Self-motivation towards learning the Arabic language and its relationship with the wrong grammatical concepts of middle school students.

Abstract

This research aimed to now the dimensions of self-motivation towards learning the Arabic language to the prep stage students and its relationship to the syntactic misconceptions among for them. The study followed the experimental approach using a semi-experimental, two-group design, The study sample formed by (30) famle prep pupils at second prep in “Al Zahraa” Joint Prep School, Assuit Educational administration, Assuit Governorate who have syntactic misconceptions, and (30) famle prep pupils who don't have syntactic misconceptions at the same school . The researcher were designed materials and tools including: A list of appropriate self-motivation dimensions for second grade middle school students it reached (5) main dimensions and (33) sub dimensions, A list of syntactic concepts Suitable for second grade middle school students, A diagnostic test to find out misunderstanding for second grade middle school students, and Motivation-self scale for second grade middle school students. By applying these materials and tools, the results lead to syntactic misconceptions negative effect Arabic self-motivation for girls; the search results have proved famle pupils who have syntactic misconceptions in syntactics have problem at Arabic self-motivation; while famle pupils who don't have syntactic misconceptions have a self motivated desire to learn Arabic. The research in accordance with these findings has made a series of recommendations and proposals.