜﻢ ﻓﻲ ﻣﻮاد ﺗﺪﺧﻞ اﻟﻤﻌﻠﻢ‬
‫‪Communicative activities‬‬
‫‪● a desire to communicate‬‬
‫‪● a communicative purpose‬‬
‫‪● content not form‬‬
‫‪● variety of language items‬‬
‫‪● no teacher intervention‬‬
‫‪● no materials control‬‬
‫اﻷﻧﺸﻄﺔ اﻟﺘﻮاﺻﻠﯿﺔ اﻟﺮﻏﺒﺔ ﻓﻲ اﻻﺗﺼﺎل ﺑﻤﺤﺘﻮى ﻏﺮض ﺗﻮاﺻﻠﻲ ﻻ ﯾﺘﺸﻜﻞ اﻟﺘﻨﻮع‪ .‬ﻣﻦ ﻋﻨﺎﺻﺮ اﻟﻠﻐﺔ‬
‫ﻻ ﺗﺪﺧﻞ اﻟﻤﻌﻠﻢ وﻻ ﻣﺮاﻗﺒﺔ اﻟﻤﻮاد‬

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 36‫ و‬35 ‫ﻧﻬﺎﯾﺔ ﺻﻔﺤﺔ‬
Not all activities in CLT occur at either extreme of the continuum,
however.Some may be further towards the communicative end, whereas may
be more non-communicative.The use of authentic materials is important.It is
considered desirable to give students an opportunity to develop strategies to
understand language as it is actually used.Culture is everyday lifestyle of
people who use the language.There are certain aspects of it that are
especially important to communication.
‫ ﻗﺪ ﯾﻜﻮن ﺑﻌﻀﻬﺎ أﻛﺜﺮ ﻧﺤﻮ اﻟﻄﺮف‬، ‫ وﻣﻊ ذﻟﻚ‬، ‫ ﻓﻲ أي ﻣﻦ ﻃﺮﻓﻲ اﻟﺘﺴﻠﺴﻞ‬CLT ‫ﻻ ﺗﺤﺪث ﺟﻤﯿﻊ اﻷﻧﺸﻄﺔ ﻓﻲ‬
‫ وﺿﻊ اﺳﺘﺮاﺗﯿﺠﯿﺎت ﻟﻔﻬﻢ‬.‫ واﺳﺘﺨﺪام اﻟﻤﻮاد اﻷﺻﻠﯿﺔ أﻣﺮ ﻣﻬﻢ‬، ‫ ﺑﯿﻨﻤﺎ ﻗﺪ ﯾﻜﻮن أﻛﺜﺮ ﻏﯿﺮ اﻟﺘﻮاﺻﻠﯿﺔ‬، ‫اﻟﺘﻮاﺻﻠﻲ‬
‫ وﻫﻨﺎك ﺟﻮاﻧﺐ‬، ‫ﻓﺎﻟﺜﻘﺎﻓﺔ ﻫﻲ ﻧﻤﻂ اﻟﺤﯿﺎة اﻟﯿﻮﻣﯿﺔ ﻟﻸﺷﺨﺎص اﻟﺬﯾﻦ ﯾﺴﺘﺨﺪﻣﻮن اﻟﻠﻐﺔ‬، ‫اﻟﻠﻐﺔ ﻛﻤﺎ ﯾﺘﻢ اﺳﺘﺨﺪاﻣﻬﺎ ﻓﻌﻠﯿًﺎ‬
‫ﻣﻌﯿﻨﺔ ﻟﻬﺎ ذات أﻫﻤﯿﺔ ﺧﺎﺻﺔ ﻟﻠﺘﻮاﺻﻞ‬

One of the basic assumptions of CLT is that by learning to

communicate, students will be motivated to study a foreign language since
they will feel they are learning to do something useful with the
language.Also,teachers give students an opportunity to express their
individuality by having them share their ideas and opinions on a regular basis.
Student s security is enhanced by the many opportunities for cooperative
interactions with their fellow
students and teacher
Language functions might be
over forms emphasize
A variety of forms are introduced for each function.Forms are presented from
simpler to more complex. Students work with language at the supra sentential
or discourse level. They learn about cohesion and coherence. They work on
all four skills from the beginning. The oral communication takes place through
negotiation between speaker and listener,whereas meaning is. thought to be
derived from the written word through an interaction between the reader and
.the writer
Judicious use of the students native language is permitted in CLT. But the
target language should be used whenever possible not only during
communicative activities, but also for explaining the activities to the students
or in assigning homework.The students learn from these classroom
management exchanges, too, and realize that the target language is a vehicle
for communication,not an object to be studied.Evaluation is accomplished for

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 ‫‪both accuracy and fluency.The student who has thė most control of the‬‬
‫‪structures and vocabulary is not always the best communicator‬‬
‫‪Evaluation could be done informally for student's performance by the teacher‬‬
‫‪in his role as an adviser or co-communicator, by using integrative tests.Errors‬‬
‫‪of form are tolerated during fluency-based activities and are seen as natural‬‬
‫‪outcomes of the development of communication skills. Students can have‬‬
‫‪limited linguistic knowledge and still be successful communicators.The‬‬
‫‪teacher may note the errors during fluency activities and return to them later‬‬
‫‪with an accuracy-based activity .‬‬

‫أﺣﺪ اﻻﻓﺘﺮاﺿﺎت اﻷﺳﺎﺳﯿﺔ ﻟـ ‪ CLT‬ﻫﻮ أن ﺗﺘﻌﻠﻢ‬

‫ﻟﻠﺘﻮاﺻﻞ ‪ ،‬ﺳﯿﺘﻢ ﺗﺤﻔﯿﺰ اﻟﻄﻼب ﻋﻠﻰ دراﺳﺔ ﻟﻐﺔ أﺟﻨﺒﯿﺔ ﻷﻧﻬﻢ ﺳﯿﺸﻌﺮون أﻧﻬﻢ ﯾﺘﻌﻠﻤﻮن اﻟﻘﯿﺎم ﺑﺸﻲء ﻣﻔﯿﺪ ﻣﻊ اﻟﻠﻐﺔ‬
‫‪ ،‬ﻛﻤﺎ ﯾﻤﻨﺢ اﻟﻤﻌﻠﻤﻮن اﻟﻄﻼب ﻓﺮﺻﺔ ﻟﻠﺘﻌﺒﯿﺮ ﻋﻦ ﻓﺮدﯾﺘﻬﻢ ﻣﻦ ﺧﻼل ﺟﻌﻠﻬﻢ ﯾﺸﺎرﻛﻮن أﻓﻜﺎرﻫﻢ وآراﺋﻬﻢ ﺑﺸﻜﻞ‬
‫ﻣﻨﺘﻈﻢ‪ .‬ﯾﺘﻢ ﺗﻌﺰﯾﺰ أﻣﺎن اﻟﻄﻼب ﻣﻦ ﺧﻼل اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻔﺮص ﻟﻠﺘﻔﺎﻋﻼت اﻟﺘﻌﺎوﻧﯿﺔ ﻣﻊ زﻣﻼﺋﻬﻤﺎﻟﻄﻼب واﻟﻤﻌﻠﻢ ﻗﺪ‬
‫ﺗﻜﻮن وﻇﺎﺋﻒ اﻟﻠﻐﺔ ﺗﺆﻛﺪ أﻛﺜﺮ ﻣﻦ اﻷﺷﻜﺎل ﯾﺘﻢ ﺗﻘﺪﯾﻢ ﻣﺠﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ اﻟﻨﻤﺎذج ﻟﻜﻞ وﻇﯿﻔﺔ ‪ ،‬وﯾﺘﻢ ﺗﻘﺪﯾﻢ‬
‫اﻷﺷﻜﺎل ﻣﻦ أﺑﺴﻂ إﻟﻰ أﻛﺜﺮ ﺗﻌﻘﯿ ًﺪا‪ .‬ﯾﻌﻤﻞ اﻟﻄﻼب ﻣﻊ اﻟﻠﻐﺔ ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﺤﻜﻤﺔ أو اﻟﺨﻄﺎب‪ .‬ﯾﺘﻌﻠﻤﻮن ﻋﻦ‬
‫اﻟﺘﻤﺎﺳﻚ واﻟﺘﻤﺎﺳﻚ‪ .‬إﻧﻬﻢ ﯾﻌﻤﻠﻮن ﻋﻠﻰ ﺟﻤﯿﻊ اﻟﻤﻬﺎرات اﻷرﺑﻌﺔ ﻣﻦ اﻟﺒﺪاﯾﺔ‪ .‬ﯾﺘﻢ اﻻﺗﺼﺎل اﻟﺸﻔﻮي ﻣﻦ ﺧﻼل‬
‫اﻟﺘﻔﺎوض ﺑﯿﻦ اﻟﻤﺘﺤﺪث واﻟﻤﺴﺘﻤﻊ ‪ ،‬ﻓﻲ ﺣﯿﻦ أن اﻟﻤﻌﻨﻰ ﻫﻮ‪ .‬ﯾﻌﺘﻘﺪ أﻧﻬﺎ ﻣﺸﺘﻘﺔ ﻣﻦ اﻟﻜﻠﻤﺔ اﻟﻤﻜﺘﻮﺑﺔ ﻣﻦ ﺧﻼل‬
‫اﻟﺘﻔﺎﻋﻞ ﺑﯿﻦ اﻟﻘﺎرئ واﻟﻜﺎﺗﺐ‪.‬‬
‫اﻻﺳﺘﺨﺪام اﻟﺤﻜﯿﻢ ﻟﻠﻐﺔ اﻷم ﻟﻠﻄﻼب ﻣﺴﻤﻮح ﺑﻪ ﻓﻲ ‪.CLT‬وﻟﻜﻦ ﯾﺠﺐ اﺳﺘﺨﺪام اﻟﻠﻐﺔ اﻟﻬﺪف ﻛﻠﻤﺎ ﻛﺎن ذﻟﻚ ﻣﻤﻜ ًﻨﺎ‬
‫أﯾﻀﺎ ﻟﺸﺮح اﻷﻧﺸﻄﺔ ﻟﻠﻄﻼب أو ﻓﻲ ﺗﻌﯿﯿﻦ اﻟﻮاﺟﺒﺎت اﻟﻤﻨﺰﻟﯿﺔ ‪ ،‬ﻛﻤﺎ‬ ‫ﻟﯿﺲ ﻓﻘﻂ أﺛﻨﺎء اﻷﻧﺸﻄﺔ اﻟﺘﻮاﺻﻠﯿﺔ ‪ ،‬وﻟﻜﻦ ً‬
‫أﯾﻀﺎ ‪ ،‬وﯾﺪرﻛﻮن أن اﻟﻠﻐﺔ اﻟﻬﺪف ﻫﻲ وﺳﯿﻠﺔ ل‬ ‫ﯾﺘﻌﻠﻢ اﻟﻄﻼب ﻣﻦ ﻫﺬه اﻟﺘﺒﺎدﻻت ﻓﻲ إدارة اﻟﻔﺼﻞ اﻟﺪراﺳﻲ ً‬
‫اﻟﺘﻮاﺻﻞ ‪ ،‬ﻟﯿﺲ ﺷﯿ ًﺌﺎ ﻟﻠﺪراﺳﺔ‪ .‬ﯾﺘﻢ اﻟﺘﻘﯿﯿﻢ ﻣﻦ أﺟﻞ اﻟﺪﻗﺔ واﻟﻄﻼﻗﺔ ﻋﻠﻰ ﺣﺪ ﺳﻮاء‪ .‬اﻟﻄﺎﻟﺐ اﻟﺬي ﯾﻤﺘﻠﻚ أﻛﺒﺮ ﻗﺪر‬
‫ﻣﻦ اﻟﺘﺤﻜﻢ ﻓﻲ اﻟﻬﯿﺎﻛﻞ واﻟﻤﻔﺮدات ﻟﯿﺲ داﺋﻤًﺎ أﻓﻀﻞ وﺳﯿﻠﺔ اﺗﺼﺎل‬
‫ﯾﻤﻜﻦ أن ﯾﺘﻢ اﻟﺘﻘﯿﯿﻢ ﺑﺸﻜﻞ ﻏﯿﺮ رﺳﻤﻲ ﻷداء اﻟﻄﺎﻟﺐ ﻣﻦ ﻗﺒﻞ اﻟﻤﻌﻠﻢ ﻓﻲ دوره ﻛﻤﺴﺘﺸﺎر أو ﻣﺘﻮاﺻﻞ ﻣﺸﺎرك وذﻟﻚ‬
‫ﺑﺎﺳﺘﺨﺪام اﻻﺧﺘﺒﺎرات اﻟﺘﻜﺎﻣﻠﯿﺔ‪ .‬ﯾﺘﻢ اﻟﺘﻐﺎﺿﻲ ﻋﻦ أﺧﻄﺎء اﻟﺸﻜﻞ أﺛﻨﺎء اﻷﻧﺸﻄﺔ اﻟﻤﺴﺘﻨﺪة إﻟﻰ اﻟﻄﻼﻗﺔ وﺗﻌﺘﺒﺮ ﻧﺘﺎﺋﺞ‬
‫ﻃﺒﯿﻌﯿﺔ ﻟﺘﻨﻤﯿﺔ ﻣﻬﺎرات اﻻﺗﺼﺎل ‪.‬ﯾﻤﻜﻦ أن ﯾﻜﻮن ﻟﺪى اﻟﻄﻼب ﻣﻌﺮﻓﺔ ﻟﻐﻮﯾﺔ ﻣﺤﺪودة وﻻ ﯾﺰاﻟﻮن ﻣﺘﻮاﺻﻠﯿﻦ‬
‫ﻧﺎﺟﺤﯿﻦ ‪ ،‬وﻗﺪ ﯾﻼﺣﻆ اﻟﻤﻌﻠﻢ اﻷﺧﻄﺎء أﺛﻨﺎء أﻧﺸﻄﺔ اﻟﻄﻼﻗﺔ واﻟﻌﻮدة إﻟﯿﻬﺎ‬
‫ً‬
‫ﻻﺣﻘﺎ ﻣﻊ ﻧﺸﺎط ﻗﺎﺋﻢ ﻋﻠﻰ اﻟﺪﻗﺔ‪.‬‬

‫ﺻﻔﺤﺔ ‪ 37‬و ‪38‬‬

‫‪Theory of Language:‬‬

‫‪CLT starts from a theory of language as communication.The goal of language‬‬

‫‪is to develop what Hymes (1972) referred as "communicative competence" to‬‬
‫‪differentiate it from Chomsky's theory of "​linguistic competence​". Chomsky‬‬
‫‪focuses on t abstract abilities speakers possess that enable them to produce‬‬

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 grammatically correct sentence in a language.Hymes believe ti the linguistic
theory needed to be seen as part of a more gene theory incorporating
communication and culture.His theory of communicative competence was a
definition of what a speaker needs to know in order to be communicatively
competent in speech community. Hyem s theory offers a comprehensive view
than Chomsky's view of competence which deals primarily with abstract
grammatical knowledge. Another theory of communication favored in ​CLT is
Halliday's functional account of language use​.He elaborated powerful
theory of the functions of language,which complements
Hyme's view of ​communicative
competence​.He described seven
basic functions of a language​:: ​instrumental,​regularity​,interactional,
personal,​heuristic,​imaginative​,and representational.
Widdowson (1978), another theorist of CLT,presented a view of the
relationship between linguistic systems and their communicative values in text
and discourse.He focused on the communicative acts underlying the ability to
use language for different purposė.

Hymes ‫ واﻟﻬﺪف ﻣﻦ اﻟﻠﻐﺔ ﻫﻮ ﺗﻄﻮﯾﺮ ﻣﺎ أﺷﺎر إﻟﯿﻪ‬، ‫ ﻣﻦ ﻧﻈﺮﯾﺔ اﻟﻠﻐﺔ ﻛﺘﻮاﺻﻞ‬CLT ‫ﯾﺒﺪأ‬: ‫ﻧﻈﺮﯾﺔ اﻟﻠﻐﺔ‬
‫ ﯾﺮﻛﺰ ﺗﺸﻮﻣﺴﻜﻲ ﻋﻠﻰ‬."‫ "اﻟﻜﻔﺎءة اﻟﻠﻐﻮﯾﺔ‬Chomsky s ‫(( ﺑـ "اﻟﻜﻔﺎءة اﻟﺘﻮاﺻﻠﯿﺔ" ﻟﺘﻤﯿﯿﺰﻫﺎ ﻋﻦ ﻧﻈﺮﯾﺔ‬1972
‫ ﯾﻌﺘﻘﺪ اﻷﻧﺎﺷﯿﺪ أن اﻟﻨﻈﺮﯾﺔ‬، ‫ﻗﺪرات اﻟﻤﺘﺤﺪﺛﯿﻦ اﻟﻤﺠﺮدة اﻟﺘﻲ ﺗﻤﻜﻨﻬﻢ ﻣﻦ اﻹﻧﺘﺎج اﻟﺠﻤﻠﺔ اﻟﺼﺤﯿﺤﺔ ﻧﺤﻮﯾًﺎ ﻓﻲ اﻟﻠﻐﺔ‬
‫ وﻛﺎﻧﺖ ﻧﻈﺮﯾﺘﻪ‬، ‫اﻟﻠﻐﻮﯾﺔ ﯾﺠﺐ أن ﯾﻨﻈﺮ إﻟﯿﻬﺎ ﻋﻠﻰ أﻧﻬﺎ ﺟﺰء ﻣﻦ ﻧﻈﺮﯾﺔ أﻛﺜﺮ ﺟﯿﻨﯿﺔ ﺗﺘﻀﻤﻦ اﻟﺘﻮاﺻﻞ واﻟﺜﻘﺎﻓﺔ‬
‫ ﺗﻘﺪم‬.‫ﻣﺆﻫﻼ ﻟﻼﺗﺼﺎل ﻓﻲ ﻣﺠﺘﻤﻊ اﻟﻜﻼم‬ ً ً
‫ﺗﻌﺮﯾﻔﺎ ﻟﻤﺎ ﯾﺤﺘﺎج اﻟﻤﺘﻜﻠﻢ إﻟﻰ ﻣﻌﺮﻓﺘﻪ ﻟﯿﻜﻮن‬ ‫ﺣﻮل اﻟﻜﻔﺎءة اﻟﺘﻮاﺻﻠﯿﺔ‬
‫ﻧﻈﺮﯾﺔ ﻫﺎﯾﻢ ﻧﻈﺮة ﺷﺎﻣﻠﺔ ﻣﻦ وﺟﻬﺔ ﻧﻈﺮ ﺗﺸﻮﻣﺴﻜﻲ ﻟﻠﻜﻔﺎءة اﻟﺘﻲ ﺗﺘﻌﺎﻣﻞ ﻓﻲ اﻟﻤﻘﺎم اﻷول ﻣﻊ اﻟﻤﻌﺮﻓﺔ اﻟﻨﺤﻮﯾﺔ‬
‫ وﻗﺪ‬، ‫ وﻫﻲ اﻟﺤﺴﺎب اﻟﻮﻇﯿﻔﻲ ﻟﻬﺎﻟﯿﺪاي ﻻﺳﺘﺨﺪام اﻟﻠﻐﺔ‬CLT ‫ ﻫﻨﺎك ﻧﻈﺮﯾﺔ أﺧﺮى ﻟﻠﺘﻮاﺻﻞ ﯾﻔﻀﻠﻬﺎ‬.‫اﻟﻤﺠﺮدة‬
‫ ووﺻﻒ ﺳﺒﻌﺔ اﻟﻮﻇﺎﺋﻒ‬، ‫ واﻟﺘﻲ ﺗﻜﻤﻞ رأي ﻫﺎﯾﻢ ﻓﻲ اﻟﺘﻮاﺻﻞ اﻟﻜﻔﺎءة‬، ‫وﺿﻊ ﻧﻈﺮﯾﺔ ﻗﻮﯾﺔ ﻟﻮﻇﺎﺋﻒ اﻟﻠﻐﺔ‬
، (1978) ‫ودووﺳﻮن‬.‫ وﺗﻤﺜﯿﻠﻲ‬، ‫ ﺧﯿﺎﻟﻲ‬، ‫ اﺳﺘﺪراﻛﻲ‬، ‫ ﺷﺨﺼﯿﺔ‬، ‫ ﺑﯿﻦ اﻷدﯾﺎن‬، ‫ اﻧﺘﻈﺎم‬، ‫ ﻣﻔﯿﺪة‬:: ‫اﻷﺳﺎﺳﯿﺔ ﻟﻠﻐﺔ‬
‫وﻗﺪ‬.‫ﻋﺮﺿﺎ ﻟﻠﻌﻼﻗﺔ ﺑﯿﻦ اﻷﻧﻈﻤﺔ اﻟﻠﻐﻮﯾﺔ وﻗﯿﻤﻬﺎ اﻟﺘﻮاﺻﻠﯿﺔ ﻓﻲ اﻟﻨﺺ واﻟﺨﻄﺎب‬ ً ‫ ﻗﺪم‬، CLT ‫ﻣﻨﻈﺮ آﺧﺮ ﻟـ‬ ّ ‫وﻫﻮ‬
‫رﻛﺰ ﻋﻠﻰ اﻷﻋﻤﺎل اﻟﺘﻮاﺻﻠﯿﺔ اﻟﺘﻲ ﺗﻘﻮم ﻋﻠﯿﻬﺎ اﻟﻘﺪرة ﻋﻠﻰ اﺳﺘﺨﺪام اﻟﻠﻐﺔ ﻷﻏﺮاض ﻣﺨﺘﻠﻔﺔ‬

A more pedagogically influential analysis of communicative competence is

formed in ​Canale​ and ​Swain​ (1980) in ​which four dimensions of
communicative competence identified: ​are​ ​grammatical competence,
sociolinguistic competence​, ​discourse competence​,and ​strategic competence​.
CLT has rich ​theoretical​ bases which may be called​ ​eclectic

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 ‫( ﺣﯿﺚ ﺗﻢ ﺗﺤﺪﯾﺪ‬Canale and Swain (1980 ‫ﺗﺄﺛﯿﺮا ﺗﺮﺑﻮﯾًﺎ ﻟﻠﻜﻔﺎءة اﻟﺘﻮاﺻﻠﯿﺔ ﻓﻲ‬ ً ‫ﺗﻢ ﺗﺸﻜﯿﻞ ﺗﺤﻠﯿﻞ أﻛﺜﺮ‬
، ‫ وﻛﻔﺎءة اﻟﺨﻄﺎب‬، ‫ واﻟﻜﻔﺎءة اﻟﻠﻐﻮﯾﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ‬، ‫ ﻫﻲ اﻟﻜﻔﺎءة اﻟﻨﺤﻮﯾﺔ‬:‫أرﺑﻌﺔ أﺑﻌﺎد ﻟﻠﻜﻔﺎءة اﻟﺘﻮاﺻﻠﯿﺔ‬
‫ ﻋﻠﻰ ﻗﻮاﻋﺪ ﻧﻈﺮﯾﺔ ﻏﻨﯿﺔ ﯾﻤﻜﻦ أن ﺗﺴﻤﻰ اﻧﺘﻘﺎﺋﯿﺔ‬CLT CLT ‫ﯾﺤﺘﻮي‬.‫واﻟﻜﻔﺎءة اﻻﺳﺘﺮاﺗﯿﺠﯿﺔ‬

Some of the ​characteristics​ of this communicative view of language as

follow:
1-​ Language is a system for expression of meaning.

2-​ The primary function of language is to allow interaction and communication

.

3-​ The structure of language reflects its functional and communicative values.

4-​ The primary units of language are not merely its grammatical and structural
features,but categories of functional and communicative meaning as
exemplified in discourse.
.‫ اﻟﻠﻐﺔ ﻧﻈﺎم ﻟﻠﺘﻌﺒﯿﺮ ﻋﻦ اﻟﻤﻌﻨﻰ‬-1

.‫ اﻟﻮﻇﯿﻔﺔ اﻷﺳﺎﺳﯿﺔ ﻟﻠﻐﺔ ﻫﻲ اﻟﺴﻤﺎح ﺑﺎﻟﺘﻔﺎﻋﻞ واﻟﺘﻮاﺻﻞ‬-2

.‫ ﺑﻨﯿﺔ اﻟﻠﻐﺔ ﺗﻌﻜﺲ ﻗﯿﻤﻬﺎ اﻟﻮﻇﯿﻔﯿﺔ واﻟﺘﻮاﺻﻠﯿﺔ‬-3

‫ ﺑﻞ ﻓﺌﺎت اﻟﻤﻌﻨﻰ اﻟﻮﻇﯿﻔﻲ واﻟﺘﻮاﺻﻞ ﻛﻤﺎ‬، ‫ إن اﻟﻮﺣﺪات اﻷﺳﺎﺳﯿﺔ ﻟﻠﻐﺔ ﻟﯿﺴﺖ ﻣﺠﺮد ﺳﻤﺎﺗﻬﺎ اﻟﻨﺤﻮﯾﺔ واﻟﺒﻨﯿﻮﯾﺔ‬-4
.‫ﯾﺘﺠﻠﻰ ﻓﻲ اﻟﺨﻄﺎب‬

39 ‫ﺻﻔﺤﺔ‬
CLT, therefore, with its different strands of what to tea (utterances as well as
sentences, functions as well as grammar) and how to teach it
(meaning-focused communicative tasks as well more traditional study
techniques), has become a generalized "​umbrella​" term to describe learning
sequences which aim to improve the students ability to communicate.
‫ ﻣﻊ ﻓﺮوﻋﻬﺎ اﻟﻤﺨﺘﻠﻔﺔ ﻟﻤﺎ ﺗﺘﻨﺎوﻟﻪ ﻣﻦ ﺷﺎي )اﻷﻟﻔﺎظ واﻟﺠﻤﻞ واﻟﻮﻇﺎﺋﻒ‬، CLT ‫ أﺻﺒﺤﺖ‬، ‫● وﺑﺎﻟﺘﺎﻟﻲ‬
‫واﻟﻘﻮاﻋﺪ( وﻛﯿﻔﯿﺔ ﺗﺪرﯾﺴﻬﺎ )اﻟﻤﻬﺎم اﻟﺘﻮاﺻﻠﯿﺔ اﻟﺘﻲ ﺗﺮﻛﺰ ﻋﻠﻰ اﻟﻤﻌﻨﻰ ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ﺗﻘﻨﯿﺎت اﻟﺪراﺳﺔ‬
‫ ﻣﻈﻠﺔ "ﻣﺼﻄﻠﺢ ﻟﻮﺻﻒ ﺗﺴﻠﺴﻼت اﻟﺘﻌﻠﻢ اﻟﺘﻲ ﺗﻬﺪف إﻟﻰ ﺗﺤﺴﯿﻦ ﻗﺪرة اﻟﻄﻼب ﻋﻠﻰ‬، (‫اﻟﺘﻘﻠﯿﺪﯾﺔ‬
.‫اﻟﺘﻮاﺻﻞ‬
Theory of Learning:

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 Little has been written about CLT learning theory view But elements of an
underlying learning theory can be discerned i some CLT practices. These
elements ​are:

1- ​Communication principle:​ activities that involve communication promote

learning

2- ​Task principle​: activities in which language is used for carrying out

meaningful tasks promote learning.

3- ​Meaningful​ to learner to support the learning process.

‫ وﻟﻜﻦ ﯾﻤﻜﻦ ﺗﻤﯿﯿﺰ ﻋﻨﺎﺻﺮ ﻧﻈﺮﯾﺔ اﻟﺘﻌﻠﻢ اﻟﻜﺎﻣﻨﺔ‬CLT ‫ﻟﻢ ﯾﻜﺘﺐ اﻟﻜﺜﯿﺮ ﻋﻦ وﺟﻬﺔ ﻧﻈﺮ ﻧﻈﺮﯾﺔ اﻟﺘﻌﻠﻢ‬:‫ﻧﻈﺮﯾﺔ اﻟﺘﻌﻠﻢ‬
:‫ ​ﻫﺬه اﻟﻌﻨﺎﺻﺮ ﻫﻲ‬.CLT ‫ﻓﻲ ﺑﻌﺾ ﻣﻤﺎرﺳﺎت‬
.‫ اﻷﻧﺸﻄﺔ اﻟﺘﻲ ﺗﻨﻄﻮي ﻋﻠﻰ اﻟﺘﻮاﺻﻞ ﺗﻌﺰز اﻟﺘﻌﻠﻢ‬:‫ ​ﻣﺒﺪأ اﻻﺗﺼﺎل‬-1

.‫ اﻷﻧﺸﻄﺔ اﻟﺘﻲ ﺗﺴﺘﺨﺪم ﻓﯿﻬﺎ اﻟﻠﻐﺔ ﻟﻠﻘﯿﺎم ﺑﻤﻬﺎم ذات ﻣﻐﺰى ﺗﻌﺰز اﻟﺘﻌﻠﻢ‬:‫ ​ﻣﺒﺪأ اﻟﻤﻬﻤﺔ‬-2

.‫ ذو ﻣﻌﻦۑ ﻟﻠﻤﺘﻌﻠﻢ ﻟﺪﻋﻢ ﻋﻤﻠﯿﺔ اﻟﺘﻌﻠﻢ‬-3

Savignon​ (1983) believes that theories of second language acquisition is a

source for the learning theories of ​CLT​, and he considers the role of linguistic,
social, cognitive, and individual variables in language acquisition, ​Krashen
and other Second Language Acquisition theorists typically stress that
language learning comes about through using language communicatively
rather than through practicing language skills. ​Johanson​ (1984) and ​Littlewood
(1984) consider a skill-learning model of learning as an alternative learning
theory for the ​CLT​.According to this theory,the acquisition of the
communicative competence in a language is an example of skills
development.This involves both a cognitive and behavioral aspect,and
emphasized on practice as a way of developing communicative skills

‫ وﻫﻮ‬، CLT ‫( أن ﻧﻈﺮﯾﺎت اﻛﺘﺴﺎب اﻟﻠﻐﺔ اﻟﺜﺎﻧﯿﺔ ﻫﻲ ﻣﺼﺪر ﻟﻨﻈﺮﯾﺎت اﻟﺘﻌﻠﻢ ﻓﻲ‬Savignon​ (1983 ‫ﯾﻌﺘﻘﺪ‬
‫ﯾﺸﺪد ﻛﺮاﺷﯿﻦ وﻏﯿﺮه ﻣﻦ‬.‫ﯾﻌﺘﺒﺮ دور اﻟﻤﺘﻐﯿﺮات اﻟﻠﻐﻮﯾﺔ واﻻﺟﺘﻤﺎﻋﯿﺔ واﻟﻤﻌﺮﻓﯿﺔ واﻟﻔﺮدﯾﺔ ﻓﻲ اﻛﺘﺴﺎب اﻟﻠﻐﺔ‬
ً ‫ﻣﻨﻈﺮي اﻛﺘﺴﺎب اﻟﻠﻐﺔ اﻟﺜﺎﻧﯿﺔ ﻋﺎد ًة ﻋﻠﻰ أن ﺗﻌﻠﻢ اﻟﻠﻐﺔ ﯾﺄﺗﻲ ﻣﻦ ﺧﻼل اﺳﺘﺨﺪام اﻟﻠﻐﺔ ﺑﺸﻜﻞ ﺗﻮاﺻﻞ‬
‫ﺑﺪﻻ ﻣﻦ‬
‫( ﯾﻌﺘﺒﺮان ﻧﻤﻮذج ﺗﻌﻠﻢ اﻟﻤﻬﺎرات ﻟﻠﺘﻌﻠﻢ‬1984) ‫( ​وﻟﯿﺘﻠﻮود‬1984) ‫ ﯾﻮﻫﺎﻧﺴﻮن‬.‫ﻣﻤﺎرﺳﺔ اﻟﻤﻬﺎرات اﻟﻠﻐﻮﯾﺔ‬

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 ً
‫ﻓﺈن اﻛﺘﺴﺎب اﻟﻜﻔﺎءة اﻟﺘﻮاﺻﻠﯿﺔ ﻓﻲ ﻟﻐﺔ ﻣﺎ ﻫﻮ ﻣﺜﺎل ﻟﺘﻨﻤﯿﺔ‬، ‫ووﻓﻘﺎ ﻟﻬﺬه اﻟﻨﻈﺮﯾﺔ‬، CLT ‫ﻛﻨﻈﺮﯾﺔ ﺗﻌﻠﻢ ﺑﺪﯾﻠﺔ ﻟـ‬
.‫ وﺷﺪد ﻋﻠﻰ اﻟﻤﻤﺎرﺳﺔ ﻛﻮﺳﯿﻠﺔ ﻟﺘﻄﻮﯾﺮ ﻣﻬﺎرات اﻟﺘﻮاﺻﻞ‬، ‫ اﻟﺠﺎﻧﺐ اﻟﻤﻌﺮﻓﻲ واﻟﺴﻠﻮﻛﻲ‬.‫اﻟﻤﻬﺎرات‬

Teaching Techniques and Materials in CLT are:

‫ ﻣﻬﻤﺔ ﺟﺪا‬40 ‫ﺗﻘﻨﯿﺎت ﺻﻔﺤﺔ‬
1- Authentic materials

2- Scrambled sentence

3- Language games

4- Picture strip story

5- Role play

6_Jigsaw

7- Functional communication activities

1- ​Authentic materials​: It means using language materials authentic to

native speakers of the target language, by providing a variety of situations.

2- ​Scrambled sentence:​ The student is given a passage in which the

sentences are in a scrambled order, and they are told to scramble it, so that
the sentences are restored to their original order.

3- ​Language games​: Games are used frequently in CLT and they are found
enjoyable for students.

4- ​Picture strip story​: It is used with many activities.It could be done by

showing one picture and ask the students predict what the second picture
would look like.

5- ​Role play​: This technique gives students an opportunity to practice

communication in different social contexts and in different social roles.

6_​Jigsaw​: Students listen to different tapend materials and then communicate

their content to others in the class.

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 ‫‪7- ​Functional communication activities​:They include such tasks as‬‬
‫‪learners comparing sets of pictures and noting similarities and‬‬
‫‪differences,completing map, following directions, solving problems from‬‬
‫‪shared clues, etc.‬‬

‫‪8- ​Social interaction activities​: They include conversation and discussion‬‬

‫‪session,dialogues and role plays, simulations, improvisation, and debates.‬‬

‫‪​ -1‬ﻣﻮاد أﺻﻠﯿﺔ‪ :‬ﻓﻬﺬا ﯾﻌﻨﻲ اﺳﺘﺨﺪام ﻣﻮاد اﻟﻠﻐﺔ اﻷﺻﯿﻠﺔ إﻟﻰ اﻟﻤﺘﺤﺪﺛﯿﻦ اﻷﺻﻠﯿﯿﻦ ﺑﺎﻟﻠﻐﺔ اﻟﻤﺴﺘﻬﺪﻓﺔ‪ ،‬ﻣﻦ ﺧﻼل‬
‫ﺗﻮﻓﯿﺮ ﻣﺠﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ اﻟﻤﻮاﻗﻒ‪.‬‬

‫‪​ -2‬اﻟﺠﻤﻠﺔ اﻟﻤﺨﻔﻮﻗﺔ‪ :‬ﯾﺘﻢ إﻋﻄﺎء اﻟﻄﺎﻟﺐ ﻣﻘﻄﻌﺎ ﻓﯿﻪ اﻟﺠﻤﻞ ﻓﻲ ﺗﺮﺗﯿﺐ ﻣﺨﻔﻮق‪ ،‬وﯾﺨﺒﺮون أن ﺗﺪاﻓﻊ ﻋﻨﻬﺎ‪ ،‬ﺑﺤﯿﺚ‬
‫ﯾﺘﻢ اﺳﺘﻌﺎدة اﻟﺠﻤﻞ إﻟﻰ أﻣﺮﻫﻢ اﻷﺻﻠﻲ‪.‬‬

‫‪ 9 -3‬ﺗﺴﺘﺨﺪم اﻷﻟﻌﺎب ﺑﺸﻜﻞ ﻣﺘﻜﺮر ﻓﻲ ‪ CLT‬وﺗﻢ اﻟﻌﺜﻮر ﻋﻠﯿﻬﺎ ﻣﻤﺘﻌﺔ ﻟﻠﻄﻼب‪.‬‬

‫‪​ -4‬ﻗﺼﺔ ﺷﺮﯾﻄﯿﺔ اﻟﺼﻮرة‪ :‬ﯾﺘﻢ اﺳﺘﺨﺪاﻣﻪ ﻣﻊ اﻟﻌﺪﯾﺪ ﻣﻦ اﻷﻧﺸﻄﺔ‪ .‬وﯾﻤﻜﻦ اﻟﻘﯿﺎم ﺑﻪ ﻣﻦ ﺧﻼل إﻇﻬﺎر ﺻﻮرة‬
‫واﺣﺪة واﻃﻠﺐ ﻣﻦ اﻟﻄﻼب اﻟﺘﻨﺒﺆ ﺑﻤﺎ ﺳﺘﺒﺪو اﻟﺼﻮرة اﻟﺜﺎﻧﯿﺔ‪.‬‬

‫‪​ -5‬ﻟﻌﺐ اﻷدوار‪ :‬ﺗﻤﻨﺢ ﻫﺬه اﻟﺘﻘﻨﯿﺔ ﻟﻠﻄﻼب ﻓﺮﺻﺔ ﻟﻤﻤﺎرﺳﺔ اﻟﺘﻮاﺻﻞ ﻓﻲ اﻟﺴﯿﺎﻗﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ اﻟﻤﺨﺘﻠﻔﺔ وﻓﻲ‬
‫أدوار اﺟﺘﻤﺎﻋﯿﺔ ﻣﺨﺘﻠﻔﺔ‪.‬‬

‫‪​_6‬ﺟﻜﺴﻮ‪ :‬ﯾﺴﺘﻤﻊ اﻟﻄﻼب إﻟﻰ ﻣﻮاد ﻣﺴﺠﻠﺔ ﻣﺨﺘﻠﻔﺔ ﺛﻢ ﻗﻢ ﺑﺘﻮﺻﯿﻞ ﻣﺤﺘﻮاﻫﻢ ﻟﻶﺧﺮﯾﻦ ﻓﻲ اﻟﻔﺼﻞ‪.‬‬

‫‪​ -7‬أﻧﺸﻄﺔ اﻻﺗﺼﺎﻻت اﻟﻮﻇﯿﻔﯿﺔ‪ :‬ﺗﺸﻤﻞ ﻫﺬه اﻟﻤﻬﺎم ﻛﻤﺘﻌﻠﻤﯿﻦ ﻣﻘﺎرﻧﺔ ﻣﺠﻤﻮﻋﺎت ﻣﻦ اﻟﺼﻮر وإﺷﺎرات اﻟﺘﺸﺎﺑﻪ‬
‫واﻻﺧﺘﻼﻓﺎت‪ ،‬واﺳﺘﻜﻤﺎل اﻟﺨﺮﯾﻄﺔ‪ ،‬ﺑﻌﺪ اﻻﺗﺠﺎﻫﺎت‪ ،‬ﺣﻞ اﻟﻤﺸﻜﻼت ﻣﻦ اﻟﻘﺮاﺋﻦ اﻟﻤﺸﺘﺮﻛﺔ‪ ،‬إﻟﺦ‪.‬‬

‫‪​ -8‬أﻧﺸﻄﺔ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‪ :‬وﺗﺸﻤﻞ ﻣﺤﺎدﺛﺔ وﺟﻠﺴﺔ ﻣﻨﺎﻗﺸﺔ ﺣﻮارﯾﺔ وﻟﻌﺐ اﻷدوار واﻟﻤﺤﺎﻛﺎة واﻻرﺗﺠﺎل‬
‫واﻟﻨﻘﺎﺷﺎت‪.‬‬

‫‪Teaching Procedure of CLT:‬‬

‫ﺻﻔﺤﺔ ‪41‬‬
‫‪Finocchiaro​ and ​Brumfit​ (1983: 107-108) ​offer the following ​lesson‬‬
‫‪outline​ for teaching functions in CLT​:‬‬

‫‪1-​ Presentation of a brief dialogue or several mini-dialogues preceded by a‬‬

‫‪motivation, and discussion of the function and situation.‬‬

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 ​ -​ Oral practice of each utterance of the dialogue segment to be presented
2
but preceded by a model.

3-​ Questions and answers based on the dialogue topic and situation itself.

4-​ Questions and answers related to the student's personal experiences but
centered around the dialogue theme.

5-​ Study one of basic communicative expressions in the dialogue or one of the
structures which exemplify the function.

6​- Learner discovery of generalization or rules underlying the functional

expression or structure.

7-​ Oral recognition, interpretive activities.

8-​ Oral production activities (guided to free communication activities).

​ -​ Copying of the dialogues or mini-dialogues or models i they are not in the

9
class text.

10-​ Sampling of the written homework assignment.

11-​ Evaluation of learning (oral only)

‫ وﻣﻨﺎﻗﺸﺔ اﻟﻮﻇﯿﻔﺔ واﻟﻮﺿﻊ‬، ‫ﻋﺮض ﺣﻮار ﻣﻮﺟﺰ أو ﻋﺪة ﺣﻮارات ﺻﻐﯿﺮة ﻣﺴﺒﻮﻗﺔ ﺑﺪاﻓﻊ‬

‫اﻟﻤﻤﺎرﺳﺔ اﻟﺸﻔﻬﯿﺔ ﻟﻜﻞ ﺗﻌﺒﯿﺮ ﻣﻦ ﺟﺰء اﻟﺤﻮار اﻟﺬي ﺳﯿﻘﺪﻣﻪ وﻟﻜﻦ ﯾﺴﺒﻘﻪ ﻧﻤﻮذج‬

‫أﺳﺌﻠﺔ وأﺟﻮﺑﺔ ﻣﺒﻨﯿﺔ ﻋﻠﻰ ﻣﻮﺿﻮع اﻟﺤﻮار واﻟﻮﺿﻊ ﻧﻔﺴﻪ‬

‫أﺳﺌﻠﺔ وأﺟﻮﺑﺔ ﺗﺘﻌﻠﻖ ﺑﺘﺠﺎرب اﻟﻄﺎﻟﺐ اﻟﺸﺨﺼﯿﺔ‬

‫وﻟﻜﻨﻬﺎ ﺗﺘﻤﺤﻮر ﺣﻮل ﻣﻮﺿﻮع اﻟﺤﻮار‬

‫دراﺳﺔ أﺣﺪ اﻟﺘﻌﺒﯿﺮات اﻟﺘﻮاﺻﻠﯿﺔ اﻷﺳﺎﺳﯿﺔ ﻓﻲ اﻟﺤﻮار أو أﺣﺪ اﻟﻬﯿﺎﻛﻞ اﻟﺘﻲ ﺗﻤﺜﻞ اﻟﻮﻇﯿﻔﺔ‬

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 ‫اﻛﺘﺸﺎف اﻟﻤﺘﻌﻠﻢ ﻟﻠﺘﻌﻤﯿﻢ أو اﻟﻘﻮاﻋﺪ اﻟﺘﻲ ﯾﻘﻮم ﻋﻠﯿﻬﺎ اﻟﺘﻌﺒﯿﺮ أو اﻟﺒﻨﯿﺔ اﻟﻮﻇﯿﻔﯿﺔ‬

‫اﻻﻋﺘﺮاف اﻟﺸﻔﻮي واﻷﻧﺸﻄﺔ اﻟﺘﻔﺴﯿﺮﯾﺔ‬

‫أﻧﺸﻄﺔ اﻹﻧﺘﺎج اﻟﺸﻔﻮي )اﻟﻤﻮﺟﻬﺔ ﻷﻧﺸﻄﺔ‬

(‫اﻻﺗﺼﺎل اﻟﺤﺮ‬

‫ﻧﺴﺦ اﻟﺤﻮارات أو اﻟﺤﻮارات اﻟﻤﺼﻐﺮة أو اﻟﻨﻤﺎذج اﻟﺘﻲ ﻟﻢ ﺗﻜﻦ ﻓﻲ ﻧﺺ اﻟﻔﺼﻞ‬

‫أﺧﺬ ﻋﯿﻨﺔ ﻣﻦ اﻟﻮاﺟﺐ اﻟﻤﻨﺰﻟﻲ اﻟﻤﻜﺘﻮب‬

( ‫ﺗﻘﻮﯾﻢ اﻟﺘﻌﻠﻢ )ﺷﻔﻬﻲ ﻓﻘﻂ‬

‫ ﻣﻦ اﻟﺠﺎﺑﺘﺮ اﻟﺴﺎدس‬42 ‫ﺻﻔﺤﺔ‬

Johanson ​and​ Johanson​ (1998) identify five Core characteristics that

underlie current applications of communicative methodology:
‫( ﺧﻤﺲ ﺧﺼﺎﺋﺺ أﺳﺎﺳﯿﺔ ﺗﻜﻤﻦ وراء اﻟﺘﻄﺒﯿﻘﺎت اﻟﺤﺎﻟﯿﺔ ﻟﻠﻤﻨﻬﺠﯿﺔ‬1998) ‫ﺣﺪد ﺟﻮﻫﺎﻧﺴﻮن وﺟﻮﻫﺎﻧﺴﻮن‬
::‫اﻟﺘﻮاﺻﻠﯿﺔ‬
1- ​Appropriateness

2- ​Message focus

3- ​Psycholinguistic processing

4- ​Risk taking

5- ​Free practice

1- ​Appropriateness​: language use reflects the situations of its using and

must be appropriate to that situation depending on the setting, the roles of the
participants, and the purpose of the communication. Thus,learners may need
to be able to use formal as well as informal styles of speaking.

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 ‫‪2- ​Message focus​: learners need to be able to create and understand‬‬
‫‪messages that are real meanings.‬‬

‫‪3- ​Psycholinguistic processing​: CLT activities seek to engage learners in‬‬

‫‪the use of cognitive and other processes that are important factors in Second‬‬
‫‪Language Acquisition.‬‬

‫‪4- ​Risk taking​: learners are encouraged to make guesses and learn from‬‬
‫‪their errors.‬‬

‫‪5- ​Free practice​: CLT encourages the use of "​holistic practice​" involving‬‬
‫‪the simultaneous use of a variety of subskills, rather than practicing individual‬‬
‫‪skills one piece at a time.‬‬
‫‪​ -1‬اﻟﻤﻼءﻣﺔ‪ :‬ﯾﻌﻜﺲ اﺳﺘﺨﺪام اﻟﻠﻐﺔ ﺣﺎﻻت اﺳﺘﺨﺪاﻣﻪ وﯾﺠﺐ أن ﯾﻜﻮن ﻣﻼﺋﻤًﺎ ﻟﻬﺬا اﻟﻤﻮﻗﻒ اﻋﺘﻤﺎ ًدا ﻋﻠﻰ اﻹﻋﺪاد‬
‫وأدوار اﻟﻤﺸﺎرﻛﯿﻦ واﻟﻐﺮض ﻣﻦ اﻻﺗﺼﺎل‪ .‬وﺑﺎﻟﺘﺎﻟﻲ ‪ ،‬ﻗﺪ ﯾﺤﺘﺎج اﻟﻤﺘﻌﻠﻤﻮن إﻟﻰ اﺳﺘﺨﺪام أﺳﺎﻟﯿﺐ اﻟﺘﺤﺪث اﻟﺮﺳﻤﯿﺔ‬
‫وﻏﯿﺮ اﻟﺮﺳﻤﯿﺔ‪.‬‬

‫‪​ -2‬ﺗﺮﻛﯿﺰ اﻟﺮﺳﺎﻟﺔ‪ :‬ﯾﺤﺘﺎج اﻟﻤﺘﻌﻠﻤﻮن إﻟﻰ اﻟﻘﺪرة ﻋﻠﻰ إﻧﺸﺎء وﻓﻬﻢ اﻟﺮﺳﺎﺋﻞ ذات اﻟﻤﻌﺎﻧﻲ اﻟﺤﻘﯿﻘﯿﺔ‪.‬‬

‫‪​ -3‬اﻟﻤﻌﺎﻟﺠﺔ اﻟﻨﻔﺴﯿﺔ اﻟﻠﻐﻮﯾﺔ‪ :‬ﺗﺴﻌﻰ أﻧﺸﻄﺔ ﻟﻐﺔ ‪ CLT‬ﻹﺷﺮاك اﻟﻤﺘﻌﻠﻤﯿﻦ ﻓﻲ اﺳﺘﺨﺪام اﻟﻌﻤﻠﯿﺎت اﻟﻤﻌﺮﻓﯿﺔ‬
‫وﻏﯿﺮﻫﺎ ﻣﻦ اﻟﻌﻤﻠﯿﺎت اﻟﺘﻲ ﺗﻌﺘﺒﺮ ﻋﻮاﻣﻞ ﻣﻬﻤﺔ ﻓﻲ اﻛﺘﺴﺎب اﻟﻠﻐﺔ اﻟﺜﺎﻧﯿﺔ‪.‬‬

‫‪​ -4‬اﻟﻤﺨﺎﻃﺮة‪ :‬ﯾﺘﻢ ﺗﺸﺠﯿﻊ اﻟﻤﺘﻌﻠﻤﯿﻦ ﻋﻠﻰ اﻟﺘﺨﻤﯿﻦ واﻟﺘﻌﻠﻢ ﻣﻦ أﺧﻄﺎﺋﻬﻢ‪.‬‬

‫‪​ -5‬اﻟﻤﻤﺎرﺳﺔ اﻟﺤﺮة‪ :‬ﯾﺸﺠﻊ ‪ CLT‬ﻋﻠﻰ اﺳﺘﺨﺪام "اﻟﻤﻤﺎرﺳﺔ اﻟﺸﺎﻣﻠﺔ" اﻟﺘﻲ ﺗﻨﻄﻮي ﻋﻠﻰ اﻻﺳﺘﺨﺪام اﻟﻤﺘﺰاﻣﻦ‬
‫ﻟﻤﺠﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ اﻟﻤﻬﺎرات اﻟﻔﺮﻋﯿﺔ ‪ً ،‬‬
‫ﺑﺪﻻ ﻣﻦ ﻣﻤﺎرﺳﺔ اﻟﻤﻬﺎرات اﻟﻔﺮدﯾﺔ ﻗﻄﻌﺔ واﺣﺪة ﻓﻲ ﻛﻞ ﻣﺮة‪.‬‬

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