هدفت الدراسة إلى التعرف على مدى استخدام معلمي ومعلمات اللغة الإنجليزية للمواد الأصيلة في تدريسهم، وكذا التعرف على مميزاتها وعيوبها ومصادرها والمستويات اللغوية المناسبة لاستخدامها من وجهة نظرهم. واعتمدت الدراسة في إجرائها على المنهج الوصفي المسحي، واستخدمت الاستبانة في جمع بياناتها من (155) معلماً ومعلمة للغة الإنجليزية في إدارة التعليم بمحايل عسير خلال الفصل الثالث من العام1444ه/2023م. وأسفرت نتائجها عن أن 73.5% من عينة الدراسة يستخدمون المواد الأصيلة في تدريسهم، بينما 26.5% يعزفون عنها. كما أسفرت النتائج عن مميزات المواد الأصيلة وكان أبرزها زيادة الدافعية لتعلم اللغة، واستخدامها في المواقف الحقيقية. أما العيوب فكان أبرزها صعوبة العثور على مواد مناسبة لمستويات المتعلمين، وحاجتها للوقت والجهد في إعدادها. كما أسفرت النتائج عن أن المواد السمعية-المرئية كانت أكثر مصادر المواد الأصيلة استخداما بنسبة 86.8%. كما بينت نتائج الدراسة أن أكثر من نصف العينة يؤيدون استخدام المواد الأصيلة مع جميع المستويات اللغوية(مبتديء-متوسط-متقدم). واستنادا لنتائج الدراسة قُدمت بعض التوصيات والمقترحات.

الكلمات المفتاحية: المواد الأصيلة، تدريس اللغة الإنجليزية، معلمي ومعلمات اللغة الإنجليزية.

Abstract

The study aimed at identifying the extent to which English language teachers use authentic materials (AM), and the advantages and disadvantages of AM. In addition, it aimed to explore the sources and types of AM, and as well as, the appropriate linguistic levels for using AM. The descriptive method was used to conduct the study. And the questionnaire was used to collect data from (155) EFL teachers in the Directorate of Education in Muhayil Asir during the third semester of the year 1444 AH / 2023 AD. The results revealed that 73.5% of the study sample use authentic materials in their teaching, while 26.5% do not use them. The results also revealed the advantages of AM where the most prominent characteristics of which were the increase in motivation to learn English and its use in real situations, while the most prominent shortcomings were the difficulty of finding materials suitable for the linguistic levels of learners, and the demand for time and effort for AM preparation. The results also revealed that the audio-visual materials were the most used sources of authentic materials, with a rate of 86.8%. The findings of the study also showed that more than half of the sample support the use of authentic materials with all linguistic levels (beginner-intermediate-advanced). Based on the results of the study, some recommendations and suggestions were provided.

Keywords: authentic materials, English language teaching, EFL teachers.

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إبراهيم، ناصر عبد المنعم (2013) فاعلية منهاج علمي مقترح باللغة الإنجليزية لتأهيل طلاب الصف الثالث الثانوي لاجتياز الاختبار التحصيلي ومواجهة المشكلات الأكاديمية الخاصة بدراسة التخصصات العلمية بالمرحلة الجامعية، المؤتمر العلمي العاشر لرعاية الموهوبين والمتفوقين، معايير ومؤشرات التميز: الإصلاح التربوي ورعاية الموهوبين والمتفوقين، 1، 445-490، الأردن: المجلس العربي للموهوبين والمتفوقين.

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