‫ﻣﻠﺤﻖ )ﺃ(‬

‫ﺕ ﰲ ﻋﻠﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟﺘﻄﺒﻴﻘ ‪‬ﻲ ﺑﺎﻟﻠﱡﻐﺘﲔ ﺍﻹﻧﻜﻠﻴﺰﻳ‪‬ﺔ ﻭﺍﻟﻌﺮﺑ‪‬ﻴﺔ‬

‫ﻗﺎﺋﻤ ﹲﺔ ﺑـﻤﺼﻄﻠﺤﺎ ‪‬‬
‫ﻣﻬﺪﻱ ﺍﻟﻌﺶ‬
‫ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﺛـﻤﺮﺓ ﻋﺪ ‪‬ﺩ ﻣﻦ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴ‪‬ﺔ ﻟﻠﻤﻌﻠﱢﻤﲔ ﻭﺍﻟـﻤﻤ‪‬ﺘﺤ‪‬ﻨﲔ‬
‫ﻣﻨﺬ ﻋﺎﻡ ‪١٩٩٨‬‬

‫‪Adaptation‬‬ ‫ﺗﻜﻴﻴﻒ ﺍﻟـﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻌﻠﻴﻤ‪‬ﻴﺔ ﺣﺴﺐ ﺍﻟــﺤﺎﺟﺔ‬

‫ﻼﺏ‪.‬‬‫ﻭﻣﺴﺘﻮﻯ ﺍﻟﻄ ﱠ‬
‫‪Ambiguity,‬‬ ‫!ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗـﺤ ‪‬ﻤﻞ ﺍﻷﻣـﻮﺭ ﺍﻟــﻤﻌﺮﻭﺿﺔ ﰲ‬
‫‪intolerance of‬‬
‫ﺽ‪!.‬‬
‫ﻏﻤﻮ ﹴ‬
‫‪Aptitude, language‬‬ ‫ﺍﻟـﻤﻘﺪﺭﺓ ﺍﻟﻔﺮﺩ‪‬ﻳﺔ ﻋﻠﻰ ﺗﻌﻠﱡﻢ ﺍﻟﻠﱡﻐﺎﺕ‪.‬‬
‫‪Behaviorist‬‬ ‫ﺍﻟـﻤﺪﺭﺳﺔ ﺍﻟﺴﻠﻮﻛ‪‬ﻴﺔ )ﺍﻟﺘﺠﺮﻳﺒ‪‬ﻴﺔ( ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‪.‬‬
‫‪psychology‬‬
‫‪Cognitive styles‬‬ ‫ﺍﻟﺼﻔﺎﺕ ﺍﻟﺬﻫﻨﻴ‪‬ﺔ )ﻭﻫﺬﻩ ﻻ ﻳـﻤﻜﻦ ﺗﻐﻴﲑﻫﺎ(‪.‬‬
‫‪Communicative‬‬ ‫ﺗﻔﺎﻋ ﹲﻞ ﺗﻮﺍﺻﻠﻲ‪ ‬ﺑﲔ ﻃﺎﻟﺒﲔ ﺃﻭ ﺃﻛﺜـﺮ ﻻ ﻳﺘﺠـﺎﻭﺯ‬
‫‪activity‬‬
‫ﺳﺆﺍ ﹰﻻ ﻭﺟﻮﺍﺑﻪ‪.‬‬
‫‪Communicative task‬‬ ‫ﺗﻔﺎﻋﻞ ﺗﻮﺍﺻﻠﻲ ﺑﲔ ﻃﺎﻟﺒﲔ ﺃﻭ ﺃﻛﺜﺮ ﻳﻌﺘﻤـﺪ ﻋﻠـﻰ‬
‫ﺍﺳﺘﺨﻼﺹ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺘﺸﺎ‪‬ﺔ ﻣﻦ ﻋﺪﺓ ﻃﻼﺏ‪.‬‬
‫‪Competence,‬‬ ‫ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺘﻮﺍﺻﻠ‪‬ﻴﺔ‪ :‬ﻣﻌﺮﻓﺔ ﺍﻟـﻤﺘﻜﱢﻠﻢ ﺑﻌﻨﺎﺻﺮ ﻋﺪﻳﺪ ‪‬ﺓ‬
‫‪communicative‬‬
‫ﺗﺘﻌﱠﻠﻖ ﺑﺎﻻﺳـﺘﻌﻤﺎﻝ ﺍﻟـﻮﻇﻴﻔ ‪‬ﻲ ﻟﻠﱡﻐـﺔ ﰲ ﺳـﻴﺎﻗﻬﺎ‬
‫ﺍﻻﺟﺘﻤﺎﻋ ‪‬ﻲ‪ .‬ﺗﺸﺘﻤﻞ ﻫﺬﻩ ﺍﻟﻜﻔﺎﺀﺓ ﻋﻠﻰ ﺍﻟــﻤﻌﺮﻓﺔ‬
‫ﻟﻨﺤﻮ ﺍﻟﻠﱡﻐﺔ ﻭﺻـﺮﻓﻬﺎ‪ ،‬ﻭﺣـﺴﺎﺳ‪‬ﻴﺔ ﻧــﺤﻮ ﻣـﺎ‬
‫ﻳـﺠﻮﺯ‪ ،‬ﻭﻣﺎ ﻻ ﻳـﺠﻮﺯ ﺍﺳـﺘﺨﺪﺍﻣﻪ ﰲ ﻣﻮﺍﻗـﻒ‬
‫ﻟﻐﻮ‪‬ﻳ ‪‬ﺔ ﻣﻌ‪‬ﻴﻨ ‪‬ﺔ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺃﻧـﻮﺍﻉ ﺍﻟﺘﺨﺎﻃـﺐ ﺑﺎﻟﻠﱡﻐـﺔ‪،‬‬
‫ﻭﺍﻟـﻤﻘﺪﺭﺓ ﻋﻠﻰ ﻧﻘﻞ ﺍﻟـﻤﻌﲎ ﺑﻄﺮﺍﺋﻖ ﻟﻐﻮ‪‬ﻳ ‪‬ﺔ ﻭﻏﲑ‬
‫ﻟﻐﻮ‪‬ﻳ ‪‬ﺔ‪.‬‬
‫‪Competence,‬‬ ‫ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺒﻼﻏ‪‬ﻴﺔ‪ :‬ﻣﻌﺮﻓﺔ ﺃﺻﻮﻝ ﺭﺑـﻂ ﺍﻟــﺠﻤﻞ‬
‫‪discourse‬‬
‫ﺾ‪ ،‬ﻭﺗﺴﻠﺴﻞ ﺍﻷﻓﻜﺎﺭ ﻭﺗﻨﻈﻴﻤﻬﺎ‪.‬‬ ‫ﺑﻌﻀﻬﺎ ﺑﺒﻌ ﹴ‬
‫‪Competence,‬‬ ‫ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻨﺤﻮ‪‬ﻳﺔ‪ :‬ﻣﻌﺮﻓﺔ ﺍﻟـﻤﺘﻌﱢﻠﻢ ﺑﻨﺤـﻮ ﺍﻟﻠﱡﻐـﺔ‬
 ‫ﻣﻠﺤﻖ‬

‫‪linguistic‬‬ ‫ﻭﺻﺮﻓﻬﺎ ﻭﻧﻄﻘﻬﺎ ﻭﺗـﻬﺠﺌﺘﻬﺎ‪.‬‬

‫‪Competence,‬‬ ‫ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ ﺍﻻﺟﺘﻤﺎﻋﻴ‪‬ـﺔ‪ :‬ﺍﺳـﺘﻌﻤﺎﻝ ﺍﻟﻜـﻼﻡ‬
‫‪sociolinguistic‬‬
‫ﺍﻟـﻤﻨﺎﺳﺐ ﰲ ﺍﻟـﻤﻮﻗﻒ ﺍﻟـﻤﻨﺎﺳﺐ )ﻟ ﹸﻜ ﱢﻞ ﻣﻘﺎ ﹴﻡ‬
‫ﻣﻘﺎﻝ(‪.‬‬
‫‪Competence, strategic‬‬ ‫ﻱ‬
‫ﻛﻔﺎﺀﺓ ﺇ ‪‬ﻣﺎ ﺗﻔﺎﺩﻱ ﺍﻟﻨﻘﺺ ﰲ ﻧﻈﺎﻡ ﺍﻟـﻤﺘﻜﱢﻠﻢ ﺍﻟﻠﱡﻐﻮ ‪‬‬
‫ﺃﻭ ﺭﺑﻂ ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺬﻫﻨ‪‬ﻴﺔ ﻭﺍﻟﻨﻔﺴ‪‬ﻴﺔ ﻟﻔﻬﻢ ﻭﺇﻧﺘـﺎﺝ‬
‫ﺍﻟﻠﱡﻐﺔ‪ :‬ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟــﻤﺘﻌﱢﻠﻘﺔ ﺑﺎﻟــﻤﻘﺪﺭﺓ ﻋﻠـﻰ‬
‫ﺗـﺠﺎﻭﺯ ﺍﻟﻨﻘﺺ ﰲ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻠﱡﻐﻮﻳ‪‬ـﺔ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﻭﺳﺎﺋﻞ ﺃﺧﺮﻯ ﻟﺘﻮﺻﻴﻞ ﺍﻟـﻤﻌﲎ‪ .‬ﻫﻲ ﺃﻳﻀﹰﺎ ﺭﺑـﻂ‬
‫ﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﻟﺬﻫﻨ‪‬ﻴﺔ ﻭﺍﻟﻨﻔﺴ‪‬ﻴﺔ ﻟﻔﻬﻢ ﻭﺇﻧﺘﺎﺝ ﺍﻟﻠﱡﻐﺔ‪.‬‬
‫‪Context‬‬ ‫ﺍﻟﺴﻴﺎﻕ‪ :‬ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟــﺠﻤﻠﺔ ﺃﻭ ﺍﻟــﻤﻮﻗﻒ‬
‫ﺍﻟﺘﻮﺍﺻﻠ ‪‬ﻲ‪.‬‬
‫‪Curriculum, balanced‬‬ ‫ﺍﻟـﻤﻨﻬﺞ ﺍﻟـﻤﺘﻮﺍﺯﻥ ﺍﻟـﺬﻱ ﻳـﺴﺘﺨﺪﻡ ﺍﻟﻨﻘـﺎﻁ‬
‫ﺐ ﻣﻌ‪‬ﻴﻨ ‪‬ﺔ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ‪.‬‬
‫ﺍﻟﻨﺤﻮ‪‬ﻳﺔ ﻭﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﱡﻐﻮ‪‬ﻳﺔ ﺑﻨﺴ ﹴ‬
‫‪Curriculum,‬‬ ‫ﺍﻟـﻤﻨﻬﺞ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﰲ ﺗﺮﺗﻴﺒﻪ ﻋﻠـﻰ ﺍﻟﻮﻇـﺎﺋﻒ‬
‫‪functional/notional‬‬
‫ﺍﻟﻠﱡﻐﻮ‪‬ﻳﺔ ﻛﺘﻘﺪﻳـﻢ ﺍﻟﺸﻜﺮ‪ ،‬ﻭﺍﻟﻨـﺸﺎﻃﺎﺕ ﺍﻟﻴﻮﻣﻴ‪‬ـﺔ‪،‬‬
‫ﻭﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﺮﻏﺒﺎﺕ‪ ،‬ﻭﺍﻹﻗﻨﺎﻉ ﻭﺍﻟﱪﻫﺎﻥ ﻭﺳـﻮﻯ‬
‫ﺫﻟﻚ‪.‬‬
‫‪Curriculum,‬‬ ‫ﺍﻟـﻤﻨﻬﺞ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﰲ ﺗﺮﺗﻴﺒـﻪ ﻋﻠـﻰ ﻣﻮﺍﻗـﻒ‬
‫‪situational‬‬
‫ﻣـﺤ ‪‬ﺪﺩ ‪‬ﺓ ﻣﺜﻞ‪" :‬ﰲ ﻣﻜﺘﺐ ﺍﻟﱪﻳﺪ"‪ ،‬ﺃﻭ "ﻳﻮﻡ‪ ‬ﻋﻠـﻰ‬
‫ﺍﻟﺸﺎﻃﺊ"‪.‬‬
‫‪Curriculum, structural‬‬ ‫ﺍﻟـﻤﻨﻬﺞ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﰲ ﺗﺮﺗﻴﺒـﻪ ﻋﻠـﻰ ﺍﻟﻨﻘـﺎﻁ‬
‫ﺍﻟﻘﻮﺍﻋﺪ‪‬ﻳﺔ‪.‬‬
‫‪Empathy‬‬ ‫ﺍﻟﺸﻌﻮﺭ ﺑـﻤﺸﺎﻋﺮ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫‪Empiricist‬‬ ‫ﺍﻟﻨﻈﺮ‪‬ﻳﺔ ﺍﻟﺘﺠﺮﻳﺒ‪‬ﻴﺔ‪ :‬ﺗﻌﺘﱪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﱡﻐﺔ ﺭ ‪‬ﺩﺍﹰ ﻟﻔﻌـﻞﹴ‬
‫ﻣﻌ‪‬ﻴ ﹴﻦ‪.‬‬
‫‪Extroversion‬‬ ‫ﺍﻻﻧﻔﺘﺎﺣ‪‬ﻴﺔ‪ :‬ﺃﻱ ﺳﻬﻮﻟﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﺎﺱ‪.‬‬
‫‪Field dependence‬‬ ‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟـﺠﺰﺋ‪‬ﻴﺎﺕ‪.‬‬
‫‪Field independence‬‬ ‫ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﻜﻠ‪‬ﻴﺎﺕ‪.‬‬

‫"!‬
 ‫ﻣﻠﺤﻖ‬

‫‪Form‬‬ ‫ﺍﻟـﻤﺒﲎ‪ :‬ﺑﻨﺎﺀ ﺍﻟﻜﻠﻤـﺔ ﻣـﻦ ﺣﻴـﺚ ﺍﻟـﺼﻮﺕ‪،‬‬

‫ﺃﻭ ﺍﻟﺘﻬﺠﺌﺔ‪ ،‬ﺃﻭ ﺍﻟﺼﺮﻑ‪ ،‬ﺃﻭ ﺍﻟﻨﺤﻮ‪.‬‬
‫‪Function‬‬ ‫ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﻠﱡﻐﻮ‪‬ﻳﺔ‪ :‬ﺍﻟﻘﺼﺪ ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﱡﻐـﺔ ﻭﻣـﺎ‬
‫ﻧﻔﻌﻠﻪ ﺑـﻬﺎ‪.‬‬
‫‪Hypothesis, input‬‬ ‫ﺍﻟﻔﺮﺿ‪‬ﻴﺔ ﺍﻟﻘﺎﺋﻠﺔ ﺑﺄ ﱠﻥ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﱡﻐﺔ ﻻ ﻳـﺘ ‪‬ﻢ ﺇ ﱠﻻ ﺇﺫﺍ‬
‫ﻛﺎﻧﺖ ﺍﻟـﻤﺎ ‪‬ﺩﺓ ﻣﻔﻬﻮﻣ ﹰﺔ‪ ،‬ﻭﺗﻜـﻮﻥ ﻣﻔﻬﻮﻣـﺔﹰ ﺇﺫﺍ‬
‫ﺕ ﻣﻌﺮﻭﻓ ‪‬ﺔ ﻟﻠﻤﺘﻌﱢﻠﻢ ﺑﺎﻹﺿـﺎﻓﺔ‬ ‫ﺍﺣﺘﻮﺕ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎ ‪‬‬
‫ﺇﱃ ﻣﻌﻠﻮﻣﺔ‪ ‬ﺟﺪﻳﺪ ‪‬ﺓ ﻭﺍﺣﺪ ‪‬ﺓ‪.‬‬
‫‪Hypothesis,‬‬ ‫ﺍﻟﻔﺮﺿ‪‬ﻴﺔ ﺍﻟﱵ ﺗـﻤ‪‬ﻴﺰ ﺑﲔ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﱡﻐﺔ ﺿـﻤﻨﻴ‪‬ﹰﺎ ﰲ‬
‫‪acquisition/learning‬‬
‫ﺳﻴﺎﻗﻬﺎ ﺍﻻﺟﺘﻤﺎﻋ ‪‬ﻲ‪ ،‬ﻭﺗﻌﻠﱡﻤﻬﺎ ﺭﺳـﻤ‪‬ﻴﹰﺎ ﻭﻋﻦ ﻭﻋـﻲ‬
‫ﻼ‪.‬‬‫ﻒ ﻣﺜ ﹰ‬
‫ﰲ ﺍﻟﺼ ‪‬‬
‫‪Hypothesis, affective‬‬ ‫ﺍﻟﻔﺮﺿ‪‬ﻴﺔ ﺍﻟﻘﺎﺋﻠﺔ ﺑﺄ ﱠﻥ ﺍﻟﻠﱡﻐﺔ ﻻ ﻳـﻤﻜﻦ ﺗﻌﻠﱡﻤﻬـﺎ ﺇﺫﺍ‬
‫‪filter‬‬
‫ﻛﺎﻧﺖ ﻣﺸﺎﻋﺮ ﺍﻟـﻤﺘﻌﱢﻠﻢ ﺳﻠﺒ‪‬ﻴ ﹰﺔ ﺗـﺠﺎﻫﻬﺎ‪.‬‬
‫‪Hypothesis, monitor‬‬ ‫ﺍﻟﻔﺮﺿ‪‬ﻴﺔ ﺍﻟﻘﺎﺋﻠﺔ ﺑﺄ ﱠﻥ ﻣﺎ ﻧﺘﻌﻠﱠﻤﻪ ﻋﻦ ﻭﻋـﻲ ﻳﻜـﻮﻥ‬
‫ﺤ ﹴﺢ‪ ،‬ﺃﻭ ﻣـﺪﱢﻗ ﹴﻖ ﻟﻠﱡﻐـﺔ ﺍﻟــﻤﻨﻄﻮﻗﺔ‬ ‫ﺑـﻤﺜﺎﺑﺔ ﻣﺼ ‪‬‬
‫ﺃﻭ ﺍﻟـﻤﻜﺘﻮﺑﺔ‪.‬‬
‫‪Hypothesis, natural‬‬ ‫ﺍﻟﻔﺮﺿ‪‬ﻴﺔ ﺍﻟﻘﺎﺋﻠﺔ ﺑﺄ ﱠﻥ ﺟـﻤﻴﻊ ﺍﻟﻠﱡﻐـﺎﺕ ﺗﻜﺘـﺴﺐ‬
‫‪order‬‬
‫ﺣﺴﺐ ﺗﺴﻠﺴ ﹴﻞ ﻣﻨﺘﻈ ﹴﻢ ﻷﺟﺰﺍﺋﻬﺎ‪.‬‬
‫‪Illocution‬‬ ‫ﻛﻼ ‪‬ﻡ ﻧﺆ ‪‬ﺩﻳﻪ ﻭﻧﻨ ﱢﻔﺬ ﻣﻦ ﺧﻼﻟﻪ ﻭﻇﻴﻔﺔﹰ ﻟﻐﻮ‪‬ﻳ ﹰﺔ ﻣﻌ‪‬ﻴﻨـ ﹰﺔ‬
‫ﻼ‪.‬‬ ‫ﻛﺎﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻐﻀﺐ ﻣﺜ ﹰ‬
‫‪Impulsivity‬‬ ‫ﺍﻟﺘﺴ ‪‬ﺮﻉ ﰲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺳﺆﺍ ﹴﻝ‪.‬‬
‫‪Information‬‬ ‫ﺺ‪.‬‬‫ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻟـﺠﺰﺀ ﺇﱃ ﺍﻟﻜ ﱢﻞ ﰲ ﻓﻬﻢ ﻧ ‪‬‬
‫‪processing, bottom-‬‬
‫‪up‬‬
‫‪Information‬‬ ‫ﺍﻻﺳﺘﺪﻻﻝ ﺃﻭ ﺍﻻﺳﺘﻨﺘﺎﺝ‪ :‬ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻌﺎ ‪‬ﻣﺔ‬
‫‪processing, deductive‬‬
‫ﺇﱃ ﺍﻟـﺠﺰﺋ‪‬ﻴﺎﺕ ﻭﺍﻷﻣﺜﻠﺔ‪.‬‬
‫‪Information‬‬ ‫ﺍﻻﺳﺘﻘﺮﺍﺀ‪ :‬ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻟـﺠﺰﺋ‪‬ﻴﺎﺕ ﻭﺍﻷﻣﺜﻠـﺔ ﺇﱃ‬
‫‪processing, inductive‬‬
‫ﺍﺳﺘﻨﺒﺎﻁ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻌﺎ ‪‬ﻣﺔ‪.‬‬
‫‪Information‬‬ ‫ﻓﻬﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟـﻤﺴﻤﻮﻋﺔ ﺃﻭ ﺍﻟـﻤﻘﺮﻭﺀﺓ ﺑﺎﻻﻧﺘﻘﺎﻝ ﻣﻦ‬
‫‪processing,‬‬
‫‪interactive‬‬ ‫ﺍﻟ ﹸﻜ ﱢﻞ ﺇﱃ ﺍﻟـﺠﺰﺀ‪ ،‬ﻭﺑﺎﻟﻌﻜﺲ ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪.‬‬

‫‪!#‬‬
 ‫ﻣﻠﺤﻖ‬

‫‪Information‬‬ ‫ﺺ ﻣﺎ‪.‬‬
‫ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻟ ﹸﻜﱢﻠ ‪‬ﻲ ﺇﱃ ﺍﻟـﺠﺰﺋ ‪‬ﻲ ﰲ ﻓﻬﻢ ﻧ ‪‬‬
‫‪processing, top-down‬‬
‫‪Interlanguage/Learner‬‬ ‫ﺍﻟﻠﱡﻐﺔ ﺍﻟﻮﺳﻴﻄﺔ‪ :‬ﻧﻈﺎ ‪‬ﻡ ﺟﺪﻳ ‪‬ﺪ ﻳﻨﻤﻮ ﻟﺪﻯ ﺍﻟــﻤﺘﻌﱢﻠﻢ‬
‫‪language‬‬
‫ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﻣﺎ ﻳﻌﺮﻓﻪ ﻣﻦ ﻟﻐﺘـﻪ ﺍﻷ ‪‬ﻡ‪ ،‬ﻭﻣـﻦ ﺍﻟﻠﱡﻐـﺔ‬
‫ﺍﻟـﺠﺪﻳﺪﺓ ﺍﻟﱵ ﻳﺘﻌﱠﻠﻤﻬﺎ‪ .‬ﻳ‪‬ﺘﺼﻒ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺑﺄﻧ‪‬ـﻪ‬
‫ﺖ ﻗﺎﺑ ﹲﻞ ﻟﻠﺘﻐﻴﲑ ﺑﺎﺳﺘﻤﺮﺍﺭﹴ‪ .‬ﺗﻜﻮﻥ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻮﺳﻴﻄﺔ‬ ‫ﻣﺆﱠﻗ ‪‬‬
‫ﺃﻗﺮﺏ ﺇﱃ ﺍﻟﻠﱡﻐﺔ ﺍﻷ ‪‬ﻡ ﰲ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﺛﹸ ‪‬ﻢ ﻳﻈﻬﺮ ﺗﺄﺛﲑ ﺍﻟﻠﱡﻐﺔ‬
‫ﺍﻟـﺠﺪﻳﺪﺓ‪ .‬ﻧﺘﻌ ‪‬ﺮﻑ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣـﻦ ﺧـﻼﻝ‬
‫ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ ﻳﺮﺗﻜﺒﻬﺎ ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫‪Interlingual‬‬ ‫ﻋﻮﺍﻣﻞ ﺗﺘﻌﻠﱠﻖ ﺑﻠﻐﺘﲔ ﺃﻭ ﺃﻛﺜﺮ‪.‬‬
‫‪Intralingual‬‬ ‫ﻋﻮﺍﻣﻞ ﺗـﺤﺪﺙ ﺿﻤﻦ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻮﺍﺣﺪﺓ‪.‬‬
‫‪Introversion‬‬ ‫ﺍﻻﻧﻄﻮﺍﺋﻴ‪‬ﺔ‪.‬‬
‫‪Knowledge,‬‬ ‫ﺍﻟـﻤﻌﺮﻓﺔ ﺍﻟﱵ ﺣﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﺧـﻼﻝ‬
‫‪background‬‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟـﺨﱪﺓ‪.‬‬
‫‪Knowledge,‬‬ ‫ﺍﻟـﻤﻌﺮﻓﺔ ﺍﻟﻮﺻﻔ‪‬ﻴﺔ‪ :‬ﺍﻟـﻤﻌﺮﻓﺔ ﺍﻟﱵ ﻳـﻤﻜﻦ ﻟﻠﻤﺮﺀ‬
‫‪declarative‬‬
‫ﺃﻥ ﻳﺼﻔﻬﺎ ﺑﺼﻮﺭﺓ‪ ‬ﻭﺍﻋﻴ ‪‬ﺔ ﺇ ‪‬ﻣﺎ ﺑﺎﻟﻜﻼﻡ‪ ،‬ﺃﻭ ﺑﻮﺳـﻴﻠ ‪‬ﺔ‬
‫ﺃﺧﺮﻯ‪.‬‬
‫‪Knowledge, of the‬‬ ‫ﺍﻟـﻤﻌﺮﻓﺔ ﺍﻟﱵ ﺗﺘﻌﻠﱠﻖ ﺑ ﹸﻜ ﱢﻞ ﻣﺎ ﻳﺪﺭﻛﻪ ﺍﻟـﻤﺮﺀ ﻣﻨـﺬ‬
‫‪world‬‬
‫ﺍﻟﻴﻮﻡ ﺍﻷ ‪‬ﻭﻝ ﻟﻮﻻﺩﺗﻪ‪.‬‬
‫‪Knowledge,‬‬ ‫ﺍﻟـﻤﻌﺮﻓﺔ ﺍﻷﺩﺍﺋ‪‬ﻴﺔ‪ :‬ﺍﻟـﻤﻌﺮﻓﺔ ﺍﻟﱵ ﻳﺴﺘﻄﻴﻊ ﺍﻟـﻤﺮﺀ‬
‫‪procedural‬‬
‫ﻼ ﺩﻭﻥ ﻭﺻﻔﻬﺎ ﻭﺗـﺤﻠﻴﻠﻬﺎ‪.‬‬ ‫ﺃﺩﺍﺀﻫﺎ ﻓﻌ ﹰ‬
‫‪Lateralization (of the‬‬ ‫ﺼﺺ ﻓﻴﻬﺎ ﺃﺟﺰﺍﺀ ﻣﻦ ﺍﻟـﺪﻣﺎﻍ‬ ‫ﺍﻟـﻤﺮﺣﻠﺔ ﺍﻟﱵ ﺗﺘﺨ ‪‬‬
‫)‪brain‬‬
‫ﺑﻮﻇﺎﺋﻒ ﻣﻌ‪‬ﻴﻨﺔ‪ ‬ﻛﺎﻟﻜﻼﻡ‪.‬‬
‫ﺻﻔﺎﺕ ﺍﻟـﻤﺘﻌﱢﻠﻢ‪ :‬ﺗﺘﻌﻠﱠـﻖ ﺑـﺎﻟﻨﻮﺍﺣﻲ ﺍﻟﺬﻫﻨﻴ‪‬ـﺔ ‪Learner characteristics‬‬

‫ﻭﺍﻟﺸﻌﻮﺭ‪‬ﻳﺔ ﻭﺍﻟﻨﻔﺴ‪‬ﻴﺔ‪.‬‬
‫‪Learner strategies‬‬ ‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﱡﻢ‪ :‬ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﱵ ﻳ‪‬ﺘﺒﻌﻬـﺎ ﺍﻟــﻤﺘﻌﱢﻠﻢ‬
‫ﻟـﻤﺴﺎﻋﺪﺗﻪ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﻛﻠﻤـ ‪‬ﺔ ﺃﻭ ﺗﺮﻛﻴﺒـﺔ‪،‬‬
‫ﺃﻭ ﻟـــﺤﻔﻆ ﺍﻟـــﻤﻌﻠﻮﻣﺎﺕ ﺍﻟـــﺠﺪﻳﺪﺓ‬
‫ﺃﻭ ﺍﺳﺘﺮﺟﺎﻋﻬﺎ‪.‬‬
‫‪Learning, explicit‬‬ ‫ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺼﺮﻳﺢ‪ :‬ﻭﻳﻜﻮﻥ ﻋﻦ ﻭﻋﻲ ﺑﺎﻟﻌﻤﻠ‪‬ﻴﺔ‪.‬‬

‫!!‬

‫‪Learning, implicit‬‬
‫‪Learning, meaningful‬‬
‫‪Learning, rote‬‬
‫)‪Lexicon (vocabulary‬‬
‫‪Meaning‬‬ ‫ﺍﻟـﻤﻌﲎ‪ :‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﱡﻐﺔ ﰲ ﺳـﻴﺎﻗﻬﺎ ﺍﻻﺟﺘﻤـﺎﻋ ‪‬ﻲ‬
‫‪Morphology‬‬
‫‪Motivation,‬‬
‫‪instrumental‬‬
‫‪Motivation,‬‬
‫‪integrative‬‬
‫‪Notion‬‬
‫‪Performance‬‬
‫‪Period of concrete‬‬
‫‪operations‬‬
‫‪Peripheral grammar‬‬
‫‪Permeability‬‬
‫)‪(emotional and social‬‬
‫ﺍﻷﺧﺬ ﺑﺎﻟـﺤﺴﺒﺎﻥ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺸﻌﻮﺭ‪‬ﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋ‪‬ﻴﺔ‪.‬‬
‫‪Phonology‬‬
‫‪Pragmatics‬‬
‫ﺍﻟﻠﱡﻐﺔ‪ :‬ﺩﺭﺍﺳﺔ ﺍﻟﻠﱡﻐﺔ ﻓﻴﻤﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺴﻴﺎﻗﻬﺎ ﺍﻻﺟﺘﻤـﺎﻋ ‪‬ﻲ‬
‫‪Professional‬‬
‫‪competence, the Craft‬‬
‫‪Model‬‬
‫‪Professional‬‬
‫‪competence, the‬‬
‫‪Reflective Model‬‬
‫‪Professional‬‬
‫‪competence, the‬‬
‫‪!$‬‬
‫ﻣﻠﺤﻖ‬
‫ﲏ‪ :‬ﻭﻳﻜﻮﻥ ﻋﺎﺩ ﹰﺓ ﰲ ﺳـﻴﺎﻕﹴ ﻭﺍﺿـ ﹴﺢ‪،‬‬ ‫ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﻀﻤ ‪‬‬
‫ﻭﻳﺴﲑ ﻣﻦ ﺍﻟـﻤﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺍﻟـﺠﺰﺋ‪‬ﻴﺎﺕ‪.‬‬
‫ﺍﻟﺘﻌﻠﱡﻢ ﺍﻟﺬﻱ ﻳﺘﺤ ‪‬ﻮﻝ ﺇﱃ ﻣﻌﺮﻓﺔ‪ ‬ﺛﺎﺑﺘـﺔ‪ ‬ﰲ ﺍﻟـﺬﻫﻦ‬
‫ﻁ ﻣﻌﺮﻭﻓ ‪‬ﺔ ﺳﺎﺑﻘﺎﹰ‪.‬‬ ‫ﻻﺭﺗﺒﺎﻁ ﺃﺟﺰﺍﺋﻪ ﺑﻨﻘﺎ ‪‬‬
‫ﺍﻟـﻤﻌﺮﻓﺔ ﺍﻟـﺤﺎﺻﻠﺔ ﻣﻦ ﺟ ‪‬ﺮﺍﺀ ﺍﻻﺳـﺘﻈﻬﺎﺭ‪ ،‬ﻭﻻ‬
‫ﺗﺪﻭﻡ ﰲ ﺍﻟﺬﻫﻦ ﻋﺎﺩ ﹰﺓ‪.‬‬
‫ﺣﺼﻴﻠﺔ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﱡﻐﺔ‪.‬‬
‫ﻟﻠﻘﻴﺎﻡ ﺑﻮﻇﺎﺋﻒ ﻟﻐﻮ‪‬ﻳ ‪‬ﺔ ﻣـﺤﺪﻭﺩ ‪‬ﺓ‪.‬‬
‫ﺍﻟﺼﺮﻑ‪ :‬ﺍﻟﺘﻐ‪‬ﻴﺮﺍﺕ ﺍﻟـﱵ ﺗﻠﺤـﻖ ﺍﻟﻜﻠﻤـﺔ ﻃﺒﻘـﺎﹰ‬
‫ﻟﻮﻇﻴﻔﺘﻬﺎ‪.‬‬
‫ﺍﻟـﺤﺎﻓﺰ ﺍﻟﻨﻔﻌ ‪‬ﻲ ﰲ ﺗﻌﻠﱡﻢ ﺍﻟﻠﱡﻐﺔ‪.‬‬
‫ﺍﻟـﺤﺎﻓﺰ ﺍﻻﻧﺪﻣﺎﺟ ‪‬ﻲ ﰲ ﺗﻌﻠﱡﻢ ﺍﻟﻠﱡﻐﺔ‪.‬‬
‫ﻼ‪.‬‬
‫ﻭﺣﺪ ﹲﺓ ﻣﻌﻨﻮ‪‬ﻳﺔﹲ ﻛﺎﻟﻮﻗﺖ ﺃﻭ ﺍﻟﺸﻜﺮ ﻣﺜ ﹰ‬
‫ﺍﻷﺩﺍﺀ‪ :‬ﺇﻣﻜﺎﻧ‪‬ﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﱡﻐﺔ ﺁﻧ‪‬ﻴﹰﺎ‪.‬‬
‫ﺍﻟـﻤﺮﺣﻠﺔ ﰲ ﺗﻄ ‪‬ﻮﺭ ﺫﻫﻦ ﺍﻹﻧﺴﺎﻥ ﺍﻟﱵ ﻳﺒﺪﺃ ﻓﻴﻬـﺎ‬
‫ﺑﺈﺩﺭﺍﻙ ﺍﻟـﻤﺤﺴﻮﺳﺎﺕ‪.‬‬
‫ﺹ ﺑﻠﻐﺔ‪ ‬ﻣﺎ‪.‬‬
‫ﺍﻟﻨﺤﻮ ﺍﻟـﺨﺎ ‪‬‬
‫ﺳـﻤﺎﺡ ﺍﻟـﻤﺮﺀ ﻟﻠﻤﻌﺮﻓﺔ ﺑﺎﻟﻨﻔﺎﺫ ﺇﱃ ﺍﻟﺬﻫﻦ ﻣـﻊ‬
‫ﻋﻠﻢ ﺃﺻﻮﺍﺕ ﺍﻟﻠﱡﻐﺔ‪.‬‬
‫ﻋﻠﻢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺮﻣﻮﺯ ﻭﺗﻔﺴﲑﻫﺎ‪ ،‬ﻭﻛﻴﻔ‪‬ﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻭﺑﺎﻟﺮﻣﻮﺯ ﺍﻟـﻤﻌﻴﻨﺔ ﻓﻴﻬﺎ‪.‬‬
‫ﲏ ﺃﻭ‬‫ـﻮﺫﺝ ﺍﻟ ــﻤﻬ ‪‬‬ ‫ـﺎﺀﺓ ﺍﻟ ــﻤﻬﻨ‪‬ﻴﺔ )ﺍﻟﻨﻤـ‬ ‫ﺍﻟﻜﻔـ‬
‫ﰲ(‪.‬‬
‫ﺍﻟـﺤﺮ ﹼ‬
‫ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟـﻤﻬﻨ‪‬ﻴﺔ )ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﺄﻣﻠ ‪‬ﻲ(‪.‬‬
‫ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟـﻤﻬﻨ‪‬ﻴﺔ )ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻌﻠﻤ ‪‬ﻲ(‬
 ‫ﻣﻠﺤﻖ‬

‫‪Science Model‬‬
‫‪Psycholinguistics‬‬ ‫ﻋﻠﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻨﻔﺴ ‪‬ﻲ‪ :‬ﻳﺒﺤﺚ ﰲ ﺃﻣـﻮﺭ ﻓﻬـﻢ ﺍﻟﻠﱡﻐـﺔ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪.‬‬
‫‪Rationalist‬‬ ‫ﺍﻟﻨﻈﺮ‪‬ﻳﺔ ﺍﻟﻌﻘﻼﻧ‪‬ﻴﺔ‪ :‬ﺗﻌﺘﱪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﱡﻐﺔ ﻋﻤﻠ‪‬ﻴﺔﹰ ﺩﺍﺧﻠ‪‬ﻴﺔﹰ‬
‫ﺫﻫﻨ‪‬ﻴﺔﹰ‪.‬‬
‫‪Reflectivity‬‬ ‫ﺍﻟﺘﺄ ‪‬ﻣﻞ ﻭﺍﻟﺘﺪ‪‬ﺑﺮ ﻗﺒﻞ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺳﺆﺍ ﹴﻝ‪.‬‬
‫‪Reliability‬‬ ‫ﺇﻣﻜﺎﻧ‪‬ﻴﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻻﻣﺘﺤﺎﻥ ﰲ ﺇﻋﻄﺎﺀ ﻧﺘـﺎﺋﺞ‬
‫ﺏ ﻣﻦ ﺍﻟـﻤـﺴﺘﻮﻯ‬ ‫ﻼ ﹴ‬‫ﻣﺘﺸﺎﺑـﻬ ‪‬ﺔ ﻟﺪﻯ ﺇﻋﻄﺎﺋﻪ ﻟﻄ ﱠ‬
‫ﻧﻔﺴﻪ ﺃﻛﺜﺮ ﻣﻦ ﻣ ‪‬ﺮﺓ‪.‬‬
‫)‪Schema (schemata‬‬ ‫ﺙ ﺗﻘﻊ ﻋﺎﺩ ﹰﺓ ﺑﺘﺴﻠـﺴ ﹴﻞ‬ ‫ﺗﺼ ‪‬ﻮ ‪‬ﺭ ﺧﺎﺹ‪ ‬ﻟﺴﻠﺴﻠﺔ ﺃﺣﺪﺍ ‪‬‬
‫ﻼ‪،‬‬ ‫ﻣﻌ‪‬ﻴ ﹴﻦ ﰲ ﻣـﺠﺘﻤ ﹴﻊ ﻣﺎ‪ ،‬ﻛﺰﻳﺎﺭﺓ ﺍﻟـﻤﻄﻌﻢ ﻣـﺜ ﹰ‬
‫ﺃﻭ ﺍﻟـﺨﺮﻭﺝ ﰲ ﻧﺰﻫﺔ‪ ‬ﻣﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﺎﺋﻠﺔ‪.‬‬
‫‪Self-esteem‬‬ ‫ﺍﺣﺘﺮﺍﻡ ﺍﻟﺬﺍﺕ‪.‬‬
‫‪Semantic mapping‬‬ ‫ﺍﻻﻧﻄﻼﻕ ﻣﻦ ﻛﻠﻤﺔ‪) ‬ﺑﻌﺪ ﻛﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ ﺍﻟـﺴ‪‬ﺒﻮﺭﺓ(‬
‫ﺕ ﺃﺧﺮﻯ ﺗﺘﻌﻠﱠﻖ ﺑـﻬﺎ ﻣـﻦ ﺣﻴـﺚ‬ ‫ﻭﺭﺑﻄﻬﺎ ﺑﻜﻠﻤﺎ ‪‬‬
‫ﺍﻟـﻤﻌﲎ ﺃﻭ ﺍﻟـﻤﺒﲎ‪.‬‬
‫‪Semantics‬‬ ‫ﺍﻟﺪﻻﻟﺔ )ﻣﺎ ﺗﺸﲑ ﺇﻟﻴﻪ ﺍﻟﻜﻠﻤﺔ ﻣﻦ ﻣﻌﺎ ‪‬ﻥ ﺗﻮﺟﺪ ﻏﺎﻟﺒـﺎﹰ‬
‫ﰲ ﺍﻟـﻤﻌﺠﻢ(‪.‬‬
‫‪Stimulus/response‬‬ ‫ﺍﻟﻔﻌﻞ ﻭﺭ ‪‬ﺩ ﺍﻟﻔﻌﻞ ﺍﻟﻠﱡﻐﻮ‪‬ﻳﺎﻥ‪.‬‬
‫‪Strategies, cognitive‬‬ ‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟــﻤﺘﻌﱢﻠﻢ ﻻﻛﺘـﺴﺎﺏ‬
‫ﺍﻟﻌﻠﻢ ﻣﺒﺎﺷﺮ ﹰﺓ‪.‬‬
‫‪Strategies,‬‬ ‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﱡﻤ‪‬ﻴﺔ ﺍﻟـﻤﺴﺘﺨﺪﻣﺔ ﻟﻠﺘﺤﻀﲑ ﻟﻌﻤﻠﻴ‪‬ـﺔ‬
‫‪metacognitive‬‬
‫ﺍﻟﺘﻌﻠﱡﻢ ﻭﺗﻨﻈﻴﻤﻬﺎ‪.‬‬
‫‪Syntax‬‬ ‫ﺍﻟﻨﺤﻮ‪ :‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﺍﻟـﺠﻤﻠﺔ‪.‬‬
‫‪Test, achievement‬‬ ‫ﻱ )ﻳﻌﺘﻤـﺪ ﻋﻠـﻰ ﻣﻘـ ‪‬ﺮ ﹴﺭ‬ ‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﻠﱡﻐﻮ ‪‬‬
‫ﻣـﺤ ‪‬ﺪ ‪‬ﺩ(‪.‬‬
‫‪Test, aptitude‬‬ ‫ﺍﺧﺘﺒﺎﺭ ﺍﻟـﻤﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻌﻠﱡﻢ ﺍﻟﻠﱡﻐﺎﺕ‪.‬‬
‫‪Test, categorization‬‬ ‫ﺕ‬‫ﺕ ﻛﻠﻤﺎ ‪‬‬ ‫ﺍﻟﺘﺼﻨﻴﻒ‪ :‬ﻳﻀﻊ ﺍﻟﻄﺎﻟﺐ ﰲ ﻣـﺠﻤﻮﻋﺎ ‪‬‬
‫ﺗﺸﺘﺮﻙ ﰲ ﺻﻔﺔ‪ ‬ﻣﻌ‪‬ﻴﻨ ‪‬ﺔ‪.‬‬
‫‪Test, cloze‬‬ ‫ﺺ ‪‬ﺣﺬﻓﺖ ﻣﻨﻪ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﻋﻠﻰ ﺻﻮﺭﺓ ﻧ ‪‬‬

‫‪!%‬‬
 ‫ﻣﻠﺤﻖ‬

‫ﹸﻛﻞﱡ ﺧﺎﻣﺲ ﺃﻭ ﺳﺎﺩﺱ ﻛﻠﻤ ‪‬ﺔ‪.‬‬

‫‪Test, criterion-‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ﺗ‪‬ﻘﺎﺭﻥ ﻧﺘﺎﺋﺠـﻪ ﺣـﺴﺐ ﻗﺮﺑــﻬﺎ‬
‫‪referenced‬‬
‫ﺃﻭ ﺑﻌﺪﻫﺎ ﻋﻦ ﻣﻌﻴﺎﺭﹴ ‪‬ﻭﺿﻊ ﻟﻼﻣﺘﺤـﺎﻥ‪ ،‬ﻛﺎﻟﻨـﺴﺒﺔ‬
‫ﻼ‪.‬‬
‫ﺍﻟـﻤﺌﻮ‪‬ﻳﺔ ﻣﺜ ﹰ‬
‫‪Test, diagnostic‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﺸﺨﻴﺼ ‪‬ﻲ‪ :‬ﻭﻳﻌﻄﻰ ﻟــﻤﻌﺮﻓﺔ ﻣـﻮﺍﻃﻦ‬
‫ﺍﻟﻀﻌﻒ ﻭﺍﻟﻘ ‪‬ﻮﺓ‪.‬‬
‫‪Test, direct‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟـﻤﺒﺎﺷﺮ )ﻳـﺨﺘﱪ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻠﱡﻐﻮ‪‬ﻳﺔ ﻣﺒﺎﺷﺮﺓﹰ‬
‫ﺕ ﺗﺘـﺸﺎﺑﻪ ﺃﻭ ﺗــﺨﺘﻠﻒ ﰲ‬ ‫ﻛﺎﻟﺘﻮﻓﻴﻖ ﺑﲔ ﻛﻠﻤﺎ ‪‬‬
‫ﺍﻟـﻤﻌﲎ(‪.‬‬
‫‪Test, discrete point‬‬ ‫ﻁ ﻟﻐﻮ‪‬ﻳ ‪‬ﺔ ﻣﻨﻔﺮﺩ ‪‬ﺓ ﻛﺎﻟـﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ‪.‬‬ ‫ﺍﺧﺘﺒﺎﺭ ﻧﻘﺎ ‪‬‬
‫‪Test, fill-in-the-blanks‬‬ ‫ﻍ ﰲ ﺟـﻤﻠ ‪‬ﺔ ﺑﻜﻠﻤ ‪‬ﺔ ﻣﻦ ﻋﻨـﺪ ﺍﻟﻄﺎﻟـﺐ‬ ‫ﻣﻞﺀ ﻓﺮﺍ ﹴ‬
‫ﻳﻨﺎﺳﺐ ﺳﻴﺎﻗﻬﺎ‪.‬‬
‫‪Test, indirect‬‬ ‫ﺤﺢ‬‫ﺍﻻﺧﺘﺒﺎﺭ ﻏﲑ ﺍﻟـﻤﺒﺎﺷﺮ ﻛﺠﻌﻞ ﺍﻟﻄﺎﻟﺐ ﻳـﺼ ‪‬‬
‫ﺺ ﻟـﻤﻌﺮﻓﺔ ﻣﻘﺪﺭﺗﻪ ﺍﻟﻨﺤﻮ‪‬ﻳﺔ‪.‬‬ ‫ﺃﺧﻄﺎﺀ ﰲ ﻧ ‪‬‬
‫‪Test, integrative‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟـﻤﺪ ‪‬ﻣﺞ‪ :‬ﺣﻴﺚ ﻳـﺨﺘﱪ ﺃﻛﺜﺮ ﻣﻦ ﻣﻬﺎﺭ ‪‬ﺓ‬
‫ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻛﺎﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺍﻻﺳـﺘﻴﻌﺎﺏ‬
‫ﺑﺎﻟﻠﱡﻐﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫‪Test, matching‬‬ ‫ﺕ ﺃﻭ ﻋﺒﺎﺭﺍﺕ‪ ‬ﺃﻭ ﺟـﻤ ﹴﻞ ﰲ ﻋﻤـﻮﺩ‪‬‬ ‫ﻣﻮﺍﻓﻘﺔ ﻛﻠﻤﺎ ‪‬‬
‫ﻭﺍﺣ ‪‬ﺪ ﻣﻊ ﻣﺎ ﻳﻮﺍﻓﻘﻬﺎ ﰲ ﻋﻤﻮ ‪‬ﺩ ﺁﺧﺮ‪.‬‬
‫‪Test, multiple choice‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﻓﻴﻪ ﺍﻟﻄﺎﻟﺐ ﺑﺎﺧﺘﻴﺎﺭ ﻭﺍﺣ ‪‬ﺪ ﻣﻦ‬
‫ﺕ ﺗﺘﻨﺎﺳﺐ ﻭﺳﻴﺎﻕ ﺍﻟـﺠﻤﻠﺔ‪.‬‬ ‫ﻋ ‪‬ﺪﺓ ﺍﺧﺘﻴﺎﺭﺍ ‪‬‬
‫‪Test, norm-referenced‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ‪‬ﺗﻘﺎﺭﻥ ﻧﺘﺎﺋﺠﻪ ﺣﺴﺐ ﺍﻷﻓﻀﻠ‪‬ﻴﺔ‪.‬‬
‫‪Test, objective‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟـﻤﻮﺿﻮﻋ ‪‬ﻲ‪ :‬ﻭﻳـﺤﺘﻮﻱ ﻋـﺎﺩ ﹰﺓ ﻋﻠـﻰ‬
‫ﻁ ﻣﻨﻔﺮﺩﺓ‪ ‬ﻳـﺨﺘﺎﺭ ﺍﻟﻄﺎﻟﺐ ﻭﺍﺣﺪﹰﺍ ﻣـﻦ ﻋـ ‪‬ﺪﺓ‬ ‫ﻧﻘﺎ ‪‬‬
‫ﺍﺧﺘﻴﺎﺭﺍﺕ‪.‬‬
‫‪Test, odd-man-out‬‬ ‫ﺕ‬
‫ﻳـﺤﺬﻑ ﺍﻟﻄﺎﻟﺐ ﻛﻠﻤ ﹰﺔ ﻣﻦ ﻣـﺠﻤﻮﻋﺔ ﻛﻠﻤـﺎ ‪‬‬
‫ﻻ ﺗ‪‬ﺘﻔﻖ ﰲ ﻣﻌﻨﺎﻫﺎ ﻣﻊ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺒﺎﻗﻴﺔ‪.‬‬
‫‪Test, open-ended‬‬ ‫ﺍﺧﺘﺒﺎﺭ ﳛﺘﻮﻱ ﻋﻠﻰ ﺃﺳﺌﻠﺔ ﻳﻨﺒﻐـﻲ ﺍﻹﺟﺎﺑـﺔ ﻋﻨـﻬﺎ‬
‫ﺑﺎﺳﺘﻔﺎﺿﺔ ﺃﻭ ﲟﻮﺿﻮﻉ ﻳﻜﺘﺐ ﻋﻨﻪ ﺍﻟﻄﺎﻟﺐ‬

‫&!‬
 ‫ﻣﻠﺤﻖ‬

‫‪Test, placement‬‬ ‫ﺍﺧﺘﺒﺎﺭ ﺍﻟـﻤﺴﺘﻮﻯ‪.‬‬

‫‪Test, proficiency‬‬ ‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﻠﱡﻐﻮ‪‬ﻳﺔ )ﻻ ﻳﻌﺘﻤﺪ ﻋﻠـﻰ ﻛﺘـﺎﺏﹴ‬
‫ﺃﻭ ﻣﻨﻬ ﹴﺞ ﻣﻌ‪‬ﻴ ﹴﻦ(‪.‬‬
‫‪Test, scrambled‬‬ ‫ﻼ ﻟﻴﺸﻜﱢﻞ ﻣﻨﻬﺎ ﻓﻘﺮﺓﹰ ﻣﺘﻜﺎﻣﻠ ﹰﺔ‪.‬‬
‫ﻳﺮ‪‬ﺗﺐ ﺍﻟﻄﺎﻟﺐ ﺟـﻤ ﹰ‬
‫‪paragraph‬‬
‫‪Test, scrambled‬‬ ‫ﺕ ﻣﻨﺜﻮﺭﺓﹰ ﻋﺸﻮﺍﺋ‪‬ﻴﹰﺎ ﻋﻠﻰ ﺷﻜﻞ‬ ‫ﻳﺮ‪‬ﺗﺐ ﺍﻟﻄﺎﻟﺐ ﻛﻠﻤﺎ ‪‬‬
‫‪sentence‬‬
‫ﺟـﻤﻠ ‪‬ﺔ ﻣﻔﻴﺪﺓ‪.‬‬
‫‪Test, subjective‬‬ ‫ﺤﺢ ﺣﻜﻤـﺎﹰ‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ﻳﻘﺘﻀﻲ ﻣﻦ ﺍﻟـﻤـﺼ ‪‬‬
‫ﺷﺨﺼ‪‬ﻴﺎﹰ ﻓﻴﻤﺎ ﻳﺘﻌﱠﻠﻖ ﺑﺎﻟﺘﻘﻴﻴﻢ ﺃﻭ ﺍﻟﺪﺭﺟﺔ‪.‬‬
‫‪Test, true/false‬‬ ‫ﻳـﺤﻜﻢ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺟــﻤﻠﺔ ﺑﺄ‪‬ﻧﻬـﺎ ﺧﻄـﺄ‬
‫ﺺ‪.‬‬
‫ﺃﻭ ﺻﻮﺍﺏ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺳﻴﺎﻕ ﺍﻟﻨ ‪‬‬
‫‪Universal grammar‬‬ ‫ﺍﻟﻨﺤﻮ ﺍﻟﻌﻤﻮﻣ ‪‬ﻲ‪.‬‬
‫‪Validity, concurrent‬‬ ‫ﺍﻟﺼﻼﺣﻴ‪‬ﺔ ﺍﻟﻨﺎﺗـﺠﺔ ﻋﻦ ﺣﺼﻮﻝ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﻧﺘﺎﺋﺞ‬
‫ﺕ ﺃﺧﺮﻯ ﺻﺎﻟـﺤ ‪‬ﺔ‪.‬‬ ‫ﻣﺘﺸﺎﺑـﻬﺔ‪ ‬ﰲ ﺍﻣﺘﺤﺎﻧﺎ ‪‬‬
‫‪Validity, construct‬‬ ‫ﺃﻥ ﻳـﺨﺘﱪ ﺍﻻﻣﺘﺤﺎﻥ ﻣﺎ ﻳ‪‬ﻔﺘﺮﺽ ﻣﻨﻪ ﺃﻥ ﻳـﺨﺘﱪ‪.‬‬
‫‪Validity, content‬‬ ‫ﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺼﻼﺣ‪‬ﻴﺔ ﰲ ﺍﻻﺧﺘﺒـﺎﺭﺍﺕ ﺗﺘﻌﻠﱠـﻖ‬ ‫ﻧﻮ ‪‬‬
‫ﺑﺎﺣﺘﻮﺍﺀ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻰ ﻋﻨﺎﺻﺮ ﺗـﻤﱢﺜﻞ ﺍﻟﻜ ‪‬ﻢ ﺍﻟﻌﻠﻤ ‪‬ﻲ‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺱ‪.‬‬
‫‪Validity, convergent‬‬ ‫ﺍﻟﺼﻼﺣ‪‬ﻴﺔ ﺍﻟﺘﻘﺎﺭﺑ‪‬ﻴﺔ‪ :‬ﻭﺟﻮﺩ ﺗﻨﺎﺳﺐﹴ ﻋﺎ ﹴﻝ ﺑﲔ ﻧﺘـﺎﺋﺞ‬
‫ﻼ‬‫ﺕ ﺗـﺨﺘﱪ ﻭﺟﻬﹰﺎ ﻟﻐﻮ‪‬ﻳﹰﺎ ﻭﺍﺣـﺪﺍﹰ‪) ،‬ﻣـﺜ ﹰ‬ ‫ﺍﻣﺘﺤﺎﻧﺎ ‪‬‬
‫ﺗﻨﺎﺳﺐ‪ ‬ﻋﺎ ﹴﻝ ﺑﲔ ﻧﺘﺎﺋﺞ ﺍﻣﺘﺤﺎﻧﺎﺕ ﺍﻟﻘﻮﺍﻋﺪ(‪.‬‬
‫‪Validity, discriminant‬‬ ‫ﻳﺸﲑ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﺇﱃ ﺇﻣﻜﺎﻧﻴ‪‬ﺔ ﺍﺧﺘﺒﺎﺭ ﹸﻛ ﱢﻞ ﻭﺟ ‪‬ﻪ ﻣـﻦ‬
‫ﻭﺟﻮﻩ ﺍﻟـﻤﻌﺮﻓﺔ ﺍﻟﻠﱡﻐﻮ‪‬ﻳﺔ ﻋﻠـﻰ ﺣـﺪﺓ‪) ،‬ﺍﻟﻘـﺮﺍﺀﺓ‬
‫ﻼ(‪.‬‬‫ﺑـﻤﻔﺮﺩﻫﺎ ﺩﻭﻥ ﺍﻟﻜﺘﺎﺑﺔ ﻣﺜ ﹰ‬
‫‪Validity, face‬‬ ‫ﺍﻟﺼﻼﺣ‪‬ﻴﺔ ﺍﻟـﻤﺘﻌﱢﻠﻘﺔ ﺑﻜـﻮﻥ ﺍﻻﻣﺘﺤـﺎﻥ ﻳـﺸﺒﻪ‬
‫ﺍﻻﻣﺘﺤﺎﻥ ﻛﻤﺎ ﻳﺘﺼ ‪‬ﻮﺭﻩ ﺍﻟـﻤﺮﺀ‪.‬‬
‫‪Validity, predictive‬‬ ‫ﺇﻣﻜﺎﻥ ﺍﻻﻣﺘﺤﺎﻥ ﺃﻥ ﻳﺘﻨ‪‬ﺒﺄ ﺑﻨﺘﺎﺋﺞ ﺍﻣﺘﺤﺎﻥ‪ ‬ﺁﺧـﺮ ﰲ‬
‫ﺍﻟـﻤﺴﺘﻘﺒﻞ‪.‬‬
‫‪Validity, response‬‬ ‫ﺍﻟﺼﻼﺣ‪‬ﻴﺔ ﺍﻟﻨﺎﺗـﺠﺔ ﻋـﻦ ﻭﺿـﻮﺡ ﺍﻟﺘﻌﻠﻴﻤـﺎﺕ‬
‫ﻭﺍﻷﺳﺌﻠﺔ ﰲ ﺍﻻﻣﺘﺤﺎﻥ‪.‬‬

‫'!‬
 ‫ﻣﻠﺤﻖ‬

‫‪Validity, washback‬‬ ‫ﺗﺄﺛﲑ ﺍﻻﻣﺘﺤﺎﻥ ﻋﻠﻰ ﺍﻟﻌﻤﻠ‪‬ﻴﺔ ﺍﻟﺘﻌﻠﻴﻤ‪‬ﻴﺔ‪.‬‬

‫‪Vocabulary,‬‬ ‫ﺣﺼﻴﻠﺔ ﺍﻟـﻤﻔﺮﺩﺍﺕ ﺍﻟـﻤـﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻜـﻼﻡ‬
‫‪productive‬‬
‫ﻭﺍﻟﻜﺘﺎﺑﺔ‪.‬‬
‫‪Vocabulary, receptive‬‬ ‫ﺣﺼﻴﻠﺔ ﺍﻟـﻤﻔﺮﺩﺍﺕ ﺍﻟﱵ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﻟـﻤﺮﺀ ﻋﺎﺩ ﹰﺓ ﰲ‬
‫ﻓﻬﻢ ﺍﻟـﻤﻘﺮﻭﺀ‪ ،‬ﻭﺍﻟﱵ ﻗﻠﱠﻤﺎ ﻳﺴﺘﺨﺪﻣﻬﺎ ﰲ ﺍﻟﻜﺘﺎﺑـﺔ‬
‫ﺃﻭ ﺍﻟﻜﻼﻡ‪.‬‬

‫(!‬
 ‫ﻣﻠﺤﻖ‬

‫)!‬