الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
This section deals with synopsis of this study, its problem, importance, plan, results, and the most important recommendations and suggestions.
A proposed Teaching Model Based on Pragmatics in teaching the Literary Texts for Developing the Skills of Creative and Lingual Communication and Lingual Intelligence for the First Secondary Students.
The problem of this study lies mainly in weakness of the first secondary students’ level in the skills of creative and lingual communication and lingual intelligence. Thus, this problem made the interest in these skills an urgent necessity by using a new model in teaching so as to enable the student to positively communicate, and gain more the lingual skills which he/ she uses in daily life, and which are well employed in the social situations.
Purposefully, this study answers the following question:
• What is the effect of a proposed teaching model based on pragmatics in teaching the literary texts for developing the skills of creative and lingual communication (creative listening) for the first secondary students?
• What is the effect of a proposed teaching model based on pragmatics in teaching the literary texts for developing the skills of creative and lingual communication (creative reading) for the first secondary students?
• What is the effect of a proposed teaching model based on pragmatics in teaching the literary texts for developing the lingual intelligence for the first secondary students?
This thesis aims at measuring the following:
• The effect of a proposed teaching model based on pragmatics in teaching the literary texts for developing the skills of creative and lingual communication (creative listening) for the first secondary students.
• The effect of a proposed teaching model based on pragmatics in teaching the literary texts for developing the skills of creative and lingual communication (creative reading) for the first secondary students.
• The effect of a proposed teaching model based on pragmatics in teaching the literary texts for developing the lingual intelligence for the first secondary students.
The current study aims at testing the following hypotheses:
• There is statistically significant difference among the averages of the pupils’ marks of the two groups, experimental and control, in the post application of the creative and lingual communication test (creative listening) in favor of the experimental group.
• There is statistically significant difference among the averages of the pupils’ marks of the two groups, experimental and control, in the post application of the creative and lingual communication test (creative reading) in favor of the experimental group.
• There is statistically significant difference among the averages of the pupils’ marks of the two groups, experimental and control, in the post application of the lingual intelligence test in favor of the experimental group.
The importance of this study lies mainly in the following:
• Experts and curriculum designers: this study is going to provide them with a list of the skills of creative and lingual communication (creative listening and creative reading), and of the lingual intelligence for the first secondary students and with a proposed teaching model based on pragmatics for developing these skills besides some tests for judging on the students’ level.
• Inspectors: this study is going to provide the teacher staff with training on the proposed teaching model that may be taken into consideration in teaching.
• Arabic teachers: this study is going to help them to professionally improve, and provide them with a guide book how to teach topics of the literary texts by using a proposed teaching model based on pragmatics.
• Researchers: this study is going to contribute to use other programs in the various educational stages that aim to develop the skills of creative and lingual communication and the lingual intelligence.
This research is confined to the following delimitations:
• People: A sample of the first grade secondary students.
• Time: The study was applied in the second term 2020/2021.
• Place: Manfalout secondary school in Asyut governorate.
• Topics:
Some skills of creative listening suitable for the first grade secondary students.
Some skills of creative reading suitable for the first grade secondary students.
Dimensions of the lingual intelligence for the first grade secondary students.
In the light of requirements and objectives of the study, the researcher prepared the following:
Firstly, the instructional materials, built upon a proposed teaching model based on pragmatics, are:
• Teacher’s guide
• Students’ worksheets
Secondly, the linguistic power represents the only research instruments.
• A test of the creative listening.
• A test of the creative reading.
• A test of the lingual intelligence.
Because of being suitable for quality of the research and its objectives, the quasi-experimental two groups design was used in order to identify the effect of a proposed teaching model based on pragmatics, an independent variable, on the skills of creative and lingual communication and the lingual intelligence, a dependent variable.
To achieve objectives of the research and answer its questions, the researcher followed these steps mentioned below:
Preparing the theoretical framework after reviewing the previous pedagogical and literary studies related to variables of the research which include:
• The theory of pragmatics.
• The skills of creative and lingual communication (the creative listening/ the creative reading).
• Dimensions of the lingual intelligence.
Preparing instructional instruments and materials:
Research materials and instruments include:
• Students’ worksheet to indicate how use a proposed teaching model based on pragmatics.
• Teachers’ guide built on a proposed teaching model based on pragmatics.
• A test of the creative listening.
• A test of the creative reading.
• A test of the lingual intelligence
Presenting research materials and instruments to a jury so as to determine validity and stability.
Applying research instruments to a survey group to identify their final frame.
Selecting the study group from the first grade secondary students.
Pre-application of research instruments to research group.
Applying the experiment.
Post-application of research instruments to research group.
Processing, analyzing and explaining the results statistically.
Providing some recommendations and suggestions in the light of the results of the study.
This study reaches a group of the findings and the most significant are as follow:
• There is statistically significant difference at the level (%0.05) among the averages of the students’ marks of the two groups, experimental and control, in the post application of the creative listening test in favor of the experimental group.
• There is statistically significant difference at the level (%0.05) among the averages of the students’ marks of the two groups, experimental and control, in the post application of the creative reading test in favor of the experimental group.
• There is statistically significant difference at the level (%0.05) among the averages of the students’ marks of the two groups, experimental and control, in the post application of the lingual intelligence test in favor of the experimental group.
In the light of the results of this study, a set of suggested recommendations can be presented and may the most noticeably important be the following:
• Drawing the curriculum developers’ attention to give more interest to the lingual theories and their effect on teaching, one of them is pragmatics.
• Giving the interest in the creative lingual communication and the lingual intelligence and the importance of their inserting in the teachers’ guides in the different educational stages for developing directly them for the students.
• Preparing particular programs for developing skills of the creative and lingual communication of the different educational stages because the lingual communication is the most significant objective in teaching Arabic.
• Designing the teacher’s guide in the secondary stage in the light of pragmatics and specifically pertaining the literary texts.
• Exploiting instruments of the research when evaluating the secondary stage students in the literary texts.
• Inclusion of the creative skills with their behavioral attitudes in developing Arabic curriculum, in addition to giving continuous evaluative tests for measuring to what extent these skills improve for the students of the different educational stages .
• Inclusion of the educational activities that contribute to develop skills of the creative and lingual communication and the lingual intelligence in the educational curricula
• Giving the interest in the lingual theories and the exploitation of the pedagogical applications in teaching Arabic.
• Inclusion of the teacher’s guide and skills of the creative lingual communication and dimensions of the lingual intelligence not to avoid its recommendations.
In the light of the results and its recommendations, the researcher suggests the following:
• Designing a teaching model based on pragmatics in developing skills of the lingual Taste and its effect on the creative writing of the secondary stage students.
• Effectiveness of a suggested program based on pragmatics in improving the communicative lingual efficiency for the secondary stage.
• Level of the lingual intelligence and its relation with skills of the lingual communication for the secondary stage students.
• Effectiveness of teaching Arabic by using pragmatics in developing some skills of the grammatical control in the oral expression and attitudes towards grammar for the secondary stage students.
• Designing a teaching model based on pragmatics teaching reading and its effect on the persuasive writing and the novel awareness.