Al-Nadzariyah al-Ma'rifiyah Wa Tatbuquha 'Ala Ta'lim Maharoh Al-Kalam

‫اﻟﻨﻈﺮﯾﺔ اﻟﻤﻌﺮﻓﯿﺔ وﺗﻄﺒﯿﻘﮭﺎ ﻋ ﻠ ﻰ ﺗﻌﻠﯿﻢ ﻣﮭﺎرة اﻟﻜﻼم‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺇﻋﺪﺍﺩ‬

‫ﻋﺒﺪ اﻟﺠﻮاد ﺣﻜﻤﺔ ﷲ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪104012000204 :‬‬

‫ﻗﺴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﯾﻒ ھﺪاﯾﺔ ﷲ اﻹﺳﻼﻣﯿﺔ اﻟﺤﻜﻮﻣﯿﺔ ﺟ ﺎ ﻛ ﺮ ﺗ ﺎ‬
‫‪ 2008‬م‪ 1429/‬ھـ‬

‫‪1‬‬

‫‪2‬‬

‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺗﻄﺒﻴﻘﻬﺎ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬
‫ﲝﺚ‬
‫ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ‬

‫ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬

‫ﺇﻋﺪﺍﺩ‪:‬‬

‫ﻋﺒﺪ ﺍﳉﻮﺍﺩ ﺣﻜﻤﺔ ﺍﷲ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪104012000204 :‬‬

‫ﲢﺖ ﺇﺷﺮﺍﻑ‪:‬‬
‫ﺍﳌﺸﺮﻑ ﺍﻷﻭﻝ‬

‫ﺍﳌﺸﺮﻑ ﺍﻟﺜﺎﱐ‬

‫)ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﳏﻤﺪ ﻣﺜﲎ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫)ﺍﻟﺪﻛﺘﻮﺭ ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬
‫‪ 2008‬ﻡ‪ 1429 /‬ﻫـ‬

‫‪3‬‬

‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﻗﺪﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﻣﻮﺿﻮﻉ "ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺗﻄﺒﻴﻘﻬﺎ ﻋﻠﻰ ﺗﻌﻠـﻴﻢ ﻣﻬـﺎﺭﺓ‬
‫ﺍﻟﻜﻼﻡ" ﺇﱃ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻗـﺪ‬
‫ﻧﻮﻗﺶ ﰲ ﻳﻮﻡ ﺍﳋﻤﻴﺲ‪ 4 ،‬ﺩﻳﺴﻤﱪ ‪ 2008‬ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‪ ،‬ﻭﻧﺎﻝ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺪﺭﺟﺔ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ 4 ،‬ﺩﻳﺴﻤﱪ ‪ 2008‬ﻡ‬
‫ﺍﻟﺘﺎﺭﻳﺦ‬
‫ﺍﻟﺘﻮﻗﻴﻊ‬
‫)ﺭﺋﻴﺲ ﺍﻟﻘﺴﻢ(‬
‫ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ‪ .1/‬ﺩ‪.‬‬
‫‪..............‬‬
‫‪..............‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150263641 :‬‬
‫)ﺳﻜﺮﺗﲑ ﺍﻟﻘﺴﻢ(‬
‫‪ .2‬ﺯﻳﻦ ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪..............‬‬
‫‪..............‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150281981 :‬‬

‫ﺍﳌﻤﺘﺤﻦ ﺍﻷﻭﻝ‬
‫‪ .3‬ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪..............‬‬
‫‪...............‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150242173:‬‬
‫ﺍﳌﻤﺘﺤﻦ ﺍﻟﺜﺎﱐ‬
‫‪ .4‬ﺯﻳﻦ ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪..............‬‬
‫‪..............‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150281981 :‬‬

‫‪4‬‬

‫ﻳﺼﺪﻕ ﻋﻠﻴﻪ‪:‬‬
‫ﻧﺎﺋﺐ ﻋﻤﻴﺪ ﺍﻟﻜﻠﻴﺔ ﻟﻠﺸﺆﻭﻥ ﺍﻷﻛﺎﺩﳝﻴﺔ‬

‫ﻋﺰﻳﺰﻓﺨﺮ ﺍﻟﺮﺍﺯﻱ ﺍﳌﺎﺟﺴﺘﲑ‪/‬ﺃ‪.‬ﺩ‪.‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150202343:‬‬

‫‪5‬‬

‫اﻹﻗﺮار‬
‫ﺃﻗﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻊ ﺃﺩﻧﺎﻩ‬
‫ﺍﻻﺳﻢ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‬

‫‪ :‬ﻋﺒﺪ ﺍﳉﻮﺍﺩ ﺣﻜﻤﺔ ﺍﷲ‬
‫‪104012000204 :‬‬

‫‪ :‬ﺳﻮﻛﺎﺑﻮﻣﻲ‪ 4 ،‬ﻣﺎﺭﺱ ‪1985‬‬
‫ﳏﻞ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‬
‫‪ :‬ﺷﺎﺭﻉ ﻓﻤﺒﺎﺟﻮﻧﺎﻥ ﺭﻗﻢ ‪ 204‬ﻗﺮﻳﺔ ﲡﻴﺤﻼﻧﺞ ﲡﻴﺒﺎﺩﺍﻙ ﺳﻮﻛﺎﺑﻮﻣﻲ‬
‫ﺍﻟﻌﻨﻮﺍﻥ‬
‫ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ‪.‬‬
‫ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻣﻮﺿﻮﻋﻪ‪" :‬ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺗﻄﺒﻴﻘﻬﺎ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ"‪ ،‬ﻗﻤﺖ ﺃﻧﺎ‬
‫ﺷﺨﺼﻴﺎ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ ﺇﱃ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻫﻮ ﻛﻠﻪ ﻣﻦ ﺃﻓﻜﺎﺭﻱ ﻣﺎ ﻋﺪﺍ ﺍﳌﻘﺘﺒﺴﺎﺕ ﺍﻟﱴ ﺫﻛﺮﺕ ﻣﺼﺎﺩﺭﻫﺎ ﻭﻣﺮﺍﺟﻌﻬﺎ‪،‬‬
‫ﻭﻫﻮ ﻣﻦ ﺻﻤﻴﻢ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﺃﻧﺎ ﻣﺴﺆﻭﻝ ﻋﻦ ﲨﻴﻊ ﻣﻀﺎﻣﲔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻛﺬﻟﻚ ﺇﺫﺍ ﻭﺟﺪ ﻓﻴﻪ ﺷﻲﺀ‬
‫ﻣﻦ ﺍﳋﻄﺄ ﻓﻬﻮ ﻳﻘﻊ ﻋﻠﻰ ﻣﺴﺆﻭﻟﻴﱵ ﺃﻧﺎ ﺷﺨﺼﻴﺎ‪.‬‬

‫ﺟﺎﻛﺮﺗﺎ‪ 12 ،‬ﻧﻮﻓﻤﱪ ‪2008‬‬
‫ﺍﻟﺒﺎﺣﺚ ﺍﳌﻘﺮ‪،‬‬

‫)ﻋﺒﺪ اﻟﺠﻮاد ﺣﻜﻤﺔ ﷲ(‬

‫‪6‬‬

‫ﺍﻟﺴﲑﺓ ﺍﻟﺬﺍﺗﻴﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻻﺳﻢ‬

‫‪ :‬ﻋﺒﺪ ﺍﳉﻮﺍﺩ ﺣﻜﻤﺔ ﺍﷲ‬

‫ﻣﻜﺎﻥ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‬

‫‪ :‬ﺳﻮﻛﺎﺑﻮﻣﻲ‪ 4 ،‬ﻣﺎﺭﺱ‪1985 ،‬‬

‫ﺍﳊﺎﻟﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫‪ :‬ﻋﺎﺯﺏ‬

‫ﺍﻟﻮﻇﻴﻔﺔ ﺍﳊﺎﻟﻴﺔ‬

‫‪ :‬ﻃﺎﻟﺐ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬

‫ﺍﻟﻠﻐﺎﺕ ﺍﳌﺘﺤﺪﺛﺔ‬

‫‪ :‬ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺍﻟﻌﻨﻮﺍﻥ‬
‫ﺭﻗﻢ ﺍﳍﺎﺗﻒ‬

‫‪ :‬ﺷﺎﺭﻉ ﻓﻤﺒﺎﺟﻮﻧﺎﻥ ﺭﻗﻢ ‪ 204‬ﻗﺮﻳﺔ ﲡﻴﺤﻼﻧﺞ ﲡﻴﺒﺎﺩﻙ ﺳﻮﻛﺎﺑﻮﻣﻲ‬
‫ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ‪.‬‬
‫‪081388915434 :‬‬

‫ﺍﳌﺆﻫﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ‪:‬‬
‫‪ .1‬ﻣﺪﺭﺳﺔ "ﻛﺎﺭﻧﺞ ﺗﻨﺠﺎﺡ ‪ "3‬ﲡﻴﺒﺎﺩﻙ ﺳﻮﻛﺎﺑﻮﻣﻲ ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﺳﻨﺔ ‪ 1998‬ﻡ‪.‬‬
‫‪ .2‬ﻣﺪﺭﺳﺔ "ﺍﳌﻮﺣ‪‬ﺪﻳﻦ ﻛﺎﺭﻧﺞ ﺗﻨﺠﺎﺡ " ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺳﻮﻛﺎﺑﻮﻣﻲ‪ ،‬ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﺳﻨﺔ‬
‫‪ 2001‬ﻡ‪.‬‬

‫‪ .3‬ﻣﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪1‬ﲡﻴﺒﺎﺩﻙ ﺳﻮﻛﺎﺑﻮﻣﻲ‪ ،‬ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﺳﻨﺔ ‪2004‬‬
‫ﻡ‪.‬‬
‫‪ .4‬ﻣﻌﻬﺪ ﺍﻟﺴﻼﻓﻴﺔ ﻧﻮﺭ ﺍﳊﻜﻤﺔ ﺑﺎﺭﻭﻧﺞ ﻛﻮﺩﺍ ﺳﻮﻛﺎﺑﻮﻣﻲ‪ ،‬ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﺳﻨﺔ ‪ 2004‬ﻡ‪.‬‬

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‫‪ .5‬ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺳﻨﺔ‬
‫‪ 2004‬ﻡ ﺣﱴ ﺍﻵﻥ‪.‬‬
‫‪ .6‬ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﳊﻜﻢ ﻓﻨﺪﻕ ﺭﺍﳒﻲ ﲡﻴﺒﻮﺗﺎﺕ ﺳﻨﺔ ‪ 2007‬ﺣﱴ ﺍﻵﻥ‪.‬‬

‫‪8‬‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﲪﺪﺍ ﷲ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺭﺳﻮﻝ ﺍﷲ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ ﻭﻣﻦ ﻭﺍﻟﻪ‪ ،‬ﺃﺷﻬﺪ ﺃﻥ ﻻ ﺇﻟﻪ‬
‫ﺇﻻ ﺍﷲ ﻭﺣﺪﻩ ﻻﺷﺮﻳﻚ ﻟﻪ‪ ،‬ﻭﺃﺷﻬﺪ ﺃﻥ ﳏﻤﺪﺍ ﻋﺒﺪﻩ ﻭﺭﺳﻮﻟﻪ‪.‬‬
‫ﺃﻣﺎ ﺑﻌﺪ‪ ،‬ﻓﺒﻌﻨﺎﻳﺔ ﺍﷲ ﻭﺭﲪﺘﻪ ﻗﺪ ﺍﻧﺘﻬﻰ ﺍﻟﺒﺎﺣﺚ ﺇﲤﺎﻡ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻫﺬﺍ ﺷﺮﻁ ﻣﻦ‬
‫ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻼﺷﺘﺮﺍﻙ ﰱ ﺍﳌﻨﺎﻗﺸﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪.‬‬
‫‪‬ﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺷﻜﺮﻩ ﻭﺗﻘﺪﻳﺮﻩ ﺇﱃ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻩ ﻭﺃﻋﺎﻧﻪ ﺑﻜﻞ ﺍﳌﺴﺎﻋﺪﺓ‬

‫ﻭﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﻦ ﻫﺆﻻﺀ‪:‬‬
‫‪ .1‬ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻷﺳﺘﺎﺫ‬
‫ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫‪ .2‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺳﻜﺮﺗﲑﻩ ﺯﻳﻦ‬
‫ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫‪ .3‬ﺳﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺯﻭﺩﻭﺍ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺃﻥ‬
‫ﻳﺘﻢ ﺩﺭﺍﺳﺘﻪ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪.‬‬
‫‪ .4‬ﻓﻀﻴﻠﺔ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﳏﻤﺪ ﻣﺜﲎ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭ ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺍﻟﻠﺬﺍﻥ ﺑﺬﻻ ﺟﻬﻮﺩﳘﺎ ﰲ ﺇﺷﺮﺍﻑ ﺍﻟﺒﺎﺣﺚ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ .5‬ﻳﻬﺪﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻋﻠﻰ ﺷﻜﺮﻩ ﺇﱃ ﺃﺑﻴﻪ ﻓﺨﺮ ﺍﻟﺮﺍﺯﻱ ﻭﺃﻣﻪ ﻧﻴﲏ ﺗﺮﻳﻴﺎﻧﺎ ﺍﻟﻠﺬﻳﻦ ﻳﺪﺍﻓﻌﺎﻥ ﺍﻟﺒﺎﺣﺚ ﺑﻜﻞ‬
‫ﻣﺴﺎﻋﺪ‪‬ﻤﺎ ﻭﺑﺪﻋﺎﺋﻬﻤﺎ ﰱ ﻣﻮﺍﺟﻬﺔ ﻣﺸﻜﻼﺕ ﺍﳊﻴﺎﺓ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻪ ﰲ‬
‫ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪" ،‬ﺭﺏ ﺍﻏﻔﺮﱄ ﻭﻟﻮﺍﻟﺪﻱ ﻭﺍﺭﲪﻬﻤﺎ ﻛﻤﺎ ﺭﺑﻴﺎﱐ ﺻﻐﲑﺍ"‪.‬‬
‫‪ .6‬ﻭﺇﱃ ﺃﺧﺘﻪ ﺍﻟﺼﻐﲑﺓ ﺃﻳﺮﱐ ﺳﺘﻴﺎﻧﻨﺠﺴﺢ ﻭﺃﺧﻴﻪ ﺍﻟﺼﻐﲑ ﺃﺳﻴﻒ ﳏﻤﺪ ﲪﺒﺎﱃ‪ ،‬ﻭﻋﻤﻪ ﺃﺗﻴﺠﻨﺞ ﻟﻘﻤﺎﻥ‬
‫ﲞﺎﺭﻯ‪ ،‬ﻭﺃﻳﻲ ﺃﻳﺌﻴﺲ ﻟﻄﻴﻔﺔ ﻛﻠﻬﻢ ﻳﺪﺍﻓﻌﻮﻥ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ .7‬ﻭﺇﱃ ﻣﺪﺭﺱ ﺍﻟﺒﺎﺣﺚ ﺍﳊﺎﺝ ﻟﻘﻤﺎﻥ ﺻﺎﱀ‪ ،‬ﻭﺍﻷﺳﺘﺎﺫ ﲡﻴﺠﻴﻒ ﺃﻓﺎﻧﺪﻱ‪ ،‬ﻭﺍﳊﺎﺝ ﻓﺮﻳﺪ ﺍﻟﺪﻳﻦ‬
‫ﺻﺎﱀ‪ ،‬ﻭﺍﳊﺎﺝ ﲝﺮ ﺍﻟﺪﻳﻦ ﲟﻌﻬﺪ ﺩﺍﺭ ﺍﳊﻜﻢ‪ ،‬ﺍﻟﻠﻬﻢ ﻃﻮﻝ ﻋﻤﻮﺭﻫﻢ ﻭﺻﺤ‪‬ﺢ ﺃﺟﺴﺎﺩﻫﻢ ﻭﻧﻮﺭ‬
‫ﻗﻠﻮ‪‬ﻢ‪ ،‬ﻭﺛﺒﺖ ﺇﳝﺎ‪‬ﻢ ﻭﺣﺴ‪‬ﻦ ﺃﻋﻤﺎﳍﻢ ﻭﻭﺳ‪‬ﻊ ﺃﺭﺯﺍﻗﻬﻢ‪.‬‬

‫‪9‬‬

‫‪ .8‬ﺇﱃ ﺃﺧﻴﻪ ﺍﻟﻜﺒﲑ ﺇﻳﺮﺗﺎ ﳏﻲ ﺍﻟﺪﻳﻦ ﻓﺮﺩﻭﺱ ﺍﳌﺎﺟﺴﺘﲑ ﻣﻊ ﺯﻭﺟﺘﻪ ﻣﻌﺰﺯﺓ ﺍﻟﻠﺬﻳﻦ ﻳﺮﺷﺪﺍﻧﻪ ﻭﻳﺮﺍﻓﻘﺎﻧﻪ‬
‫ﺑﻜﻞ ﻣﺴﺎﻋﺪ‪‬ﻤﺎ ﻋﻠﻰ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ .9‬ﻛﻞ ﺍﻷﺻﺤﺎﺏ ﺍﶈﺒﻮﺑﲔ ﺍﳌﻜﺮﻣﲔ ﻳﺪﺍﻓﻌﻮﻥ ﺍﻟﺒﺎﺣﺚ ﲟﺴﺎﻋﺪ‪‬ﻢ ﻭﺑﺪﻋﺎﺋﻬﻢ ﻣﻨﻬﻢ ﻟﻴﺎ ﺭﲰﺎﻝ‪،‬‬
‫ﻣﻠﻜﻰ ﺃﺍﻥ‪ ،‬ﺳﱵ ﻋﺎﺋﺸﺔ‪ ،‬ﺩﻳﻔﻴﺘﺎ‪ ،‬ﺃﻣﻴﻨﺔ ﺍﻟﺮﲪﺔ‪ ،‬ﻟﻴﺎ ﻳﻮﻧﻴﺎﺭﺗﻰ‪ ،‬ﲡﻴﺠﻴﺞ ﺯﻳﻦ ﺍﳌﺘﻘﲔ‪ ،‬ﺃﻣﲑ ﺷﺮﻳﻒ‬
‫ﺍﻟﺪﻳﻦ‪ ،‬ﺳﻼﻣﺔ ﻻﺣﺮ ﺑﺎﻃﻦ‪ ،‬ﺭﺑﻴﻌﺔ ﺍﻟﻌﺪﻭﻳﺔ‪ ،‬ﺃﻳﺪ ﻓﺮﻳﺪﺍ‪ ،‬ﺣﺴﻦ ﺍﳋﺎﲤﺔ‪ ،‬ﻭﺗﻮﻓﻴﻖ ﻟﻄﻔﻲ‪" ،‬ﺍﻟﻠﻬﻢ‬
‫ﺇﻧﺎ ﻧﺴﺄﻟﻚ ﺍﻟﺮﲪﺔ ﻭﺍﳌﻐﻔﺮﺓ"‪.‬‬
‫‪ .10‬ﺇﱃ ﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺀ ﻋﻠﻰ ﻛﻞ ﻣﺴﺎﻋﺪ‪‬ﻢ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻻ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺬﻛﺮ ﺃﲰﺎﺀﻫﻢ ﻭﺍﺣﺪﺍ ﻓﻮﺍﺣﺪﺍ‪.‬‬
‫ﻭﺃﺧﲑﺍ ﻳﺪﻋﻮ ﺍﻟﺒﺎﺣﺚ ﺍﷲ ﺃﻥ ﳚﺰﻳﻬﻢ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻋﻠﻰ ﻣﺎ ﻓﻌﻠﻮﺍ ﻭﻳﺰﻳﺪﻫﻢ ﻓﻀﻠﻪ ﻭﺑﺮﻛﺎﺗﻪ‪.‬‬
‫ﺍﻟﻠﻬﻢ ﺇﻧﺎ ﻧﻌﻮﺫﺑﻚ ﻣﻦ ﻋﻠﻢ ﻻﻳﻨﻔﻊ ﻭﻣﻦ ﻗﻠﺐ ﻻﳜﺸﻊ ﻭﻣﻦ ﺩﻋﺎﺀ ﻻﻳﺴﺘﺠﺎﺏ ﻣﻨﻪ‪ ،‬ﺁﻣﲔ ﻳﺎﺭﺏ‬
‫ﺍﻟﻌﺎﳌﲔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ 12 ،‬ﻧﻮﻓﻤﱪ ‪2008‬‬
‫ﻋﺒﺪ ﺍﳉﻮﺍﺩ ﺣﻜﻤﺔ ﺍﷲ‬

‫‪10‬‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺍﻹﻗﺮﺍﺭ‬
‫ﺍﻟﺴﲑﺓ ﺍﻟﺬﺍﺗﻴﺔ‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺃ‪.‬‬

‫ﺧﻠﻔﻴﺎﺕ‬

‫ﺍﻟﺒﺤﺚ ‪1 ..........................................................................................‬‬

‫‪ .................................................................................6‬ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ‬
‫ﺍﳌﺸﻜﻼﺕ ‪6 ...................................... ................................‬‬

‫‪ .1‬ﺗﺸﺨﻴﺺ‬
‫‪ .2‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪6 ................................................................................‬‬
‫‪ .3‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪7 .......................................... ................................‬‬
‫‪ ....................................................................................7‬ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
‫‪ .............................................................................................. 7‬ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻯ‬

‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬
‫أ‪.‬‬
‫ب‪.‬‬

‫ﻭﺗﻌﺮﻳﻔﻬﺎ ‪8 ........................................ ................................‬‬

‫ﻧﺸﺄ‪‬ﺎ ﻭﺗﻄﻮﺭﻫﺎ‬
‫ﺑﻌﺾ ﻣﻦ ﺭﺟﺎﻝ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺁﺭﺀﻩ ‪11 ........................................................‬‬

‫‪ ..................................................17‬ﺝ‪ .‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺧﺮﻯ‬
‫‪ .................................................................................... 19‬ﺩ‪ .‬ﺗﻌﺮﻳﻒ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬
‫‪ ................................................................. 20‬ﻫـ‪ .‬ﺍﻷﻫﺪﺍﻑ ﻣﻦ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬
‫‪ ....................................................... 21‬ﻭ‪ .‬ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﰱ ﺿﻮﺀ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ‬
‫‪.1 .......................................................21‬ﺗﻮﺟﻴﻬﺎﺕ ﻋﺎﻣﺔ ﰱ ﺗﺪﺭﻳﺲ ﺍﻟﻜﻼﻡ‬

‫‪11‬‬

‫‪.2 .............................................................23‬ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ‬
‫‪ ................................................................. 24‬ﺯ‪ .‬ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻜﻼﻡ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬
‫‪.................................................................................................. 29‬ﺃ‪.‬ﻧﻮﻉ ﺍﻟﺒﺤﺚ‬
‫‪ .....................................................................................30‬ﺏ‪ .‬ﻣﺪﺧﻞ ﺍﻟﺒﺤﺚ‬
‫‪ .............................................................. 30‬ﺝ‪ .‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻌﻴﻨﺔ ﻭﻃﺮﻳﻘﺔ ﺍﳌﻌﺎﻳﻨﺔ‬
‫‪................................................................................30‬ﺩ‪ .‬ﺃﺩﻭﺍﺕ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ ............................................................................. 31‬ﻫـ‪ .‬ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ .......................................................................................... 32‬ﻭ‪ .‬ﺇﺟﺮﺍﺀﺕ ﺍﻟﺒﺤﺚ‬
‫‪ ..................................................................... 32‬ﺯ‪ .‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﻫﺎ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬
‫ﺑﺎﻣﻮﻻﻧﺞ ‪35 ............................................‬‬

‫ﺃ‪ .‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﰱ ﻣﺪﺭﺳﺔ "ﳏﻤﺪﻳﺔ" ﺍﻹﺳﻼﻣﻴﺔ‬
‫‪ ............................... 37‬ﺏ‪ .‬ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﰱ ﻣﺪﺭﺳﺔ "ﳏﻤﺪﻳﺔ" ﺍﻹﺳﻼﻣﻴﺔ ﺑﺎﻣﻮﻻﻧﺞ‬
‫‪ .............................................................................. 37‬ﺝ‪ .‬ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﻫﺎ‬
‫‪ ...................................................................... 44‬ﺩ‪ .‬ﲢﻠﻴﻞ ﻧﺘﻴﺠﺔ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬
‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺍﳋﺎﲤﺔ‬

‫ﺃ‪ .‬ﺍﳋﻼﺻﺔ ‪52 ......................................................................................................‬‬

‫‪ .............................................................................................. 53‬ﺏ‪ .‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‬
‫ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ‬
‫ﺍﳌﻼﺣﻖ‬

‫‪12‬‬

‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬
‫ﻛﻤﺎ ﻗﺪ ﻋﺮﻓﻨﺎ‪ ،‬ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﺣﺪ ﺃﻥ ﻳﺪﻋﻲ ﺃﻧﻪ ﻗﺪ ﺗﻮﺻﻞ ﺇﱃ ﺃﺣﺴﻦ ﺍﻟﻄﺮﻕ ﻭﺃﻓﻀﻠﻬﺎ‬
‫ﻟﺘﺤﻠﻴﻞ ﺍﻟﻠﻐﺎﺕ ﻭﻭﺻﻒ ﻋﻨﺎﺻﺮﻫﺎ‪ .‬ﺣﱴ ﺟﺎﺀﺕ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻛﺈﺣﺪﻯ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺍﻟﱴ‬
‫ﺗﺮﻛﺰ ﺍﻫﺘﻤﺎﻣﻬﺎ ﺑﺘﺤﻠﻴﻞ ﺍﻟﻠﻐﺎﺕ‪ .‬ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺧﻼﻝ ﲝﺜﻪ ﺍﻟﻜﺸﻒ ﻋﻦ ﺗﻄﺒﻴﻖ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ‬
‫ﻭﻓﻌﺎﻟﻴﺘﻬﺎ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻭﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺳﻴﻄﺮ‪‬ﺎ‪.‬‬
‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﺭﺩ ﻓﻌﻞ ﻟﻠﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،‬ﻭﺃﺗﺒﺎﻉ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻳﻌﺘﱪﻭﻥ ﺑﺄﻥ ﺍﻟﺘﻌﻠﻢ ﻻ‬
‫ﻳﻜﻮﻥ ﺇﻻ ﲟﺜﺎﺑﺔ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺑﲔ ﺍﳌﺜﲑ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ‪ ،‬ﻫﺬﺍ ﺳﺒﺐ ﻟﺮﺩﻫﺎ‪ .‬ﻷﻥ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﳍﺎ ﺭﺃﻱ‬
‫ﺃﺳﺎﺳﻲ ﺍﻟﱴ ﻳﻌﺘﱪ ﻣﻨﻬﺎ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻟﻪ ﻗﺪﺭﺓ ﻓﻄﺮﻳﺔ ﰱ ﺇﺟﺎﺩﺓ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻭﺍﻟﺘﺠﺮﻳﱮ‪ ،‬ﻷﻥ ﻓﻴﻪ ﲡﺮﺑﺔ ﺑﲔ‬
‫ﺍ‪‬ﻤﻮﻋﺘﲔ‪ .‬ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﻭﱃ ﻫﻲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﺑﺔ )‪ (Experiment Class‬ﺑﺘﻄﺒﻴﻖ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ‬
‫ﺃﺳﺎﺳﺎ ﰱ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻤﻬﺎ‪ .‬ﻭﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﺧﺮﻯ ﻳﻌﲎ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ )‪ (Controlled Class‬ﺩﻭﻥ‬
‫ﺗﻄﺒﻴﻖ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ‪.‬‬
‫ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﰱ ﻣﺪﺭﺳﺔ "ﳏﻤﺪﻳﺔ" ﺍﻹﺳﻼﻣﻴﺔ ﺑﺎﻣﻮﻻﻧﺞ‪ .‬ﺃﻣﺎ ﺇﺟﺮﺍﺀﺕ ﲨﻊ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻬﻲ ﺗﻮﺯﻳﻊ ﺍﻹﺳﺘﻔﺘﺎﺀﺍﺕ ﻭﺍﳌﻘﺎﺑﻠﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﲢﺮﻳﺮﻳﺎ ﻛﺎﻥ ﺃﻭ ﺷﻔﻬﻴﺎ‪ .‬ﻭﻳﺄﺧﺬ‬
‫ﺍﻟﺒﺎﺣﺚ ﺑﺎﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﺤﺮﻳﺮﻱ ﻟﻜﻲ ﳛﺼﻞ ﻋﻠﻰ ﻧﺘﻴﺠﺔ ﻭﺛﻴﻘﺔ‪ ،‬ﺑﺎﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺒﻌﺪﻱ‪.‬‬
‫ﻭﰱ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻮﺻﻔﻲ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﺮﻳﱯ‪ .‬ﻓﺎﻟﺘﺤﻠﻴﻞ ﺍﻟﻮﺻﻔﻲ‬
‫ﳌﻌﺮﻓﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‪ .‬ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺠﺮﻳﱯ ﻳﺴﺘﺨﺪﻣﻪ ﳌﻌﺮﻓﺔ ﻓﻌﺎﻟﻴﺔ‬
‫ﺗﻄﺒﻴﻖ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‪ ،‬ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻗﺎﻋﺪﺓ ‪. “t” tes‬‬
‫ﻭﺑﻌﺪ ﺃﻥ ﺟﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺧﻼﻝ ﲝﺜﺔ ﻋﻦ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﻇﻬﺮ ﻟﻪ ﺍﳋﻼﺻﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ .1‬ﺇﻥ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﺑﺎﻟﻨﻈﺮﻳﻴﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻗﺪﺭﺓ ﻓﻄﺮﻳﺔ ﰱ ﻧﻔﺲ ﺍﻟﺪﺍﺭﺱ‪.‬‬
‫ﻭﺑﻌﺾ ﺍﳋﻄﻮﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰱ ﺗﻌﻠﻴﻤﻬﺎ ﻳﻌﲎ ﺇﻟﻘﺎﺀ ﺍﳌﺪﺭﺱ ﻣﺎﺩﺓ ﺑﻄﺮﻳﻘﺔ ﻣﺴﺮﺣﻴﺔ ﻋﻨﺪ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻜﻼﻡ ﻭﳛﺎﻭﻝ ﺃﺛﻨﺎﺀ ﺇﻋﺪﺍﺩﻩ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻭﺳﻴﻠﺔ ﰱ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫‪ .2‬ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﺔ ﻭﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻟﻴﺲ ﳍﻤﺎ ﻓﺮﻕ ﺩﺍﻝﹼ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻣﺆﺳﺲ ﺑﺎﻟﻘﺎﻋﺪﺓ ﺃﻥ ‪ ، Jika to < tt = Ho diterima‬ﻳﻌﲎ ﻟﻴﺲ ﳍﻤﺎ ﻓﺮﻕ ﺩﺍﻝﹼ ﰱ ﺗﻌﻠﻴﻢ‬
‫ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﺑﺎﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﻭﺍﻟﻨﻈﺮﻳﺔ ﺍﻷﺧﺮﻯ‪ .‬ﻷﻥ ﺩﺭﺟﺔ ﺍﻟﻔﺮﺽ ﺍﻷﺻﻴﻞ ﺍﳌﻌﺮﻭﻑ‬

‫‪13‬‬

‫ﲟﺼﻄﻠﺢ ‪ ( "t" Hasil Observasi) to‬ﺃﺻﻐﺮ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﻔﺮﺽ ﺍﻟﺒﺪﻳﻞ ﺍﳌﻌﺮﻭﻑ‬
‫ﲟﺼﻄﻠﺢ ‪ (Tabel Harga Kritik.tt‬ﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﺃﻥ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﺑﺎﻟﻨﻈﺮﻳﺔ‬
‫ﺍﳌﻌﺮﻓﻴﺔ )ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ( ﻟﻴﺲ ﻟﻪ ﻓﺮﻕ ﺩﺍﻝﹼ ﻣﻊ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﺑﺪﻭﻥ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺍﳌﻌﺮﻓﻴﺔ )ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ(‪.‬‬

‫‪14‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺃ‪.‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﺣﺪﻯ ﺍﻟﻠﻐﺎﺕ ﰱ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﳍﺎ ﺩﻭﺭ ﻫﺎﻡ ﰱ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻷﻥ ﺍﻻﺗﺼﺎﻝ ﻭﺳﻴﻠﺔ‬
‫ﻟﻺﻧﺴﺎﻥ ﻟﻴﻌﱪ ﻋﻦ ﺣﺎﺟﺘﻪ ﰱ ﻛﻞ ﻣﺮﺍﺣﻞ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﰲ ﺗﺮﻗﻴﺔ ﻣﻌﺮﻓﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺪﻳﻨﻴﺔ ﺧﺎﺻﺔ‪ ،‬ﻷﻥ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪.‬‬
‫ﲢﺘﻞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻜﺎﻧﺔ ﻋﺎﻟﻴﺔ ﺑﲔ ﺍﻷﻣﻢ‪ ،‬ﻭﺫﻟﻚ ﻷ‪‬ﺎ ﺗﻌﱪ ﻋﻦ ﺣﻀﺎﺭﺓ ﻗﺪﳝﺔ‪ ،‬ﻭﺛﻘﺎﻓﺔ ﻋﺎﻟﻴﺔ‪،‬‬
‫ﻭﺩﻳﻦ ﻭﺍﺳﻊ ﺍﻻﻧﺘﺸﺎﺭ‪ .‬ﻫﺬﺍ ﺑﺎﻻﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﻣﺘﺤﺪﻳﺜﻬﺎ ﻛﺎﻧﻮﺍ ﻭﻣﺎ ﻳﺰﺍﻟﻮﻥ ﳍﻢ ﺷﺄﻥ ﻛﺒﲑ ﺑﲔ ﺩﻭﻝ‬
‫ﺍﻟﻌﺎﱂ‪ .‬ﰱ ﺍﳌﺎﺿﻰ ﻛﺎﻧﺖ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻮﻡ ﰱ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻛﺎﻧﺖ ﺗﻌﻴﺶ ﻓﻴﻪ ﺃﻭﺭﺑﺎ ﰱ‬
‫ﻇﻠﻤ ﺎﺕ ﺍﳉﻬﻞ‪ ،‬ﻭﺍﻵﻥ ﺗﻘﻒ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﺎﺭﺿﺔ ﻧﻔﺴﻬﺎ ﻋﻠﻰ ﺷﱴ ﺃﻣﻢ ﺍﻟﻌﺎﱂ‪ ،‬ﻭﺫﻟﻚ ﻟﻘﺪﺭ‪‬ﺎ ﻋﻠﻰ‬
‫ﺍﻻﺳﺘﻴﻌﺎﺏ ﳌﺨﺘﻠﻒ ﺃﻧﻮﺍﻉ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﳌﺪﻳﻨﺔ ﺍﻟﱴ ﲣﺮﺝ ﻛﻞ ﻳﻮﻡ ﰱ ﻋﺎﳌﻨﺎ ﺍﻟﺬﻯ ﻧﻌﻴﺶ ﻓﻴﻪ ﺍﻵﻥ‪.1‬‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﳊﻀﺎﺭﺓ ﳍﻤﺎ ﺃﻭﺳﻊ ﺍﻟﺘﺄﺛﲑ ﰲ ﻧﺸﺄﺓ ﻭﺗﻄﻮﺭ ﺍﻟﻠﻐﺔ‪ ،‬ﺍﻟﺜﻘﺎﻓﺔ ﺃﻭ ﺍﳊﻀﺎﺭﺓ ﺍﳉﻴﺪﺓ ﺗﻌﱪﺍﻥ ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﳉﻴﺪﺓ ﻭﻋﻜﺴﻬﺎ‪ .‬ﻭﺍﻵﻥ ﳎﻤﻮﻋﺔ ﺍﻻﻧﺴﺎﻥ ﻳﺘﻌﻠﻤﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷ‪‬ﺎ ﻟﻐﺔ ﺍﻟﺪﻳﻦ ﻭﻟﻐﺔ ﺍﻟﻌﺎﱂ ﺗﺴﻬﻴﻼ‬
‫ﰱ ﺍﻻﺗﺼﺎﻝ ﺑﻌﻀﻬﻢ ﺑﺒﻌﺾ‪.‬‬
‫ﺇﻥ ﺗﻌﻠﻴﻢ ﺃﻳﺔ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﺗﻮﺍﺟﻪ ﻣﺸﻜﻠﺔ ﺗﺴﺘﺤﻖ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﺒﺤﺚ ﻭﺍﻻﻫﺘﻤﺎﻡ‪ ،‬ﻭﻟﻘﺪ ﺗﻨﺒﻬﺖ ﺇﱃ‬
‫ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ ﺩﻭﻝ ﻛﺜﲑﺓ ﳑﻦ ﻓﻄﻨﺖ ﺇﱃ ﺿﺮﻭﺭﺓ ﻧﺸﺮ ﻟﻐﺎ‪‬ﺎ ﺑﲔ ﺍﻷﻣﻢ ﻓﺄﻭﻟﺘﻬﺎ ﻣﺎ ﻫﻲ ﺟﺪﻳﺮﺓ ﺑﻪ‬
‫ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﺘﺠﺮﺑﺔ ﻭﺍﻟﺮﻋﺎﻳﺔ‪ ،‬ﺫﻟﻚ ﻷ‪‬ﺎ ﺁﻣﻨﺖ ﺑﺄﻥ ﻧﺸﺮ ﻟﻐﺎ‪‬ﺎ ﺧﺎﺭﺝ ﳏﻴﻂ ﻭﻃﻨﻬﺎ ﻳﻌﻮﺩ ﺑﺎﻟﻨﻔﻊ‬
‫ﺍﻷﻛﱪ ﺃﻭﻻ‪ ،‬ﻭﻗﺒﻞ ﻛﻞ ﺷﻲﺀ ﺇﱃ ﺃﻫﻠﻬﺎ ﻭﻣﻮﺍﻃﻴﻨﻬﺎ‪ ،‬ﻓﻨﺸﺮ ﺍﻟﻠﻐﺔ ﻳﺴﺘﺘﺒﻌﻪ ﺗﻌﺮﻳﻒ ﺷﻌﻮﺏ ﺃﺧﺮﻯ ﲟﺎ‬

‫‪ 1‬ﻧﺒﻴﻪ ﺇﺑﺮﺍﻫﻴﻢ ﺇﲰﺎﻋﻴﻞ‪ ،‬ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻷﳒﻠﻮ ﺍﳌﺼﺮﻳﺔ‪،‬‬
‫‪ (1981‬ﺹ‪3‬‬

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‫ﻭﺭﺍﺀ ﺍﻟﻠﻐﺔ ﻣﻦ ﺛﻘﺎﻓﺔ ﻭﺣﻀﺎﺭﺓ‪ ،‬ﻭﳚﻌﻞ ﻣﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻛﺜﺮ ﻓﻬﻤﺎ ﳊﻴﺎﺓ ﺑﻼﺩﻫﺎ‪ ،‬ﻭﻣﺘﻘﺒﻼ ﻟﻮﺟﻬﺔ‬
‫ﻧﻈﺮﻫﺎ ﰱ ﺍﻟﻨﻮﺍﺣﻰ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺑﻞ ﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ ﰱ ﺍﻟﻨﻮﺍﺣﻰ ﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ‪ .‬ﻓﺎﻟﻠﻐﺔ‬
‫ﺇﺫﻥ ﺃﺛﺒﺘﺖ ﺃ‪‬ﺎ ﺧﲑ ﻭﺳﺎﺋﻞ ﺍﻟﺪﻋﺎﻳﺔ ﻷﻫﻠﻬﺎ ﻭﻟﻠﺒﻼﺩ ﺍﻟﱴ ﺗﺘﻜﻤﻠﻬﺎ‪ .2‬ﺇﻥ ﻟﻜﻞ ﻣﻦ ﻳﻘﻮﻡ ﲟﺤﺎﻭﻻﺕ ﺃﻭ‬
‫ﲡﺎﺭﺏ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻛﺎﻧﻮﺍ ﻳﻌﺘﻤﺪﻭﻥ ﻳﺄﻳﺔ ﻃﺮﻳﻘﺔ ﻟﻴﺘﺴﻬﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻣﻊ‬
‫ﺍﻵﺳﻒ ﺍﻟﺸﺪﻳﺪ ﻫﻢ ﻳﻄﺒﻘﻮﻥ ﺗﻠﻚ ﻃﺮﻳﻘﺔ ﺩﻭﻥ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ )ﺧﺎﺭﺟﻴﺔ ﺃﻡ ﺩﺍﺧﻠﻴﺔ( ﺍﻟﱴ‬
‫ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺇﺟﺎﺩﺓ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪ .‬ﺇﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻳﻮﺍﺟﻪ ﺻﻌﻮﺑﺎﺕ ﻛﺜﲑﺓ‪ ،‬ﻷﻧﻨﺎ‬
‫ﺧﺎﺻﺔ ﰱ ﺑﻼﺩﻧﺎ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻻ‪‬ﺘﻢ ﺑﻌﻤﻠﻴﺔ ﺗﻌﻠﻴﻤﻬﺎ‪.‬‬
‫ﻭﻻﺷﻚ ﺃﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﻋﻤﻠﻴﺔ ﺻﻌﺒﺔ ﺷﺄ‪‬ﺎ ﰱ ﺫﻟﻚ ﺷﺄﻥ ﺗﻌﻠﻴﻢ ﺃﻱ ﻟﻐﺔ‬
‫ﺃﺟﻨﺒﻴﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﻟﺘﺴﻬﻴﻞ ﺃﻣﺮ ﺗﻌﻠﻴﻤﻬﺎ ﻳﻨﺒﻐﻰ ﻋﻠﻰ ﻣﻦ ﻳﻀﻊ ﻣﻨﻬﺠﺎ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ‬
‫‪‬ﺎ ﺃﻥ ﻳﻠﺘﺰﻡ ﺑﺎﻷﺳﺲ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳊﺪﻳﺜﺔ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻭﺃﻥ ﻳﺮﺍﻋﻲ ﺃﺛﻨﺎﺀ ﺇﻋﺪﺍﺩﻩ ﻟﻠﻤﻨﻬﺞ‬
‫ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻤﺘﻌﻠﻢ‪ ،‬ﻭﺃﻥ ﻳﺒﲔ ﻭﻳﺸﲑ ﺇﱃ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﰱ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‬
‫ﺑﺎﻟﺬﺍﺕ‪ ،‬ﻭﺃﻥ ﻳﺆﻛﺪ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻴﻮﻝ ﺍﻟﺪﺍﺭﺳﲔ ﻭﺣﺎﺟﺎ‪‬ﻢ ﻗﺒﻞ ﺍﻟﺒﺪﺀ ﰲ ﺗﻌﻠﻴﻤﻬﻢ‬
‫ﺣﻴﺚ ﺃﻥ ﻣﺮﺍﻋﺎﺓ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﺗﺴﺎﻋﺪ ﻣﺴﺎﻋﺪﺓ ﻓﻌﺎﻟﺔ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ‬
‫‪‬ﺎ‪ .3‬ﻟﻜﻞ ﻟﻐﺔ ﻣﻬﺎﺭﺍﺕ‪ ،‬ﺇﻥ ﺗﺮﺗﻴﺐ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ‪ ،‬ﺣﺴﺐ ﻭﺟﻮﺩﻫﺎ ﺍﻟﺰﻣﲎ ﰱ ﺍﻟﻨﻤﻮﻯ ﺍﻟﻠﻐﻮﻱ ﻋﻨﺪ‬
‫ﺍﻻﻧﺴﺎﻥ ﻛﺎﻵﺗﻰ‪ :‬ﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﻭﺍﻟﺘﻌﺒﲑ ﺍﻟﺸﻔﻬﻰ )ﺍﻟﻜﻼﻡ(‪ ،‬ﻭﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﻭﺍﻟﺘﻌﺒﲑ ﺍﻟﺘﺤﺮﻳﺮﻱ )ﺍﻟﻜﺘﺎﺑﺔ(‪.‬‬
‫ﻭﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﲢﺘﺎﺝ ﺇﱃ ﺗﻜﺮﺍﺭ ﻭﺗﺪﺭﻳﺐ ﻭﳑﺎﺭﺳﺔ ﻭﻓﻬﻢ ﻭﺇﺩﺭﺍﻙ ﺣﱴ ﳝﻜﻦ ﺗﻌﻠﻤﻬﺎ ﺑﻜﻔﺎﺀﺓ‪.4‬‬
‫ﻭﻫﺬﺍ ﺗﺮﺗﻴﺐ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱴ ﲢﺘﺎﺝ ﻣﻨﻬﺎ ﺇﱃ ﺗﻜﺮﺍﺭ ﻭﺗﺪﺭﻳﺐ ﻭﳑﺎﺭﺳﺔ ﻭﻓﻬﻢ ﻭﺇﺩﺭﺍﻙ ﻟﻜﻰ‬
‫ﳛﺼﻞ ﻋﻠﻰ ﺗﻌﻠﻤﻬﺎ ﺑﻜﻔﺎﺀﺓ‪.‬‬
‫ﻗﺪ ﺍﺧﺘﺎﺭ ﺍﻟﺒﺎﺣﺚ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‪ ،‬ﻷﻥ ﺣﻘﻴﻘﺔ ﺍﻟﻠﻐﺔ ﻫﻲ ﺍﻻﺗﺼﺎﻝ ﻛﻤﺎ ﺃﻋﺮﺏ ﺭﺷﺪﻱ ﺃﲪﺪ‬
‫ﻃﻌﻴﻤﺔ ﺑﺄﻥ ﺍﻟﻠﻐﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺮﻣﻮﺯ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﱴ ﳛﻜﻤﻬﺎ ﻧﻈﺎﻡ ﻣﻌﲔ ﻭﺍﻟﱴ ﻳﺘﻌﺎﺭﻑ ﺍﻓﺮﺩ ﳎﺘﻤﻊ ﺫﻱ‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﻣﻌﻴﻨﺔ ﻋﻠﻰ ﺩﻻﻟﺘﻬﺎ‪ ،‬ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺑﻌﻀﻬﻢ ﻭﺑﻌﺾ‪ .5‬ﻗﺎﻝ ﺍﺑﻦ ﺟﲏ ﰲ ﺗﻌﺮﻳﻔﻪ‬
‫‪ 2‬ﻋﻠﻲ ﺍﳊﺪﻳﺪﻱ‪ ،‬ﻣﺸﻜﻠﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺒﺔ ﻟﻐﲑ ﺍﻟﻌﺮﺏ‪) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻜﺎﺗﺐ ﺍﻟﻌﺮﰊ ﻟﻠﻄﺒﻌﺔ ﻭﺍﻟﻨﺸﺮ‪(1966 ،‬‬
‫ﺹ‪3‬‬
‫‪3‬‬

‫ﻧﺒﻴﻪ ﺇﺑﺮﺍﻫﻴﻢ ﺍﲰﺎﻋﻴﻞ‪ ،‬ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ‪ ،.....‬ﺹ ‪60‬‬

‫‪ 4‬ﺃﲪﺪ ﻣﻨﺼﻮﺭ‪ ،‬ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﺳﻴﺪ‪ ،‬ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻭﺳﺎﺋﻞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ‬
‫ﺍﳌﻌﺎﺭﻑ‪ (1981 ،‬ﻁ ‪ 1‬ﺹ ‪100‬‬
‫‪ 5‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪) ،‬ﺍﻟﺮﺑﺎﻁ‪ ،‬ﻣﻨﺸﻮﺭﺍﺕ ﺍﳌﻨﻈﻤﺔ ﺍﻻﺳﻼﻣﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ‬
‫– ﺇﻳﺴﻴﺴﻜﻮ‪1989 -‬ﻡ( ﺹ ‪21‬‬

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‫ﻟﻠﹼﻐﺔ‪ :‬ﺃﻣ‪‬ﺎ ﺣﺪ‪‬ﻫﺎ ﻓﺈ‪‬ﺎ ﺃﺻﻮﺍﺕ ﻳﻌﱪ ‪‬ﺎ ﻛﻞ ﻗﻮﻡ ﻋﻦ ﺃﻏﺮﺍﺿﻬﻢ‪ .6‬ﻭﻻ ﲣﺮﺝ ﺗﻌﺮﻳﻔﺎﺕ ﻋﻠﻤﺎﺀ ﺍﻟﻌﺮﺏ‬
‫ﺍﳌﺘﺄﺧﺮﻳﻦ ﻋﻦ ﺗﻌﺮﻳﻒ ﺍﺑﻦ ﺟﲏ ﻓﺎﻟﺴ‪‬ﻴﻮﻃﻲ ﰲ ﻛﺘﺎﺑﻪ )ﺍﳌﺰﻫﺮ ﰲ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ( ﻳ‪‬ﻌﺮ‪‬ﻑ ﺍﻟﻠﻐﺔ ﺑﻘﻮﻟﻪ‪:‬‬
‫ﺍﻷﻟﻔﺎﻅ ﺍﳌﻮﺿﻮﻋﺔ ﻟﻠﻤﻌﺎﱐ ﻭﺣﻴﺎﺓ ﺍﻟﺒﺸﺮ ﻭﺣﺎﺟﺎ‪‬ﻢ ﻛﺎﻥ ﺍﻟﺴﺒﺐ ﰲ ﺗﻜﻮ‪‬ﻥ ﺍﻷﻟﺴﻦ ﻋﻠﻰ ﺇﻃﻼﻗﻬﺎ‪.7‬‬
‫ﻭﻋﺮ‪‬ﻑ ﺍﺑﻦ ﺧﻠﺪﻭﻥ ﺍﻟﻠﹼﻐﺔ ﺑﻘﻮﻟﻪ‪ :‬ﺇ‪‬ﺎ ﻋﺒﺎﺭﺓ ﺍﳌﺘﻜﻠﻢ ﻋﻦ ﻣﻘﺼﻮﺩﻩ‪.‬‬
‫ﻭﻳﻼﺣﻆ ﺃﻥ ﺗﻌﺮﻳﻔﺎﺕ ﺍﻟﺴﻴﻮﻃﻲ ﻭﺍﺑﻦ ﺧﻠﺪﻭﻥ ﲣﻠﻮ ﻣﻦ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﳉﺎﻧﺐ ﺍﻟﺼﻮﰐ‪ .‬ﻏﲑ‬
‫ﺃﻥ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﻔﻠﺴﻔﻲ ﺍﻟﺬﻱ ﺗﺒﻨﺎﻩ )ﺇﺧﻮﺍﻥ ﺍﻟﺼﻔﺎ( ﻳﻘﻮﻡ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﻜﻼﻡ )ﺍﻟﻠﻐﺔ( ﻇﺎﻫﺮﺓ ﺧﺎﺻﺔ‬
‫ﺑﺎﻻﻧﺴﺎﻥ ﺑﻮﺻﻔﻪ ﻛﺎﺋﻨﺎ ﻣﻔﻜﺮﺍ ﻣﺪﺭﻛﺎ ﻓﻬﻲ )ﺃﻱ ﺍﻟﻠﻐﺔ( ﲤﺮ ﲟﺮﺣﻠﺘﲔ‪ :‬ﺍﻷﻭﱃ ﺗﺒﺪﻭ ﻓﻴﻪ ﻛﻤﻌﲎ ﻗﺎﺋﻢ‬
‫ﰲ ﺍﻟﻨﻔﺲ )ﺃﻱ ﳎﺮﺩ ﺃﻓﻜﺎﺭ( ﺇﺩﺭﺍﻙ ﻋﻘﻠﻲ ﳊﻘﻴﻘﺔ ﻣﻦ ﺣﻘﺎﺋﻖ ﺍﻟﻮﺟﻮﺩ‪ ،‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﲡﻠﻴﺎﺕ ﻫﺬﻩ ﺍﻷﻓﻜﺎﺭ‬
‫ﰲ ﺃﻟﻔﺎﻅ ﺻﻮﺗﻴﺔ‪ ،‬ﻭﻗﺪ ﻋﺮﺿﻮﺍ ﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﺔ ﺇﺫ ﺗﺒﺪﻭ ﻫﺬﻩ ﺍﳌﺴﺘﻮﻳﺎﺕ ﰲ ﺍﳊﻮﺍﺭ ﺍﻟﻨﻔﻌﻲ ﺍﻟﺒﺴﻴﻂ ﰒ‬
‫ﰲ ﺍﻟﻜﻼﻡ ﺍﻟﻔﲏ ﺍﻷﺩﰊ ﰒ ﰲ ﺍﻟﻜﻼﻡ ﺍﻟﻌﻠﻤﻲ ﺍﻟﻔﻠﺴﻔﻲ‪ .8‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﳜﻠﺺ ﺍﻟﺒﺎﺣﺚ ﺑﺄﻥ‬
‫ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﻠﻐﺎﺕ ﻻﲣﻠﻮ ﻣﻦ ﺍﻟﺼﻮﺕ ﺍﻟﱵ ﺭ‪‬ﻣﺰ ﰲ ﺍﳊﺮﻭﻑ ﺇﻣﺎ ﻣﻜﺘﻮﺑﺔ ﺃﻭ ﻣﻨﻄﻮﻗﺔ‪ .‬ﺑﻨﺎﺀ ﻋﻠﻰ‬
‫ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﳌﺬﻛﻮﺭﺓ‪ ،‬ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺮﺑﻂ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻋﻠﻰ ﺿﻮﺀ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ‬
‫ﺃﺳﺎﺳﺎ‪.‬‬
‫ﻳﻌﺘﻤﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻋﻠﻰ ﺃﺳﺲ ﻧﻔﺴﻴﺔ ﻭﻟﻐﻮﻳﺔ ﻭﺗﺮﺑﻮﻳﺔ‪ .‬ﻭﳛﺴﻦ ﺑﺎﻟﺪﺍﺭﺱ ﳍﺬﺍ ﺍﻟﻌﻠﻢ ﺃﻥ ﻳﺘﺘﺒﻊ‬
‫ﺍﻷﺻﻮﻝ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﱵ ﺗﺒﲎ ﻋﻠﻴﻬﺎ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺨﺘﻠﻔﺔ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻔﻬﻢ ﺍﳌﱪﺭﺍﺕ ﺍﻟﱴ‬
‫ﺗﺪﻋﻮﻩ ﺇﱃ ﺗﻔﻀﻴﻞ ﺑﻌﺾ ﺃﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻠﻰ ﻏﲑﻫﺎ‪ ،‬ﻭﻟﺘﺴﻠﺢ ﲝﺼﻴﻠﺔ ﻋﻠﻤﻴﺔ ﺗﺮﺷﺪﻩ ﰲ ﺗﻌﺪﻳﻞ ﺑﻌﺾ‬
‫ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ‪ ،‬ﺩﻭﻥ ﺧﺮﻭﺝ ﻋﻦ ﺍﳍﺪﻑ ﺍﻟﺮﺋﻴﺴﻲ ﺍﻟﺬﻱ ﺗﺮﻣﻲ ﺇﻟﻴﻪ ﻫﺬﻩ ﺍﻷﺳﺲ‪.‬‬
‫ﻭﳛﺴﻦ ﻗﺒﻞ ﺍﻟﺒﺪﺀ ﺑﺸﺮﺡ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺃﻥ ﻧﻌﺘﺮﻑ ﺻﺮﺍﺣﺔ ﺑﺒﻌﺾ ﺍﳊﻘﺎﺋﻖ ﺍﻟﱵ ﺗﻌﲔ ﺍﻟﻘﺎﺭﺉ‬
‫ﻋﻠﻰ ﺍﻹ ﳌﺎﻡ ﲟﺪﻯ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺬﻱ ﺃﺣﺮﺯﻩ ﺍﻟﻌﻠﻢ ﻭﻣﻌﺮﻓﺔ ﺍﻻﺟﺘﻬﺎﺩﺍﺕ ﺍﻟﺪﺍﺋﺒﺔ ﻻﺳﺘﻜﺸﺎﻑ ﺃﺳﺮﺍﺭ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻭﻋﺠﺰ ﺍﻟﺜﻘﺎﺕ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺣﱴ ﺍﻵﻥ ﻋﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺇﺛﺒﺎﺕ ﻗﺎﻃﻊ ﻟﻜﺜﲑ ﳑﺎ ﻧﺎﺩﻭﺍ‬
‫ﺑﻪ ﻣﻦ ﺁﺭﺍﺀ‪ .9‬ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺷﺮﺣﺎ ﻣﻮﺟﺰﺍ ﰲ ﺑﺪﺍﻳﺔ ﲝﺜﻪ ﻋﻦ ﺧﻄﻮﺍﺕ ﻻﺑﺪ ﻟﻪ ﻣﻦ ﺃﻥ ﻳﻌﱪﻫﺎ ﺣﱴ‬
‫‪ 6‬ﺃﰉ ﺍﻟﻔﺘﺢ ﻋﺜﻤﺎﻥ ﺑﻦ ﺟﲏ‪ ،‬ﺍﳋﺼﺎﺋﺺ‪،‬ﲢﻘﻴﻖ ﳏﻤﺪ ﻋﻠﻰ ﺍﻟﻨﺠﺎﺭﻯ )ﺑﲑﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻌﺮﰊ‪ (1957 ،‬ﺹ‬
‫‪ 7‬ﺟﻼﻝ ﺍﻟﺪﻳﻦ ﺍﻟﺴﻴﻮﻃﻰ‪ ،‬ﺍﳌﺰﻫﺮ ﰱ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ‪) ،‬ﺍﻷﺯﻫﺮ‪ ،‬ﻣﻜﺘﺒﺔ ﻭﻣﻄﺒﻌﺔ ﳏﻤﺪ ﻋﻠﻰ ﺻﺒﻴﺢ( ﺹ ‪8‬‬
‫‪ 8‬ﳏﻤﺪ ﺻﺎﱀ ﺍﻟﺸﻨﻄﻲ‪ ،‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻣﺪﺧﻞ ﺍﱃ ﺧﺼﺎﺋﺺ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻓﻨﻮ‪‬ﺎ‪) ،‬ﺣﺎﺋﻞ‪ ،‬ﺩﺍﺭ ﺍﻷﻧﺪﻟﺲ ﻟﻠﻨﺸﺮ‬
‫ﻭﺍﻟﺘﻮﺯﻳﻊ ‪ (2003‬ﻁ ‪ 5‬ﺹ ‪20‬‬
‫‪ 9‬ﺻﻼﺡ ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﺍﻟﻌﺮﰊ‪ ،‬ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﳊﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻖ‪) ،‬ﺑﲑﻭﺕ‪ ،‬ﻣﻜﺘﺒﺔ ﻟﺒﻨﺎﻥ‪ (1981 ،‬ﻁ‬
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‫ﳝﻜﻦ ﺗﻌﻠﻤﻬﺎ ﻭﺗﻌﺮﻳﻔﻬﺎ ﺑﻜﻔﺎﺀﺓ‪.‬‬
‫ﺃﻭﻻ‪ :‬ﻻﻳﻌﻠﻢ ﺃﺣﺪ ﻋﻠﻢ ﺍﻟﻴﻘﲔ ﺣﱴ ﺍﻵﻥ ﻛﻴﻒ ﻳﺘﻌﻠﻢ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻓﻬﻨﺎﻙ ﻧﻈﺮﻳ‪‬ﺎﺕ‬
‫ﻭﺍﺟﺘﻬﺎﺩﺍﺕ ﻭﺁﺭﺍﺀ ﺑ‪‬ﲏ ﺑﻌﻀﻬﺎ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ ﺍﳌﻘﻨ‪‬ﻨﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﻨﻄﻘﻲ ﻭﺍﻧﺘﻬﺖ ﺇﱃ ﻧﺘﺎﺋﺞ‬
‫ﺗﺒﺪﻭ ﻣﺮﺿﻴﺔ‪.‬‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﻻﻳﺴﺘﻄﻴﻊ ﻋﺎﱂ ﻟﻐﻮﻱ ﺣﱴ ﺍﻵﻥ ﺃﻥ ﻳﺪ‪‬ﻋﻲ ﺃﻧﻪ ﻗﺪ ﺗﻮﺻ‪‬ﻞ ﺇﱃ ﺃﺣﺴﻦ ﺍﻟﻄﺮﻕ‬
‫ﻭﺃﻓﻀﻠﻬﺎ ﻟﺘﺤﻠﻴﻞ ﺍﻟﻠﻐﺎﺕ ﻭﻭﺻﻒ ﻋﻨﺎﺻﺮﻫﺎ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ ﺑﻘﻮﺍﻋﺪ ﺛﺎﺑﺘﺔ ﺗﻔﺴﺮ‬
‫ﻛﻞ ﺃﻧﻈﻤﺘﻬﺎ ﻭﺗﺒﲔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺮﻣﺰ ﺍﻟﻠﻐﻮﻱ ﻭﻣﻀﻤﻮﻧﻪ ﻭﺗﻌﲔ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺗﻄﺒﻴﻘﻬﺎ ﺩﻭﻥ ﺃﻥ‬
‫ﺗﻈﻬﺮ ﻟﻪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻻﺳﺘﺜﻨﺎﺀﺍﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﻻﺗﻨﻄﺒﻖ ﻋﻠﻴﻬﺎ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﻟﻴﺲ ﻫﻨﺎﻙ ﻋﺎﱂ ﺗﺮﺑﻮﻱ ﻭﺍﺣﺪ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻘﻄﻊ ﺑﺄﻥ ﻟﺪﻳﻪ ﻣﻌﻴﺎﺭﺍ ﻋﻠﻤﻴﺎ ﺩﻗﻴﻘﺎ‬
‫ﻳﺒﲔ ﲟﺎ ﻻﻳﺪﻉ ﳎﺎﻻ ﻟﻠﺸﻚ ﺃﻥ ﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺲ ﺗﻔﻀﻞ ﻏﲑ‪‬ﻫﺎ ﻭﺗﺄﰐ ﺑﻨﺘﺎﺋﺞ ﺃﺣﺴﻦ ﺑﻜﺜﲑ‬
‫ﳑﺎ ﺗﺴﺘﻄﻴﻌﻪ ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﺭﺍﺑﻌﺎ‪ :‬ﻳﻨﻈﺮ ﺍﳌﺪﺭﺳﻮﻥ ﻧﻈﺮﺓ ﺍﺣﺘﺮﺍﻡ ﻭﺇﺟﻼﻝ ﺇﱃ ﺣﺮﻛﺔ ﺍﻟﺘﺠﺮﻳﺐ ﺍﻟﱵ‬
‫ﻧﺸﻄﺖ ﻣﻨﺬ ﺑﺪﺍﻳﺔ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﻭﺗﺘﻨﺎﻗﻞ ﺍﻷﻭﺳﺎﻁ ﺍﻟﻌﻠﻤﻴﺔ ﻧﺘﺎﺋﺠﻬﺎ ﻭﺗﻄﺒ‪‬ﻘﻬﺎ ﻋﻠﹼﻬﺎ ﲤﻬﺪ‬
‫ﺍﻟﻄﺮﻳﻖ ﻟﺘﺤﻘﻴﻖ ﳒﺎﺡ ﱂ ﻳﺴﺒﻖ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻓﻘﺪ ﺃﲨﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻋﻠﻰ ﺃﻣﺮﻳﻦ‬
‫ﻋﺎﻣ‪‬ﲔ ﰲ ﺃﺻﻮﻝ ﺍﻟﺘﺠﺮﻳﺐ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻠﻮﻛﻴﺔ‪:‬‬
‫ﺃﻭﳍﻤﺎ‪ :‬ﺃﻥ ﺍﻻﻧﺴﺎﻥ ﻻ ﻳﺴﻬﻞ ﺗﻄﻮﻳﻌﻪ ﻟﻠﺘﺠﺮﻳﺐ ﺑﻨﻔﺲ ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﳝﻜﻦ ‪‬ﺎ ﺗﻄﻮﻳﻊ‬
‫ﺍﳊﻴﻮﺍﻥ ﺃﻭ ﺍﳉﻤﺎﺩ‪ ،‬ﻭﻻ ﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ﺑﺴﻠﻮﻛﻪ ﺩﻭﻥ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﻗﺪﺭ ﻏﲑ ﻗﻠﻴﻞ ﻣﻦ ﺍﳊﺪﺱ‬
‫ﻭﺍﻟﺘﺨﻤﲔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻳﺘﺄﺛﺮ ﺑﻌﻮﺍﻣﻞ ﺩﺍﺧﻠﻴﺔ ﻭﺧﺎﺭﺟﻴﺔ ﻻﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ‬
‫ﻳﺘﺤﻜﻢ ﻓﻴﻬﺎ ﺃﻭ ﳛﺼﺮﻫﺎ ﺃﻭ ﻳﻔﺴﺮﻫﺎ ﻛﻠﻬﺎ‪.‬‬
‫ﻭﺛﺎﻧﻴﻬﻤﺎ‪ :‬ﺃﻥ ﺍﻟﺘﺠﺮﻳﺐ ﻋﺎﻣ‪‬ﺔ ﻗﺪ ﻻﻳﻜﻮﻥ ﺃﻓﻀﻞ ﺍﻟﻄﺮﻕ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺣﻞ ﺍﳌﺸﻜﻼﺕ‬
‫ﻷﻥ ﻣﻨﺎﺥ ﺍﻟﺘﺠﺮﺑﺔ ﰲ ﺍﻟﻌﺎﺩﺓ ﻣﻨﺎﺥ ﺻﻨﺎﻋﻲ ﻻ ﻳﺸﺎﺑﻪ ﺍﻟﻮﺍﻗﻊ ﻟﻼﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﺍﻟﺬﻱ ﻳﻮﻟﻴﻪ‬
‫ﺍﻟﺒﺎﺣﺚ ﳌﻦ ﳚﺮﻱ ﺍﻟﺘﺠﺮﺑﺔ ﻋﻠﻴﻬﻢ ﻭﻟﻌﺎﻣﻞ ﺍﳉﺪﺓ ﻭﺍﻟﺘﻐﻴﲑ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﻳﻨﺘﻬﻲ‬
‫ﺇﻟﻴﻬﺎ ﺍﻟﺒﺤﺚ‪ .‬ﻫﺬﺍ ﺇﱃ ﺟﺎﻧﺐ ﺃﻥ ﺍﻟﺒﺤﺚ ﻋﺎﺩﺓ ﻳﺼﻞ ﺇﱃ ﻧﺘﺎﺋﺞ ﺇﳚﺎﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ‬
‫ﺍﻟﺒﺤﺜﺔ ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﻌﻴ‪‬ﻨﺔ ﺍﻟﱵ ﺃﺟﺮﻱ ﻋﻠﻴﻬﺎ ﺍﻟﺒﺤﺚ ﳑﺜﱢﻠﺔ ﻓﻌﻼﹰ ﻟﺒﺎﻗﻲ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﱵ ﻳﺴﺘﻬﺪﻓﻬﺎ‬
‫ﺍﻟﺒﺎﺣﺚ‪ .‬ﻭﻛﻞ ﻫﺬﻩ ﺍﻻﻓﺘﺮﺍﺿﺎﺕ ﺗﻘﺮﻳﺒﻴﺔ ﻻ ﲤﺜﻞ ﺍﻟﻮﺍﻗﻊ ﲤﺜﻴﻼ ﺣﻘﻴﻘﻴﺎ ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈ‪‬ﺎ ﺗﺆﺛﺮ ﺗﺄﺛﲑﺍ‬
‫ﺳﻠﺒﻴﺎ ﰲ ﻗﻴﻤﺔ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪ .‬ﻫﺬﺍ ﻣﻊ ﺃﻥ ﺍﻟﺘﺠﺮﻳﺒﲔ ﻗﺪ ﺑﺬﻟﻮﺍ ﻛﻞ ﻣﺎ ﻟﺪﻳﻬﻢ ﻣﻦ ﻋﻠﻢ ﻭﻣﺎ ﰲ‬
‫ﻃﺎﻗﺘﻬﻢ ﻣﻦ ﺟﻬﺪ ﻟﻠﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﳌﺘﻐﲑﺍﺕ ﻭﺗﻨﻘﻴﺔ ﻛﻞ ﲝﺚ ﳑﺎ ﻳﺘﻨﺎﺑﻪ ﻣﻦ ﺷﻮﺍﺋﺐ ﺃﻭ‬
‫ﻧﻘﺺ‪ .10‬ﻣﻦ ﺗﻠﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺬﻛﻮﺭﺓ ﻧﻌﺮﻑ ﺃﻥ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ ﻣﺆﺳﺲ ﺑﺎﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ‪ .‬ﻭﻣﻦ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﳌﻌﺮﻭﻓﺔ ﺗﻠﻚ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ‪.‬‬
‫ﻛﺎﻧﺖ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﺭﺩ ﻓﻌﻞ ﻟﻠﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ‪ .‬ﺇﻥ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻣﻮﺟﻮﺩﺓ ﲟﺜﺎﺑﺔ‬
‫ﺍﺭﺗﺒﺎﻃﺎﺕ ﺑﲔ ﻣﺜﲑﺍﺕ ﺑﻴﺌﻴﺔ‪ ،‬ﻣﻨﻬﺎ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻠﻐﻮﻯ ﻳﺴﺘﻨﺒﻂ ﻣﻨﻪ ﺍﺳﺘﺠﺎﺑﺎﺕ‪ .‬ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻣﻦ ﲡﺮﺑﺔ‬
‫ﺍﻳﻔﺎﻥ ﺑﺎﻓﻠﻮﻑ )‪ (Ivan Pavlov‬ﻋﻠﻰ ﺍﻟﻜﻠﺐ ﰱ ﲡﺮﺑﺘﻪ‪ .11‬ﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺎ ﻗﺎﻟﻪ‬
‫ﺍﻟﺴﻠﻮﻛﻴﻮﻥ‪ ،‬ﺃﻥ ﺍﻟﻠﻐﺔ ﻻﲡﺮﻯ ﺑﺪﻭﻥ ﺍﳌﺜﲑ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ‪ ،‬ﻭﻻ ﳝﻜﻦ ﻣﻦ ﲡﺮﺑﺔ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻥ‬

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‫ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﺍﻟﻌﺮﰊ‪ ،‬ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ‪ ،.....‬ﻁ ‪ 1‬ﺹ ‪3‬‬

‫‪Abdul Chaer, Psikolinguistik Kajian Teoritik, (Rineka Cipta: Jakarta, 2003) hal 84‬‬

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‫ﻳﺴﺘﺨﺪﻣﻮﻥ ﻟﻠﻨﺎﺱ‪ .‬ﻋﻨﺪ ﺍﳌﻌﺮﻓﻴﲔ ﻟﻜﻞ ﻣﻦ ﻳﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﳝﺘﻠﻚ ﻗﺪﺭﺓ ﻓﻄﺮﻳﺔ ﺗﺴﻤﺢ ﻟﻪ ﺑﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ‪،‬‬
‫ﻭﻫﺬﻩ ﺍﻟﻘﺪﺭﺓ ﻋﺎﻣﺔ ﺑﻄﺒﻴﻌﺘﻬﺎ ﺗﻨﻄﺒﻖ ﻋﻠﻰ ﲨﻴﻊ ﺍﻟﺒﺸﺮ‪.‬‬
‫ﻭﻳﺪﻋﻮ ﺃﺗﺒﺎﻉ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺇﱃ ﲡﺎﻫﻞ ﻛﻞ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﱵ ﲡﺮﻱ ﻋﻠﻰ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻭﳏﺎﻭﻟﺔ‬
‫ﺗﻄﺒﻴﻖ ﻧﺘﺎﺋﺠﻬﺎ ﻋﻠﻰ ﺍﻟﺒﺸﺮ ﺧﺎﺻﺔ ﰲ ﳎﺎﻝ ﺍﻟﻠﻐﺎﺕ ﺣﻴﺚ ﺇﻥ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻋﻤﻠﻴﺔ ﺇﻧﺴﺎﻧﻴﺔ ﻻﻳﺸﺎﺭﻙ ﻓﻴﻬﺎ‬
‫ﺍﳊﻴﻮﺍﻥ ﻭﺗﺸﻜﻞ ﺃﺣﺪ ﺍﻻﺧﺘﻼﻓﺎﺕ ﺍﻟﻨﻮﻋﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺑﲔ ﻗﺪﺭﺍﺕ ﺍﳊﻴﻮﺍﻥ ﻭﺍﻹﻧﺴﺎﻥ‪ .‬ﻭﻣﻦ ﻏﲑ‬
‫ﺍﳌﻨﻄﻘﻲ ﺇﺫﺍ ﺃﻥ ﻧﻄﺒ‪‬ﻖ ﻋﻠﻴﻬﺎ ﻧﺘﺎﺋﺞ ﻣﺒﻴﻨﺔ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ ﺍﳊﻴﻮﺍﱐ ﻭﺣﺪﻩ‪.‬‬
‫ﺗﻌﻠﻴﻢ ﺃﻱ ﻟﻐﺔ ﻣﺆﺳﺲ ﻋﻠﻰ ﺍﻟﻨﻈﺮﻳﺔ ﳜﻠﹼﻔﻪ‪ ،‬ﺑﻮﺳﻴﻠﺔ ﺍﻟﻄﺮﻳﻘﺔ‪ .‬ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﻴﺔ ﺇﺣﺪﻯ ﺍﻟﻨﻈﺮﻳﺔ ﰲ‬
‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻟﱵ ﺗﺮﻛﹼﺰ ﺍﻫﺘﻤﺎﻣﻬﺎ ﻋﻠﻰ ﻗﺪﺭﺓ ﻓﻄﺮﻳﺔ ﻭﺇﻥ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺌﺔ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺣﺴﻦ ﺍﻷﺩﺍﺀ‪،‬‬
‫ﻭﻭﺳﻴﻠﺔ ﺍﻟﺘﻌﺒﲑ ﻫﻲ ﺍﻟﻜﻼﻡ‪.‬‬
‫ﻟﻘﺪ ﻛﺎﻥ ﺍﳊﺪﻳﺚ ﺍﻟﺸﻔﻬﻲ ﺃﻭﻝ ﺻﻮﺭﺓ ﻣﻦ ﺻﻮﺭ ﺍﻷﺩﺍﺀ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺗﻌﺪﺩ ﻫﺬﻩ‬
‫ﺍﻟﺼﻮﺭ ﺍﻵﻥ ﻓﻤﺎ ﺯﺍﻝ ﺍﻟﺘﺤﺪﺙ ﻫﻮ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺘﻮﺍﺻﻞ‪ ،‬ﺇﺫ ﻳﺮﻯ ﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﻟﻠﻐﻮﻳﻮﻥ )ﰲ‬
‫ﻣﻌﻈﻤﻬﻢ( ﺃﻥ ﺣﻮﺍﱄ ‪ % 95‬ﻣﻦ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻠﻐﻮﻱ ﻳﻜﻮﻥ ﻧﺸﺎﻃﺎ ﺷﻔﻬﻴﺎ‪ .12‬ﻭﻳﺸﻜﻞ ﺍﻟﺘﺤﺪﺙ ﺃﺩﺍﺓ‬
‫ﺍﺗﺼﺎﻝ ﺳﺮﻳﻌﺔ ﺑﲔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺃﻭ ﺑﲔ ﺍﻟﻔﺮﺩ ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﺍﻹﻧﺴﺎﻥ ﺍﻟﺬﻱ ﳝﺴﻚ ﺑﺰﻣﺎﻡ ﺍﻟﺘﺤﺪﺙ ﻭﻳﻜﻮﻥ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺿﺒﻄﻪ ﻭﺇﺩﺍﺭﺗﻪ ﻏﺎﻟﺒﺎ ﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﺳﺒﺒﺎ ﰲ ﺇﺣﺮﺍﺯﻩ ﻟﻠﻨﺠﺎﺡ ﰲ ﺣﻴﺎﺗﻪ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ‪،‬‬
‫ﻷﻥ ﺍﻟﺘﺤﺪﺙ ﻫﻮ ﺍﻟﺬﻱ ﻳﺮﺳﻢ ﺻﻮﺭﺓ ﺍﻟﺸﺨﺼﻴﺔ ﰲ ﺃﺫﻫﺎﻥ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻣﻦ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻠﻐﻮ