الفهرس 
مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 165 |  |  |
| | | from | 165 | | |
المستخلص
Language has a great function in one’s life; due to the fact that it’s his means to express sensations and ideas and to be in contact with others. With such contact, the individual can achieve his own goals and benefit from the miscellaneous opportunities provided thereby to make best use of his own leisure time. Furthermore, reading Comprehension is the main purpose of reading, as it extends the help in development of vocabulary, without which any one can neither understand what they read nor express their feelings nor communicate with others.
The context theory is among the most important theories that help develop reading comprehension and social competence as it is, for western linguists, the corner stone of ”Social linguistic school ” founded by (Firth,1960) in Britain and therein he expanded his theory through addressing these linguistic circumstances necessary for determining the meaning, consequently he tried to establish the saying that reads, ”the meaning is the function of context”. Saito (1989) explains that training high school students in Japanese schools to extract meanings of difficult words from context was more effective in remembering vocabulary than just memorizing lists of vocabulary. On the other hand, the context facilitates the process that the all brilliant and weak students make sure of the meanings of the words contained in the reading text. Moreover, the context facilitates understanding the basic semantic relations in the sentence, in a way that contributes to development of the social competence in the students. Many studies have recently shown there is a relation among social competence skills, reading comprehension skills and social adjustment.
Therefore, the current study used the activities of the context theory to develop reading comprehension and social competence of the students of the secondary level, because of its prominent role in that as many studies showed.
Problem of the study
Problem of the study was defined in the following quesiton
-what is the effectiveness of a progamme based on Context theory in developing the reading comprehension and social competence of the students of the secondary stage?
from the main question branch the following sub – questions:
(1) Are there statistically significant differences between scores of the experimental group students and the control group students in reading comprehension test and social competence scale attributed to the program?
(2) Is there a correlation relationship between reading comprehension and social competence?
(3) Are there statistically significant differences between scores of the experimental group students in reading comprehension and social competence scale in the post and follow up measurements?
Aim of the study
The present study aimed to prepare a program based on context theory to develop reading comprehension and social competence of the students of the secondary stage.
Hypotheses of the study:
(1) There are statistically significant differences between scores of the
experimental group students and the control group students in reading
comprehension test and social competence scale attributed to the
program.
(2) There is a correlation relationship between reading comprehension and
social competence.
(3) There are no statistically significant differences between scores of the
experimental group students in reading comprehension and social
competence scale in the post and follow up measurements.
Sample community of the study
Sample community of the present study was comprised of (80) male and female students of the second year secondary stage, Beni- Suef Governorate and whose ages ranged between 15 and 16 years and it was divided into an experimental group (n=40) and an control group (n=40)
Instruments of the study
(1) Reading comprehension scale (prepared by the researcher)
(2) Social competence scale(prepared by the researcher).
(3) The suggested program to develop reading comprehension and Social competence based on context theory (prepared by the researcher)
STATISTICAL TECHNIQUES:
The following statistical techniques were used in the present study:
(1) The arithmetic mean (M) and the standard deviation (SD)
(2) T- Test for the differences between the arithmetic means.
(3) Variance analysis
(4) Correlation coefficients
Steps and procedures of the study:
(1) Pilot study: It was conducted to make sure that the study instruments were valid, reliable and suitable for the students’ abilities and levels.
(2) Instruments standardization: It was carried out to ascertain of validity and reliability the study instruments used in gathering data of the current study.
(3) Pre- application of the study instruments: It was administered to make sure that there were no statistically significant differences between the scores means of experimental group students and those of the control group ones in the study variables before application in the program plus calculating the two groups’ equality in terms of the age.
(4) Implementation of the suggested program: activities of the suggested program for developing reading comprehension and social competence were applied to the students of the experimental group by the researcher with the aid of the psychiatric and the social worker.
(5) Post- application of the study instruments: It was administered to make sure that there are statistically significant differences between mean scores of the experimental group students in the study variables after the program application; with the aim of identifying the effect achieved by the program upon the experimental group students in developing the reading comprehension as well as the social competence.
STUDY FINDINGS:
(1) There are statistically significant differences between scores of
the experimental group students and the control group students in
reading comprehension test and social competence scale
attributed to the program.
(2) There is a correlation relationship between reading
comprehension and social competence.
(3) There are no statistically significant differences between scores of
the experimental group students in reading comprehension and
social competence scale in the post and follow up measurements.