أثر تدريس قواعد النحو وفق نظرية النظم لعبد القاهر الجرجاني في اكتساب المفهومات النحوية

This study aimed to investigate the effect of teaching grammar rules in accordance with ʿAbd al-Qāhir al-Jurjānī’s Theory of Naẓm on students’ acquisition of grammatical concepts. The researcher employed a quasi-experimental design. The sample consisted of 60 first-year secondary school students, who were divided into two groups: an experimental group of 30 students, who were taught using a strategy based on ʿAbd al-Qāhir al-Jurjānī’s Theory of Naẓm, and a control group of 30 students, who were taught using the traditional teaching method. The researcher prepared a list of grammatical concepts, developed a teaching unit based on the first-term grammar textbook, and prepared a teacher’s guide for teaching the unit in accordance with ʿAbd al-Qāhir al-Jurjānī’s Theory of Naẓm. A grammar achievement test was also developed and administered as a pre-test and post-test. Following the administration of the post-test, the scores were recorded and statistically analyzed using means, standard deviations, and the t-test through the Statistical Package for the Social Sciences (SPSS).

The study yielded the following results:

• There was a statistically significant difference at the 0.05 significance level between the mean scores of the experimental and control groups on the post-test of the overall grammar achievement test, in favor of the experimental group.
• There were statistically significant differences at the 0.05 significance level between the mean scores of the experimental and control groups at the cognitive levels of remembering, understanding, applying, analyzing, synthesizing, and evaluating on the post-test of the grammar achievement test, in favor of the experimental group.

In light of these findings, the study recommended encouraging Arabic language teachers to adopt ʿAbd al-Qāhir al-Jurjānī’s Theory of Naẓm in teaching the various branches of Arabic and conducting further studies on the impact of al-Jurjānī’s Theory of Naẓm on Arabic language teaching, particularly grammar.