The contextual semantic diversity of some of the vocabulary of the Holy Qur’an: An introduction to the development of linguistic wealth and grammatical understanding for students of the Arabic Language Division at the Faculty of Education, Al-Azhar University.

Document Type : Original Article

Authors

Department of Curriculum and Teaching Methods, Faculty of Education in Dakahlia, Al-Azhar University.

Abstract

The present research aimed at identifying the effectiveness of the contextual semantic diversity of some vocabularies in the Holy Qur’an in developing the linguistic wealth and grammatical comprehension among the Arabic language department's students at the Faculty of Education, Al-Azhar University. To fulfill the purpose of the study, three instruments were constructed: A linguistic wealth test, a grammatical comprehension test, and a self-reflection questionnaire. The research adopted the mixed research method for collecting the quantitative and qualitative data. Also, it adopted the explanatory sequential design for collecting the quantitative and qualitative data in two stages: Firstly, collecting the quantitative data and analyzing it, then collecting the qualitative data and analyzing it. Participants of the research consisted of (70) students who were divided into two equal groups: an experimental group N= (35) students who studied via the proposed approach, and a control group N= (35) students who had the same characteristics as the experimental group except that they did not study via the proposed approach. After administering the pre-post quantitative instruments and the qualitative instruments among the participants of the research, the following results were revealed: There was a statistically significant difference at the level () between the mean scores of the experimental group students and those of the control one in the post administration of the linguistic wealth and the grammatical comprehension tests in favor of the experimental group students as that the effect size in the linguistic wealth equals (.573) while in the grammatical comprehension equals (.345) that indicated a large effect size on both of them. Moreover, there was a statistically significant difference at the level of ((for the experimental group students in the post administration of the linguistic wealth and the grammatical comprehension tests as that the effect size in the linguistic wealth equals (1.37) that indicated a large effect size, while the effect size in the grammatical comprehension aspect was equal to (0.74) which indicated a medium effect. Results of the qualitative aspect related to developing the linguistic wealth, students' responses indicated that the approach of contextual semantic diversity contributed in enhancing the linguistic wealth, it was useful in identifying new meanings through the context, and that students acquired other skills in addition to the linguistic wealth. Hence, the contextual semantic approach should be generalized among all students at the whole educational stages. Related to improving the grammatical comprehension and according to the participants' responses, the effect of this approach was limited. In light of these results, the research presented a number of recommendations and suggestions.

Keywords

References

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