Syntactic Challenges and Pedagogical Remedies in Libyan EFL Higher Education: A Mixed-Methods Study at Sebha University

المؤلفون

  • Mona Alssalheen Mohammed Alsalem Department of English, Faculty of Languages, University of Sebha, Libya Author

DOI:

https://doi.org/10.65405/sjh.2.3.129

الكلمات المفتاحية:

اللسانيات التطبيقية، طلبة اللغة الإنجليزية كلغة أجنبية، التراكيب النحوية، التداخل اللغوي، الاستراتيجيات التدريسية

الملخص

يمثل إتقان التراكيب النحوية وبناء الجملة (Syntax) في اللغة الإنجليزية تحدياً مستمراً لطلبة المرحلة الجامعية الدارسين للغة الإنجليزية كلغة أجنبية (EFL) في البيئات الأكاديمية العربية. تهدف هذه الدراسة إلى تقصي أبرز الصعوبات النحوية التي تواجه طلبة قسم اللغة الإنجليزية بجامعة سبها، والكشف عن الأسباب اللغوية والتربوية الكامنة وراءها، وصولاً إلى اقتراح معالجات تدريسية فعالة لتعزيز الكفاءة النحوية لديهم. اعتمدت الدراسة المنهج المختلط (الكمي والنوعي)، حيث طُبقت بكلية التربية (الغريفة) بجامعة سبها على عينة عشوائية قوامها (30) طالباً وطالبة، و(5) من أعضاء هيئة التدريس بالقسم. جُمعت البيانات الكمية عبر استبانة مغلقة مكونة من (20) فقرة وفق مقياس ليكرت الخماسي وحُللت إحصائياً باستخدام برنامج (SPSS)، بينما جُمعت البيانات النوعية عبر مقابلات شبه مقننة مع الأساتذة وحُللت باستخدام التحليل الموضوعي (Thematic Analysis). أظهرت النتائج الكمية درجة موافقة مرتفعة حول وجود تحديات جوهرية في أربعة أبعاد رئيسة: صعوبات فهم بنية الجملة بمتوسط كلي (3.81)، وصعوبات التطبيق القواعدي بمتوسط (3.82)، والخلط بين أنواع الجمل وعناصرها بمتوسط (3.91)، والأسباب المؤدية لهذه الصعوبات بمتوسط (4.03). وتجسدت أبرز المشكلات في التمييز بين الجمل المركبة والمعقدة (4.20)، وتحديد مواقع حروف الجر (4.20)، وتحقيق التوافق بين الفاعل والفعل (4.20)، والتفريق بين العبارة الاسمية وشبه الجملة الجارّة (4.10). وعزت النتائج هذه الإخفاقات إلى ضعف الممارسة العملية لبناء الجمل المعقدة (4.20)، وتدني الثقة اللغوية (4.20)، والتداخل اللغوي الناتج عن اختلاف رتبة الجملة بين العربية والإنجليزية (3.90). وفي المقابل، كشفت النتائج النوعية أن دمج التدريس الصريح للقواعد بالأمثلة السياقية، وتوظيف النصوص الأصيلة والوسائط التفاعلية، وتطبيق تصحيح الأقران وتحليل الأخطاء التفسيري يمثل مداخل علاجية ناجعة لتطوير الأداء النحوي للطلبة.

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التنزيلات

منشور

2026-10-07