‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،38‬ﺍﻟﻌﺩﺩ ‪2011 ،1‬‬

‫ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻷﺭﺩﻥ‪:‬‬

‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﻭﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴ‪‬ﺔ‬
‫ﻤﺎﺠﺩ ﺤﺭﺏ*‬

‫ﻤﻠﺨﺹ‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻜﺸﻑ ﻁﺒﻴﻌﺔ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻷﺭﺩﻥ ﻤﻥ‬
‫ﺤﻴﺙ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻲ ﺘﺘﻀﻤﻨﻬﺎ‪ ،‬ﻭﻤﻥ ﺤﻴﺙ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴ‪‬ﺔ ﻟﺘﻠﻙ ﺍﻟﻨﺼﻭﺹ‪ .‬ﻭﻟﺘﺤﻘﻴﻕ ﻫﺫﺍ ﺍﻟﻬﺩﻑ ﺍﺴﺘﹸﺨﺩﻡ ﺃﺴﻠﻭﺏ ﺘﺤﻠﻴل‬
‫ﺍﻟﻤﺤﺘﻭﻯ‪ ،‬ﺇﺫ ﺘﻡ ﺘﺤﻠﻴل )‪ (28‬ﻨﺼﺎ ﺍﺴﺘﻤﺎﻋﻴﺎ ﻟﻠﺼﻔﻭﻑ ﺍﻟﺜﺎﻤﻥ ﻭﺍﻟﺘﺎﺴﻊ ﻭﺍﻟﻌﺎﺸﺭ‪ ،‬ﻟﻤﻌﺭﻓﺔ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻲ ﻴﺤﻔﺯﻫﺎ ﻜل‬
‫ﻨﺹ‪ ،‬ﻭﻟﺘﺤﺩﻴﺩ ﻨﻭﻉ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻗﺩ ﺩﻟﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ )‪ (%37.1‬ﻤﻥ ﺃﺴﺌﻠﺔ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﺘﺸﻴﺭ‬
‫ﺇﻟﻰ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺃﻥ )‪ (%15.9‬ﻓﻘﻁ ﻤﻨﻬﺎ ﺘﺸﻴﺭ ﺇﻟﻰ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪ ،‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺃﻜﺜﺭ‬
‫ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﺸﻴﻭﻋﺎ ﻓﻲ ﺘﻠﻙ ﺍﻟﻨﺼﻭﺹ ﻫﻲ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺴﺭﺩﻴﺔ ﺜﻡ ﺍﻟﻭﺼﻔﻴﺔ‪ ،‬ﻭﺃﻨﻪ ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﻤﻨﻁﻘﻴﺔ ﺒﻴﻥ ﻨﻭﻉ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻨﺼﻴﺔ‬
‫ﻟﻨﺹ ﻤﺎ ﻭﻤﺴﺘﻭﻯ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺫﻱ ﻴﺤﻔﺯﻩ‪ .‬ﻭﺃﻭﺼﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻀﺭﻭﺭﺓ ﺘﻨﻭﻉ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﻓﻲ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﻭﺃﻥ ﺘﹸﺘﺒﻊ‬
‫ﻤﻨﻬﺠﻴﺔ ﻭﺍﻀﺤﺔ ﺘﻌﻜﺱ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺒﻨﻴﺔ ﻨﺹ ﺍﺴﺘﻤﺎﻋﻲ ﻤﺎ ﻭﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻲ ﻴﺅﻜﺩﻫﺎ‪.‬‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺩﺍﻟﺔ‪ :‬ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ‪.‬‬

‫ﻜﻤﻬﺎﺭﺘﻴﻥ ﻤﺘﻼﺯﻤﺘﻴﻥ ﻓﻲ ﺁﻥ ﻭﺍﺤﺩ‪ ،‬ﻓﻲ ﻤﺎ ﻴ‪‬ﻌﺭﻑ ﺒـ‬ ‫ﺍﻟﻤﻘﺩﻤــﺔ‬

‫"ﺍﻻﺴﺘﻤﺎﻉ ﻭﺍﻟﻘﺭﺍﺀﺓ ﺍﻟﻤﺘﺯﺍﻤﻨﺘﻴﻥ" ‪"Simultaneous Listening and‬‬
‫"‪ ،Reading, SLR‬ﺇﺫ ﻴﺴﺘﻤﻊ ﺍﻟﻁﻼﺏ ﻓﻲ ﻫﺫﻩ ﺍﻟﺒﺭﺍﻤﺞ ﺇﻟﻰ ﻨﺹ‬
‫ﻤﺎ ﻴﻜﻭﻥ ﻓﻲ ﺍﻵﻥ ﻨﻔﺴﻪ ﻤﻜﺘﻭﺒﺎ ﺃﻤﺎﻤﻬﻡ‪ ،‬ﻭﻴﻘﻭﻤﻭﻥ ﺒﻘﺭﺍﺀﺓ ﻤﺎ‬
‫ﺍﺴﺘﻤﻌﻭﺍ ﺇﻟﻴﻪ ﺇﻟﻰ ﺃﻥ ﻴﺘﻤﻜﻨﻭﺍ ﻤﻥ ﺍﻟﻘﺭﺍﺀﺓ ﺒﻁﻼﻗﺔ ﺠﻴﺩﺓ ‪(Vacca,‬‬
‫)‪.Vacca and Grove, 2006‬‬
‫ﻭﻴﺸﻴﺭ )‪ (Moore, 2005‬ﺇﻟﻰ ﺃﻥ ﻟﻼﺴﺘﻤﺎﻉ ﻤﻜﻭﻨﺎﺕ ﺃﺭﺒﻌﺔ‪،‬‬
‫ﺃﻭﻟﻬﺎ ﺍﻟﺴﻤﺎﻉ "‪ "Hearing‬ﺍﻟﺫﻱ ﻴﻌﻨﻲ ﻗﺩﺭﺓ ﺍﻷﺫﻥ ﻋﻠﻰ ﺍﻟﺘﻘﺎﻁ‬
‫ﺃﻤﻭﺍﺝ ﺼﻭﺘﻴﺔ ﻭﺒﺜﻬﺎ ﺇﻟﻰ ﺍﻟﺩﻤﺎﻍ‪ ،‬ﻭﺜﺎﻨﻴﻬﺎ ﺍﻻﻨﺘﺒﺎﻩ "‪"Attending‬‬
‫ﺍﻟﺫﻱ ﻴﻌﻨﻲ ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﻤﺤﺘﻭﻯ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﺴﻤﻭﻋﺔ‪ ،‬ﻭﻴﺘﻁﻠﺏ‬
‫ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ‬
‫ﺍﻟﻤﻌﻴﻘﺎﺕ ﺍﻟﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﻓﻬﻡ ﺍﻟﻤﺤﺘﻭﻯ ﺍﻟﻤﺴﻤﻭﻉ‪ ،‬ﻭﻴﺠﺩﺭ‬
‫ﺍﻟﻘﻭل ﻫﻨﺎ ﺃﻥ ﺍﻻﺴﺘﻤﺎﻉ ‪-‬ﺤﺎﻟﻪ ﺤﺎل ﺍﻟﻤﺤﺎﺩﺜﺔ‪ -‬ﻴﺘﻀﻤﻥ ﺠﺎﻨﺒﺎ‬
‫ﻟﻔﻅﻴﺎ "‪ "Verbal‬ﻭﺁﺨﺭ ﻏﻴﺭ ﻟﻔﻅﻲ "‪ ،"Nonverbal‬ﻓﺎﻟﻤﺴﺘﻤﻊ ﻗﺩ‬
‫ﻴﺤﺼل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺨﻼل ﺍﻷﻟﻔﺎﻅ ﺍﻟﺘﻲ ﻴﺴﻤﻌﻬﺎ )ﺠﺎﻨﺏ‬
‫ﻟﻔﻅﻲ(‪ ،‬ﻭﻤﻥ ﺨﻼل ﺍﻹﺸﺎﺭﺍﺕ ﻭﺍﻟﺘﻠﻤﻴﺤﺎﺕ ﻭﺍﻟﺘﻌﺎﺒﻴﺭ ﺍﻟﻭﺠﻬﻴﺔ‬
‫ﻟﻠﻤﺘﺤﺩﺙ )ﺠﺎﻨﺏ ﻏﻴﺭ ﻟﻔﻅﻲ(‪ .‬ﻭﺍﻟﻤﻜﻭﻥ ﺍﻟﺜﺎﻟﺙ ﻫﻭ ﺍﻟﻔﻬﻡ‬
‫"‪ "Understanding‬ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺫﻫﻨﻴﺔ ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﻲ‬
‫ﻴﺘﻡ ﺍﻻﺴﺘﻤﺎﻉ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﻴﻘﻭ‪‬ﻡ ﺍﻟﻤﺴﺘﻤﻊ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﻗﻴﻤﺔ ﺍﻟﻤﺎﺩﺓ‬
‫ﺍﻟﻤﺴﻤﻭﻋﺔ ﻓﻲ ﻀﻭﺀ ﻤﻌﺭﻓﺘﻪ ﻭﻤﻌﺎﻴﻴﺭﻩ‪ ،‬ﺃﻤﺎ ﺍﻟﻤﻜﻭﻥ ﺍﻷﺨﻴﺭ‬
‫ﻓﻬﻭ ﺘﺫﻜﺭ "‪ "Remembering‬ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﺴﻤﻭﻋﺔ ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‬
‫* ﻗﺴﻡ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﺯﻴﺘﻭﻨﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﺍﻷﺭﺩﻥ‪ .‬ﺘﺎﺭﻴﺦ‬
‫ﺇﻋﺎﺩﺓ ﺴﺭﺩﻫﺎ ﻭﻨﻘﺩﻫﺎ‪.‬‬
‫ﺍﻻﺴﺘﻤﺎﻉ "‪ "Listening‬ﻋﻤﻠﻴﺔ ﺫﻫﻨﻴﺔ ﻤﻌﻘﺩﺓ ﺘﺘﻀﻤﻥ ﻓﻬﻡ ﻤﺎﺩﺓ‬
‫ﻤﺤﻜﻴﺔ "‪ "Spoken‬ﻭﺘﻔﺴﻴﺭﻫﺎ ﻭﺘﻘﻭﻴﻤﻬﺎ ‪(Carter, Bishop and‬‬
‫)‪ ،Kravits, 2000‬ﻭﻫﻭ ﻓﻥ ﻟﻐﻭﻱ ﻴﺭﺘﺒﻁ ﺍﺭﺘﺒﺎﻁﺎ ﻭﺜﻴﻘﺎ ﺒﻔﻨﻭﻥ‬
‫ﺃﺨﺭﻯ ﻜﺎﻟﻤﺤﺎﺩﺜﺔ ﻭﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺒﺔ‪ ،‬ﻭﻴﻌﻭ‪‬ل ﻜﺜﻴﺭﺍ ﻋﻠﻴﻪ ﻓﻲ‬
‫ﺘﺤﺴﻴﻥ ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻟﻘﺭﺍﺌﻲ ﻟﺩﻯ ﺍﻟﻁﻼﺏ‪ ،‬ﺒل ﻫﻨﺎﻙ ﻤﻥ ﻴﺭﻯ‬
‫)ﻤﺜﻼ ‪ (Guth and Pettengill, 2005‬ﺃﻥ ﺍﻟﻁﻼﺏ ﻴﺤﻅﻭﻥ‬
‫ﺒﻤﻌﺭﻓﺔ ﺼﺤﻴﺤﺔ ﻤﺘﻰ ﻤﺎ ﺃﺼﺒﺤﻭﺍ ﻤﺴﺘﻤﻌﻴﻥ ﺠﻴﺩﻴﻥ‪.‬‬
‫ﻭﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﻴﻭﺼﻲ ‪(Harp and Brewer,‬‬
‫)‪ 2005‬ﺒﺘﺨﺼﻴﺹ ﻤﺭﺍﻜﺯ ﻓﻲ ﺍﻟﻐﺭﻑ ﺍﻟﺼﻔﻴﺔ ﺘﺴﻤﻰ ﻤﺭﺍﻜﺯ‬
‫ﺍﻻﺴﺘﻤﺎﻉ )‪ (Listening Centers‬ﺘﻜﻭﻥ ﻤﺠﻬﺯﺓ ﺒﻤﻭﺍﺩ ﺘﺴﺠﻴﻠﻴﺔ‬
‫ﻤﺨﺘﻠﻔﺔ ﻴﺴﺘﻤﻊ ﺍﻟﻁﻼﺏ ﺇﻟﻰ ﻤﺤﺘﻭﺍﻫﺎ‪ ،‬ﻤﻥ ﻗﺼﺹ ﻭﺃﻨﺎﺸﻴﺩ‬
‫ﻭﻨﺼﻭﺹ ﺘﻨﺎﺴﺏ ﻤﺴﺘﻭﻴﺎﺘﻬﻡ ﺍﻟﻨﻤﺎﺌﻴﺔ‪ ،‬ﻭﻴﻤﻜﻥ ﻟﻤﺜل ﻫﺫﻩ‬
‫ﺍﻟﻤﺭﺍﻜﺯ ﺃﻥ ﺘﻌﺩ ﻓﺭﺼﺔ ﺴﺎﻨﺤﺔ ﺘﻘﻭﺩ ﺍﻟﻁﻼﺏ ﺇﻟﻰ ﻨﻘﺎﺸﺎﺕ‬
‫ﺠﻤﺎﻋﻴﺔ"‪ "Group Discussions‬ﺤﻭل ﺍﻟﻤﺤﺘﻭﻯ ﺍﻟﺫﻱ ﻴﺴﺘﻤﻌﻭﻥ‬
‫ﻲ ﻤﺸﺘﺭﻜﺔ ﺘﺘﻌﻠﻕ ﺒﻤﺎ ﺍﺴﺘﻤﻌﻭﺍ‬ ‫ﺇﻟﻴﻪ‪ ،‬ﻭﻫﺫﺍ ﻴﺠﻌﻠﻬﻡ ﻴﺒﻨﻭﻥ ﻤﻌﺎﻨ ‪‬‬
‫ﺇﻟﻴﻪ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺯﻴﺩ ﻤﻥ ﻓﺭﺹ ﺍﻟﺘﻔﺎﻋل ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﻴﻨﻬﻡ‪.‬‬
‫ﻭﻷﻥ ﺍﻻﺴﺘﻤﺎﻉ ﻤﻤﻬﺩ ﻟﻼﺴﺘﻴﻌﺎﺏ ﺍﻟﻘﺭﺍﺌﻲ‪ ،‬ﻓﻘﺩ ﺭﺍﺝ ﻓﻲ‬
‫ﺍﻟﺴﻨﻭﺍﺕ ﺍﻷﺨﻴﺭﺓ ﺍﻟﺴﺎﺒﻘﺔ ﺒﺭﺍﻤﺞ ﺘﻘﺩﻡ ﺍﻻﺴﺘﻤﺎﻉ ﻭﺍﻟﻘﺭﺍﺀﺓ‬
‫ﺍﺴﺘﻼﻡ ﺍﻟﺒﺤﺙ ‪ ،2008/2/13‬ﻭﺘﺎﺭﻴﺦ ﻗﺒﻭﻟﻪ ‪.2009/1/6‬‬

‫© ‪ 2011‬ﻋﻤﺎﺩﺓ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ /‬ﺍﳉﺎﻣﻌﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ .‬ﲨﻴﻊ ﺍﳊﻘﻮﻕ ﳏﻔﻮﻇﺔ‪.‬‬ ‫‪- 205 -‬‬
 ‫ﻤﺎﺠﺩ ﺤﺭﺏ‬
‫ﺇﻟﻴﻪ‪ ،‬ﻭﻟﻜﻨﻪ ﻓﻲ ﺤﻘﻴﻘﺔ ﺍﻷﻤﺭ ﻤﻨﺸﻐل ﻋﻨﻪ ﺒﺸﻲﺀ ﺁﺨﺭ )ﻭﻫﺫﺍ‬
‫ﺍﺴﺘﻤﺎﻉ ﻫﺎﻤﺸﻲ ﻋﻠﻰ ﺃﻴﺔ ﺤﺎل(‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻻﻨﺘﻘﺎﺌﻲ‬
‫"‪ ،"Selective‬ﻴﺭﻜﺯ ﻓﻴﻪ ﺍﻟﻤﺴﺘﻤﻊ ﻋﻠﻰ ﺠﺯﺀ ﻤﻥ ﺍﻟﻤﺤﺘﻭﻯ‬
‫ﺍﻟﻤﺴﺘﻤﻊ ﺇﻟﻴﻪ ﻭﻴﻬﻤل ﺃﺠﺯﺍﺀ ﺃﺨﺭﻯ‪.‬‬
‫ﻭﻤﻤﺎ ﻴﺤﻘﻕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻨﺸﻁ ﻋﻨﺩ ﺍﻟﻁﻼﺏ‪ ،‬ﺤﺴﻥ ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻟﻨﺼﻭﺹ ﺍﻟﺘﻲ ﻴﺴﺘﻤﻌﻭﻥ ﺇﻟﻴﻬﺎ ‪(Roe, Smith and Burns,‬‬
‫)‪ 2005‬ﻭﺘﺠﺩﺭ ﺍﻹﺸﺎﺭﺓ ﻫﻨﺎ ﺇﻟﻰ ﻤﺴﺄﻟﺘﻴﻥ ﻫﺎﻤﺘﻴﻥ؛ ﺍﻷﻭﻟﻰ ﺃﻥ‬
‫ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﺤﻭﻱ ﺘﻠﻤﻴﺤﺎﺕ ﻟﻔﻅﻴﺔ " ‪Verbal‬‬
‫‪ "Signposts‬ﺘﺠﺫﺏ ﺍﻨﺘﺒﺎﻩ ﺍﻟﻁﻼﺏ‪ ،‬ﻭﺘﺠﻌﻠﻬﻡ ﻴﺭﻜﺯﻭﻥ ﺃﻜﺜﺭ ﻓﻲ‬
‫ل ﻋﻠﻰ ﻤﻔﺎﻫﻴﻡ‬ ‫ﺃﺜﻨﺎﺀ ﺍﺴﺘﻤﺎﻋﻬﻡ‪ ،‬ﻭﻤﻥ ﻫﺫﻩ ﺍﻟﺘﻠﻤﻴﺤﺎﺕ ﻤﺎ ﻫﻭ ﺩﺍ ّ‬
‫ﺃﺴﺎﺴﻴﺔ ﺘﺭﺩ ﻓﻲ ﺍﻟﻨﺹ )ﻤﺜﻼ‪ :‬ﻫﻨﺎﻙ ﺴﺒﺒﺎﻥ ﻟـ‪ ،...‬ﻭﺍﻷﻜﺜﺭ‬
‫ﺃﻫﻤﻴﺔ ﻫﻭ‪ ،...‬ﻭﺍﻟﻨﺘﻴﺠﺔ ﻫﻲ‪ ،(...‬ﻭﻤﻥ ﺍﻟﺘﻠﻤﻴﺤﺎﺕ ﻤﺎ ﻴﺩﻋﻡ ﻓﻜﺭﺓ‬
‫ﻤﺎ ﻭﻴﺴﺎﻨﺩﻫﺎ )ﻤﺜﻼ‪ :‬ﻋﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل‪ ،...‬ﺘﻤﺎﻤﺎ ﻜﻤﺎ ﻫﻭ ﺍﻟﺤﺎل‬
‫ل ﻋﻠﻰ ﺍﻻﺨﺘﻼﻓﺎﺕ )ﻤﺜﻼ‪ :‬ﺨﻼﻓﺎ‬ ‫ﻓﻲ‪ ،(...‬ﻭﻤﻨﻬﺎ ﻤﺎ ﻫﻭ ﺩﺍ ّ‬
‫ﻟﺫﻟﻙ‪ ،‬ﻋﻠﻰ ﺼﻌﻴﺩ ﺁﺨﺭ‪ ،‬ﻤﻥ ﺠﻬﺔ ﺜﺎﻨﻴﺔ‪ (...‬ﺜﻡ ﻫﻨﺎﻙ ﺍﻟﺘﻠﻤﻴﺤﺎﺕ‬
‫ﺍﻟﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺘﻠﺨﻴﺹ )ﻤﺜﻼ‪ :‬ﺃﺨﻴﺭﹰﺍ‪ ،..‬ﺒﺸﻜل ﻋﺎﻡ‪ ،..‬ﻨﺘﻴﺠﺔ ﻟﻤﺎ‬
‫ﺴﺒﻕ‪.(..‬‬
‫ﻭﺍﻟﻤﺴﺄﻟﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻫﻲ ﻀﺭﻭﺭﺓ ﺃﻥ ﺘﺘﻨﻭﻉ ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ ﻓﻲ‬
‫ﺒﻨﺎﻫﺎ ﺍﻟﻨﺼﻴﺔ "‪ ،"Text Structures‬ﻭﻴﻘﺼﺩ ﺒﺎﻟﺒﻨﻴﺔ ﺍﻟﻨﺼﻴﺔ‬
‫ﺍﻟﺴﻤﺎﺕ ﺍﻟﺘﻲ ﺘﺠﻌل ﻨﺼﺎ ﻤﺎ ﻤﺨﺘﻠﻔﺎ ﻋﻥ ﻏﻴﺭﻩ ﻤﻥ ﺤﻴﺙ‬
‫ﺍﻟﻐﺭﺽ ﻭﺘﻨﻅﻴﻡ ﺍﻟﻤﺤﺘﻭﻯ ‪(Block, Gambrell and Pressly,‬‬
‫)‪ ،2002‬ﻭﺜﻤﺔ ﻨﻭﻋﺎﻥ ﺭﺌﻴﺴﺎﻥ ﻤﻥ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴ‪‬ﺔ‪ ،‬ﺃﻭﻟﻬﻤﺎ ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﺴﺭﺩﻴﺔ "‪ "Narrative‬ﻭﺜﺎﻨﻴﻬﻤﺎ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﻔﺴﻴﺭﻴﺔ "‪."Expository‬‬
‫ﻭﻴﻘﺼﺩ ﺒﺎﻟﺒﻨﻴﺔ ﺍﻟﺴﺭﺩﻴﺔ ﻭﺼﻑ ﺠﻤﻠﺔ ﻤﻥ ﺍﻷﺤﺩﺍﺙ ﻭﺍﻟﻭﻗﺎﺌﻊ‬
‫ﺒﺄﺴﻠﻭﺏ ﻗﺼﺼﻲ‪ ،‬ﻭﺘﻨﺩﺭﺝ ﺍﻟﻘﺼﺹ ﻭﺍﻟﺤﻜﺎﻴﺎﺕ ﺍﻟﺘﻲ ﻴﻘﺭﺃﻫﺎ‬
‫ﺍﻟﻁﻼﺏ ﺘﺤﺕ ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺒﻨﻰ‪ ،‬ﺃﻤﺎ ﺍﻟﺒﻨﻰ ﺍﻟﺘﻔﺴﻴﺭﻴﺔ ﻓﻴﻘﺼﺩ‬
‫ﺒﻬﺎ ﺇﻋﻼﻡ ﺍﻟﻘﺎﺭﺉ ﺒﺄﻓﻜﺎﺭ ﻭﻤﻌﻠﻭﻤﺎﺕ ﺠﺩﻴﺩﺓ ﻤﻥ ﺨﻼل ﺘﻨﻅﻴﻡ‬
‫ﻤﻌﻴﻥ ﻟﻬﺫﻩ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﻫﻲ ﻋﻠﻰ ﺃﻨﻭﺍﻉ‪ ،‬ﻤﻨﻬﺎ ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﻭﺼﻔﻴﺔ "‪ "Descriptive‬ﺍﻟﺘﻲ ﺘﺸﺭﺡ ﻓﻜﺭﺓ ﺃﻭ ﺸﺨﺼﺎ ﺃﻭ‬
‫ﻤﻌﻠﻭﻤﺎﺕ ﻤﻊ ﺫﻜﺭ ﺍﻟﻌﻨﺎﺼﺭ ﻭﺍﻟﻤﻜﻭﻨﺎﺕ ﺍﻟﺘﻲ ﺘﺘﺄﻟﻑ ﻤﻨﻬﺎ‪،‬‬
‫ﻭﻤﻨﻬﺎ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺘﺎﺒﻌﻴﺔ "‪ "Sequential‬ﺍﻟﺘﻲ ﺘﺘﻀﻤﻥ ﻋﺭﺽ ﺤﻘﺎﺌﻕ‬
‫ﺃﻭ ﻤﻔﺎﻫﻴﻡ ﻭﻓﻕ ﺤﺩﻭﺜﻬﺎ ﻭﻋﻠﻰ ﺸﻜل ﺨﻁﻭﺍﺕ ﻤﺘﺴﻠﺴﻠﺔ‪ ،‬ﻭﻫﻨﺎﻙ‬
‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﻌﻠﹼﻴﺔ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﺴﺒﺏ‪/‬ﺍﻟﻨﺘﻴﺠﺔ "‪،"Cause/Effect‬‬
‫ﻭﺘﹸﻌﻨﻰ ﻫﺫﻩ ﺍﻟﺒﻨﻴﺔ ﺒﺘﻔﺴﻴﺭ ﺃﺴﺒﺎﺏ ﺤﺩﻭﺙ ﻅﺎﻫﺭﺓ ﺃﻭﻭﺍﻗﻌﺔ ﻤﺎ‪ ،‬ﺜﻡ‬
‫ﻫﻨﺎﻙ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ "‪ "Comparison‬ﺍﻟﺘﻲ ﺘﺭﺼﺩ‬
‫ﺃﻭﺠﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺠﻪ ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺃﻓﻜﺎﺭ ﺃﻭ ﻤﻔﺎﻫﻴﻡ ﻤﻌﻴﻨﺔ‪،‬‬
‫ﻭﺃﺨﻴﺭﺍ ﻫﻨﺎﻙ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻠﺔ ﻭﺤﻠﻭﻟﻬﺎ " ‪Problem‬‬
‫‪ "and Solutions‬ﺍﻟﺘﻲ ﺘﻅﻬﺭ ﻜﻴﻑ ﺘﻁﻭﺭﺕ ﻤﺸﻜﻠﺔ ﻤﺎ ﻭﻤﺎ‬
‫ﺍﻟﺤﻠﻭل ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻌﺎﻟﺠﻬﺎ‪ .‬ﻭﺤﺴﺏ )‪،(Block et al., 2003‬‬
‫ﻓﺈﻥ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺴﺭﺩﻴﺔ ﺃﻗﺭﺏ ﺇﻟﻰ ﻋﻘﻭل ﺍﻟﻁﻼﺏ‪ ،‬ﻷﻨﻬﺎ ﻋﺎﺩﺓ ﻤﺎ‬
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‫ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ‪...‬‬
‫ﻭﻗﺩ ﺘﺤﺩﺙ )‪ (Carter et al., 2000‬ﻋﻥ ﻤﺭﺍﺤل "‪"Stages‬‬
‫ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﻭﻫﻲ ﺸﺒﻴﻬﺔ ﺇﻟﻰ ﺤﺩ ﺒﻌﻴﺩ ﺒﺎﻟﻤﻜﻭﻨﺎﺕ ﺍﻷﺭﺒﻌﺔ ﺍﻟﺘﻲ‬
‫ﺴﺒﻕ ﺫﻜﺭﻫﺎ‪ ،‬ﻭﺘﺘﻀﻤﻥ ﻫﺫﻩ ﺍﻟﻤﺭﺍﺤل ﺍﻟﺴﻤﺎﻉ‪ ،‬ﻭﺍﻟﺸﺭﺡ‬
‫ﻭﺍﻟﺘﻔﺴﻴﺭ "‪ ،"Interpretation‬ﺒﻤﻌﻨﻰ ﻓﻬﻡ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﺴﻤﻭﻋﺔ‬
‫ﻭﺭﺒﻁﻬﺎ ﺒﻤﻌﺭﻓﺔ ﺍﻟﻤﺴﺘﻤﻊ ﻭﺨﺒﺭﺍﺘﻪ‪ ،‬ﺜﻡ ﺍﻟﺘﻘﻭﻴﻡ "‪"Evaluation‬‬
‫ﺃﻱ ﻗﺩﺭﺓ ﺍﻟﻤﺴﺘﻤﻊ ﻋﻠﻰ ﺍﻟﺤﻜﻡ ﻋﻠﻰ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﺴﻤﻭﻋﺔ ﻓﻲ ﻀﻭﺀ‬
‫ﻗﻴﻤﻪ ﻭﻤﻌﺎﻴﻴﺭﻩ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺃﺨﻴﺭﺍ ﻤﺭﺤﻠﺔ ﺍﻟﺘﻔﺎﻋل "‪"Reaction‬‬
‫ﺍﻟﺘﻲ ﺘﻌﻨﻲ ﺃﻥ ﻴﻘﺩﻡ ﺍﻟﻤﺴﺘﻤﻊ ﺘﻐﺫﻴﺔ ﺭﺍﺠﻌﺔ ﻤﻥ ﺨﻼل ﻤﺎ ﻴﻁﺭﺡ‬
‫ﻤﻥ ﺃﺴﺌﻠﺔ ﻭﺘﻌﻠﻴﻘﺎﺕ ﺤﻭل ﻤﺎ ﺍﺴﺘﻤﻊ ﺇﻟﻴﻪ‪.‬‬
‫ﻭﻓﻲ ﻀﻭﺀ ﻤﺎ ﺴﺒﻕ‪ ،‬ﻴﻤﻜﻥ ﺍﻟﻘﻭل ﺇﻥ ﺜﻤﺔ ﻤﺴﺘﻭﻴﺎﺕ ﻋﺩﻴﺩﺓ‬
‫ﻟﻼﺴﺘﻤﺎﻉ‪ ،‬ﻓﻬﻨﺎﻙ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻬﺎﻤﺸﻲ "‪ "Marginal‬ﺍﻟﺫﻱ ﻴ‪‬ﻭﻅﻑ‬
‫ﻓﻴﻪ ﻤﻜﻭﻥ ﺍﻟﺴﻤﺎﻉ ﻓﺤﺴﺏ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ‬
‫"‪ "Interpretative‬ﺍﻟﺫﻱ ﻴﺘﻁﻠﺏ ﻓﻬﻡ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﺴﻤﻭﻋﺔ ﻭﺸﺭﺤﻬﺎ‬
‫ﻭﺘﻔﺴﻴﺭﻫﺎ‪ ،‬ﻭﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ "‪ "Evaluative‬ﺍﻟﺫﻱ ﻴﻌﻨﻲ ﻗﺩﺭﺓ‬
‫ﺍﻟﻤﺴﺘﻤﻊ ﻋﻠﻰ ﻨﻘﺩ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﺴﻤﻭﻋﺔ ﻭﺘﻘﻴﻴﻤﻬﺎ ﻓﻲ ﻀﻭﺀ ﻤﻌﺎﻴﻴﺭ‬
‫ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻋﺎﺩﺓ ﻤﺎ ﺘﺭﺘﺒﻁ ﻫﺫﻩ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺒﻤﺎ ﻴﻤﻜﻥ ﺘﺴﻤﻴﺘﻪ‬
‫ﺒﺄﻨﻤﺎﻁ ﺍﻻﺴﺘﻤﺎﻉ ‪"Styles of Listening" (Sokolove, Sadker‬‬
‫)‪ ،and Sadker, 1986‬ﻓﻘﺩ ﻴﻜﻭﻥ ﺍﻻﺴﺘﻤﺎﻉ ﺃُﺤﺎﺩﻱ ﺍﻻﺘﺠﺎﻩ "‪One-‬‬
‫‪ "way‬ﻴﻜﻭﻥ ﻓﻴﻪ ﺍﻟﻤﺴﺘﻤﻊ ﺴﻠﺒﻴﺎ ﻏﻴﺭ ﻤﺘﻔﺎﻋل ﻤﻊ ﻤﺎ ﻴﺴﺘﻤﻊ ﺇﻟﻴﻪ‪،‬‬
‫ﻭﻗﺩ ﻴﺘﻤﺨﺽ ﻋﻥ ﻫﺫﺍ ﺍﻟﻨﻤﻁ ﺍﺴﺘﻤﺎﻉ ﻫﺎﻤﺸﻲ‪ ،‬ﻭﻗﺩ ﻴﻜﻭﻥ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺜﻨﺎﺌﻲ ﺍﻻﺘﺠﺎﻩ "‪ ،"Two-way‬ﻴﻜﻭﻥ ﻓﻴﻪ ﺍﻟﻤﺴﺘﻤﻊ ﻨﺸﻁﺎ‬
‫ﻤﺘﻔﺎﻋﻼ ﻟﻴﺤﻘﻕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻭﺠﺩﺍﻨﻲ‬
‫"‪ "Empathic‬ﺍﻟﺫﻱ ﻴﻌﻨﻲ ﺃﻥ ﻴﺨﺒﺭ ﺍﻟﻤﺴﺘﻤﻊ ﻤﺸﺎﻋﺭ ﺍﻟﻤﺘﺤﺩﺙ‬
‫ﻭﻴﺴﺘﺠﻴﺏ ﻟﺘﻠﻤﻴﺤﺎﺘﻪ ﺍﻟﻠﻔﻅﻴﺔ ﻭﻏﻴﺭ ﺍﻟﻠﻔﻅﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﻭﻓﺭ ﻟﻪ ﻓﻬﻤﺎ‬
‫ﺃﻭﻓﻰ ﻟﻤﺎ ﻴﺴﺘﻤﻊ ﺇﻟﻴﻪ‪ ،‬ﻴﺠﻌﻠﻪ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﻨﻘﺩﻩ ﻭﺘﻘﻭﻴﻤﻪ‪ ،‬ﻭﻴﻘﻭﺩ‬
‫ﻫﺫﺍ ﺍﻟﻨﻤﻁ ﻤﻥ ﺍﻻﺴﺘﻤﺎﻉ ﺇﻟﻰ ﻤﺴﺘﻭﻯ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﻤﻥ ﻴﺩﺭﺝ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﻭﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‬
‫ﺘﺤﺕ ﻤﺴﻤﻰ ﻭﺍﺤﺩ ﻫﻭ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻨﺸﻁ "‪"Active Listening‬‬
‫)‪ ،(Sternberg and Williams, 2002‬ﻓﺎﻟﻤﺴﺘﻤﻊ ﺍﻟﻨﺸﻁ ﻴﻀﻊ‬
‫ﻫﺩﻓﺎ ﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﻓﻬﻭ ﻴﺩﺭﻙ ﻟﻤﺎﺫﺍ ﻴﺴﺘﻤﻊ ﺇﻟﻰ ﻤﺎﺩﺓ‬
‫ﻤﺴﻤﻭﻋﺔ ‪ ،‬ﻭﻤﺎ ﺍﻟﺫﻱ ﺴﻴﺤﻘﻘﻪ ﺇﺫ ﻴﺴﺘﻤﻊ ﺇﻟﻴﻬﺎ‪ ،‬ﻜﻤﺎ ﺃﻨﻪ ﻗﺎﺩﺭ‬
‫ﻋﻠﻰ ﻁﺭﺡ ﺃﺴﺌﻠﺔ ﺩﺍﻟﹼﺔ ﻋﻠﻰ ﺍﺴﺘﻴﻌﺎﺒﻪ ﻭﻓﻬﻤﻪ‪ ،‬ﻭﻋﻠﻰ ﺘﻭﻗﻊ ﻤﺎ‬
‫ﺴﻴﺭﺩ ﻻﺠﻘﺎ‪ ،‬ﻋﺩﺍ ﺫﻟﻙ ﻓﺈﻨﻪ ﻴﻭﻅﻑ ﺍﻟﺘﻠﻤﻴﺤﺎﺕ ﻏﻴﺭ ﺍﻟﻠﻔﻅﻴﺔ‬
‫ﻭﺍﻟﺘﻌﺎﺒﻴﺭ ﺍﻟﻭﺠﻬﻴﺔ ﻟﻠﻤﺘﺤﺩﺙ ﻟﺘﺴﺎﻋﺩﻩ ﻓﻲ ﺍﻟﺤﻜﻡ ﻋﻠﻰ ﺘﻠﻙ ﺍﻟﻤﺎﺩﺓ‬
‫ﺍﻟﻤﺴﻤﻭﻋﺔ‪.‬‬
‫ﻭﺨﻼﻓﺎ ﻟﻼﺴﺘﻤﺎﻉ ﺍﻟﻨﺸﻁ‪ ،‬ﺜﻤﺔ ﺃﻨﻭﺍﻉ ﻟﻼﺴﺘﻤﺎﻉ ﺘﻨﺩﺭﺝ ﺘﺤﺕ‬
‫ﻤﺴﻤﻰ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻀﻌﻴﻑ "‪ ،"Poor Listening‬ﻭﻴ‪‬ﺼﺭ‬
‫)‪ (Moore, 2006‬ﻋﻠﻰ ﺘﺴﻤﻴﺔ ﻫﺫﻩ ﺍﻷﻨﻭﺍﻉ ﺒﻌﺎﺩﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﺍﻟﺴﻴﺌﺔ "‪ ،"Bad Listening Habits‬ﻓﻬﻨﺎﻙ ﻤﺜﻼ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻜﺎﺫﺏ‬
‫"‪ ،"Pseudo‬ﻭﻴﻜﻭﻥ ﻓﻴﻪ ﺍﻟﻤﺴﺘﻤﻊ ﻤﻨﺘﺒﻬﺎ ﻓﻲ ﺍﻟﻅﺎﻫﺭ ﻟﻤﺎ ﻴﺴﺘﻤﻊ‬
 ‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،38‬ﺍﻟﻌﺩﺩ ‪2011 ،1‬‬

‫ﺍﻟﻤﻌﺭﻓﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ .‬ﻭﻴﺸﻴﺭ ﺍﻟﺠﺩﻭل )‪ (1‬ﺇﻟﻰ ﺃﻨﻭﺍﻉ ﺍﻟﺒﻨﻰ‬ ‫ﺘﻜﻭﻥ ﻤﻤﺎ ﻴﺄﻟﻔﻭﻨﻪ ﻭﻴﺨﺒﺭﻭﻨﻪ‪ ،‬ﻏﻴﺭ ﺃﻥ ﺍﻟﺒﻨﻰ ﺍﻟﺘﻔﺴﻴﺭﻴﺔ ﺒﺄﻨﻭﺍﻋﻬﺎ‬
‫ﺍﻟﻨﺼﻴﺔ ﺍﻟﺘﻔﺴﻴﺭﻴﺔ )‪.(Zwiers, 2004‬‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ ﺃﻜﺜﺭ ﺃﻫﻤﻴﺔ ﻟﻬﻡ‪ ،‬ﺇﺫ ﻤﻥ ﺨﻼﻟﻬﺎ ﺘﹸﻁﺭﺡ ﺍﻟﻨﺼﻭﺹ‬
‫ﺍﻷﺩﺒﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﻴﺘﻌﻠﻤﻭﻨﻬﺎ ﻓﻲ ﺍﻟﻤﺒﺎﺤﺙ‬

‫ﺍﻟﺠـﺩﻭل ﺭﻗﻡ )‪(1‬‬

‫ﺃﻨﻭﺍﻉ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﺍﻟﺘﻔﺴﻴﺭﻴﺔ‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﺘﺸﻴﻊ ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﻠﻤﺢ ﺍﻟﺭﺌﻴﺱ‬ ‫ﺍﻟﻐﺭﺽ‬ ‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﻨﺼﻴﺔ‬

‫ﻴﺘﺄﻟﻑ ﻤﻥ ‪..‬‬ ‫ﺸﺭﺡ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﺃﻓﻜـﺎﺭ ﺃﻭ ﻭﺼــﻑ ﺍﻟــﺸﻲﺀ‬ ‫ﺍﻟﻭﺼﻔﻴﺔ‬
‫ﻫﺫﺍ ‪..‬‬ ‫ﺒﻤﻜﻭﻨﺎﺘــــﻪ ﺃﻭ‬ ‫ﻭﺼﻑ ﺃﻤﺎﻜﻥ ﺃﻭ ﺸﻲﺀ ﻤﺎ‬
‫ﻋﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل ‪..‬‬ ‫ﻋﻨﺎﺼﺭﻩ‬
‫ﺃﻴﻀﺎ‬
‫ﺃﻭﻻ‪ ،‬ﺜﺎﻨﻴﺎ ‪..‬‬ ‫ﻭﻀﻊ ﺍﻟﺤﻘﺎﺌﻕ ﺃﻭ ﺍﻷﻓﻜﺎﺭ ﻓـﻲ ﺘﺭﺘﻴﺏ ﺍﻷﻓﻜﺎﺭ ﺃﻭ‬ ‫ﺍﻟﺘﺘﺎﺒﻌﻴﺔ‬
‫ﺜﻡ‪ ،‬ﻗﺒل ﺫﻟﻙ‪ ،‬ﺍﻵﻥ‬ ‫ﺘﺴﻠﺴل ﺯﻤﻨﻲ ﺃﻭ ﻤﻨﻁﻘﻲ )ﺍﻟﺒﺩﺀ ﺍﻷﺤﺩﺍﺙ ﺒﺘﺴﻠـﺴل‬
‫ﻓﻲ ﺃﺜﻨﺎﺀ ‪..‬‬ ‫ﻤﻥ ﺍﻟﻜل ﺃﻭ ﺍﻟﺠـﺯﺀ‪ ،‬ﺃﻭ ﻤـﻥ ﻋﻠﻰ ﺸﻜل ﺨﻁﻭﺍﺕ‬
‫ﺃﺨﻴﺭﺍ ‪..‬‬ ‫ﺍﻟﻌﺎﻡ ﺇﻟﻰ ﺍﻟﺨﺎﺹ ﻤﻌﹰﺎ(‬
‫ﻟﺫﻟﻙ ‪..‬‬ ‫ﺍﻟﻌﻠﹼﻴــــــــﺔ ﺇﻅﻬﺎﺭ ﻜﻴﻑ ﺠـﺎﺀﺕ ﺃﻓﻜـﺎﺭ ﺫﻜــﺭ ﺍﻷﺴــﺒﺎﺏ‬
‫ﺒﺴﺒﺏ ‪..‬‬ ‫ـﺎﺭ ﺃﻭ ﻭﺍﻟﻨﺘﺎﺌﺞ‬
‫ـﺎﺌﺞ ﻷﻓﻜـ‬‫ـﺎﻫﻴﻡ ﻨﺘـ‬
‫ﺃﻭﻤﻔـ‬ ‫)ﺍﻟﺴﺒﺏ‪/‬ﺍﻟﻨﺘﻴﺠﺔ(‬
‫ﻨﺘﻴﺠﺔ ﻟـ ‪..‬‬ ‫ﻤﻔﺎﻫﻴﻡ ﺃﺨﺭﻯ‬
‫ﺒﻤﺎ ﺃﻥ ‪..‬‬
‫ﻷﻥ ‪..‬‬
‫ﻴﺨﺘﻠﻑ ﻋﻥ ‪..‬‬ ‫ﻜﺸﻑ ﺃﻭﺠﻪ ﺍﻟـﺸﺒﻪ ﻭﺃﻭﺠـﻪ ﺫﻜﺭ ﺃﻭﺠﻪ ﺍﻟـﺸﺒﻪ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ‬
‫ﺸﺒﻴﻪ ﺒـ ‪..‬‬ ‫ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺃﻓﻜﺎﺭ ﺃﻭ ﻤﻔﺎﻫﻴﻡ ﻭﺃﻭﺠﻪ ﺍﻻﺨـﺘﻼﻑ‬
‫ﺨﻼﻓﺎ ﻟـ ‪..‬‬ ‫ﺒﻴﻥ ﺸﻴﺌﻴﻥ ﺃﻭ ﺃﻜﺜﺭ‬ ‫ﻤﻌﻴﻨﺔ‬
‫ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ‪..‬‬
‫ﻟﻴﺱ ﻓﻘﻁ‪ ..‬ﻟﻜﻥ ﺃﻴﻀﺎ‬

‫ﺇﻴﺭﺍﺩ ﻤﺸﻜﻠﺔ ﻤـﺎ ﺍﻟﺼﻌﻭﺒﺔ ﻓﻲ ﻫﺫﺍ ﻫﻲ ‪..‬‬ ‫ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﻤﺸﻜﻠﺔ ﻋﺭﺽ ﻤﻭﻗﻑ ﺇﺸﻜﺎﻟﻲ ﻤﻌﻴﻥ‬
‫ﻭﺫﻜــﺭ ﻴﻌــﺽ ﺃﺤﺩ ﺍﻟﺤﻠﻭل ﺍﻟﻤﻤﻜﻨﺔ ﻫﻲ ‪..‬‬ ‫ﻭﺤﻠﻬﺎ‬
‫ﺍﻟﺘﺤﺩﻱ ﻴﻜﻤﻥ ﻓﻲ ‪..‬‬ ‫ﺍﻟﺤﻠﻭل ﺍﻟﻤﻨﺎﺴﺒﺔ‬

‫ﺍﻟﻨﺹ ﺘﻌﺒﻴﺭﺍ ﺩﺍﻻ ﻋﻠﻰ ﺍﻟﻔﻬﻡ‪ ،‬ﻭﻫﺫﺍ ﻤﻤﺎ ﻴﻠﻔﺕ ﺃﻨﻅﺎﺭ ﺍﻟﻁﻼﺏ‬
‫ﺇﻟﻰ ﻨﻭﻉ ﺒﻨﻴﺔ ﺍﻟﻨﺹ‪.‬‬
‫• ﺘﻭﺠﻴﻪ ﺍﻟﻁﻼﺏ ﺇﻟﻰ ﺘﺤﻭﻴل ﺍﻟﻨﺹ ﺍﻟﻤﻘﺭﻭﺀ ﺃﻭ‬
‫ﺍﻟﻤﺴﺘﻤﻊ ﺇﻟﻴﻪ ﺇﻟﻰ ﺼﻭﺭﺓ ﺒﺼﺭﻴﺔ "‪ ،"Visual‬ﻜﺎﻟﻘﺭﺍﺀﺓ ﺍﻟﺒﻴﺎﻨﻴﺔ‪،‬‬
‫ﺃﻭ ﺍﻟﻤﺨﻁﻁﺎﺕ‪ ،‬ﺃﻭ ﺍﻟﺸﺒﻜﺎﺕ‪ ...‬ﻭﻫﻭ ﻤﺎ ﻴﺴﻤﻰ ﺒﺎﻟﻤﻨﻅﻡ‬
‫ﺍﻟﺒﻴﺎﻨﻲ "‪ ،"Graphic Organizer‬ﻓﻌﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل‪ ،‬ﻓﻲ ﻨﺹ‬
‫ﺫﻱ ﺒﻨﻴﺔ ﻭﺼﻔﻴﺔ ﻴﻤﻜﻥ ﺃﻥ ﺘﺸﻴﺭ ﺍﻟﺩﺍﺌﺭﺓ ﻓﻲ ﺍﻟﺸﻜل )‪ (1‬ﺇﻟﻰ‬
‫ﺸﻲﺀ ﺘﻡ ﻭﺼﻔﻪ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﺸﻴﺭ ﺍﻟﻤﺴﺘﻁﻴﻼﺕ ﺇﻟﻰ ﻤﻜﻭﻨﺎﺕ‬
‫ﻫﺫﺍ ﺍﻟﺸﻲﺀ‪.‬‬
‫ﺍﻟﺭﺌﻴﺴﺔ‪ ،‬ﻭﺇﺴﻘﺎﻁ ﺍﻟﺘﻔﺼﻴﻼﺕ ﺍﻟﺘﻲ ﻻ ﺩﺍﻋﻲ ﻟﻬﺎ‪ ،‬ﺜﻡ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ‬
‫ﻭﺘﺭﻯ )‪ (Gregg and Sekers, 2006‬ﺃﻥ ﻓﻬﻡ ﺍﻟﻁﻼﺏ ﻟﻬﺫﻩ‬
‫ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﻴﺴﺎﻋﺩﻫﻡ ﻓﻲ ﺤﺴﻥ ﺍﺴﺘﻴﻌﺎﺏ ﺍﻟﻨﺼﻭﺹ ﺍﺴﺘﻴﻌﺎﺒﺎ‬
‫ﻗﺭﺍﺌﻴﺎ )ﻓﻲ ﺤﺎل ﻗﺎﻤﻭﺍ ﺒﻘﺭﺍﺀﺘﻬﺎ( ﺃﻭ ﺍﺴﺘﻤﺎﻋﻴﺎ )ﻓﻲ ﺤﺎل‬
‫ﺍﺴﺘﻤﻌﻭﺍ ﺇﻟﻴﻬﺎ(‪ ،‬ﻏﻴﺭ ﺃﻥ ﻫﺫﺍ ﻴﺘﻁﻠﺏ ﻤﺴﺎﻋﺩﺓ ﻤﻌﻠﻤﻴﻬﻡ ﻟﻬﻡ‪ ،‬ﻟﺫﺍ‬
‫ﻴﺠﺩﺭ ﺒﺎﻟﻤﻌﻠﻤﻴﻥ ﺍﻟﺒﺤﺙ ﻓﻲ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﻲ ﺘﻌﻴﻥ ﻁﻼﺒﻬﻡ‬
‫ﻋﻠﻰ ﻓﻬﻡ ﺒﻨﻴﺔ ﻨﺹ ﻤﺎ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺍﺴﺘﻴﻌﺎﺒﻪ ﻋﻠﻰ ﻨﺤﻭ ﺃﻓﻀل‪،‬‬
‫ﻭﻴﻤﻜﻥ ﺃﻥ ﺘﻌﺩ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻵﺘﻴﺔ ﻨﺎﻓﻌﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﺼﺩﺩ‪:‬‬
‫• ﺘﻭﺠﻴﻪ ﺍﻟﻁﻼﺏ ﻨﺤﻭ ﺘﻠﺨﻴﺹ ﻨﺹ ﻗﺎﻤﻭﺍ ﺒﻘﺭﺍﺀﺘﻪ ﺃﻭ‬
‫ﺒﺎﻻﺴﺘﻤﺎﻉ ﺇﻟﻴﻪ‪ ،‬ﻓﺎﻟﺘﻠﺨﻴﺹ ﻤﻬﺎﺭﺓ ﺘﻌﻨﻲ ﺍﻹﺤﺎﻁﺔ ﺒﺄﻓﻜﺎﺭ ﺍﻟﻨﺹ‬

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 ‫ﻤﺎﺠﺩ ﺤﺭﺏ‬
‫ﻭﻗﺩ ﺠﺎﺀﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﻨﺼﻭﺹ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﻟﻠﺼﻔﻭﻑ ﺍﻟﺜﺎﻤﻥ ﻭﺍﻟﺘﺎﺴﻊ ﻭﺍﻟﻌﺎﺸﺭ ﻓﻲ ﺍﻷﺭﺩﻥ‪،‬‬
‫ﻭﻴﺘﻀﻤﻥ ﻫﺫﺍ ﻤﻌﺭﻓﺔ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻲ ﺘﺤﻔﺯﻫﺎ ﻫﺫﻩ‬
‫ﺍﻟﻨﺼﻭﺹ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﺒﻨﺎﻫﺎ ﺍﻟﻨﺼﻴﺔ‪.‬‬
‫ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻴﻠﺯﻡ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻠﻐﻭﻴﺔ "‪ "Language Experiences‬ﺤﺘﻰ‬
‫ﺘﻜﺘﻤل ﺘﻭﻅﻴﻑ ﻤﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺭﺒﻊ‪ :‬ﺍﻻﺴﺘﻤﺎﻉ ﻭﺍﻟﻤﺤﺎﺩﺜﺔ‬
‫ﻭﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺒﺔ )‪ ،(Herrell, 2002‬ﻭﺒﺎﻟﻘﺩﺭ ﺍﻟﺫﻱ ﺘﺴﻴﺭ ﻓﻴﻪ‬
‫ﻫﺫﻩ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺒﺸﻜل ﻤﺘﻭﺍﺯﻥ ﻻ ﺘﻁﻐﻰ ﺇﺤﺩﺍﻫﺎ ﻋﻠﻰ ﺍﻷﺨﺭﻯ‪،‬‬
‫ﺘﻘﺘﺭﺏ ﺍﻟﺨﺒﺭﺓ ﺍﻟﻠﻐﻭﻴﺔ ﻤﻥ ﺍﻟﺘﻤﺎﻡ ﻭﺍﻻﻜﺘﻤﺎل‪ .‬ﻭﻋﻠﻰ ﻫﺫﺍ ﻓﺈﻨﻪ ﻻ‬
‫ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﻨﻅﺭ ﺇﻟﻰ ﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻰ ﺃﻨﻬﻤﺎ ﺍﻟﻤﻬﺎﺭﺘﺎﻥ‬
‫ﺍﻟﻠﻐﻭﻴﺘﺎﻥ ﺍﻷﻜﺜﺭ ﺃﻫﻤﻴﺔ‪ ،‬ﺇﺫ ﻻ ﺘﺘﺄﺘﻰ ﻫﺎﺘﺎﻥ ﺍﻟﻤﻬﺎﺭﺘﺎﻥ ﻋﻠﻰ ﻨﺤﻭ‬
‫ﻓﺎﻋل ﻤﺎ ﻟﻡ ﺘﻭﻅﻑ ﻤﻬﺎﺭﺘﺎ ﺍﻻﺴﺘﻤﺎﻉ ﻭﺍﻟﻤﺤﺎﺩﺜﺔ ﺘﻭﻅﻴﻔﺎ ﻤﺜﻤﺭﺍ‬
‫)‪.(Johns and Breglund, 2002‬‬
‫ﻭﺘﻠﻌﺏ ﺒﻨﻴﺔ ﺍﻟﻨﺹ ﺩﻭﺭﺍ ﺤﺎﺴﻤﺎ ﻓﻲ ﺍﺴﺘﻴﻌﺎﺒﻪ ﺴﻭﺍﺀ ﺃﻜﺎﻥ‬
‫ﻫﺫﺍ ﺍﻻﺴﺘﻴﻌﺎﺏ ﻗﺭﺍﺌﻴﺎ ﺃﻡ ﺍﺴﺘﻤﺎﻋﻴﺎ‪ ،‬ﻭﻜﻤﺎ ﺘﺤﻔﺯ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺠﻴﺩﺓ‬
‫ﻟﻠﻨﺹ ﺍﻟﻤﻘﺭﻭﺀ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻟﻘﺭﺍﺌﻲ‪ ،‬ﻓﺈﻨﻬﺎ‬
‫ﻜﺫﻟﻙ ﺘﺤﻔﺯ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻻﺴﺘﻤﺎﻋﻲ‪ ،‬ﻭﺘﺜﻴﺭ‬
‫ﻫﺫﻩ ﺍﻟﺤﻘﻴﻘﺔ ﺘﺴﺎﺅﻻﺕ ﻋﺩﻴﺩﺓ ﺘﻁﺎل ﻁﺒﻴﻌﺔ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﺍﻟﺘﻲ ﻴﻘﺩﻤﻬﺎ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻌﻠﻴﺎ ﻓﻲ‬
‫ﺍﻷﺭﺩﻥ‪ ،‬ﻤﻥ ﺤﻴﺙ ﺒﻨﻴﺘﻬﺎ ﺍﻟﻨﺼﻴﺔ‪ ،‬ﻭﻜﻴﻑ ﺘﺭﺘﺒﻁ ﻫﺫﻩ ﺍﻟﺒﻨﻴﺔ‬
‫ﺒﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﻴﺤﻘﻘﻬﺎ ﺍﻟﻁﻼﺏ‪.‬‬
‫ﻭﻗﺩ ﺘﻠﻲ ﻜل ﻨﺹ ﺒﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﻴﻭﺠﻬﻬﺎ ﺍﻟﻤﻌﻠﻡ ﺇﻟﻰ‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﻟﻔﺘﻬﺎ ﺍﻷﻨﻅﺎﺭ ﺇﻟﻰ ﻤﻬﺎﺭﺓ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺒﻌﺩ‪‬ﻫﺎ ﻭﺍﺤﺩﺓ ﻤﻥ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﺭﺒﻊ ﺍﻟﺘﻲ ﺘﺸﻜل ﻤﻌﺎ‬
‫ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻠﻐﻭﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﺘﻤﺜل ﺃﻫﻤﻴﺘﻬﺎ ﻓﻲ ﻋﺭﺽ ﻤﻔﻬﻭﻡ "ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﻨﺼﻴﺔ" ﻭﺭﺒﻁﻪ ﺒﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ‪ .‬ﻭﻋﻠﻰ ﺼﻌﻴﺩ ﻋﻤﻠﻲ‪،‬‬
‫ﻴﺅﻤل ﻤﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺘﻌﻴﻥ ﻤﺨﻁﻁﻲ ﻤﻨﺎﻫﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﻭﻤﺅﻟﻔﻲ ﻜﺘﺒﻬﺎ ﻋﻠﻰ ﺤﺴﻥ ﺍﺨﺘﻴﺎﺭ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﻜﻤﺎ‬
‫ﻴﺅﻤل ﻤﻨﻬﺎ ﺃﻥ ﺘﻌﻴﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺘﺠﻭﻴﺩ ﺘﺩﺭﻴﺴﻬﻡ ﺘﻠﻙ‬
‫ﺍﻟﻨﺼﻭﺹ‪.‬‬
‫ﻭﻋﻠﻰ ﺼﻌﻴﺩ ﺒﺤﺜﻲ‪ ،‬ﻓﺈﻥ ﻤﻥ ﺸﺄﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺘﻨﻴﺭ‬
‫ﻗﻀﺎﻴﺎ ﻤﺴﺘﺠﺩﺓ ﺘﺘﻌﻠﻕ ﺒﻁﺒﻴﻌﺔ ﺍﻟﻨﺼﻭﺹ ﺍﻟﺘﻲ ﻴﻘﺭﺃﻫﺎ ﺍﻟﻁﻼﺏ‬
‫ﻭﻴﺴﺘﻤﻌﻭﻥ ﺇﻟﻴﻬﺎ‪ ،‬ﺇﺫ ﻴﻤﻜﻥ ﺃﻥ ﻴﺘﻨﺎﻭل ﺍﻟﺒﺎﺤﺜﻭﻥ ﺘﺩﺭ‪‬ﺝ ﺍﻟﺒﻨﻰ‬
‫ﺍﻟﻨﺼﻴﺔ ﻟﻬﺩﻩ ﺍﻟﻨﺼﻭﺹ ﻤﻥ ﺼﻑ ﺩﺭﺍﺴﻲ ﺇﻟﻰ ﺁﺨﺭ‪ ،‬ﺃﻭ ﻤﻥ‬
‫ﻤﺭﺤﻠﺔ ﺩﺭﺍﺴﻴﺔ ﺇﻟﻰ ﺃﺨﺭﻯ‪ ،‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺭﺒﻁ ﻫﺫﻩ ﺍﻟﺒﻨﻰ‬
‫ﺒﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻟﻘﺭﺍﺌﻲ‪ ،‬ﺃﻭ ﺒﻘﺩﺭﺍﺕ ﺍﻟﻁﻼﺏ ﺍﻟﻜﺘﺎﺒﻴﺔ‪.‬‬
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‫ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ‪...‬‬
‫ﺍﻟﺸﻜل )‪(1‬‬
‫ﻤﻨﻅﻡ ﺒﻴﺎﻨﻲ ﻟﺒﻨﻴﺔ ﻨﺼﻴﺔ ﻭﺼﻔﻴﺔ‬
‫• ﺘﻭﺠﻴﻪ ﺍﻟﻁﻼﺏ ﺇﻟﻰ ﻁﺭﺡ ﺃﺴﺌﻠﺔ ﺩﺍﻟﺔ ﻋﻠﻰ ﻓﻬﻤﻬﻡ‬
‫ﻨﺼﺎ ﻤﻘﺭﻭﺀﺍ ﺃﻭ ﻤﺴﺘﻤﻌﺎ ﺇﻟﻴﻪ‪ ،‬ﻭﻤﻥ ﺍﻟﻤﻌﺭﻭﻑ ﺃﻥ ﺘﻭﻟﻴﺩ ﺍﻷﺴﺌﻠﺔ‬
‫ﻴﺴﺎﻋﺩ ﻓﻲ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻨﺹ ‪(Greeno and‬‬
‫)‪ ،Hall, 1997‬ﻭﻤﻥ ﺜﻡ ﺇﺩﺭﺍﻙ ﺒﻨﻴﺘﻪ‪.‬‬
‫ﻭﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﺭ‪‬ﻓﺩ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﻟﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻌﻠﻴﺎ )ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﺎﻤﻥ ﻭﺍﻟﺘﺎﺴﻊ ﻭﺍﻟﻌﺎﺸﺭ(‬
‫ﻓﻲ ﺍﻷﺭﺩﻥ‪ ،‬ﺒﻨﺼﻭﺹ ﺍﺴﺘﻤﺎﻉ ﻟﻜل ﺼﻑ ﻤﻥ ﺼﻔﻭﻑ ﻫﺫﻩ‬
‫ﺍﻟﻤﺭﺤﻠﺔ‪ ،‬ﻭﻗﺩ ﺠ‪‬ﻤﻌﺕ ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ ﻓﻲ ﻜﺘﺎﺏ ﺨﺎﺹ ﺒﻜل‬
‫ﺼﻑ‪ ،‬ﻟﺘﺩﺭﺱ ﺒﻭﺍﻗﻊ ﻨﺹ ﻭﺍﺤﺩ ﻟﻜل ﻭﺤﺩﺓ ﺩﺭﺍﺴﻴﺔ‪ ،‬ﻭﺘﺘﻨﺎﻭل‬
‫ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ ﻤﻭﻀﻭﻋﺎﺕ ﻋﻠﻤﻴﺔ ﻭﺃﺩﺒﻴﺔ ﻭﺘﺎﺭﻴﺨﻴﺔ ﻭﺠﻐﺭﺍﻓﻴﺔ‬
‫ﻭﻭﻁﻨﻴﺔ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺒﻌﺽ ﺍﻟﻘﺼﺎﺌﺩ ﻻ ﻴﺘﺠﺎﻭﺯ ﻋﺩﺩﻫﺎ ﺃﺭﺒﻌﺎ‪.‬‬
‫ﻁﻼﺒﻪ‪ ،‬ﻭﺘﺘﺭﺍﻭﺡ ﻫﺫﻩ ﺍﻷﺴﺌﻠﺔ ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﺘﻲ‬
‫ﺘﻘﻴﺴﻬﺎ‪ ،‬ﻓﻬﻨﺎﻙ ﺍﻷﺴﺌﻠﺔ ﺍﻟﻤﺒﺎﺸﺭﺓ ﺍﻟﺘﻲ ﺘﻘﻴﺱ ﻤﺴﺘﻭﻴﺎﺕ ﻋﻘﻠﻴﺔ‬
‫ﺩﻨﻴﺎ ﻜﺎﻟﺘﺫﻜﺭ ﻭﺍﻻﺴﺘﻴﻌﺎﺏ‪ ،‬ﻭﻫﻨﺎﻙ ﺃﺴﺌﻠﺔ ﺘﻘﻴﺱ ﻤﺴﺘﻭﻴﺎﺕ ﻋﻘﻠﻴﺔ‬
‫ﻋﻠﻴﺎ ﻜﺎﻟﺘﺤﻠﻴل ﻭﺍﻟﻤﻭﺍﺯﻨﺔ ﻭﺍﻟﻤﻘﺎﺭﻨﺔ ﻭﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ‪.‬‬
‫ﻭﺘﺘﻤﺜل ﺍﻟﻨﺘﺎﺠﺎﺕ ﺍﻟﺨﺎﺼﺔ ﻟﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﺼﻔﻭﻑ‬
‫ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﺒﺘﻔﺴﻴﺭ ﺍﻟﻤﻔﺭﺩﺍﺕ ﻭﺍﻟﺘﺭﺍﻜﻴﺏ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻨﺹ‬
‫ﺍﻟﻤﺴﺘﻤﻊ ﺇﻟﻴﻪ‪ ،‬ﻭﺘﺫﻜﺭ ﻤﻀﻤﻭﻥ ﺍﻟﻨﺹ ﻭﺍﺴﺘﻌﺎﺩﺓ ﺃﺤﺩﺍﺜﻪ‪ ،‬ﻭﺭﺒﻁ‬
‫ﺍﻟﻨﺹ ﺒﺨﺒﺭﺍﺕ ﺍﻟﻁﺎﻟﺏ ﻭﻤﻌﺎﺭﻓﻪ‪ ،‬ﻭﺍﺴﺘﻨﺘﺎﺝ ﺍﻟﻤﻐﺯﻯ ﺍﻟﻌﺎﻡ‬
‫ﻟﻠﻨﺹ‪ ،‬ﻭﺘﻜﻭﻴﻥ ﺁﺭﺍﺀ ﺨﺎﺼﺔ ﺤﻭﻟﻪ‪ ...‬ﻜﻤﺎ ﺘﺭﻤﻲ ﻫﺫﻩ ﺍﻟﻨﺘﺎﺠﺎﺕ‬
‫ﺇﻟﻰ ﺘﻭﻅﻴﻑ ﺍﻟﻨﺹ ﻓﻲ ﺍﻟﺘﺤﺩﺙ ﻭﺍﻟﻜﺘﺎﺒﺔ‪ ،‬ﻭﺇﻟﻰ ﺘﻨﻤﻴﺔ ﺠﻤﻠﺔ ﻤﻥ‬
‫ﺍﻟﻘﻴﻡ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻋﻨﺩ ﺍﻟﻁﺎﻟﺏ ﻜﺎﺤﺘﺭﺍﻡ ﺍﻟﺭﺃﻱ ﺍﻵﺨﺭ‪،‬‬
‫ﻭﻗﺒﻭل ﻭﺠﻬﺎﺕ ﺍﻟﻨﻅﺭ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻻﻟﺘﺯﺍﻡ ﺒﺂﺩﺍﺏ ﺍﻟﺤﻭﺍﺭ‪.‬‬
‫ﻭﺭﻏﻡ ﻫﺫﺍ‪ ،‬ﺃﻅﻬﺭﺕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ )ﻤﺜﻼ‪ ،‬ﺃﺒﻭ‬
‫ﻏﺯﻟﺔ‪ ،2006 ،‬ﻭﺍﻟﺨﺯﺍﻋﻠﺔ‪ ،2006 ،‬ﻭﺍﻟﺨﻤﺎﻴﺴﺔ‪-(1999 ،‬‬
‫ﺍﻟﺘﻲ ﻓﺤﺼﺕ ﻭﺍﻗﻊ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻷﺭﺩﻨﻴﺔ‪-‬ﺃﻥ ﻤﺴﺘﻭﻯ‬
‫ﺍﻟﻁﻼﺏ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﻬﺎﺭﺓ ﻤﻨﺨﻔﺽ‪.‬‬

‫ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻟﻡ ﻴﻌﺜﺭ ﻋﻠﻰ ﺩﺭﺍﺴﺎﺕ ﺘﺠﺭﻴﺒﻴﺔ ﺘﻨﺎﻭﻟﺕ‬
‫ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ‪ .‬ﻭﻓﻴﻤﺎ ﻴﺄﺘﻲ ﻋﺭﺽ ﻷﻫﻡ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺒﺤﺜﺕ‬
‫ﻓﻲ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ‪:‬‬
‫ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺃﺒﻭ ﻏﺯﻟﺔ )‪ (2006‬ﺇﻟﻰ ﻓﺤﺹ ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ‬
‫ﻋﻼﺠﻲ ﻓﻲ ﺘﺤﺴﻴﻥ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ ﻟﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ‬
‫ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺠﺭﺵ‪ ،‬ﻭﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪(51‬‬
‫ﻁﺎﻟﺒﺎ ﻓﻲ ﺇﺤﺩﻯ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﺤﻜﻭﻤﻴﺔ‪ .‬ﻭﻗﺩ ﻁﻭﺭ ﺍﻟﺒﺎﺤﺙ ﺍﺨﺘﺒﺎﺭﺍ‬
‫ﻴﻘﻴﺱ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﻜﻤﺎ ﺃﻋﺩ ﺒﺭﻨﺎﻤﺠﺎ ﻴﻬﺩﻑ ﺇﻟﻰ ﺘﺤﺴﻴﻥ‬
‫ﺘﻠﻙ ﺍﻟﻤﻬﺎﺭﺓ‪ .‬ﻭﻗﺩ ﺩﻟﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺃﻥ ﺃﺩﺍﺀ ﺍﻟﻁﻠﺒﺔ ﻓﻲ‬
‫ﺍﺨﺘﺒﺎﺭ ﺍﻻﺴﺘﻤﺎﻉ ﻗﺩ ﺘﺤﺴﻥ ﻨﺘﻴﺠﺔ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﻤﺴﺘﺨﺩﻡ‪.‬‬
‫ﺃﻤﺎ ﺩﺭﺍﺴﺔ ﺍﻟﺨﺯﺍﻋﻠﺔ )‪ (2006‬ﻓﻘﺩ ﻫﺩﻓﺕ ﺇﻟﻰ ﺘﺤﺩﻴﺩ‬
‫ﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻨﺎﻗﺩ ﻭﺘﻘﻭﻴﻤﻬﺎ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ ﻓﻲ‬
‫ﻤﺤﺎﻓﻅﺔ ﺠﺭﺵ‪ ،‬ﻭﻗﺩ ﺃﻋﺩ ﺍﻟﺒﺎﺤﺙ ﻗﺎﺌﻤﺔ ﺒﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﺍﻟﻨﺎﻗﺩ ﺍﻟﻼﺯﻤﺔ ﻟﻁﻠﺒﺔ ﻫﺫﺍ ﺍﻟﺼﻑ‪ ،‬ﻭﻁﻭﺭ ﺍﺨﺘﺒﺎﺭﺍ ﻴﻘﻴﺱ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻨﺎﻗﺩ‪ ،‬ﻭﺍﺨﺘﺒﺎﺭﺍ ﺁﺨﺭ ﻴﻘﻴﺱ ﻤﺴﺘﻭﻯ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﻤﺒﺤﺙ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪ .‬ﻭﻗﺩ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺃﺩﺍﺀ ﺍﻟﻁﻠﺒﺔ‬
‫ﻓﻲ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻨﺎﻗﺩ ﻜﺎﻥ ﻤﻨﺨﻔﻀﺎ‪ ،‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺇﻟﻰ‬
‫ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺘﺤﺼﻴل ﺍﻟﻠﻐﻭﻱ‬
‫ﻭﻤﺴﺘﻭﻯ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻨﺎﻗﺩ‪.‬‬
‫ﻭﻗﺎﻤﺕ ﺍﻟﺼﻭﺍﻓﻲ )‪ (2001‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺘﻘﻭﻴﻡ ﺃﺩﺍﺀ‬
‫ﻁﻠﺒﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﺩﻨﻴﺎ ﻓﻲ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﺴﻠﻁﻨﺔ‬
‫ﻋﻤﺎﻥ‪ .‬ﻭﻁﻭﺭﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﺨﺘﺒﺎﺭﺍ ﻴﻘﻴﺱ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ ﻭﻁﺒﻘﺘﻪ‬
‫ﻋﻠﻰ )‪ (300‬ﻁﺎﻟﺏ ﻭﻁﺎﻟﺒﺔ‪ .‬ﻭﺨﻠﺼﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ‬
‫ﻀﻌﻔﺎ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﻭﻓﻲ ﻀﻭﺀ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ‬
‫ﻗﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺘﺼﻭﺭﺍ ﻤﻘﺘﺭﺤﺎ ﻟﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﻤﻬﺎﺭﺓ‬
‫ﺍﻻﺴﺘﻤﺎﻉ‪.‬‬
‫ﻭﺃﺠﺭﻯ ﺍﻟﺨﻤﺎﻴﺴﺔ )‪ (1999‬ﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﻤﻌﺭﻓﺔ‬
‫ﻤﺴﺘﻭﻯ ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻻﺴﺘﻤﺎﻋﻲ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﺼﻑ ﺍﻟﻌﺎﺸﺭ ﻓﻲ‬
‫ﻤﺤﺎﻓﻅﺔ ﺍﺭﺒﺩ ﻓﻲ ﺍﻷﺭﺩﻥ‪ ،‬ﻭﻋﻼﻗﺘﻪ ﺒﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺠﻨﺱ ﻭﻋﺩﺩ‬
‫ﻤﺭﺍﺕ ﻋﺭﺽ ﺍﻟﻨﺹ‪ ،‬ﻭﺴﺭﻋﺔ ﺍﻟﻌﺭﺽ‪ ،‬ﻭﻨﻭﻉ ﺍﻟﻨﺹ )ﻨﺹ‬
‫ﻋﻠﻤﻲ ﺃﻭ ﻨﺹ ﺜﻘﺎﻓﻲ(‪ ،‬ﻭﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (480‬ﻁﺎﻟﺒﺎ‬
‫ﻭﻁﺎﻟﺒﺔ ﻁﹸﺒﻕ ﻋﻠﻴﻬﻡ ﺍﺨﺘﺒﺎﺭﺍﻥ ﻓﻲ ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻻﺴﺘﻤﺎﻋﻲ‬
‫ﻁﻭﺭﻫﻤﺎ ﺍﻟﺒﺎﺤﺙ‪ .‬ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﻤﺴﺘﻭﻯ‬
‫ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻻﺴﺘﻤﺎﻋﻲ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻜﺎﻥ ﻤﻨﺨﻔﻀﺎ‪ ،‬ﻭﺃﻥ‬
‫ﻫﺫﺍ ﺍﻻﺴﺘﻴﻌﺎﺏ ﻜﺎﻥ ﺃﻓﻀل ﻓﻲ ﺍﻟﻨﺼﻭﺹ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻭﻜﺫﻟﻙ‬
‫ﺃﻅﻬﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻹﻨﺎﺙ ﻴﺘﻔﻭﻗﻥ ﻋﻠﻰ ﺍﻟﺫﻜﻭﺭﻓﻲ ﻤﺴﺘﻭﻯ‬
‫ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻻﺴﺘﻤﺎﻋﻲ‪.‬‬
‫ﻭﻗﺎﻡ )‪ (Brand-Gruwel, Armoutse and Bos, 1998‬ﺒﺩﺭﺍﺴﺔ‬
‫ﻫﺩﻓﺕ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻨﺸﻁ ﻴﺤﺴﻥ ﺍﻻﺴﺘﻴﻌﺎﺏ‬
‫ﺍﻟﻘﺭﺍﺌﻲ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺼﻌﻭﺒﺎﺕ ﻓﻲ‬
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‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،38‬ﺍﻟﻌﺩﺩ ‪2011 ،1‬‬
‫ﻫﺩﻑ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺃﺴﺌﻠﺘﻬﺎ‬
‫ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻓﺤﺹ ﻁﺒﻴﻌﺔ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﻟﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻷﺭﺩﻥ ﻤﻤﺜﻠﺔ ﺒﺎﻟﺼﻔﻭﻑ ﺍﻟﺜﺎﻤﻥ‬
‫ﻭﺍﻟﺘﺎﺴﻊ ﻭﺍﻟﻌﺎﺸﺭ‪ ،‬ﻭﺫﻟﻙ ﻤﻥ ﺤﻴﺙ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻲ‬
‫ﺘﺘﻀﻤﻨﻬﺎ ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ‪ ،‬ﻭﻤﻥ ﺤﻴﺙ ﻨﻭﻉ ﺍﻟﺒﻨﻲ ﺍﻟﻨﺼﻴﺔ ﺍﻟﺘﻲ‬
‫ﺘﺘﺄﻟﻑ ﻤﻨﻬﺎ‪ ،‬ﻭﻋﻠﻰ ﻭﺠﻪ ﺍﻟﺘﺤﺩﻴﺩ‪ ،‬ﻓﻘﺩ ﺴﻌﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .1‬ﻤﺎ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻲ ﺘﺘﻀﻤﻨﻬﺎ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﻟﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻷﺭﺩﻥ؟‬
‫‪ .2‬ﻤﺎ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﻟﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ‬
‫ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻷﺭﺩﻥ؟‬
‫‪ .3‬ﻤﺎ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﻭﺒﻨﻰ ﻨﺼﻭﺼﻪ؟‬
‫ﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻻﺴﺘﻤﺎﻉ‪ :‬ﻤﻬﺎﺭﺓ ﻋﻘﻠﻴﺔ ﻤﻌﻘﺩﺓ ﺘﺘﻀﻤﻥ ﻓﻬﻡ ﻤﺤﺘﻭﻯ ﻤﺴﺘﻤﻊ‬
‫ﺇﻟﻴﻪ ﻭﺍﺴﺘﻴﻌﺎﺒﻪ ﻭﺘﺤﻠﻴﻠﻪ ﻭﻨﻘﺩﻩ ﻭﺇﺼﺩﺍﺭ ﺤﻜﻡ ﻋﻠﻴﻪ‪.‬‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ‪ :‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺴﺘﻴﻌﺎﺏ ﻤﺤﺘﻭﻯ ﻤﺴﺘﻤﻊ‬
‫ﺇﻟﻴﻪ ﻭﺍﻟﺘﻌﺒﻴﺭ ﻋﻨﻪ ﺒﻠﻐﺔ ﺍﻟﻤﺴﺘﻤﻊ ﺍﻟﺨﺎﺼﺔ‪.‬‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪ :‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﺼﺩﺍﺭ ﺃﺤﻜﺎﻡ ﺘﻁﺎل‬
‫ﻤﺤﺘﻭﻯ ﻤﺴﺘﻤﻊ ﺇﻟﻴﻪ‪ ،‬ﻭﻴﺘﻀﻤﻥ ﺫﻟﻙ ﻨﻘﺩ ﻫﺫﺍ ﺍﻟﻤﺤﺘﻭﻯ ﻭﺘﺄﻴﻴﺩ ﻤﺎ‬
‫ﻭﺭﺩ ﻓﻴﻪ ﺃﻭ ﺘﻔﻨﻴﺩﻩ ﻓﻲ ﻀﻭﺀ ﻤﻌﺎﻴﻴﺭ ﺨﺎﺼﺔ ﻟﺩﻯ ﺍﻟﻤﺴﺘﻤﻊ‪.‬‬
‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﻨﺼﻴﺔ‪ :‬ﺴﻤﺎﺕ ﺍﻟﻨﺹ ﺍﻟﺘﻲ ﺘﺠﻌﻠﻪ ﻤﺨﺘﻠﻔﺎ ﻋﻥ ﻏﻴﺭﻩ‬
‫ﻤﻥ ﺍﻟﻨﺼﻭﺹ ﻓﻲ ﺍﻟﻐﺭﺽ ﻭﻁﺭﻴﻘﺔ ﺘﻨﻅﻴﻡ ﺍﻟﻤﺤﺘﻭﻯ ﺍﻟﺫﻱ‬
‫ﻴﺘﻀﻤﻨﻪ‪.‬ﻭﺘﻨﻘﺴﻡ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﺇﻟﻰ ﻨﻭﻋﻴﻥ‪:‬‬
‫ﺃ‪ -‬ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺼﻴﺔ ﺍﻟﺴﺭﺩﻴﺔ‪:‬ﻭﺼﻑ ﺠﻤﻠﺔ ﻤﻥ ﺍﻷﺤﺩﺍﺙ ﻭﺍﻟﻭﻗﺎﺌﻊ‬
‫ﺒﺄﺴﻠﻭﺏ ﻗﺼﺼﻲ‪.‬‬
‫ﺏ‪ -‬ﺍﻟﺒﻨﻴﺔ ﺍﻟﻨﺼﻴﺔ ﺍﻟﺘﻔﺴﻴﺭﻴﺔ‪ :‬ﺇﻋﻼﻡ ﺍﻟﻘﺎﺭﺉ ﺒﺄﻓﻜﺎﺭ ﻭﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺠﺩﻴﺩﺓ ﻤﻥ ﺨﻼل ﺘﻨﻅﻴﻡ ﻤﻌﻴﻥ ﻟﻬﺫﻩ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪،‬‬
‫ﻭﻗﺩ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻟﺒﻨﻴﺔ ﻭﺼﻔﻴﺔ )ﻭﺼﻑ ﻓﻜﺭﺓ ﺃﻭ ﻅﺎﻫﺭﺓ ﻭﻤﺎ‬
‫ﻴﺭﺘﺒﻁ ﺒﻬﺎ ﻤﻥ ﻤﻜﻭﻨﺎﺕ ﻭﻋﻨﺎﺼﺭ(‪ ،‬ﺃﻭ ﺘﺘﺎﺒﻌﻴﺔ )ﻋﺭﺽ‬
‫ﺃﺤﺩﺍﺙ ﺃﻭ ﻭﻗﺎﺌﻊ ﻋﻠﻰ ﺸﻜل ﺨﻁﻭﺍﺕ ﻤﺘﺴﻠﺴﻠﺔ ﻭﻓﻕ‬
‫ﺤﺩﻭﺜﻬﺎ(‪ ،‬ﺃﻭ ﻋﻠﻴﺔ )ﺘﻔﺴﻴﺭ ﺃﺴﺒﺎﺏ ﺤﺩﻭﺙ ﻅﺎﻫﺭﺓ ﺃﻭ ﻭﺍﻗﻌﺔ‬
‫ﻤﺎ(‪ ،‬ﺃﻭ ﻗﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ )ﺭﺼﺩ ﺃﻭﺠﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺠﻪ‬
‫ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﻓﻜﺭﺘﻴﻥ ﺃﻭ ﻅﺎﻫﺭﺘﻴﻥ ﺃﻭ ﺤﺩﺜﻴﻥ(‪ ،‬ﺃﻭ ﻗﺎﺌﻤﺔ‬
‫ﻋﻠﻰ ﻤﺸﻜﻠﺔ ﻭﺤﻠﻬﺎ )ﺭﺼﺩ ﻤﺸﻜﻠﺔ ﻤﺎ ﻭﺘﺴﺠﻴل ﺍﻟﺤﻠﻭل‬
‫ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺤﺩ ﻤﻨﻬﺎ(‪.‬‬
‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫ﻋﺎﻟﺠﺕ ﺩﺭﺍﺴﺎﺕ ﻋﺩﻴﺩﺓ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ ﻤﻥ ﺤﻴﺙ‬
‫ﻤﺴﺘﻭﻴﺎﺘﻬﺎ ﻭﻁﺭﺍﺌﻕ ﺘﺤﺴﻴﻨﻬﺎ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﻤﺭﺍﺤل ﺍﻟﺩﺭﺍﺴﻴﺔ‬
 ‫ﻤﺎﺠﺩ ﺤﺭﺏ‬
‫ﺇﻴﺠﺎﺒﻴﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ ﻭﺃﺤﻭﺍﻟﻬﻡ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﻥ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ ﻜﺎﻨﺕ ﺃﻓﻀل‬
‫ﻓﻲ ﺍﻟﺼﻔﻭﻑ ﺍﻷﻋﻠﻰ‪.‬‬
‫ﻭﻴﻼﺤﻅ ﻤﻥ ﺍﺴﺘﻌﺭﺍﺽ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺃﻨﻬﺎ ﻓﺤﺼﺕ ﻤﻬﺎﺭﺓ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﻋﻨﺩ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﻤﺭﺍﺤل ﺩﺭﺍﺴﻴﺔ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻤﻥ ﺨﻼل‬
‫ﺍﺨﺘﺒﺎﺭﺍﺕ ﺘﻡ ﺘﻁﻭﻴﺭﻫﺎ ﻟﻘﻴﺎﺱ ﻫﺫﻩ ﺍﻟﻤﻬﺎﺭﺓ‪ ،‬ﻜﻤﺎ ﻴﻼﺤﻅ ﺃﻥ‬
‫ﺠﻠﻬﺎ ﻗﺩ ﺃﺸﺎﺭ ﺇﻟﻰ ﻀﻌﻑ ﺍﻟﻁﻼﺏ ﻓﻲ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ‪.‬‬
‫ﻭﺘﺨﺘﻠﻑ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻓﻲ ﺘﺤﻠﻴﻠﻬﺎ‬
‫ﻤﺤﺘﻭﻯ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻤﺘﻀﻤﻨﺔ ﻓﻲ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪،‬‬
‫ﻭﻓﻲ ﻋﺭﻀﻬﺎ ﻤﻔﻬﻭﻡ "ﺍﻟﺒﻨﻴﺔ ﺍﻟﻨﺼﻴﺔ"‪ ،‬ﺇﺫ ﻟﻡ ﺘﺘﻁﺭﻕ ﺍﻟﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻟﺴﺎﺒﻘﺔ ﺃﺒﺩﺍ ﺇﻟﻰ ﻫﺫﺍ ﺍﻟﻤﻔﻬﻭﻡ‪ ،‬ﻜﻤﺎ ﺘﻨﻔﺭﺩ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ‬
‫ﺘﺤﺩﻴﺩ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺃﻨﻭﺍﻉ ﺍﻻﺴﺘﻤﺎﻉ ﻭﺃﻨﻭﺍﻉ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ‬
‫ﻟﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ‪.‬‬
‫ﺜﻡ ﻗﺎﺱ ﺃﺩﺍﺀﻫﻡ ﺍﻟﻘﺭﺍﺌﻲ‪ .‬ﻭﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺜﻤﺔ‬
‫ﺇﺠﺭﺍﺀﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻟﻠﺼﻔﻭﻑ‬
‫ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻌﻠﻴﺎ‪ :‬ﺍﻟﺜﺎﻤﻥ ﻭﺍﻟﺘﺎﺴﻊ ﻭﺍﻟﻌﺎﺸﺭ‪ ،‬ﻭﺍﺴﺘﺜﻨﻴﺕ ﺍﻟﻘﺼﺎﺌﺩ‬
‫ﺍﻟﺸﻌﺭﻴﺔ )ﻗﺼﻴﺩﺘﺎﻥ ﻓﻲ ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ‪ ،‬ﻭﻗﺼﻴﺩﺘﺎﻥ ﻓﻲ ﺍﻟﺼﻑ‬
‫ﺍﻟﻌﺎﺸﺭ(‪ ،‬ﺇﺫ ﻻ ﻴﺨﻀﻊ ﺍﻟﻨﺹ ﺍﻟﺸﻌﺭﻱ ﻷﻨﻭﺍﻉ ﺍﻟﺒﻨﻰ ﺍﻟﺘﻲ ﺘﻡ‬
‫ﺍﻟﺘﻁﺭﻕ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﻗﺩ ﺒﻠﻎ ﻋﺩﺩ ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ )‪ (28‬ﻨﺼﺎ‪ ،‬ﻭﻴﺸﻴﺭ‬
‫ﺍﻟﺠﺩﻭل )‪ (2‬ﺇﻟﻰ ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺍﻟﺼﻔﻭﻑ‬
‫ﺍﻟﺜﻼﺜﺔ‪.‬‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻀﺭﻭﺭﻴﺔ ﻟﻁﻼﺏ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ‬
‫ﺍﻟﺠـﺩﻭل ﺭﻗﻡ )‪(2‬‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻌﺎﺸﺭ‬ ‫ﺍﻟﺘﺎﺴﻊ‬ ‫ﺍﻟﺜﺎﻤﻥ‬ ‫ﺍﻟﺼﻑ‬
‫‪28‬‬ ‫‪7‬‬ ‫‪14‬‬ ‫‪7‬‬
‫ﺍﻟﻨﺼﻭﺹ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﻀﻌﻔﺎ ﻓﻲ ﻫﺫﻩ‬
‫ﺃﺩﺍﺓ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺼﻔﻴﺔ‪ ،‬ﺍﻋﺘﻤﺩ ﻓﻴﻬﺎ ﺃﺴﻠﻭﺏ ﺘﺤﻠﻴل ﺍﻟﻤﺤﺘﻭﻯ‬
‫"‪ ،"Content Analysis‬ﻭﻫﻭ ﺃﺴﻠﻭﺏ ﻨﺎﺠﻊ ﻟﻤﺜل ﺃﻏﺭﺍﺽ ﻫﺫﻩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ )‪ ،(Best and Kahn, 2006‬ﻭﺍﻋﺘﻤﺩﺕ ﺍﻟﻔﻘﺭﺓ ﻭﺤﺩﺓ‬
‫ﻟﻠﺘﺤﻠﻴل‪ ،‬ﺜﻡ ﺼﻨﻔﺕ ﻜل ﻓﻘﺭﺓ ﻤﻥ ﺤﻴﺙ ﺒﻨﻴﺘﻬﺎ ﺍﻟﻨﺼﻴﺔ‪،‬ﻭﻗﺩ‬
‫ﺍﺴﺘﺨﺩﻡ ﺘﺼﻨﻴﻑ )‪ (Zwiers, 2004‬ﻟﻠﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ )ﺍﻟﺠﺩﻭل )‪((1‬‬
‫ﻜﻔﺌﺎﺕ ﻟﻠﺘﺤﻠﻴل‪ .‬ﻭﻟﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻲ ﻴﺤﻔﺯﻫﺎ ﻜل‬
‫ﻨﺹ‪ ،‬ﻨﹸﻅﺭ ﻓﻲ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﻲ ﺘﻌﻘﺒﻪ‪ ،‬ﻭﺼﻨﻔﺕ ﺇﻟﻰ ﺃﺴﺌﻠﺔ ﺩﺍﹼﻟّﺔ‬
‫ﻋﻠﻰ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﻭﺃﺴﺌﻠﺔ ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪،‬‬
‫‪- 210 -‬‬
‫ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ‪...‬‬
‫ﺍﻻﺴﺘﻴﻌﺎﺏ‪.‬ﻭﻗﺩ ﺍﺨﺘﺎﺭ ﺍﻟﺒﺎﺤﺜﻭﻥ )‪ (180‬ﻁﺎﻟﺒﺎ ﻤﻥ ﻤﺩﺍﺭﺱ‬
‫ﺤﻜﻭﻤﻴﺔ ﻭﺨﺎﺼﺔ ﻓﻲ ﻫﻭﻟﻨﺩﺍ‪ ،‬ﻭﻭﻅﻔﻭﺍ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ‬
‫ﺍﻟﺘﺒﺎﺩﻟﻲ ﻓﻲ ﺘﺩﺭﻴﺱ ﻨﺼﻭﺹ ﻗﺭﺍﺌﻴﺔ‪ ،‬ﻭﺘﺘﻁﻠﺏ ﻫﺫﻩ‬
‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻤﻥ ﺍﻟﻁﺎﻟﺏ ﺃﻥ ﻴﺘﻨﺒﺄ ﺒﺎﻟﻨﺹ ﻭﻴﺴﺄل ﺃﺴﺌﻠﺔ ﺘﻁﺎﻟﻪ‬
‫ﻭﻴﻔﺴﺭﻩ ﺜﻡ ﻴﻠﺨﺼﻪ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﺨﻁﻭﺍﺕ ﻴﻠﺯﻤﻬﺎ ﺤﺴﻥ ﺍﺴﺘﻤﺎﻉ‬
‫ﻟﻠﻨﺹ‪ .‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺍﺨﺘﺒﺎﺭﺍ ﻗﺒﻠﻴﺎ ﻭﺁﺨﺭ ﺒﻌﺩﻴﺎ ﻟﻘﻴﺎﺱ‬
‫ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻟﻘﺭﺍﺌﻲ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺃﺸﺎﺭﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﻫﺅﻻﺀ ﺍﻟﻁﻼﺏ ﺃﻅﻬﺭﻭﺍ ﺘﺤﺴﻨﺎ ﻓﻲ ﺍﺴﺘﻴﻌﺎﺏ‬
‫ﺍﻟﻨﺼﻭﺹ ﺍﻟﻘﺭﺍﺌﻴﺔ ﻷﻨﻬﻡ ﺃﺤﺴﻨﻭﺍ ﺍﻻﺴﺘﻤﺎﻉ ﺇﻟﻴﻬﺎ‪.‬‬
‫ﻭﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ )‪ (Carver, 1998‬ﺇﻟﻰ ﻓﺤﺹ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻟﻘﺭﺍﺌﻲ ﻭﻤﺴﺘﻭﻯ ﺍﻻﺴﺘﻤﺎﻉ ﻟﺩﻯ )‪ (135‬ﻁﺎﻟﺒﺎ‬
‫)ﻤﻥ ﺍﻟﺼﻑ ﺍﻷﻭل ﺤﺘﻰ ﺍﻟﺼﻑ ﺍﻟﺴﺎﺩﺱ( ﻓﻲ ﻭﻻﻴﺔ ﺃﺭﻜﻨﺴﺎﺱ‬
‫ﺍﻷﻤﺭﻴﻜﻴﺔ‪ .‬ﻭﻗﺩ ﺃﻋﺩ ﺍﻟﺒﺎﺤﺙ ﻨﺼﻭﺼﺎ ﺍﺴﺘﻤﺎﻋﻴﺔ ﻗﺩﻤﻬﺎ ﻟﻠﻁﻼﺏ‬
‫ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻗﻭﻴﺔ ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻻﺴﺘﻤﺎﻉ ﻭﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ‬
‫ﺍﻟﻘﺭﺍﺌﻲ ﻭﻻﺴﻴﻤﺎ ﻋﻨﺩ ﻁﻼﺏ ﺍﻟﺼﻔﻴﻥ ﺍﻟﺨﺎﻤﺱ ﻭﺍﻟﺴﺎﺩﺱ‪.‬‬
‫ﻭﺃﺠﺭﻯ ﻨﺼﺭ )‪ (1997‬ﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻯ‬
‫ﺃﺩﺍﺀ ﻁﻼﺏ ﺍﻟﺼﻑ ﺍﻷﻭل ﺍﻟﺜﺎﻨﻭﻱ ﻓﻲ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ‬
‫ﺍﻷﺭﺩﻥ‪.‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (1476‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ‬
‫ﺍﺨﺘﻴﺭﻭﺍ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻋﻨﻘﻭﺩﻴﺔ‪,‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﺍﺨﺘﺒﺎﺭﺍ‬
‫ﻤﻜﻭﻨﺎ ﻤﻥ ﻨﺹ ﻤﺴﺠل ﻤﺘﻭﺴﻁ ﺍﻟﺼﻌﻭﺒﺔ‪,‬ﻴﻠﻴﻪ ﺍﺨﺘﺒﺎﺭ ﻤﺅﻟﻑ ﻤﻥ‬
‫)‪ (22‬ﻓﻘﺭﺓ‪.‬ﻭﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﻭﺠﻭﺩ ﻀﻌﻑ ﻜﺒﻴﺭ ﻓﻲ‬
‫ﺃﺩﺍﺀ ﺍﻟﻌﻴﻨﺔ ﻓﻲ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ‪.‬‬
‫ﻭﻗﺎﻤﺕ ﺍﻟﺒﺩﺭ )‪ (1989‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ‪ ،‬ﻭﺇﻟﻰ ﺘﻌﺭﻑ ﻁﺭﺍﺌﻕ ﺘﺩﺭﻴﺱ ﻤﻬﺎﺭﺓ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﻭﺃﺴﺎﻟﻴﺏ ﺘﻨﻤﻴﺘﻬﺎ ﻟﺩﻯ ﺍﻟﻁﻼﺏ‪.‬ﻭﺼﻤﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﺍﺴﺘﺒﺎﻨﺔ ﺘﻀﻤﻨﺕ ﻤﻬﺎﺭﺍﺕ ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺎﻉ؛ ﻜﺎﺴﺘﺨﻼﺹ‬
‫ﻋﺩﺩ‬ ‫ﺍﻟﻔﻜﺭﺓ ﺍﻟﺭﺌﻴﺴﺔ‪ ،‬ﻭﺍﻻﺴﺘﻨﺘﺎﺝ‪ ،‬ﻭﺘﻘﻭﻴﻡ ﺍﻟﻤﺤﺘﻭﻯ ﺍﻟﻤﺴﺘﻤﻊ ﺇﻟﻴﻪ‪،‬‬
‫ﻜﻤﺎ ﻁﺒﻘﺕ ﺍﺨﺘﺒﺎﺭﺍ ﻟﻘﻴﺎﺱ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﻋﻴﻨﺔ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺴﺒﺒﻪ ﻋﺩﻡ ﺘﺭﻜﻴﺯ ﺍﻟﻁﻼﺏ ﻓﻲ ﺃﺜﻨﺎﺀ ﺍﻻﺴﺘﻤﺎﻉ‪،‬‬
‫ﻭﺍﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﻡ ﻓﻲ ﺍﻟﺘﺤﺼﻴل ﺍﻟﻠﻐﻭﻱ ﺍﻟﻌﺎﻡ‪.‬‬
‫ﻭﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺴﻴﺩ )‪ (1985‬ﺇﻟﻰ ﺘﺤﺩﻴﺩ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻁﻠﺒﺔ ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻷﺴﺎﺴﻲ ﻓﻲ‬
‫ﻤﺼﺭ‪،‬ﻭﺍﻟﻰ ﻤﻌﺭﻓﺔ ﻋﻼﻗﺔ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫ﻜﺎﻟﺤﺎﻟﺔ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﻘﺩﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﻟﻠﻁﻼﺏ‪.‬‬
‫ﻭﺘﺄﻟﻔﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (426‬ﻁﺎﻟﺒﺎ ﻭﻁﺎﻟﺒﺔ ﺍﺨﺘﻴﺭﻭﺍ‬
‫ﻋﺸﻭﺍﺌﻴﺎ‪ ،‬ﻭﻁﻭﺭ ﺍﻟﺒﺎﺤﺙ ﺍﺨﺘﺒﺎﺭﺍ ﻟﻘﻴﺎﺱ ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻤﺎﻉ ﻭﻁﺒﻘﻪ‬
‫ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ‬

‫ﺍﻟﺨﺎﺼﺔ‪ ،‬ﻭﺍﺜﻨﺎﻥ ﻤﺨﺘﺼﺎﻥ ﻓﻲ ﺃﺴﺎﻟﻴﺏ ﺘﺩﺭﻴﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﻓﻲ ﺠﺎﻤﻌﺔ ﺤﻜﻭﻤﻴﺔ ﻭﺃﺨﺭﻯ ﺨﺎﺼﺔ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﻋﻀﻭ‬
‫"ﻤﻨﺎﻫﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ" ﻴﻌﻤل ﻓﻲ ﻤﺩﻴﺭﻴﺔ ﺍﻟﻤﻨﺎﻫﺞ‪ ،‬ﻭﻗﺩ ﺃُﺨﺫ‬
‫ﺒﻤﻼﺤﻅﺎﺘﻬﻡ ﺍﻟﺘﻲ ﺘﺭﻜﺯﺕ ﻓﻲ ﺃﻏﻠﺒﻬﺎ ﻋﻠﻰ ﻤﻔﻬﻭﻡ "ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﻨﺼﻴﺔ"‪ ،‬ﻭﻋﻠﻰ ﺘﺼﻨﻴﻑ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﻲ ﺘﻌﻘﺏ ﻜل ﻨﺹ‪ ،‬ﻜﻤﺎ‬
‫ﺃُﻋﻴﺩ ﺘﺤﻠﻴل ﺍﻟﻨﺼﻭﺹ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﺭﺓ ﺜﺎﻨﻴﺔ ﻋﻘﺏ ﺍﻟﺘﺤﻠﻴل‬
‫ﺍﻷﻭل ﺒﻔﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻗﺩﺭﺕ ﺒﺜﻼﺜﺔ ﺃﺴﺎﺒﻴﻊ ﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺜﺒﺎﺘﻪ‪ ،‬ﺜﻡ‬
‫ﺤﺴﺏ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻟﺘﺤﻠﻴل ﻤﻥ ﺨﻼل ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫)ﻋﺩﺩ ﻤﺭﺍﺕ ﺍﻻﺘﻔﺎﻕ ﺒﻴﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ‪ /‬ﻋﺩﺩ ﺍﻟﻤﺤﻜﻤﻴﻥ( ‪100 x‬‬
‫ﻭﺒﺘﻁﺒﻴﻕ ﻫﺫﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻭﺠﺩ ﺃﻥ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ )‪ (0.8‬ﻭﻫﻲ‬
‫ﻗﻴﻤﺔ ﺠﻴﺩﺓ ﻷﻏﺭﺍﺽ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﻤﺤﺩﺩﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻗﺘﺼﺭﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻭﺍﺭﺩﺓ ﻓﻲ‬
‫ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﺼﻔﻭﻑ ﺍﻟﺜﺎﻤﻥ ﻭﺍﻟﺘﺎﺴﻊ ﻭﺍﻟﻌﺎﺸﺭ ﻟﻠﻌﺎﻡ‬
‫ﺍﻟﺩﺭﺍﺴﻲ ‪ ،2008/2007‬ﻜﻤﺎ ﺍﻗﺘﺼﺭﺕ ﻋﻠﻰ ﺃﺩﺍﺓ ﺘﺤﻠﻴل‬
‫ﺍﻟﻤﺤﺘﻭﻯ ﺍﻟﻤﺘﺒﻌﺔ‪ ,‬ﻭﻋﻠﻰ ﻭﺤﺩﺍﺕ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻭﻓﺌﺎﺘﻪ‪،‬‬
‫ﻟﺫﺍ ﻻ ﻴﺠﻭﺯ ﺘﻌﻤﻴﻡ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺤﺎل ﺍﺴﺘﺨﺩﻤﺕ ﺃﺩﺍﺓ‬
‫ﻤﻐﺎﻴﺭﺓ‪.‬‬
‫ﻋﻠﻰ ﺇﺒﺩﺍﺀ ﺭﺃﻱ ﻓﻲ ﺍﻟﻨﺹ‪ ،‬ﺃﻭ ﻨﻘﺩ ﻓﻜﺭﺓ ﻤﻥ ﺃﻓﻜﺎﺭﻩ‪ ،‬ﺃﻭ‬
‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﺤﺴﺒﺕ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺘﻜﺭﺍﺭﺍﺕ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﻭﺘﻜﺭﺍﺭﺍﺕ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ‪ ،‬ﻭﺤﺴﺒﺕ ﺍﻟﻨﺴﺏ ﺍﻟﻤﺌﻭﻴﺔ ﻟﻜل ﻤﻥ‬
‫ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﻭﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ‪ ،‬ﻋﻠﻰ ﻨﺤﻭ ﻴﻅﻬﺭ ﺘﻭﺯﻴﻊ ﻜل‬
‫ﻤﻥ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﻭﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ ﺤﺴﺏ ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﻨﺼﻴﺔ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻟﻺﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺴﺅﺍل ﺍﻷﻭل‪ :‬ﻤﺎ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻲ‬
‫ﺘﺘﻀﻤﻨﻬﺎ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻌﻠﻴﺎ؟ ﺼﻨﻔﺕ‬
‫ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﻲ ﺘﻌﻘﺏ ﻜل ﻨﺹ ﺇﻟﻰ ﺃﺴﺌﻠﺔ ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﺍﻟﺘﻔﺴﻴﺭﻱ‪ ،‬ﻭﺃﺴﺌﻠﺔ ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪ ،‬ﻭﻴﺸﻴﺭ‬
‫ﺍﻟﺠﺩﻭل )‪ (3‬ﺇﻟﻰ ﺘﻜﺭﺍﺭﺍﺕ ﻫﺫﻩ ﺍﻷﺴﺌﻠﺔ ﻭﻨﺴﺒﻬﺎ ﺍﻟﻤﺌﻭﻴﺔ‪:‬‬
‫ﻴﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (3‬ﺃﻥ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﺃﻜﺜﺭ‬
‫ﺸﻴﻭﻋﺎ ﻓﻲ ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ ﻤﻥ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪ ،‬ﺇﺫ‬
‫ﺒﻠﻐﺕ ﻨﺴﺒﺘﻬﺎ )‪ (%37.1‬ﻤﻥ ﻤﺠﻤﻭﻉ ﺃﺴﺌﻠﺔ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ‪،‬‬
‫ﻓﻲ ﺤﻴﻥ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ ﻓﻲ ﺍﻟﺼﻔﻭﻑ‬
‫ﺍﻟﺜﻼﺜﺔ )‪ (%15.8‬ﻓﻘﻁ‪ .‬ﻜﻤﺎ ﻴﻼﺤﻅ ﺃﻥ ﺃﻜﺜﺭ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﺍﻟﺘﻔﺴﻴﺭﻱ ﺘﻜﺭﺍﺭﺍ ﺃﺴﺌﻠﺔ ﺍﻟﺼﻑ ﺍﻟﻌﺎﺸﺭ ﺜﻡ ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ ﺜﻡ‬
‫ﺍﻟﺼﻑ ﺍﻟﺜﺎﻤﻥ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺠﺎﺀﺕ ﺃﻜﺜﺭ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‬
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‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،38‬ﺍﻟﻌﺩﺩ ‪2011 ،1‬‬
‫ﻭﺍﺴﺘﺜﻨﻲ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻬﺎﻤﺸﻲ‪ ،‬ﺇﺫ ﻴﺘﻌﺫﺭ ﺍﻻﺴﺘﺩﻻل ﻋﻠﻴﻪ ﻓﻲ‬
‫ﻀﻭﺀ ﺘﻠﻙ ﺍﻷﺴﺌﻠﺔ‪,‬ﻷﻥ ﻫﺫﺍ ﺍﻻﺴﺘﻤﺎﻉ ﻴﺸﻴﺭ ﺇﻟﻰ ﺤﺎﻟﺔ ﺫﻫﻨﻴﺔ‬
‫ﻟﻠﻤﺴﺘﻤﻊ ﻴﻜﻭﻥ ﻓﻴﻬﺎ ﻏﻴﺭ ﻤﺼﻎ ﺃﻭ ﻤﻨﺘﺒﻪ ﻟﻤﺎ ﻴﺴﻤﻊ‪,‬ﻭﻋﻠﻰ ﻫﺫﺍ‬
‫ﻓﺈﻥ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻬﺎﻤﺸﻲ ﻴﻤﻜﻥ ﺍﻟﺘﻌﺭﻑ ﺇﻟﻴﻪ ﻤﻥ ﺨﻼل ﻤﻼﺤﻅﺔ‬
‫ﺍﻟﻤﺴﺘﻤﻊ ﻤﺒﺎﺸﺭﺓ‪,‬ﻭﻟﻴﺱ ﻤﻥ ﺨﻼل ﺃﺴﺌﻠﺔ ﺘﻌﻘﺏ ﻨﺼﺎ ﺍﺴﺘﻤﺎﻋﻴﺎ‬
‫ﻤﺎ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﻓﺌﺎﺕ ﺍﻟﺘﺤﻠﻴل ﺍﻟﺨﺎﺼﺔ ﺒﻬﺫﻩ ﺍﻷﺴﺌﻠﺔ ﻜﻤﺎ‬
‫ﻴﺄﺘﻲ‪:‬‬
‫ﺍﻷﺴﺌﻠﺔ ﺍﻟﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ‪ :‬ﻫﻲ ﺘﻠﻙ ﺍﻟﺘﻲ‬
‫ﺘﺘﻁﻠﺏ ﻓﻬﻡ ﺍﻟﻨﺹ ﺍﻟﻤﺴﺘﻤﻊ ﺇﻟﻴﻪ ﻭﺍﻟﺘﻌﺒﻴﺭ ﻋﻨﻪ ﺒﻠﻐﺔ ﺘﺸﻴﺭ ﺇﻟﻰ‬
‫ﺤ‪‬ﺴﻥ ﺍﺴﺘﻴﻌﺎﺒﻪ‪ ،‬ﻤﺜل‪:‬‬
‫ﻜﻭ‪‬ﻥ ﺴﺅﺍﻟﻴﻥ ﻤﻥ ﺃﺤﺩﺍﺙ ﺍﻟﻨﺹ ﻭﺍﺴﺄﻟﻬﻤﺎ ﻟﺯﻤﻼﺌﻙ‬ ‫‪-‬‬
‫ﻤﺎ ﺍﻟﻔﻜﺭﺓ ﺍﻟﻌﺎﻤﺔ ﺍﻟﺘﻲ ﻴﺘﺤﺩﺙ ﻓﻴﻬﺎ ﺍﻟﻨﺹ؟‬ ‫‪-‬‬
‫ﻜﻴﻑ ﺘﻔﺴ‪‬ﺭ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺘﺎﻟﻴﺔ ‪ ..‬؟‬ ‫‪-‬‬
‫ﻤﺎ ﺍﻟﻤﻘﺼﻭﺩ ﺒـ ‪ ..‬ﻜﻤﺎ ﻓﻬﻤﺕ ﻤﻥ ﺍﻟﻨﺹ؟‬ ‫‪-‬‬
‫ﻤﺎ ﺴﺒﺏ ‪ ..‬؟‬ ‫‪-‬‬
‫ﻤﺎ ﻤﺤﻭﺭ ﺍﻟﻨﺹ ﺍﻟﺫﻱ ﺍﺴﺘﻤﻌﺕ ﺇﻟﻴﻪ؟‬ ‫‪-‬‬
‫ﺍﺴﺘﺨﻠﺹ ﺍﻟﻌﺒﺭﺓ ﺍﻟﺘﻲ ﺍﺴﺘﻔﺩﺘﻬﺎ ﻤﻥ ﺍﻟﻨﺹ؟‬ ‫‪-‬‬
‫ﺍﻷﺴﺌﻠﺔ ﺍﻟﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪:‬ﺘﺘﻁﻠﺏ ﺇﺠﺎﺒﺘﻬﺎ ﻗﺩﺭﺓ‬
‫ﺘﻔﻨﻴﺩﻫﺎ‪ ،‬ﺃﻭ ﺍﻟﺤﻜﻡ ﻋﻠﻴﻬﺎ‪ ،‬ﻤﺜل‪:‬‬
‫ﻤﺎ ﺍﻟﻔﻜﺭﺓ ﺍﻟﺘﻲ ﺠﺫﺒﺘﻙ ﺃﻜﺜﺭ ﻤﻥ ﻏﻴﺭﻫﺎ ﻓﻲ ﺍﻟﻨﺹ؟‬ ‫‪-‬‬
‫ﻟﻤﺎﺫﺍ؟‬
‫ﻤﺎ ﺭﺃﻴﻙ ﺒﻤﻭﻗﻑ‪ ..‬ﻜﻤﺎ ﻭﺭﺩ ﻓﻲ ﺍﻟﻨﺹ‪.‬‬ ‫‪-‬‬
‫ﻫل ﺘﺭﻯ ﺃﻥ‪...‬؟ ﻋﻠل ﺇﺠﺎﺒﺘﻙ‬ ‫‪-‬‬
‫ﻤﺎ ﺍﻟﻤﻌﻠﻭﻤﺔ ﺍﻟﺘﻲ ﺃﺜﺎﺭﺕ ﺇﻋﺠﺎﺒﻙ ﻓﻲ ﺍﻟﻨﺹ؟‬ ‫‪-‬‬
‫ﻫل ﻨﺠﺢ ﺍﻟﻜﺎﺘﺏ ﻓﻲ‪..‬؟‬ ‫‪-‬‬
‫ﻭﻴﺸﻴﻊ ﻓﻲ ﺃﺴﺌﻠﺔ ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ ﺃﺴﺌﻠﺔ ﻏﻴﺭ ﺩﺍﻟﺔ ﻋﻠﻰ ﺃﻱ‬
‫ﻤﻥ ﻫﺫﻴﻥ ﺍﻟﻤﺴﺘﻭﻴﻴﻥ‪ ،‬ﻟﻜﻨﻬﺎ ﻭﻀﻌﺕ ﻟﻘﻴﺎﺱ ﻗﺩﺭﺓ ﺍﻟﻁﺎﻟﺏ ﻋﻠﻰ‬
‫ﺍﻟﺘﺫﻜﺭ‪ ،‬ﻭﻟﻴﺱ ﻓﻲ ﻫﺫﺍ ﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﻔﻬﻡ ﻭﺍﻻﺴﺘﻴﻌﺎﺏ‪ ،‬ﻭﻤﻥ‬
‫ﻫﺫﻩ ﺍﻷﺴﺌﻠﺔ‪:‬‬
‫ﻓﻲ ﺃﻱ ﻗﺭﻥ ﻅﻬﺭ‪ ..‬؟‬ ‫‪-‬‬
‫ﺍﺫﻜﺭ ﺍﺴﻡ‪ ..‬ﻭﺭﺩ ﻓﻲ ﺍﻟﻨﺹ‪.‬‬ ‫‪-‬‬
‫ﻤﺎ ﺍﻟﻘﻭل ﺍﻟﺫﻱ ﺍﻨﺘﻬﻰ ﺒﻪ ﺍﻟﻨﺹ؟‬ ‫‪-‬‬
‫ﻤﻥ ﻗﺎﺌﺩ ﻤﻌﺭﻜﺔ‪..‬؟‬ ‫‪-‬‬
‫ﻭﻻ ﻴﻌﻨﻲ ﺍﺴﺘﺜﻨﺎﺀ ﻫﺫﻩ ﺍﻷﺴﺌﻠﺔ‪ ،‬ﺒﺄﻱ ﺤﺎل ﻤﻥ ﺍﻷﺤﻭﺍل‪ ،‬ﺃﻨﻬﺎ‬
‫ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻬﺎﻤﺸﻲ‪ ،‬ﺇﺫ ﻻ ﻴﻤﻜﻥ ﻗﻴﺎﺱ ﻫﺫﺍ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﺇﻻ ﻤﻥ ﺨﻼل ﻤﻼﺤﻅﺔ ﺍﻟﻤﺴﺘﻤﻊ ﻤﻼﺤﻅﺔ ﻤﺒﺎﺸﺭﺓ‪.‬‬
‫ﻭﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺍﻟﺘﺤﻠﻴل‪ ،‬ﻋﺭﺽ ﻋﻠﻰ )‪ (5‬ﻤﺤﻜﻤﻴﻥ‪،‬‬
‫ﺍﺜﻨﺎﻥ ﻤﻨﻬﻤﺎ ﺍﺴﺘﺎﺫﺍﻥ ﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻓﻲ ﺇﺤﺩﻯ ﺍﻟﺠﺎﻤﻌﺎﺕ‬
 ‫ﻤﺎﺠﺩ ﺤﺭﺏ‬ ‫ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ‪...‬‬

‫ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺓ ﻜﻭﺤﺩﺓ ﻟﻠﺘﺤﻠﻴل‪ ،‬ﻭﻴﻅﻬﺭ ﺍﻟﺠﺩﻭل )‪(4‬‬ ‫ﺘﻜﺭﺍﺭﺍ ﻓﻲ ﺍﻟﺼﻑ ﺍﻟﺜﺎﻤﻥ ﻓﺎﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ ﺜﻡ ﺍﻟﺼﻑ ﺍﻟﻌﺎﺸﺭ‪.‬‬
‫ﺘﻜﺭﺍﺭﺍﺕ ﻫﺫﻩ ﺍﻟﺒﻨﻰ‪:‬‬ ‫ﻭﻟﻺﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺴﺅﺍل ﺍﻟﺜﺎﻨﻲ "ﻤﺎ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﻟﻨﺼﻭﺹ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻌﻠﻴﺎ؟" ﻓﻘﺩ ﺤﻠﻠﺕ ﺍﻟﻨﺼﻭﺹ‬

‫ﺍﻟﺠـﺩﻭل ﺭﻗﻡ )‪(3‬‬

‫ﺘﻜﺭﺍﺭﺍﺕ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﻭﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ ﻓﻲ ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ‬

‫ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‬ ‫ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ‬ ‫ﻤﺠﻤﻭﻉ‬

‫‪%‬‬ ‫ﺕ‬ ‫‪%‬‬ ‫ﺕ‬ ‫ﺍﻷﺴﺌﻠﺔ‬
‫‪%25‬‬ ‫‪14‬‬ ‫‪%28.6‬‬ ‫‪16‬‬ ‫‪56‬‬ ‫ﺍﻟﺼﻑ ﺍﻟﺜﺎﻤﻥ‬
‫‪%10.1‬‬ ‫‪9‬‬ ‫‪%34.8‬‬ ‫‪31‬‬ ‫‪89‬‬ ‫ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ‬
‫‪%15.8‬‬ ‫‪6‬‬ ‫‪%55.3‬‬ ‫‪21‬‬ ‫‪38‬‬ ‫ﺍﻟﺼﻑ ﺍﻟﻌﺎﺸﺭ‬
‫‪%15.8‬‬ ‫‪29‬‬ ‫‪37.1‬‬ ‫‪68‬‬ ‫‪183‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫ﺍﻟﺠـﺩﻭل ﺭﻗﻡ )‪(4‬‬

‫ﺘﻜﺭﺍﺭﺍﺕ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﻟﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ‬

‫ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ‬

‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻌﻠﹼﻴﺔ‬ ‫ﺍﻟﺘﺘﺎﺒﻌﻴﺔ‬ ‫ﺍﻟﻭﺼﻔﻴﺔ‬ ‫ﺍﻟﺴﺭﺩﻴﺔ‬
‫ﻤﺸﻜﻠﺔ ﻭﺤﻠﻬﺎ‬ ‫ﺍﻟﻤﻘﺎﺭﻨﺔ‬
‫‪7‬‬ ‫‪-‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪-‬‬ ‫‪1‬‬ ‫‪4‬‬ ‫ﺍﻟﺼﻑ ﺍﻟﺜﺎﻤﻥ‬
‫‪16‬‬ ‫‪-‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪5‬‬ ‫‪5‬‬ ‫ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ‬
‫‪7‬‬ ‫‪-‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪-‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫ﺍﻟﺼﻑ ﺍﻟﻌﺎﺸﺭ‬
‫‪28‬‬ ‫‪0‬‬ ‫‪5‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪8‬‬ ‫‪10‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬

‫ﺍﻟﺠـﺩﻭل ﺭﻗﻡ )‪(5‬‬

‫ﺘﻜﺭﺍﺭﺍﺕ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﻭﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ ﻓﻲ ﺍﻟﻨﺼﻭﺹ ﺤﺴﺏ ﺒﻨﻴﺘﻬﺎ‬

‫ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ‬

‫ﺍﻟﻤﺠﻤﻭﻉ‬ ‫ﺍﻟﻌﻠﹼﻴﺔ‬ ‫ﺍﻟﺘﺘﺎﺒﻌﻴﺔ‬ ‫ﺍﻟﻭﺼﻔﻴﺔ‬ ‫ﺍﻟﺴﺭﺩﻴﺔ‬
‫ﻤﺸﻜﻠﺔ ﻭﺤﻠﻬﺎ‬ ‫ﺍﻟﻤﻘﺎﺭﻨﺔ‬
‫‪68‬‬ ‫‪-‬‬ ‫‪15‬‬ ‫‪10‬‬ ‫‪4‬‬ ‫‪15‬‬ ‫‪24‬‬ ‫ﺕ‬ ‫ﺍﻻﺴﺘﻤﺎﻉ‬
‫‪100‬‬ ‫‪0‬‬ ‫‪22‬‬ ‫‪14.7‬‬ ‫‪5.8‬‬ ‫‪22‬‬ ‫‪35.3‬‬ ‫‪%‬‬ ‫ﺍﻟﺘﻔﺴﻴﺭﻱ‬
‫‪29‬‬ ‫‪-‬‬ ‫‪7‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪6‬‬ ‫‪11‬‬ ‫ﺕ‬ ‫ﺍﻻﺴﺘﻤﺎﻉ‬
‫‪100‬‬ ‫‪0‬‬ ‫‪24.1‬‬ ‫‪10.3‬‬ ‫‪6.9‬‬ ‫‪20.7‬‬ ‫‪37.9‬‬ ‫‪%‬‬ ‫ﺍﻟﺘﻘﻭﻴﻤﻲ‬

‫ﺤﻴﻥ ﻟﻡ ﺘﻅﻬﺭ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﻤﺸﻜﻠﺔ ﻭﺤﻠﻬﺎ ﺃﺒﺩﺍ ﻓﻲ ﺃﻱ ﻤﻥ‬ ‫ﻴﺘﻀﺢ ﻤﻥ ﺍﻟﺠﺩﻭل )‪ (4‬ﺃﻥ ﺃﻜﺜﺭ ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﺸﻴﻭﻋﺎ ﻫﻲ‬
‫ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ‪ ،‬ﻜﻤﺎ ﻴﺘﻀﺢ ﺃﻥ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻨﺼﻴﺔ ﺍﻷﻜﺜﺭ ﺘﻜﺭﺍﺭ ﻓﻲ‬ ‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﺴﺭﺩﻴﺔ‪ ،‬ﺇﺫ ﺘﻜﺭﺭﺕ )‪ (10‬ﻤﺭﺍﺕ‪ ،‬ﻓﻲ ﻨﺼﻭﺹ‬
‫ﺍﻟﺼﻑ ﺍﻟﺜﺎﻤﻥ ﻓﻲ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺴﺭﺩﻴﺔ )‪ 4‬ﺘﻜﺭﺍﺭﺍﺕ(‪ ،‬ﺜﻡ ﺍﻟﺒﻨﻰ‬ ‫ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ‪ ،‬ﺘﻠﺘﻬﺎ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻭﺼﻔﻴﺔ ﺒﺘﻜﺭﺍﺭ ﺒﻠﻎ )‪ ،(8‬ﻓﻲ‬

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‫ﺍﻟﺼﻑ ﺍﻟﻌﺎﺸﺭ‪ ،‬ﻭﻫﺫﺍ ﻴﺨﺎﻟﻑ ﻤﺎ ﻫﻭ ﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻪ ﻤﻥ ﺃﻥ‬
‫ﻤﻬﺎﺭﺓ ﺍﻟﺘﻘﻭﻴﻡ ﺍﻟﺘﻲ ﺘﻌﻨﻲ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﺼﺩﺍﺭ ﺍﻷﺤﻜﺎﻡ ﻭﺇﺒﺩﺍﺀ‬
‫ﺍﻵﺭﺍﺀ ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﹸﺅﻜﺩ ﺃﻜﺜﺭ ﻓﺄﻜﺜﺭ ﻜﻠﻤﺎ ﺍﻨﺘﻘل ﺍﻟﻁﺎﻟﺏ ﺇﻟﻰ‬
‫ﻤﺴﺘﻭﻯ ﺃﻋﻠﻰ )‪.(Afflerbachn, 2007‬‬
‫ﻭﻋﻠﻰ ﻭﺠﻪ ﺍﻟﻌﻤﻭﻡ‪ ،‬ﻓﺈﻥ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ ﻟﻴﺴﺕ‬
‫ﺸﺎﺌﻌﺔ ﻓﻲ ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ ﻋﻠﻰ ﻭﺠﻪ ﺃﻤﺜل‪ ،‬ﻭﻟﻌل ﻫﺫﺍ ﻤﺭﺩﻩ‬
‫ﺃﻥ ﺍﻟﻁﻼﺏ ﺃﻨﻔﺴﻬﻡ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻀﻌﻑ ﻭﺍﻀﺢ ﻓﻲ ﻤﻬﺎﺭﺓ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺤﺴﺏ ﻤﺎ ﺃﺸﺎﺭﺕ ﺇﻟﻴﻪ ﺩﺭﺍﺴﺎﺕ ﻋﺩﻴﺩﺓ )ﺍﻟﺨﺯﺍﻋﻠﺔ‪،‬‬
‫‪ ،2006‬ﻭﺍﻟﺨﻤﺎﻴﺴﺔ‪ ،1999 ،‬ﻭﻨﺼﺭ‪ ،(1997 ،‬ﻓﻜﻴﻑ ﻟﻭ ﻜﺎﻥ‬
‫ﻫﺫﺍ ﺍﻻﺴﺘﻤﺎﻉ ﺘﻘﻭﻴﻤﻴﺎ؟‬
‫ﻭﺩﻟﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ ﺃﻥ ﺍﻟﺒﻨﻰ ﺍﻟﺴﺭﺩﻴﺔ ﻫﻲ ﺍﻷﻜﺜﺭ ﺸﻴﻭﻋﺎ ﻓﻲ‬
‫ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻟﻠﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ‪ ،‬ﻭﻟﻌل ﻫﺫﺍ ﻴﻌﻭﺩ ﺇﻟﻰ ﺃﻥ‬
‫ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺒﻨﻰ ﺃﻗﺭﺏ ﺇﻟﻰ ﻓﻬﻡ ﻁﻼﺏ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ‬
‫)‪ ،(Reutzel, Camperell and Smith, 2002‬ﻭﺠﺎﺀﺕ ﺍﻟﺒﻨﻰ‬
‫ﺍﻟﻭﺼﻔﻴﺔ ﻓﻲ ﺍﻟﻤﺭﺘﺒﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﻌﻨﻲ ﺃﻥ ﺘﺭﻜﻴﺯ‬
‫ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻗﺩ ﺍﻨﺼﺏ ﻋﻠﻰ ﻭﺼﻑ ﺃﺤﺩﺍﺙ ﺃﻭ ﻭﻗﺎﺌﻊ‬
‫ﺒﺄﺴﻠﻭﺏ ﻗﺼﺼﻲ‪ ،‬ﻭﻋﻠﻰ ﺘﻨﺎﻭل ﺸﻲﺀ ﻤﺎ )ﻓﻜﺭﺓ ﺃﻭ ﺸﺨﺹ ﺃﻭ‬
‫ﻤﻜﺎﻥ( ﺒﻤﻜﻭﻨﺎﺘﻪ ﻭﻋﻨﺎﺼﺭﻩ‪ .‬ﻭﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻋﺩﻡ ﺘﻨﻭﻉ‬
‫ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻤﻥ ﺤﻴﺙ ﺒﻨﺎﻫﺎ ﺍﻟﻨﺼﻴﺔ‪ ،‬ﺇﺫ ﻟﻡ ﺘﻅﻬﺭ ﺍﻟﺒﻨﻴﺔ‬
‫ﻱ ﻤﻥ ﻨﺼﻭﺹ‬ ‫ﺍﻟﻨﺼﻴﺔ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﻤﺸﻜﻠﺔ ﻭﺤﻠﻬﺎ ﻓﻲ ﺃ ‪‬‬
‫ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ‪ ،‬ﻜﻤﺎ ﻟﻡ ﺘﻅﻬﺭ ﺃﺒﺩﺍ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺘﺎﺒﻌﻴﺔ ﻓﻲ ﺍﻟﺼﻔﻴﻥ‬
‫ﺍﻟﺜﺎﻤﻥ ﻭﺍﻟﻌﺎﺸﺭ‪ ،‬ﺒﻴﻨﻤﺎ ﻅﻬﺭﺕ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻌ‪‬ﻠﻴﺔ ﻤﺭﺓ ﻭﺍﺤﺩﺓ ﻓﻲ ﻜل‬
‫ﺼﻑ‪ ،‬ﻭﻴﻤﻜﻥ ﺭﺩ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﻟﻰ ﺃﻥ ﻤﺨﻁﻁﻲ ﺍﻟﻤﻨﻬﺎﺝ‬
‫ﻭﻤﺅﻟﻔﻲ ﺍﻟﻜﺘﺏ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻻ ﻴﻀﻌﻭﻥ ﻨﺼﺏ ﺃﻋﻴﻨﻬﻡ ﺃﻫﻤﻴﺔ ﺘﻨﻭﻉ‬
‫ﺍﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ ﺍﻟﺘﻲ ﺴﻴﺴﺘﻤﻊ ﺇﻟﻴﻬﺎ ﺍﻟﻁﻼﺏ‪ ،‬ﻟﺫﺍ ﻓﻘﺩ ﺍﺨﺘﻴﺭﺕ‬
‫ﻕ ﻭﺍﻀﺢ‪,‬ﻤﻤﺎ ﺠﻌﻠﻬﺎ ﺘﺒﺩﻭﻏﻴﺭ ﻤﺘﻭﺍﺯﻨﺔ‬ ‫ﺍﻟﻨﺼﻭﺹ ﻤﻥ ﻏﻴﺭ ﻨﺴ ٍ‬
‫ﻤﻥ ﺤﻴﺙ ﺒﻨﺎﻫﺎ ﺍﻟﻨﺼﻴﺔ‪.‬‬
‫ﻭﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﻗﺩ‬
‫ﺘﺭﻜﺯﺕ ﻓﻲ ﺍﻟﺒﻨﻰ ﺍﻟﺴﺭﺩﻴﺔ‪ ،‬ﺜﻡ ﻓﻲ ﺍﻟﺒﻨﻴﺘﻴﻥ ﺍﻟﻭﺼﻔﻴﺔ ﻭﺍﻟﻘﺎﺌﻤﺔ‬
‫ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ‪ ،‬ﻭﻓﻲ ﻫﺫﺍ ﺸﻲﺀ ﻤﻥ ﺍﻟﻤﻨﻁﻕ‪ ،‬ﺇﺫ ﻴﺭﺘﺒﻁ ﺍﻟﺴﺭﺩ‬
‫ﻭﺍﻟﻭﺼﻑ ﺇﻟﻰ ﺤﺩ ﺒﻌﻴﺩ ﺒﺎﻟﺘﻔﺴﻴﺭ ﻭﺍﻟﺸﺭﺡ‪ ،‬ﺃﻤﺎ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﺍﻟﺘﻘﻭﻴﻤﻲ‪ ،‬ﻓﻘﺩ ﺘﺭﻜﺯﺕ ﻓﻲ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺴﺭﺩﻴﺔ‪ ،‬ﺜﻡ ﻓﻲ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻘﺎﺌﻤﺔ‬
‫ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ‪ ،‬ﺜﻡ ﻓﻲ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻌﻠﹼﻴﺔ‪ ،‬ﻭﺍﻟﺤﻕ ﺃﻥ ﻫﺫﻩ ﺍﻷﺴﺌﻠﺔ‬
‫ﻤﺭﺘﻌﻬﺎ ﺍﻟﺨﺼﺏ ﺍﻟﺒﻨﻰ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻠﺔ ﻭﺤﻠﻬﺎ‪ ،‬ﻷﻥ ﻫﺫﻩ‬
‫ﺍﻟﺒﻨﻴﺔ ﻤﻌﻨﻴﺔ ﺒﻔﻬﻡ ﻤﺸﻜﻠﺔ ﻤﺎ ﻭﻨﻘﺩﻫﺎ ﻭﺘﻘﻭﻴﻤﻬﺎ ﻭﺍﻗﺘﺭﺍﺡ ﺒﺩﺍﺌل‬
‫ﺤﻭﻟﻬﺎ‪ ،‬ﻭﻟﻜﻥ ﻫﺫﻩ ﺍﻟﺒﻨﻰ ﻤﻐﻴﺒﺔ ﺘﻤﺎﻤﺎ ﻋﻥ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﻟﻠﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺜﻴﺭ ﺘﺴﺎﺅﻻﺕ ﺤﻭل ﺍﻟﻤﻨﻬﺠﻴﺔ‬
‫ﺍﻟﺘﻲ ﺍﻋﺘﻤﺩﺕ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺒﻨﻴﺘﻴﻥ ﺍﻟﻌﻠﹼﻴﺔ‬
‫ﻭﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ ﺘﻌﺯﺯﺍﻥ ﻗﺩﺭﺍﺕ ﺍﻟﻁﻼﺏ ﻓﻲ ﺇﺼﺩﺍﺭ‬
‫ﺍﻷﺤﻜﺎﻡ ﺍﻟﺘﻘﻭﻴﻤﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﻫﺫﺍ ﻓﺈﻥ ﺍﻟﺤﺎﺠﺔ ﻤﺎﺴ‪‬ﺔ ﺇﻟﻰ ﻅﻬﻭﺭﻫﻤﺎ‬
‫‪- 213 -‬‬
‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،38‬ﺍﻟﻌﺩﺩ ‪2011 ،1‬‬
‫ﺍﻟﻭﺼﻔﻴﺔ ﻭﺍﻟﻌﻠﹼﻴﺔ ﻭﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ )ﺒﺘﻜﺭﺍﺭ ﻭﺍﺤﺩ ﻟﻜل‬
‫ﻰ ﺘﺘﺎﺒﻌﻴﺔ‪ .‬ﺃﻤﺎ ﻓﻲ‬‫ﻤﻨﻬﺎ(‪ ،‬ﻭﻟﻡ ﺘﺘﻀﻤﻥ ﻨﺼﻭﺹ ﻫﺫﺍ ﺍﻟﺼﻑ ﺒﻨ ً‬
‫ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ ﻓﻘﺩ ﻅﻬﺭﺕ ﺍﻟﺒﻨﻴﺘﺎﻥ ﺍﻟﺴﺭﺩﻴﺔ ﻭﺍﻟﻭﺼﻔﻴﺔ ﺍﻷﻜﺜﺭ‬
‫ﺘﻜﺭﺍﺭﺍ )‪ 5‬ﺘﻜﺭﺍﺭﺍﺕ ﻟﻜل ﻤﻨﻬﻤﺎ(‪ ،‬ﺘﻠﺘﻬﻤﺎ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺘﺎﺒﻌﻴﺔ‬
‫)ﺒﺘﻜﺭﺍﺭﻴﻥ(‪ ،‬ﺜﻡ ﺍﻟﺒﻨﻴﺘﺎﻥ ﺍﻟﻌﻠﹼﻴﺔ ﻭﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ )ﺒﺘﻜﺭﺍﺭ‬
‫ﻭﺍﺤﺩ ﻟﻜل ﻤﻨﻬﻤﺎ(‪ ،‬ﻭﺠﺎﺀﺕ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ ﺍﻷﻜﺜﺭ‬
‫ﺘﻜﺭﺍﺭﺍ )‪ 3‬ﺘﻜﺭﺍﺭﺍﺕ( ﻓﻲ ﻨﺼﻭﺹ ﺍﻟﺼﻑ ﺍﻟﻌﺎﺸﺭ ﺘﻠﺘﻬﺎ ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﻭﺼﻔﻴﺔ )ﺒﺘﻜﺭﺍﺭﻴﻥ(‪ ،‬ﺜﻡ ﺍﻟﺒﻨﻴﺘﻴﻥ ﺍﻟﺴﺭﺩﻴﺔ ﻭﺍﻟﻌﻠﹼﻴﺔ )ﺒﺘﻜﺭﺍﺭ‬
‫ﻭﺍﺤﺩ ﻟﻜل ﻤﻨﻬﻤﺎ(‪ ،‬ﻭﻟﻡ ﺘﻅﻬﺭ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺘﺎﺒﻌﻴﺔ ﻓﻲ ﻨﺼﻭﺹ ﻫﺫﺍ‬
‫ﺍﻟﺼﻑ‪.‬‬
‫ﻭﻟﻺﺠﺎﺒﺔ ﻋﻥ ﺴﺅﺍل ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺜﺎﻟﺙ "ﻤﺎ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﻭﺒﻨﻰ ﻨﺼﻭﺼﻪ"‪ ،‬ﺤﺴﺒﺕ ﺘﻜﺭﺍﺭﺍﺕ ﺃﺴﺌﻠﺔ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﻭﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ ﻜﻤﺎ ﻭﺭﺩﺕ ﻓﻲ‬
‫ﺍﻟﻨﺼﻭﺹ ﻤﻥ ﺤﻴﺙ ﺒﻨﻴﺘﻬﺎ‪ ،‬ﻭﻴﺸﻴﺭ ﺍﻟﺠﺩﻭل )‪ (5‬ﺇﻟﻰ ﻫﺫﻩ‬
‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‪.‬‬
‫ﻴﺸﻴﺭ ﺍﻟﺠﺩﻭل )‪ (5‬ﺇﻟﻰ ﺃﻥ ﺍﻟﻨﺴﺒﺔ ﺍﻷﻜﺒﺭ ﻷﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ‬
‫ﺍﻟﺘﻔﺴﻴﺭﻱ ﺠﺎﺀﺕ ﻓﻲ ﺍﻟﺒﻨﻰ ﺍﻟﺴﺭﺩﻴﺔ )‪ .(%35.3‬ﺘﻠﺘﻬﺎ ﺍﻟﺒﻨﻰ‬
‫ﺍﻟﻭﺼﻔﻴﺔ ﻭﺍﻟﺒﻨﻰ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ )ﺒﻨﺴﺒﺔ ‪ ،(%22‬ﻭﻜﺫﻟﻙ‬
‫ﺒﺎﻟﻨﺴﺒﺔ ﻷﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪ ،‬ﻓﻘﺩ ﺒﻠﻐﺕ ﻨﺴﺒﺘﻬﺎ ﻓﻲ ﺍﻟﺒﻨﻰ‬
‫ﺍﻟﺴﺭﺩﻴﺔ )‪ ،(%37.9‬ﺘﻠﺘﻬﺎ ﺍﻟﺒﻨﻰ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ‬
‫)‪ (%24.1‬ﺜﻡ ﺍﻟﺒﻨﻰ ﺍﻟﻭﺼﻔﻴﺔ )‪ .(%20.7‬ﻭﻟﻡ ﺘﻅﻬﺭ ﺃﺴﺌﻠﺔ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﻓﻲ ﺍﻟﺒﻨﻰ ﺍﻟﺘﺘﺎﺒﻌﻴﺔ ﺴﻭﻯ ‪ 4‬ﻤﺭﺍﺕ‬
‫)‪ ،(%5.8‬ﻭﻜﺫﻟﻙ ﺃﺴﺌﻠﺔ ﺍﻟﺘﻘﻭﻴﻤﻲ ﻅﻬﺭﺕ ﻤﺭﺘﻴﻥ ﻓﻘﻁ )‪(%6.9‬‬
‫ﻓﻲ ﻫﺫﻩ ﺍﻟﺒﻨﻰ‪.‬‬
‫ﻤﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺍﻟﺘﻭﺼﻴﺎﺕ‬
‫ﻴﺘﺒﻴﻥ ﻤﻥ ﺍﺴﺘﻌﺭﺍﺽ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺴﺎﺒﻘﺔ ﺃﻥ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻷﺭﺩﻥ ﻴﺭﻜﺯ ﻋﻠﻰ‬
‫ﻤﺴﺘﻭﻯ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﺃﻜﺜﺭ ﻤﻥ ﺘﺭﻜﻴﺯﻩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ل ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺘﺅﻜﺩ ﺃﻥ ﻫﺫﻩ ﺍﻟﻤﻨﺎﻫﺞ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪ ،‬ﻭﻟﻌ ّ‬
‫ﻴﻤﻜﻥ ﺃﻥ ﺘﺭﺴﺦ ﻤﺎ ﻴﻤﻜﻥ ﺘﺴﻤﻴﺘﻪ ﺒﺎﻻﺴﺘﻴﻌﺎﺏ ﺍﻻﺴﺘﻤﺎﻋﻲ‬
‫"‪ "Listening Comprehension‬ﺍﻟﺫﻱ ﻴﺸﻴﺭ ﺇﻟﻰ ﻗﺩﺭﺓ ﺍﻟﻁﺎﻟﺏ‬
‫ﻋﻠﻰ ﻓﻬﻡ ﻨﺹ ﺍﺴﺘﻤﻊ ﺇﻟﻴﻪ ﻟﻴﻌﺒﺭ ﻋﻨﻪ ﺒﻠﻐﺘﻪ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﻭﻗﺩ‬
‫ﺠﺎﺀﺕ ﺘﻜﺭﺍﺭﺍﺕ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﻴﺭﻱ ﻓﻲ ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ‬
‫ﺃﻜﺜﺭ ﻤﻥ ﺘﻜﺭﺍﺭﺍﺘﻬﺎ ﻓﻲ ﺍﻟﺼﻔﻴﻥ ﺍﻟﺜﺎﻤﻥ ﻭﺍﻟﻌﺎﺸﺭ‪ ،‬ﻭﻫﺫﺍ ﺃﻤﺭ‬
‫ﻁﺒﻴﻌﻲ‪ ،‬ﺇﺫ ﺘﻔﻭﻕ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﻫﺫﺍ ﺍﻟﺼﻑ ﻤﻥ ﺤﻴﺙ‬
‫ﻋﺩﺩﻫﺎ ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﺍﻟﺼﻔﻴﻥ ﺍﻟﺜﺎﻤﻥ ﻭﺍﻟﻌﺎﺸﺭ‪ .‬ﻏﻴﺭ‬
‫ﺃﻥ ﺘﻜﺭﺍﺭﺍﺕ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ ﺘﻘل ﻋﻨﺩ ﺍﻻﻨﺘﻘﺎل ﻤﻥ‬
‫ﺼﻑ ﺇﻟﻰ ﺼﻑ ﺃﻋﻠﻰ‪ ،‬ﻓﻘﺩ ﻜﺎﻨﺕ )‪ (14‬ﺴﺅﺍﻻ ﻓﻲ ﺍﻟﺼﻑ‬
‫ﺍﻟﺜﺎﻤﻥ‪ ،‬ﻭ)‪ (9‬ﺃﺴﺌﻠﺔ ﻓﻲ ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ‪ ،‬ﺜﻡ )‪ (6‬ﺃﺴﺌﻠﺔ ﻓﻲ‬
 ‫ﻤﺎﺠﺩ ﺤﺭﺏ‬
‫ﻤﺘﻨﻭﻋﺔ ﻤﺘﻭﺍﺯﻨﺔ ﺍﻟﺒﻨﻰ‪ ،‬ﻭﻫﺫﺍ ﻴﺘﻁﻠﺏ ﻤﻥ ﻤﺨﻁﻁﻲ ﻤﻨﺎﻫﺞ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺭﺒﻴﺔ ﻭﻤﺅﻟﻔﻲ ﻜﺘﺒﻬﺎ ﺇﻋﻁﺎﺀ ﻤﻔﻬﻭﻡ "ﺍﻟﺒﻨﻴﺔ ﺍﻟﻨﺼﻴﺔ" ﺍﻷﻫﻤﻴﺔ‬
‫ﺍﻟﺘﻲ ﻴﺴﺘﺤﻘﻬﺎ‪ ،‬ﺇﺫ ﻤﻥ ﺸﺄﻥ ﻫﺫﺍ ﺃﻥ ﻴﺠﻌل ﺍﺨﺘﻴﺎﺭ ﺍﻟﻨﺼﻭﺹ‬
‫ل‪ .‬ﺜﻡ ﺇﻥ ﺍﻟﻤﻌﻠﻤﻴﻥ‬‫ﻗﺎﺌﻤﺎ ﻋﻠﻰ ﻤﻨﻬﺠﻴﺔ ﺴﻠﻴﻤﺔ ﺫﺍﺕ ﻨﺴﻕ ﺩﺍ ّ‬
‫ﺃﻨﻔﺴﻬﻡ ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﻌﻭﺍ ﺠﻴﺩﺍ ﺍﻟﻤﻘﺼﻭﺩ ﺒﺎﻟﺒﻨﻰ ﺍﻟﻨﺼﻴﺔ‪ ،‬ﻭﺃﻥ‬
‫ﻴﺼﺭﺤﻭﺍ ﺒﺄﻨﻭﺍﻉ ﻫﺫﻩ ﺍﻟﺒﻨﻰ ﻟﻁﻼﺒﻬﻡ‪ ،‬ﻭﺃﻥ ﻴﺘﺒﻌﻭﺍ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﻤﻥ ﺸﺄﻨﻬﺎ ﺃﻥ ﺘﺯﻴﺩ ﺍﺴﺘﻴﻌﺎﺏ ﺍﻟﻁﻼﺏ ﻟﻤﺎ ﻴﺴﺘﻤﻌﻭﻥ ﺇﻟﻴﻪ‪ ،‬ﻭﺘﻤﺘﺩ‬
‫ﺒﻘﺩﺭﺍﺘﻬﻡ ﻋﻠﻰ ﺍﻟﺤﻜﻡ ﻋﻠﻴﻪ‪ ،‬ﻭﻴﻤﻜﻥ ﺍﻥ ﺘﻜﻭﻥ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺍﻟﺘﻲ ﺴﺒﻕ ﺇﻴﺭﺍﺩﻫﺎ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﺠﺩﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﺸﺄﻥ‪.‬‬
‫ﻭﻴﻘﺘﻀﻲ ﻓﻬﻡ ﺒﻨﻴﺔ ﺍﻟﻨﺹ ﺍﻟﺫﻱ ﺴﻴﻘﺭﺃ ﻋﻠﻰ ﻤﺴﺎﻤﻊ ﺍﻟﻁﻼﺏ‬
‫ﺤﺴﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﻲ ﺴﺘﺘﺒﻌﻪ‪ ،‬ﻟﺘﻅﻬﺭ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻫﺫﻩ‬
‫ﺍﻟﺒﻨﻴﺔ ﻭﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻤﺭﺍﺩ ﺘﻨﻤﻴﺘﻬﺎ ﻤﺘﺴﻘﺔ‪ ،‬ﻓﻤﺜﻼ‪ ،‬ﺇﻥ‬
‫ﻜﺎﻥ ﻤﻥ ﺍﻟﻤﻨﻁﻘﻲ ﺃﻥ ﺘﺘﺒﻊ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻭﺼﻔﻴﺔ ﺒﺄﺴﺌﻠﺔ ﺘﺴﺘﻬﺩﻑ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ‪ ،‬ﻓﺈﻥ ﻤﻥ ﺍﻟﻤﻨﻁﻘﻲ ﺇﻟﻰ ﺤﺩ ﺃﺒﻌﺩ ﺃﻥ ﺘﹸﺘﺒﻊ‬
‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﻌﻠﹼﻴﺔ‪ ،‬ﻭﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻠﺔ ﻭﺤﻠﻬﺎ ﺒﺄﺴﺌﻠﺔ ﺘﺴﺘﻬﺩﻑ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪.‬‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﻋﻠﻰ ﻭﻓﻕ ﺒﻨﺎﻫﺎ ﺍﻟﻨﺼﻴﺔ‪ ،‬ﻟﺘﺄﺘﻲ ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ‬
‫ﺍﻟﺘﻌﻠﻴﻡ ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ‬
‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﺴﻠﻁﺎﻥ ﻗﺎﺒﻭﺱ‪ ،‬ﻋ‪‬ﻤﺎﻥ‪.‬‬
‫‪Afflerbach, P. 2007. Understanding and Using Reading‬‬
‫‪Assessment. 1st Ed. International Reading Association.‬‬
‫‪Best, J. and Kahn, J. 2006. Research in Education. 10th‬‬
‫‪Ed. Pearson.‬‬
‫‪Block, C., Gambrell, L. and Pressley, M. 2000.‬‬
‫‪Improving Comprehension Instruction. Jossey-Bass.‬‬
‫‪San Francisco.‬‬
‫‪Brand-Gruwel,S., Armoutse, C. and Bos, K. 1998.‬‬
‫‪Improving Text Comprehension Strategies in Reading‬‬
‫‪and Listening Settings. Learning and Instruction, 8‬‬
‫‪(1): 63-81.‬‬
‫‪Carter, C., Bishop, J. and Kravits, S. 2000. Keys to‬‬
‫‪Effective Learning. 2nd Ed. Prentice Hall, New Jersey.‬‬
‫‪Carver, R. 1998. Predicting Reading Level in Grades 1 to‬‬
‫‪6 From Listening Level and Decoding Level. Reading‬‬
‫‪and Writing, 10 (2): 121-154.‬‬
‫‪Greeno, J. and Hall, R. 1997. Practicing Representation.‬‬
‫‪Phi Delta Kappan, 78: 361-367.‬‬
‫‪Gregg, M. and Sekres, D. 2006. Supporting Children's‬‬
‫‪Reading of Expository Text in The Geography‬‬
‫‪Classroom. The Reading Teacher, 60 (2): 102-110.‬‬
‫‪Guth, N. and Pettengill, S. 2002. Leading a Successful‬‬
‫‪- 214 -‬‬
‫ﻨﺼﻭﺹ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ‪...‬‬
‫ﺒﺸﻜل ﺃﻜﺜﺭ ﺘﻜﺭﺍﺭﺍ ﺇﺫﺍ ﻤﺎ ﺃُﺭﻴﺩ ﻤﻥ ﺍﻟﻁﻼﺏ ﺃﻥ ﻴﺤﻘﻘﻭﺍ ﻤﺴﺘﻭﻯ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪.‬‬
‫ﻭﻋﻠﻰ ﻭﺠﻪ ﺍﻟﻌﻤﻭﻡ‪ ،‬ﻓﺈﻨﻪ ﺭﻏﻡ ﻤﻴل ﻫﺫﻩ ﺍﻟﻨﺼﻭﺹ ﺇﻟﻰ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻔﺴﻴﺭﻱ ﺃﻜﺜﺭ ﻤﻥ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪ ،‬ﺇﻻ ﺃﻥ ﻨﺴﺒﺔ‬
‫ﺃﺴﺌﻠﺔ ﻜﻼ ﺍﻟﻤﺴﺘﻭﻴﻴﻥ ﻤﻥ ﻤﺠﻤﻭﻉ ﺃﺴﺌﻠﺔ ﺍﻟﻨﺼﻭﺹ ﻓﻲ‬
‫ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ ﻻ ﺘﺘﺠﺎﻭﺯ ‪ 37.1) %52.9‬ﻟﻼﺴﺘﻤﺎﻉ‬
‫ﺍﻟﺘﻔﺴﻴﺭﻱ ﻭ ‪ 15.8‬ﻟﻼﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ(‪ ،‬ﺃﻤﺎ ﺒﻘﻴﺔ ﺍﻷﺴﺌﻠﺔ ﻓﻬﻲ‬
‫ﻤﻌﻨﻴﺔ ﺒﺘﺫﻜﺭ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﺃﺴﻤﺎﺀ ﺃﻭ ﺃﺸﻴﺎﺀ ﻭﺭﺩﺕ ﻓﻲ‬
‫ﺍﻟﻨﺼﻭﺹ ﺍﻟﺘﻲ ﺍﺴﺘﻤﻊ ﺇﻟﻴﻬﺎ ﺍﻟﻁﻼﺏ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﻨﺼﻴﺔ ﻭﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻲ ﻴﺘﻀﻤﻨﻬﺎ ﺍﻟﻨﺹ ﻻ ﺘﺸﻴﺭ ﺇﻟﻰ‬
‫ﻤﻨﻬﺠﻴﺔ ﻤﻨﻁﻘﻴﺔ ﺭﻭﻋﻴﺕ ﻋﻨﺩ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻨﺼﻭﺹ ﻭﺼﻴﺎﻏﺔ‬
‫ﺃﺴﺌﻠﺘﻬﺎ‪ ،‬ﻓﺒﺎﻟﺭﻏﻡ ﺃﻥ ﺍﻟﺒﻨﻰ ﺍﻟﺴﺭﺩﻴﺔ ﻭﺍﻟﻭﺼﻔﻴﺔ ﻴﻠﺯﻤﻬﺎ ﺍﺴﺘﻤﺎﻉ‬
‫ﺘﻔﺴﻴﺭﻱ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﺍﻷﻭل‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﺒﻨﻰ ﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻠﺔ‬
‫ﻭﺤﻠﻬﺎ ﻭﺍﻟﺘﺘﺎﺒﻌﻴﺔ ﻭﺍﻟﻘﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﻤﻘﺎﺭﻨﺔ ﻫﻲ ﺃﺤﻭﺝ ‪-‬ﺒﺤﻜﻡ‬
‫ﻁﺒﻴﻌﺘﻬﺎ‪ -‬ﺇﻟﻰ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﺘﻘﻭﻴﻤﻲ‪.‬‬
‫ﻭﻓﻲ ﻀﻭﺀ ﻤﺎ ﺴﺒﻕ‪ ،‬ﺘﻭﺼﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﺨﺘﻴﺎﺭ ﻨﺼﻭﺹ‬
‫ﺍﻟﻤﺭﺍﺠﻊ‬
‫ﺃﺒﻭ ﻏﺯﻟﺔ‪ ،‬ﺴﺎﻤﻲ‪ ،2006 ،‬ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﻋﻼﺠﻲ ﻓﻲ ﺘﺤﺴﻴﻥ ﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻻﺴﺘﻤﺎﻉ ﻟﺩﻯ ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﻤﺩﺍﺭﺱ ﻤﺩﻴﺭﻴﺔ‬
‫ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺠﺭﺵ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ‬
‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻴﺭﻤﻭﻙ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬
‫ﺍﻟﺒﺩﺭ‪ ،‬ﻋﻔﺭﺍﺀ‪ ،(1989 ،‬ﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻤﺭﺤﻠﺔ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻭﻁﺭﻕ ﻭﺃﺴﺎﻟﻴﺏ ﺘﺩﺭﻴﺴﻬﺎ ﻭﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻴﻬﺎ‪ ،‬ﺭﺴﺎﻟﺔ‬
‫ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻤﻠﻙ ﺴﻌﻭﺩ‪ ،‬ﺍﻟﺭﻴﺎﺽ‪.‬‬
‫ﺍﻟﺨﺯﺍﻋﻠﺔ‪ ،‬ﻤﺤﻤﻭﺩ‪ ،2006 ،‬ﻤﺴﺘﻭﻯ ﺍﻻﺴﺘﻤﺎﻉ ﺍﻟﻨﺎﻗﺩ ﻟﺩﻯ ﻁﻠﺒﺔ‬
‫ﺍﻟﺼﻑ ﺍﻟﺘﺎﺴﻊ ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺠﺭﺵ ﻓﻲ ﻀﻭﺀ ﺘﺤﺼﻴﻠﻬﻡ‬
‫ﻓﻲ ﻤﺒﺤﺙ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ‬
‫ﺍﻟﻴﺭﻤﻭﻙ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬
‫ﺍﻟﺨﻤﺎﻴﺴﺔ‪ ،‬ﺇﻴﺎﺩ‪ ،1999 ،‬ﻤﺴﺘﻭﻯ ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻻﺴﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺭﺒﻴﺔ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﺼﻑ ﺍﻟﻌﺎﺸﺭ ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ‬
‫ﺍﻟﺘﺎﺒﻌﺔ ﻟﻤﺩﻴﺭﻴﺔ ﺍﺭﺒﺩ ﺍﻟﺜﺎﻨﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪،‬‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﻴﺭﻤﻭﻙ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬
‫ﻨﺼﺭ‪ ،‬ﺤﻤﺩﺍﻥ‪ ،1997 ،‬ﻤﺴﺘﻭﻯ ﺃﺩﺍﺀ ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻷﻭل ﺍﻟﺜﺎﻨﻭﻱ ﻓﻲ‬
‫ﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ ﻓﻲ ﻀﻭﺀ ﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ‪،‬‬
‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﺃﺴﻴﻭﻁ‪.196-163 ،(2) 13 ،‬‬
‫ﺴﻴﺩ‪ ،‬ﻋﺒﺩ ﺍﻟﻭﻫﺎﺏ‪ ،1985 ،‬ﻗﻴﺎﺱ ﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻤﺎﻉ ﻟﺩﻯ ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﻼﺜﺔ ﺍﻷﺨﻴﺭﺓ ﻤﻥ ﺍﻟﺤﻠﻘﺔ ﺍﻷﻭﻟﻰ ﻟﻠﺘﻌﻠﻴﻡ ﺍﻷﺴﺎﺴﻲ‪،‬‬
‫ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪،‬ﺠﺎﻤﻌﺔ ﺃﺴﻴﻭﻁ‪ ،‬ﻤﺼﺭ‪.‬‬
‫ﺍﻟﺼﻭﺍﻓﻲ‪ ،‬ﻨﺼﺭﺓ‪ ،2001 ،‬ﺘﻘﻭﻴﻡ ﺃﺩﺍﺀ ﺘﻼﻤﻴﺫ ﺍﻟﺤﻠﻘﺔ ﺍﻷﻭﻟﻰ ﻤﻥ‬
 2011 ،1 ‫ ﺍﻟﻌﺩﺩ‬،38 ‫ ﺍﻟﻤﺠﻠﹼﺩ‬،‫ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‬،‫ﺩﺭﺍﺳﺎﺕ‬

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Listening Texts Included in Arabic Language Curriculum for

the Upper Basic Stage in Jordan: Levels and Text Structures

Majed Harb*

ABSTRACT

The aim of this study was to investigate listening levels and structures of listening texts included in Arabic
Language Curriculum for the upper basic stage in Jordan. To achieve this aim, content analysis was used,
that is (28) text for 8th, 9th and 10th grades were analyzed. Results revealed that (37.1%) of listening
questions were concerned with interpretative listening, meanwhile only (15.9%) of them were concerned
with evaluative listening. As for structures of listening texts, the dominant structures were the narrative and
descriptive. It is recommended that text structures be varied so as to give listening levels their due
considerations.

Keywords: Listening Skill, Listening levels, Listening Texts, Text Structures.

________________________________________________
* Department of Educational Sciences, Al-Zaytoonah University, Jordan. Received on 13/2/2008 and Accepted for
Publication on 6/1/2009.

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