Abstract

Research reveals that although the effect of diacritics) the symbols that tell the reader how to pronounce a letter) on reading and reading comprehension was examined in a series of studies, the influence of diacritics on listening comprehension, especially in the Arabic orthography, was not examined. Therefore, this study attempted to examine this issue, which may add an additional layer of knowledge to the reading and comprehension process of Arabic in the listening comprehension area. Sixty students participated in the study from two seventh grade classes whose age average is 13 years old. They were sampled from regular classrooms and every week they study 8-10 hours of Arabic weekly. In the study, two texts in the area of listening comprehension in the Arabic language were presented orally to the students in two reading conditions: The first with full diacritics and the second without diacritics. The findings indicate that adding short diacritics to texts improves the listening comprehension on two levels: explicit and implicit. In addition, there is no significant difference between listening comprehension text type (with or without diacritics) regarding the two levels of comprehension separately.

摘要

研究表明，尽管在一系列研究中考察了变音符号（告诉读者如何发音的符号）对阅读和阅读理解的影响，但变音符号对听力理解的影响（尤其是在阿拉伯语拼写法中）并未受到影响。检查。因此，本研究试图研究此问题，这可能会在听力理解领域为阿拉伯语的阅读和理解过程增加一层额外的知识。年龄平均为13岁的两个七年级班的60名学生参加了这项研究。他们从常规教室取样，每周他们每周学习8到10个小时的阿拉伯语。在这项研究中，在两种阅读条件下向学生口头介绍了阿拉伯语听力理解方面的两篇课文：第一个具有完全变音符号，第二个没有变音符号。研究结果表明，在文本中添加简短的变音符号可以在两个层次上提高听力理解：显式和隐式。此外，分别针对两个理解水平，听力理解文本类型（有或没有变音符号）之间没有显着差异。