تدريس

وحدات تعليمية لتدريس العربية كلغة ثانية/أجنبية
  • الرئيسية
  • عن المشروع
  • الوحدات
    • تدريس النطق العربي
    • اللغة البينية
    • في تعزيز الملاحظة االلغوية
    • التصحيح الموجه في تدريس مهارة الكتابة
    • التعليم القائم على المحتوى
    • استخدام الموسيقى في تدريس العربية
    • القراءة الجهرية
  • المساهمون
  • للاتصال بنا
  • Project Survey

مراجع إضافية مقترحة

  • Anton, R. J. (1990). Combining singing and psychology. Hispania, 73(4), 1166–1170.
  • Bowen, T. (1982). What is Suggestopedia? New York, NY: Macmillan Publishers Ltd.
  • Brand, M. (2009). Effectiveness of music on vocabulary acquisition, language usage, and
    meaning for mainland Chinese ESL learners. Contributions to Music Education, 36(1), 73–84.
  • Brustad, K., Al-Batal, M., & Al-Tonsi, A. (2011). Al-kitaab fii ta‘allum al-‘arabiyya (3rd ed.). Washington, D.C.: Georgetown University.
  • Butzlaff, R. (2000). Can music be used to teach reading? Journal of Aesthetic Education, 34(3/4), 167–178.
  • Cass, G. & Piske, A. (1977). Pedagogical pop: A practical guide to using pop music in English language teaching. Praxis des Neuscprachlichen Unterrichts, 24(2), 131–139.
  • de Groot, A. M. B. (2006). Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting. Language Learning, 56(3), 463–506.
  • Gassner-Robert, S. (1980). Songs as a linguistic and cultural resource in the intermediate Italian class. South Australia: University of Adelaide.
  • Guglielmino, L. M. (1986). The affective edge: Using songs and music in ESL instruction. Adult Literacy and Basic Education, 10, 19–26.
  • Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
  • Jolly, Y. S. (1975). The use of songs in teaching foreign languages. Modern Language Journal, 59, 11–14.
  • Rashen, S. (1983). The din in the head, input, and the language acquisition device. Foreign Language Annals, 16, 41–44.
  • Mizener, C. P. (2008). Enhancing language skills through music. General Music Today, 21.
  • Mora, C. F. (2000). Foreign language acquisition and melody singing. ELT Journal, 54(2), 146–152.
  • Murphey, T. (1992). The discourse of pop songs. TESOL Quarterly, 26, 770–774. ––– (1990). Song and music in language learning: An analysis of pop song lyrics and the use of song and music in the teaching English to speakers of other languages. Bern, Switzerland: Verlag Peter Lang AG.
  • Osman, A. & Wellman, L. (1978). Hey teacher! How come they’re singing in the other classes. In R. Light & A. Osman (Eds.), Collected Papers in Teaching ESL and Bilingual Education: Themes, practices, viewpoints (pp. 115–123). NY: Teachers College.
  • Patel, A. D. (2003). Rhythm in language and music: Parallels and differences. Annals of the New York Academy of Science, 999, 143–143.
  • Rose, C. (1985). Accelerated learning. New York: Dell.
  • Salcedo, C. S. (2010). The effects of songs in the foreign language classroom on text recall, delayed text recall and involuntary mental rehearsal. Journal of College and Teaching and Learning, 7(6), 19–29.
  • Schellenberg, E. G. (2005). Music and cognitive abilities. Current Directions in Psychological Science, 14(6), 317–320.
  • Schön, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106, 975–983.
  • Slevc, L. R. & and Miyake, A. (2006). Individual differences in second-language proficiency: does musical ability matter? Psychological Science, 17(8), 675–681.
  • Speh, A. J. & Ahramjian, S. D. (2009). Teaching without a common language: Synchronicities between the pedagogies of music and second language acquisition. Bulletin of the Transilvania University of Brasov, 2(51), 53–58.
  • Sposet, B. (2008). The role of music in second language acquisition: A bibliographical review of seventy years of research, 1937–2007. Lewiston, NY: Edwin Mellen Press.

استخدام الموسيقى في تدريس اللغة العربية

  • المحتويات
  • المقدمة
  • الباب الأول: “أغنية الأوزان”
    • الهدف
    • الأغنية
    • النتائج
    • المواد
  • الباب الثاني: أغنية “كم الساعة؟”
    • الهدف
    • الأغنية
    • النتائج
    • المواد
  • الباب الثالث: الأغنية الأصلية
    • الهدف
    • الأغنية
    • المواد
  • الباب الرابع: منهجيات أخرى
    • الأغاني التدريسية
    • الموسيقى الخلفية
    • الموسيقى الأصلية
  • الخاتمة
  • مراجع إضافية مقترحة
The University of Texas at Austin
Center for Open Educational Resources & Language Learning (COERLL)
Creative Commons License

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MENU
  • الرئيسية
  • عن المشروع
  • الوحدات
    • تدريس النطق العربي
    • اللغة البينية
    • في تعزيز الملاحظة االلغوية
    • التصحيح الموجه في تدريس مهارة الكتابة
    • التعليم القائم على المحتوى
    • استخدام الموسيقى في تدريس العربية
    • القراءة الجهرية
  • المساهمون
  • للاتصال بنا
  • Project Survey

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