ﺕﺎﺳﺍﺭﺩﻭ ﺙﻮﲝ
The Linguistic Frustrations among the Leaners of Arabic: A Study with Special reference to Malaysian Learners
Kebimbangan Linguistik dikalangan Pelajar Bahasa Arab sebagai Bahasa Asing: Kajian ke atas Pelajar Malaysia
ﺢﻟﺎﺻ ﻟا بﻮﺠﺤﻣ يرﺎﻘﻨﺘ
*
و
دﻮﻌﺴﻣ يﺪﻬﻣ ﻲﻧاﻮﻠﺤﻟا ﻲﻠﻋو**
***
ثﺣﺑﻟا صﺧﻠﻣ
ﺚﺤﺒﻟا ﻰﻌﺳ
ﻮﻜﺘﺗو ،نآﺮﻘﻟا ﺔﻐﻟ ﺔﺒﻌﺷ بﻼﻃ ىﺪﻟ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ةﺮﻫﺎﻇ ىﻮﺘﺴﻣ ﻰﻠﻋ فﻮﻗﻮﻟا ﱃإ ن
ﻦﻣ ﺚﺤﺒﻟا ﺔﻨﻴﻋﱢ ﰒ ،يﻮﻐﻠﻟا ﻖﻠﻘﻟا ةﺮﻫﺎﻈﺑ صﺎﺧ نﺎﻴﺒﺘﺳا ﻢﻬﻴﻠﻋ عزو تﺎﺒﻟﺎﻄﻟاو بﻼﻄﻟا ﻦﻣﱞ ﱢُ 210
ﺞﻣﺎﻧﺮﺑ ﺔﻃﺎﺳﻮﺑ نﺎﻴﺒﺘﺳﻻا ﻞﻠﺣﱢُ
ﰲ ﺔﻨﻴﻌﻟا داﺮﻓأ ىﺪﻟ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ىﻮﺘﺴﻣ نأ ﺞﺋﺎﺘﻨﻟا تﺮﻬﻇﺄﻓ ،SPSS
ﺔﻨﻴﻌﻟا داﺮﻓأ ﺪﻨﻋ ﻖﻠﻘﻟا ردﺎﺼﻣ ﻦﻣ نأ ﺢﻀﺗاو ،لﺪﺘﻌﻣ ىﻮﺘﺴﻣﱠ :
ﻻا ﻦﻣ ﻖﻠﻘﻟا لﺎﺼﺗﻻا ﻖﻠﻗو ،نﺎﺤﺘﻣ
ةدﺎﻋإ ةروﺮﻀﺑ ﺚﺤﺒﻟا ﻰﺻوأ ﺪﻗو ،فﺪﳍا ﺔﻐﻠﻟا ﻮﳓ ﱯﻠﺴﻟا ﻩﺎﲡﻻا ﻖﻠﻗو ،ﱯﻠﺴﻟا ﱘﻮﻘﺘﻟا ﻖﻠﻗو ،يﻮﻐﻠﻟا تﺎﻧﺎﺤﺘﻣﻻا نﻮﻜﺗ نأ ﻰﻠﻋ ،ﻲﺋﺎﻬﻨﻟا نﺎﺤﺘﻣﻻا ﻦﻣ ﺺﻠﺨﺘﻟﺎﺑ ؛ﺔﻳﺪﻴﻠﻘﺘﻟا تﺎﻧﺎﺤﺘﻣﻻا مﺎﻈﻧ ﰲ ﺮﻈﻨﻟاﱠ ﱠ ﻣ ةروﺮﺿ ﻦﻋ ﻼﻀﻓ ،ﻲﺳارﺪﻟا ﻞﺼﻔﻟا راﺪﻣ ﻰﻠﻋ ةﺮﻤﺘﺴﻣً ﱠ ُ بﻼﻄﻠﻟ ﺔﻴﻤﻠﻌﺘﻟا تﺎﻴﺠﻴﺗاﱰﺳﻹا ﺔﻓﺮﻌﱡ
.
:ﺔﺴﻴﺋﺮﻟا تﺎﻤﻠﻜﻟا
،نﺎﺤﺘﻣﻻا ﻖﻠﻗ ،يﻮﻐﻠﻟا ﻖﻠﻘﻟا ردﺎﺼﻣ ،ﺔﻐﻠﻟا ﻢﻠﻌﺘﻣ ،يﻮﻐﻠﻟا ﻖﻠﻘﻟا
ﱯﻠﺴﻟا ﱘﻮﻘﺘﻟا ﻖﻠﻗ ،ﻞﺻاﻮﺘﻟا ﻖﻠﻗ .
ذﺎﺘـــــــــــﺳأ
كرﺎﺸــــــــــــﻣ ا ﺔـــــــــــﻴﻠﻛ ، ةرادﻹاو تﺎــــــــــــﻐﻠﻟ ،
ﺎـــــــــــﻳﺰﻴﻟﺎﲟ ﺔــــــــــــﻴﳌﺎﻌﻟا ﺔﻴﻣﻼـــــــــــﺳﻹا ﺔــــــــــــﻌﻣﺎﳉا ﱐوﱰــــــــــــﻜﻟﻹا ﺪــــــــــــﻳﱪﻟا ،
:
salihtingari@iium.edu.my
ﲟ ﺪﻋﺎﺴﻣ ذﺎﺘﺳأ **
،ﻲﻌﻣﺎﳉا داﺪﻋﻹاو تﺎﻐﻠﻟا ﺰﻛﺮ ،ﺎﻳﺰﻴﻟﺎﻣ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﳉا
ﻟا ﺪﻳﱪ ﻹا ﱐوﱰﻜﻴﻟ :
mardi@iium.edu.my
***
،ﺎﻳﺰﻴﻟﺎﻣ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﳉا ،ةرادﻹاو تﺎﻐﻠﻟا ﺔﻴﻠﻜﺑ ﺪﻋﺎﺴﻣ ذﺎﺘﺳأ ﻟا
ﺪﻳﱪ ﻹا ﱐوﱰﻜﻴﻟ :
alihalawani@iium.edu.my
ﺪﻠﺠﻤﻟا 21 ، ﻌﻟا دﺪ 41 ) أ ( ) 1439 / 7 201 ( 9 - 28
ﺔظﻮﻔﺤﻣ ﻊﺒﻄﻟا قﻮﻘﺣ ـﻟ
IIUM Press
ﺎﯾﺰﯿﻟﺎﻣ ﺔﯿﻤﻟﺎﻌﻟا ﺔﯿﻣﻼﺳﻹا ﺔﻌﻣﺎﺠﻟا ISSN 1823-1926 (Print)
Abstract
This study focussed on level of the phenomenon of linguistic frustration among a group of students who learn Arabic. The number of selected subjects for the study has been limited to 210, both from male students and female students. A questionnaire, particularly prepared on the phenomenon on the linguistic frustrations, had been distributed to them. The data obtained from the survey have been analysed using SPSS which consequently revealed that the level of the frustration among the selected students is medium. It has been also found clear that the fear of exam, stress of communication, fear of negative evaluation and negative attitude towards the given language mainly constitute the major sources of linguistic frustration.
The study has recommended the necessity of a reconsidering in the traditional system of education which assures the absence of final examination. Additionally, the study suggests that the exams could be conducted at end of the semesters, with particularly convincing the students the necessity of knowing the strategies of proper learning.
Keyword: linguistic frustration, learner of language, sources of linguistic frustration, stress of examination, stress of communication, fear of negative evaluation..
Abstrak
Kajian ini dilakukan untuk mengetahui tahap kebimbangan linguistik dikalangan pelajar Jabatan Bahasa Al-Qurandan sampel kajian terdiri daripada 210 pelajar lelaki dan perempuan yang mana mereka diberikan borang soal kaji selidik khusus tentang fenomena kebimbangan linguistik.
Selanjutnya analisis terhadap borang tersebut dilakukan dengan menggunakan program SPSS. Dapatan analisis menunjukkan bahawa tahap kebimbangan dikalangan peserta kajian berada pada tahap sederhana dan punca-punca kebimbangan para peserta kajian adalah: peperiksaan, komunikasi bahasa, penilaian negatif dan sikap negatif terhadap bahasa sasaran. Kajian ini menyarankan agar sistem peperiksaan konvensional disemak semula; dengan dihapuskan peperiksaan akhir dan (digantikan dengan) ujian penilaian sepanjang semester disamping mengetahui strategi- strategi pembelajaran di kalangan pelajar.
Kata kunci: Kebimbangan linguistik, pelajar bahasa, punca-punca kebimbangan linguistik, kebimbangan peperiksaan, kebimbangan komunikasi, kebimbangan penilaian negatif.
ﺔﻣﺪﻘﻣ
ﻳُ
ﻖﻠﻘﻟا ﺔﺟرد ﻒﻠﺘﲣو ،يﻮﻐﻠﻟا ﻖﻠﻘﻟا ﻦﻣ ﺔﻴﺒﻨﺟﻷا تﺎﻐﻠﻟا ﻲﺳراد ﻢﻈﻌﻣ ﱐﺎﻌ ﺾــﻌﺑ ﺖــﺒﺛأ ﺪــﻘﻓ ،فﺪــﳍا ﺔــﻐﻠﻟا فﻼﺘﺧﺎــﺑ ﻒــﻠﺘﲣ ﺎــ أ ﺎــﻤﻛ ،ﺮــﺧآ ﱃإ سراد ﻦــﻣ
تﺎــﺳارﺪﻟا -
ﻦــﻋ ﻼــﻘﻧ ً
Dima Al ghothani
ﺔﻴﺴــﻧﺮﻔﻟا ﻞــﺜﻣ تﺎــﻐﻟ ﻢﻠﻌﺗ نأــﱡ ّ 1
ﺐﻠﻄﺘﻳ ﺔﻴﻧﺎﺒﺳﻹاو ﳛ ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﻢﻠﻌﺗ ﺎﻤﻨﻴﺑ ،ﺔﻋﺎﺳ ﱡ 480
جﺎﺘ ﺔﻋﺎﺳ 1320
. ﻞﻌﻟوّ
ﺔــﺟرد ىﺪــﻣ ؛ﻪﺘﻟﻮﻬــﺳ وأ ،ﺎــﻣ ﺔــﻐﻟ ﻢ ﻠﻌﺗ ﺔﺑﻮﻌــﺻ ﱃإ دﻮــﻘﺗ ﱵــﻟا ﻖﺋﺎــﻘﳊا ﻢــﻫأ ﻦــﻣــﱡ ّ ﺔﻴﻣﺎﺴـﻟا ةﺮـﺳﻷا ﱃإ ﺔـﻴﻤﺘﻨﳌا ﺔـﻴﺑﺮﻌﻟا ﺔـﻐﻠﻟﺎﻓ ،ﲔـﺘﻐﻠﻟا ﲔـﺑ يﻮـﻐﻠﻟا مﺎﻈﻨﻟا ﰲ ﻪﺑﺎﺸﺘﻟاﱠ قﺎﻘﺘـــﺷﻻا ﻰـــﻠﻋ ﺔـــﻤﺋﺎﻘﻟاو
Derivational Methodology
ﺎـــﻬﻣﺎﻈﻧ ﻦـــﻋ ﻼﻀـــﻓ ،ً
ﺪ ﻘﻌﳌا ﰊﺎــﺘﻜﻟاــﱠ ﻊــﻣ ،ﺔــﻳﺰﻴﻠﻜﻧﻹﺎﺑ ﲔﻘﻃﺎــﻨﻟا ﻦــﻣ ﺎــﻬﻤﻠﻌﺘﳌ ﺎ ﻴﻘﻴﻘﺣ ﺎﻳﱢﺪــﲢ ﺪ ﻌـﺗ ﺪــﻗ ؛ﱢ ُ
ُ ــ ً ﱡ ــَُ
ﺔﻴﻣﻼـﺳﻹا ﺔـﻌﻣﺎﳉا دﻮـﻬﺟ ءﻮـﺿ ﰲو ،ﻼﺜـﻣ ﺔﻳدرﻷﺎﺑ ﲔﻘﻃﺎـﻨﻟا ﻦـﻣ ﺎـﻬﻤﻠﻌﺘﳌ ﺔﻟﻮﻬـﺳً ـّ ﱢ ىأر ؛ﺔــﻳﺰﻴﻟﺎﳌا ﺔــﻟوﺪﻠﻟ ةﺪﻴــﺷﺮﻟا ﺔﺳﺎﻴﺴــﻟا ﻦــﻣ ةﺪﻤﺘﺴ ﳌا ﺔــﻴﺑﺮﻌﻟا ﺔــﻐﻠﻟا ﺮﺸــﻨﻟ ﺔــﻴﳌﺎﻌﻟاﱠ َ ــُ ُ ﺎــﻤﻬﺘﺑﺮﲡ لﻼــﺧ ﻦــﻣ نﺎــﺜﺣﺎﺒﻟا ﻦــﻣ نأ ؛ﺎــﻬﻤﻠﻌﺗو ﺔــﻴﺑﺮﻌﻟا ﻢﻴــﻠﻌﺗ ناﺪــﻴﻣ ﰲ ﺔــﻴﻠﻤﻌﻟا ﱡ
فﺪﻬﻳ يﻮﻐﻟ ﺞﻣﺎﻧﺮﺑ ﻞﻜﻓ ،يﻮﻐﻠﻟا ﻖﻠﻘﻟا ﺎﻬﻤﻠﻌﺗو ﺔﻴﺑﺮﻌﻟا ﻢﻴﻠﻌﺗ ﰲ ةﺮﺛﺆﳌا ﻞﻣاﻮﻌﻟاّ ﱡ ،مﻮﺳﺮﳌا فﺪﳍا ﻰﻠﻋ ءﺎﻨﺑ ؛ﺔﺑﺎﺘﻛ وأ ﺔﺛدﺎﳏ ﺔﻐﻠﻟا ﺔﺳرﺎﳑ ﻦﻣ ﻩﻮﺳراد ﻦﻜﻤﺘﻳ نأ ﱃإً ً ً فﺪﳍا ﺔﻐﻠﻟا ﺔﺳرﺎﳑ ﻰﻠﻋ ﺐﻳرﺪﺘﻟاو ﻞﻴﺋﺎﻜﻴﻣ لﻮﻗ ﻖﻓو
ةﺮﻫﺎـﻇ ﻊـﻣ ﻪـﻘﻘﲢ ﺐﻌﺼـﻳ ﱡ 2
ﻞـﺧاد ﺎﻳﻮﻐﻟ ﺔﻛرﺎﺸﳌا ﻦﻋ ﻪﻣﺎﺠﺣإو ،سراﺪﻟا لاﺰﻌﻧا ﱃإ دﻮﻘﺗ ﺎ ﻷ ؛يﻮﻐﻠﻟا ﻖﻠﻘﻟا يﻮﻐﻠﻟا ﻖﻠﻘﻟا تﺎﺒﺒﺴﻣ ﻰﻠﻋ فﻮﻗﻮﻟا ﱃإ ﺚﺤﺒﻟا اﺬﻫ ﻰﻌﺴﻳ اﺬﻟ ؛ﻪﺟرﺎﺧو ﻞﺼﻔﻟاﱢ ُ ﰲ ﻢﻬﺴ ﺗ ﺪــﻗ ﱵــﻟا تﺎــﺣﱰﻘﳌا ﺾــﻌﺑ حﺮــﻃ ﻊــﻣ ؛ﺚــﺤﺒﻟا ﻊــﺿﻮﻣ ﺔــﻨﻴﻌﻟا داﺮــﻓأ ىﺪــﻟــُ
ءﺎﻀﻘﻟا وأ ،ﺎﻬﻠﻴﻠﻘﺗ ﻦﻣو ،ﻖﻠﻘﻟاو ﺮﺗﻮﺘﻟا ﻦﻣ لﺎﺧ ﻲﻤﻴﻠﻌﺗ ﻮﺟ ﱃإ دﻮﻘﻳ ﺎﳑ ؛ﺎﻬﻴﻠﻋ ٍ ﱟ
ةﺪﻴﺟ ﺔﻴﻤﻴﻠﻌﺗ تاﺮﲦ ﻰﻠﻋ لﻮﺼﳊا ﰒﱠ .
و دﺪﻋ ﺎﻴﺋﺎﻘﻠﺗ دادزا ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﳉا بﻼﻃ دﺪﻋ ةدﺎﻳز ﻊﻣ
1 Al-Ghothani, Dima, Foreign Language Anxiety: An Intermediate Arabic Reading Course a Comparison of Heritage and Foreign Language Learners, Doctor of Philosophy Ohio State University, EDU Teaching and Learning, unpublished, 2010, p. 1.
ﻣ 2
،ﻞـﻴﺋﺎﻴﻜ ﻢﻴﻫاﺮــﺑإ ،
"
ﺔــﻳﺰﻴﻟﺎﳌا ﺔﻴﻣﻼــﺳﻹا مﻮــﻠﻌﻟا ﺔـﻌﻣﺎﺟ ﺔــﺒﻠﻃ ىﺪــﻟ ﺔــﻳﻮﻐﻠﻟا ةءﺎــﻔﻜﻟا ﻰـﻠﻋ يﻮــﻐﻠﻟا ﻖــﻠﻘﻟا ﺮــﺛأ
"
،مﻮــﻃﺮﳋا ،
ﺔﻳﻮﻐﻠﻟا تﺎﺳارﺪﻠﻟ ﺔﻴﺑﺮﻌﻟا ﺔﻠﺠﻤﻟا ،
دﺪﻌﻟا ،2009 36 -
ص ،37 51 -
.68
ﺪـﻗو ،ﻢﻬﻌﻴـﲨ ﺔـﻌﻣﺎﳉا بﻼـﻄﻟ جﺮﲣ ﺐﻠﻄﺘﻣ ﺎ ﻷ ؛نآﺮﻘﻟا ﺔﻐﻟ لﻮﺼﻓ ﰲ بﻼﻄﻟاﱡ ّ ﺣﺎﺒﻟا ﻆـــﺣﻻ ةرادﻹا ﻪـــﻟﺬﺒﺗ ﺎـــﻣ ﻢـــﻏر ﺎـــﻣ ﱟﺪـــﺣ ﱃإ ﻒﻴﻌـــﺿ ﻲـــﻤﻴﻠﻌﺘﻟا ﺞﺗﺎـــﻨﻟا نأ نﺎـــﺜﱠ
ﺔﻴﺜﲝ دﻮﻬﺟ ﺖﻟﺬﺑ ﺪﻗو ،ﺔﻴﻤﻠﻌﺘﻟا ﺔﻴﻤﻴﻠﻌﺘﻟا ﺔﻴﻠﻤﻌﻟا ﲔﺴﺤﺘﻟ دﻮﻬﺟ ﻦﻣ نﻮﺳرﺪﳌاوِ ُ ﱡ ﱢ ﺔـﻴﻠﻤﻌﻟا ﻚـﻠﺗ ﻖـﻴﻌﺗ ﱵـﻟا تﺎـﻗﻮﻌﳌا ﻰﻠﻋ فﻮﻗﻮﻠﻟُ ثﻮـﺤﺒﻟا ةﺮـﺜﻛ ﻆـﺣﻼﻳو ،ﺎـﻫﲑﻏو ُ 1
تﺎـﻐﻠﻟا ﻦـﻣ ﲑﺜﻛ ﰲ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ﺖﻟوﺎﻨﺗ ﱵﻟا ،ﺎﻔﻴﻌـﺿ نﺎـﻛ ﺔـﻴﺑﺮﻌﻟا ﻆـﺣ نأ ﻻإ ؛ً ّ ّ
ﲔﺜﺣﺎـﺒﻟا ﻦـﻣ ﺎﻣﺎﻤﺘﻫا ﻞـﻨﺗ ﱂ ذإ ؛ﺚﺤﺒﻟا ﻊﺿﻮﻣ ﺔﻨﻴﻌﻟا ﰲ ﺎﻤﻴﺳ ﻻوـً
. ﻖـﻠﻘﻟا ﺪـﻌﻳو
ﰲ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﳉا ﰲ ﺎﻬﻤﻠﻌﺗو ﺔﻴﺑﺮﻌﻟا ﻢﻴﻠﻌﺗ ةﲑﺴﳌ ﺎﺴﻴﺋر ﺎﻗﻮﻌﻣ يﻮﻐﻠﻟاً ً ﻖـﻠﻗ ﻦــﻣ ﻢـ ﻼﻃ بﺎــﺘﻨﻳ ﺎــﻣ ﲔﻛرﺪﻣ ﲑــﻏ ﲔـﺳرﺪﳌا ﺾﻌﺒــﻓ ،ﺎـﻳﺰﻴﻟﺎﻣٍ ﱠ ُ ـُ ﱢ ُ ءﺎــﻨﺛأ ﰲ ﺮﺗﻮــﺗوﱡ
جوﺮـــﳋا ﱃإ ﻊـــﻠﻄﺘﺗ ﺎﻫﺪـــﲡ ﺔـــﺌﻓو ،ﻪـــﻴﻟإ ﺖـــﻔﺘﻠﻳ ﻻ ﻦـــﻜﻟو ﻪـــﻛرﺪﻳ ﻢﻬﻀـــﻌﺑو ،ﻞﺼـــﻔﻟاُ ﻦـﻋ نوﺰﺟﺎـﻋ ﻢﻬﻨـﻜﻟو ،ﺮﺗﻮـﺘﻟاو ﻖـﻠﻘﻟا ﻦـﻋ ةﺪـﻴﻌﺑ ﺔﻌﺘﳑ ﺔﻴﻤﻠﻌﺗو ﺔﻴﻤﻴﻠﻌﺗ تاءاﺮﺟﺈﺑﱡ ﱵـﻟا ﻞـﻣاﻮﻌﻟا ﻢـﻫأ ﻦـﻣ يﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ﺪـﻌﻳو ،فﺪـﳍا ﻚﻟذ غﻮﻠﺒﻟ ﻰﻠﺜﻣ ﺔﻘﻳﺮﻃ دﺎﳚإﱡ ُ ُ حﺎﳒ نود ﻼﺋﺎﺣ ﻒﻘﺗً نﺎـﺜﺣﺎﺒﻟا ىأر مﺪﻘﺗ ﺎﻣ ﻰﻠﻋ ءﺎﻨﺑو ،ﺔﻐﻠﻟا ﻢﻠﻌﺗ ﰲ بﻼﻄﻟاﱠ ً ﱡ
ﺔﻴﻣﻼـﺳﻹا ﺔـﻌﻣﺎﳉا ﰲ نآﺮـﻘﻟا ﺔـﻐﻟ ﺔﺒﻌـﺷ بﻼـﻃ ىﺪـﻟ ﻖﻠﻘﻟا بﺎﺒﺳأ ﺺﺤﻓ ةروﺮﺿ ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﻴﳌﺎﻌﻟا .
ﻦــﻤﻜﺗ ﺚــﺤﺒﻟا ﺔــﻴﳘأ تﺎـــﻐﻠﻟا ﻢــﻠﻌﺗ ﻖــﻴﻌﺗ ﱵــﻟا ﻞــﻣاﻮﻌﻟا ﻦــﻣ ﺎـــﻤﻬﻣ ﻼﻣﺎــﻋ لوﺎــﻨﺘﻳ ﻪــﻧأ ﰲﱡ ُ ُ ً
ﻮـﻐﻠﻟا ﻖــﻠﻘﻟا ﻮـﻫو ،ﺔـﻴﺒﻨﺟﻷاﱡ ،ﺎــﻌﻴﲨ ﺔـﻴﺒﻨﺟﻷا تﺎــﻐﻠﻟا ﻲـﻤﻠﻌﺘﻣ ﲔـﺑ ﺔﻛﱰﺸــﻣ ةﺮﻫﺎـﻇ ﺪــﻌﻳ يﺬـﻟا يً ﱡ ُ
ﱢﺪﺴـﻟ ﲔﺜﺣﺎـﺒﻟا ﻦـﻣ ﺎﻌـﺿاﻮﺘﻣ ﺎﻣﺎﻬﺳإو ،ﺔﻘﻴﻘﺣ ﺔﻓﺎﺿإ ﺪﻌﻳ ﺔﻳﺰﻴﻟﺎﳌا ﺔﺌﻴﺒﻟا ﰲ ةﺮﻫﺎﻈﻟا ﻩﺬﻫ ﺔﺳارﺪﻓً ً ﱡ ُ ﻼﻴــﻟدو اﺪــﺷﺮﻣ نﻮﻜﺘــﺳ ﺚــﺤﺒﻟا اﺬــﻫ ﺞﺋﺎــﺘﻧ نأ ﻦــﻋ ﻼﻀــﻓ ،ﺔــﻳﻮﺑﱰﻟاو ﺔــﻳﻮﻐﻠﻟا تﺎــﺳارﺪﻟا ﰲ ةﺮـﻐﺛً ً ُ ً
يرﺎــﻘﻨﺘﻟا1
،ﺮــﻤﻋ ،ﺎـــﻳﺮﻛز ؛ﺪــﻤﳏ بﻮــﺠﳏ ﱀﺎــﺻ ،
"
ﺔــﻴﻧﺎﺛ ﺔــﻐﻟ ﺎﻬﻔــﺻﻮﺑ ﺔـــﻴﺑﺮﻌﻟا ﺔــﻐﻠﻟا ﻲــﺳراد تﺎــﻫﺎﲡا بﻮـــﺳﺎﳊا ﻮــﳓ
"
،
،مﻮــﻃﺮﳋا ﺔـــﻳﻮﻐﻠﻟا تﺎـــﺳارﺪﻠﻟ ﺔـــﻴﺑﺮﻌﻟا ﺔـــﻠﺠﻤﻟا ﻮـــﻴﻟﻮﻳ ،
دﺪـــﻌﻟا ،2010
ص ،28 89 -
بﻮـــﺠﳏ ﱀﺎـــﺻ ،يرﺎـــﻘﻨﺘﻟا ؛104
ﺪـــﻤﳏ ،
"
تﺎـــﻐﻠﻟا ﺰـــﻛﺮﻣ ﰲ ﺔـــﻴﻧﺎﺛ ﺔـــﻐﻟ ﺎﻬﻔـــﺻﻮﺑ ﺔـــﻴﺑﺮﻌﻟا ﺔـــﻐﻠﻟا ﻲـــﺳرﺪﻣو ﻲـــﺳراد ىﺪـــﻟ ﺔﻠﻀـــﻔﳌا ﻢﻴـــﻠﻌﺘﻟاو ﻢﻠﻌﺘـــﻟا ﺐﻴﻟﺎـــﺳأ
"
،
مﻮﻃﺮﳋا ،ﺔﻳﻮﻐﻠﻟا تﺎﺳارﺪﻠﻟ ﺔﻴﺑﺮﻌﻟا ﺔﻠﺠﻤﻟا ، ﻮﻳ
ﻮﻴﻧ دﺪﻌﻟا ،2012
ص ،31 131 -
.148
ﻌﻟا ﻲــﺳرﺪﳌﱢ ُ ﻩﺬــﻫ تﺎــﻫﺎﲡﺎﺑ ﻢﻫﺪﻤﺘــﺳ ﺎــ ﻷ ؛ﺔــﻨﻴﻌﻟا ﻊــﺿﻮﻣ بﻼــﻄﻟا ﻊــﻣ ﻢﻬﻠﻣﺎــﻌﺗ ءﺎــﻨﺛأ ﰲ ﺔــﻴﺑﺮﱡ ُِ ُ
ﻢﻬﺘﻧﺎــﻋإ اﺬـﻫ ﰲو ،ﺔﳛﺮﺸـﻟا ﻩﺬــﻫ ﻢـﻬﻤﻬـﻓ ﺪـﻳﺰﻳ ﺎــﳑ ؛ﺎـﻫداﺮﻓأ ىﺪـﻟ يﻮــﻐﻠﻟا ﻖـﻠﻘﻟا رﺪﺼـﻣو ،ﺔـﺌﻔﻟاُ َ َْ
ﺐـﺳﺎﻨﺘﺗ ﺔـﻴﻤﻠﻋ تﺎﻴﺠﻴﺗاﱰﺳإ ﲏﺒﺗ ﰲ ﻢ ﺪﻋﺎﺴﻣو ،ﻪﻨﻣ ﻞﻴﻠﻘﺘﻟا وأ ،يﻮﻐﻠﻟا ﻖﻠﻘﻟا ﻰﻠﻋ ءﺎﻀﻘﻠﻟ ﺔﺌﻔﻟا ﻊﻣ بﻼﻄﻟا سﻮﻔﻧ ﰲ ﺔﻘﺜﻟا ﺚﺑ ﱃإ دﻮﻘﻴﺳ ﻪﻠﻛ ﻚﻟذو ،ﺔﺒﻃﺎﺨﳌاﱢ َ ﱡ
.
ـــﻌﻣﺎﳉا ﰲ نآﺮـــﻘﻟا ﺔـــﻐﻟ ﺔـــﺒﻠﻃ ىﺪـــﻟ يﻮـــﻐﻠﻟا ﻖـــﻠﻘﻟا ﺺـــﺤﻓ ﱃإ ﺚـــﺤﺒﻟا اﺬـــﻫ فﺪــﻬﻳ ﺔ
؛ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا دﺎﻤﺘﻋا
ﻤـﺻ نﺎﻴﺒﺘـﺳا ﻰﻠﻋ ّ ًا ﻪﻤ
Horwitz Horwitz, Cope
1
و ﺪـﻗو ،تﺎـﻐﻠﻟا ﻲـﻤﻠﻌﺘﻣ ىﺪـﻟ يﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ﺺـﺤﻔﻟُزﱢ ذ ع
ﺔــﻨﻴﻌﻟا داﺮـﻓأ ﻰـﻠﻋ نﺎﻴﺒﺘـﺳﻻا ﻚـﻟ
ﻒــﻴﻛو ،ﻩردﺎﺼــﻣو يﻮــﻐﻠﻟا ﻖــﻠﻘﻟا بﺎﺒــﺳأ ﺔــﻓﺮﻌﻣ فﺪــ لﻮــﲢُ
حﺎـــﳒ نود بﺎﺒــﺳﻷا ﻚــﻠﺗ
ﻠﻌﺗ ﰲ بﻼﻄﻟا ﺔﻴﺑﺮﻌﻟا ﻢﱡ
.
ـﻠﻌﺗ ﻰـﻠﻋ ﻎﻟﺎـﺑ ﲑﺛﺄـﺗ ﻒﻃاﻮﻌﻠﻟو ،ﺔﻴﺴﻔﻧ وأ ﺔﻴﻔﻃﺎﻋ ةﺮﻫﺎﻇ ﻖﻠﻘﻟاﱡ بﻼـﻄﻟا ﻢ
، ﺔـﻓﺮﻌﲟو 2
ﺪـــﻘﺗ ثوﺪــــﺣ ﻞـــﻣﺆﳌا ﻦـــﻣ ﻖـــﻠﻘﻟا بﺎﺒـــﺳأﱡ ﻮﻐﻟ بﻼـــﻄﻟا ءادأ ﰲ م
ـــﻳ
،ﺎ ـــﺳو نﺎﻴﺒﺘــــﺳﻻا ﻞﻠﺤﻴﱠ ُ
ﻧﺮﺑ ماﺪﺨﺘﺳﺎﺑ ﻠﺤﺘﻟا ﺞﻣﺎ
ﺔﻴﻋﺎﻤﺘﺟﻻا تﺎﺳارﺪﻠﻟ ﻲﺋﺎﺼﺣﻹا ﻞﻴ ﻂﺳﻮﺘﳌا جاﺮﺨﺘﺳﻻ ؛SPSS
ﰊﺎﺴﳊا يرﺎﻴﻌﳌا فاﺮﳓﻻاو ،Mean
standard deviation
. :ﺔﻴﺗﻵا ﺔﻠﺌﺳﻷا ﻦﻋ ﺔﺑﺎﺟﻺﻟ ﺚﺤﺒﻟا اﺬﻫ فﺪﻬﻳو
1
ﻼﺳﻹا ﺔﻌﻣﺎﳉا ﰲ نآﺮﻘﻟا ﺔﻐﻟ بﻼﻃ ىﺪﻟ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ىﻮﺘﺴﻣ ﺎﻣ -
ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣ
؟
2
ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﳉا ﰲ نآﺮﻘﻟا ﺔﻐﻟ بﻼﻃ ىﺪﻟ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ردﺎﺼﻣ ﺎﻣ -
؟
3
ﻘﻓو يﻮﻐﻠﻟا ﻖﻠﻘﻟا ﺮﺛﺄﺘﻳ ﻞﻫًﺎ -
ﺔـﻐﻟ بﻼﻃ ىﺪﻟ ﺲﻨﺠﻠﻟ ﺔﻴﻣﻼـﺳﻹا ﺔـﻌﻣﺎﳉا ﰲ نآﺮـﻘﻟا
؟ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﻴﳌﺎﻌﻟا
4
ا ﺔـﻐﻟ بﻼـﻄﻟ يﻮـﻐﻠﻟا ىﻮﺘﺴـﳌﺎﺑ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ﺮﺛﺄﺘﻳ ﻞﻫ -
ﺔﻴﻣﻼـﺳﻹا ﺔـﻌﻣﺎﳉا ﰲ نآﺮـﻘﻟ
؟ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﻴﳌﺎﻌﻟا
1 Horwitz, E. K., Horwitz, M. B., & Cope, J. )" Foreign-Language Classroom Anxiety"
Modern Language Journal, V.70, Issue2, 1986, p.125-132.
2 Al-Ghothani, Foreign Language Anxiety, p.2.
ﻦـﻋ ﺚﻳﺪـﳊا ﰲ ﲔﺜﺣﺎـﺒﻠﻟ ﺪـﺷﺮﻣو ﻞﻴﻟد ﺔﻟﺰﻨﲟ ﺔﻠﺌﺳﻷا ﻩﺬﻫ ﻦﻋ ﺔﺑﺎﺟﻹا نﻮﻜﺘﺳوِ ﻊـــﺿﻮﻣ ﺔـــﻨﻴﻌﻟا ﻰـــﻠﻋ ﺰـــﻴﻛﱰﻟا ﻊـــﻣ ؛ﺔـــﻣﺎﻌﺑ ﺔـــﻴﺒﻨﺟﻷا تﺎـــﻐﻠﻟا ﻢ ﻠﻌﺗ ﺪـــﻨﻋ يﻮـــﻐﻠﻟا ﻖـــﻠﻘﻟاﱡ ـــﱡ
ﺚﺤﺒﻟا .
و ﻰﻌﺴـﻳ نﺎــﺜﺣﺎﺒﻟا ﱐاﺪــﻴﳌا ﻲــﻠﻴﻠﺤﺘﻟا ﻲﻔـﺻﻮﻟا ﺞﻬﻨــﳌا لﻼــﺧ ﻦـﻣ ﺔﻠﺌــﺳﻷا ﻦــﻋ ﺔـﺑﺎﺟﻹا ﱃإ
ﻦــﻣ نﻮــﻜﺘﻳ ﺎﻧﺎﻴﺒﺘــﺳا ﲔﻣﺪﺨﺘﺴــﻣ ﺔﻘﺑﺎﺴــﻟا ﺔــﻌﺑرﻷاً َِْ ُ ﺎــﻫداﺮﻓأ ﺔــﻨﻴﻋ ﻰــﻠﻋ عزو ،ةﺮــﻘﻓ ﱢُ 30
ﻦــﻣ 210
لوﻷا ﻲﺳارﺪﻟا ﻞﺼﻔﻟا ﰲ تﺎﺒﻟﺎﻄﻟاو بﻼﻄﻟا -2015
فﻮﻗﻮﻠﻟ ﲔﺜﺣﺎﺒﻟا ﻦﻣ ﺔﻟوﺎﳏ ﰲ ؛ِ 2016
ﺔﻨﻴﻌﻟا ﻩﺬﻫ داﺮﻓأ ﺪﻨﻋ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ةﺮﻫﺎﻇ ىﻮﺘﺴﻣ ﻰﻠﻋ .
ﻟا تﺎﻴﺑدأﱠ ﺮﻈﻨﻟا رﺎﻃﻹاو ﺚﺤﺒ
ي
1
مﻮﻬﻔﻣ .
يﻮﻐﻠﻟا ﻖﻠﻘﻟا
؛جﺎﻋﺰﻧﻻا ﺔﻐﻟ ﻖﻠﻘﻟاُ ً ُ ﻳُ
لﺎﻘ ﻗ َﻠِ: ﻖَ
ءﻲﺸﻟا
ُـﻗ َ ﺎـﻘًﻠَ
،قﻼـﻘﻣو ﻖـﻠﻗ ﻮـﻬﻓ ،ٌ ِْ ٌ َِ
ـﻗأو ْ ﻦـﻣ ءﻲﺸـﻟا ﻖـﻠَ ﱠ َ َ
ﻪﻛﺮﺣ يأ ﻪﻘﻠـﻗو ،ﻪﻧﺎﻜﻣ
َُﱠَ َُﱠَ
ﻘﻟاو ، ﻖَُﻠِ
ﺮﻘﺘﺴﻳ ﻻ يﺬﻟا ﱡ نﺎﻜﻣ ﰲ ٍ
ﺪﺣاو
ٍ.
1
و ﺎﺣﻼﻄــﺻاً ﺮﻋ ﱠ
ﻪــﻓ
Horwitz
ﺪــﻘﻌﻣ عﻮــﻧ ﻪــﻧﺄﺑ ﱠَُ ّ 2
ﺮﻋﺎﺸــﳌاو تاﺪــﻘﺘﻌﳌاو تارﻮﺼــﺘﻟا ﻦــﻣ
ﻠﻌﺘــﺑ ﺔــﻄﺒﺗﺮﳌا تﺎﻴﻛﻮﻠﺴـﻟاو ﺼــﻓ ﰲ ﺔـﻐﻠﻟا ﻢّ ﱡ
،ﺔــﻴﺒﻨﺟﻷا تﺎــﻐﻠﻟا لﻮ ﺪــﻨﻋ ﻩﺪــﳒ ﻪﺴــﻔﻧ ﻒـﻳﺮﻌﺘﻟاو
3Young
ﺳﺎﺳأ ﻂﺒﺗﺮﳌا ﻖﻠﻘﻟا ﻦﻣ عﻮﻧ ﻪﻧإ ﻪﻟﻮﻘﺑً ّ
،مﻷا ﺔـﻐﻟ ﲑـﻏ ﺔـﻐﻟ ﻢـﻠﻌﺗ تﺎﻗﺎﻴﺴﺑ ﺎّ ىﺮـﻳو
Maclntre
فﻮﳋا ﻮﻫ يﻮﻐﻠﻟا ﻖﻠﻘﻟا نأ ﱡ ﱠ 4
ﺎـﺘﻨﻳ يﺬـﻟا فﻮـﺨﺘﻟا وأ نأ ﻦـﻜﳝ ﺎـﳑ ﺐـﻟﺎﻄﻟا بﱠ
ــﻠﻌﺗ ﺪــﻨﻋ ﻊـﻘﻳﱡ ــﻴﺒﻨﺟﻷا ﺔـﻐﻠﻟا ﻢ
ﻖــﻠﻘﻟا نأ ﱃإ ﻞﺼـﻳ نأ ﻩداﺮــﻤﻓ ،ﺔﱠ يﻮــﻐﻠﻟا
ﱯﻠﺴــﻟا فﻮــﳋا ﻮـﻫ
1 ،رﻮﻈﻨﻣ ﻦﺑا ،بﺮﻌﻟا نﺎﺴﻟ
) توﲑﺑ : ﺻ راد ،ردﺎ (2010
، / ﻖﻠﻗ ./
2 Horwitz, E. K., Horwitz, M. B., & Cope, J. “Foreign-Language Classroom Anxiety”.
P125 132.
3 Young, D. J. “Creating a low-anxiety classroom environment: What does language Foreign language learning Anxiety in Japanese EFL University Classes: Physical, Emotional, Expressive, and Verbal Reactions anxiety research suggest”. The Modern Language Journal, V.75, Issue 4, 1991, P. 426-439.
4 MacIntyre, P. D., & Gardner, R. C. “Anxiety and second language learning: Toward a theoretical clarification”, Journal of Research in Language Studies ,V. 39, Issue 2,1989, P. 251-275.
ﻠﻌﺗ ﺪﻨﻋ ﺔـﻴﺒﻨﺟﻷا تﺎﻐﻠﻟا ﻢّ ﱡ و ،
لﻮـﻘﻧ نأ ﻊﻴﻄﺘﺴـﻧ إ
ﺐـﻟﺎﻄﻟا بﺎـﺘﻨﺗ ﺮﺗﻮـﺘﻟا ﻦـﻣ ﺔـﻟﺎﺣ ﻖـﻠﻘﻟا ن
ًﺎﻓﻮﺧ لﻮﻬﳎ ﺮﻣأ ﻦﻣ .
و نأ ﱃإ ﺺﻠﳔّ ﻖﻠﻘﻟا
ﺔﻣﺎﻌﺑ ﺮﺗﻮـﺘﻟا ﻦـﻣ ﺔـﻟﺎﺣ و
ﺮﻄـﺿﻻا با
؛ ءﻲـﺷ ﻦـﻣ فﻮـﳋا ﺎـﻬﺜﻌﺒﻣ
لﻮـﻬﳎ
، ﻠﻌﺗ ناﺪـﻴﻣ ﻞﺧﺪــﻳ ﺔـﻴﺒﻨﺟﻷا ﺔــﻐﻠﻟا ﺐـﻟﺎﻄﻓ ﺎـﻬﻤﱡ
ــﻃﺎﳏ ًﺎ ﺔــﻨﻳﺎﺒﺘﻣ ﺮﻋﺎﺸـﲟ ـﻠﻐﻳ
ﺎــﻬﻴﻠﻋ ﺐ
ةﺪــﻳﺪﳉا ﺔــﺌﻴﺒﻟا ﻦــﻣ فﻮــﳋا و
ــﳑ ﺞﺘــﻨﻳ ﺪــﻗو ،ﻢﻠﻌﺘــﻟا ﺔــﻴﻠﻤﻋ ﻦــﻋ ﺞﺘﻨﻴــﺳ ﺎّ ﻚــﻟذ ﻦــﻋ
تﺎــﻣﻼﻋ
ﺔﻳﺪﺴﺟ ﻦﻣ ، ﻞﺜﻣ : رﺎﺴﺗ ُ ﻟاو ،ﺐﻠﻘﻟا تﺎﻀﺒﻧ ع ـﺘ
ﻔﻨﱡ ﺮـﻌﺘﻟاو ،ﺲﱡ ق
،ﺎـﻫﲑﻏو ، و
ﺎـﳑﱠ ﻻ ﻚـﺷﱠ ﻪـﻴﻓ
ﺒﻗ ﻦﻣ ﺔﺒﻟﺎﻐﻣ ﱃإ جﺎﺘﳛ ﺮﻋﺎﺸﳌا ﻦﻣ عﻮﻨﻟا اﺬﻫ نأ
َِ ﱠ
ﻞِ
ﺐﻟﺎﻄﻟا .
2
يﻮﻐﻠﻟا ﻖﻠﻘﻟا عاﻮﻧأ .
ﺔـﻴﻘﻠﻘﻟا ﺔﻤﺴـﻟا :
يأ ﻞــﻴﻣ ﱯﺼـﻌﻟا ﺮﺗﻮـﺘﻟا ﱃإ ﺺﺨﺸـﻟا ُ َْ
ﺮــﻈﻨﻟا ﺾـﻐﺑ ﻖﻠﻘﻟﺎـﺑ رﻮﻌﺸــﻟاو
ﻪــﺑ ﺔــﻄﻴﶈا فوﺮــﻈﻟا ﻦــﻋ
، ــﳌا ﻊﻴﻄﺘﺴــﻳ عﻮــﻨﻟا اﺬــﻫو 1
رﺪﱢُ ﻳ نأ س
،ﻪــﺑﻼﻃ ﻩﻮــﺟو ﻰــﻠﻋ ﻪــﻈﺣﻼُ
ا اﺬــﻫ عﻼﺘــﻗاو ﻴﺴــﻔﻧ ﻞــﻣاﻮﻌﺑ ﻪــﻃﺎﺒﺗرﻻ ؛ﻞﻬﺴــﻟا ﺮﻣﻷﺎــﺑ ﺲﻴــﻟ عﻮــﻨﻟ
ﻣ ﺔﱠ ــﻘﻌﱠُ ﻪــﺘﻓﺮﻌﻣ ﻦــﻜﻟو ،ةﺪ
ﺪﲢ نأ ﻦﻜﳝﱠ ﻴﺒﻠﺴﻟا ﻩرﺎﺛآ ﻦﻣ
. ﱠﺔ
ﻲﻔﻗﻮـﻤﻟا ﻖﻠﻘﻟا ﻲـﻓﺮﻈﻟا وأ
: يأ ﻒـﻗاﻮﳌا ﺾـﻌﺑ ﰲ ﺐـﻟﺎﻄﻟا ﺮﺗﻮـﺘﻳ ﺎﻣﺪـﻨﻋ
، وﻻ ﺎﻤﻴـﺳ
،ﺔــﻴﺟرﺎﺧ ءﺎﻴــﺷﻷ ﺔﺑﺎﺠﺘــﺳﻻا ﺪــﻨﻋ ﻦــﻣ
ﻲــﻈﻔﻠﻟا ﻞــﻋﺎﻔﺘﻟا ﻞــﺜﻣ
2، نﻮــﻓﻮﺨﺘﻳ بﻼــﻄﻟا ﺾﻌﺒــﻓ
ﻳﺪﳊا ﻦﻣ ﳌا ﻊﻣ ﺚ
رﺪﱢُ ﺎـﻓﻮﺧ ؛فﺪـﳍا ﺔـﻐﻠﻟا ﲔﻣﺪﺨﺘﺴـﻣ ﻞﺼﻔﻟا ﻞﺧاد ﻢﻬﺋﻼﻣز ﻊﻣ ﻞﺑ ،سً
ﺄﻄﳋا ﻦﻣ ﺔﻴﻧوﺪﻟﺎﺑ رﻮﻌﺸﻟا وأ ّ
.
ﻲﺒﻠﺴﻟا ﻢﻳﻮﻘﺘﻟا ﻦﻣ فﻮﺨﻟا :
يأ ﻮﲣﱡ ﻪﻨﻋ ﻦﻳﺮﺧﻵا ﲑﻜﻔﺗ ﻦﻣ ﺐﻟﺎﻄﻟا ف .
3
1 MacIntyre, P. D., & Gardner, “Anxiety and second language learning: Toward a theoretical Clarification”, P.251-275.
2 MacIntyre, P. D., & Gardner, “Anxiety and second language learning: Toward a theoretical clarification”. P.251-275.
3 Horwitz, E. K., Horwitz, M. B., & Cope, J,” Foreign-Language Classroom Anxiety", P.125-132.
ﻞ ﲨأ ﺪــﻗوَ ـــَْ
Horwitz
ﻦــﻣ نﻮـــﻜﺘﻳ يﻮــﻐﻠﻟا ﻖـــﻠﻘﻟا نإ لﻮــﻘﻟا َ 1
: ،ﻲﻠـــﺻاﻮﺘﻟا ﻖـــﻠﻘﻟا
فﻮــــﳋاو ،نﺎــــﺤﺘﻣﻻا ﻖــــﻠﻗو فﻮــــﳋا ﻲﻠــــﺻاﻮﺘﻟا ﻖﻠﻘﻟﺎــــﺑ ﺪﺼــــﻘﻳو ،ﱯﻠﺴــــﻟا ﱘﻮــــﻘﺘﻟا ﻦــــﻣ
فﻮــــﺧ ﻪــــﺑ داﲑــــﻓ نﺎــــﺤﺘﻣﻻا ﻖــــﻠﻗ ﺎــــﻣأ ،ﺔــــﻌﻗﻮﺘﻣ وأ ﺔــــﻴﻘﻴﻘﺣ ﺔﻴﻠــــﺻاﻮﺗ ﻒــــﻗاﻮﲟ ﻂﺒﺗﺮــــﳌاُ ﻦــﻣ فﻮــﳋا ﻪــﻳﱰﻌﻳ ﺪــﻘﻓ ،نﺎــﺤﺘﻣﻻا ﰲ ﺔﻘﺑﺎﺴــﻟا ﻪــﺘﺠﻴﺘﻧ ﻰــﻠﻋ ءﺎــﻨﺑ ﱘﻮــﻘﺘﻟا ﻦــﻣ ﺐــﻟﺎﻄﻟاً ﻮﺼــﺗ ﻖﻠﺧ ﱃإ يدﺆــﻳ ﺎــﳑ ،ﺎﻬﺴـﻔﻧ ﺔﻴــﺿﺮﳌا ﲑــﻏ ﺔـﺠﻴﺘﻨﻟا ﻰــﻠﻋ لﻮﺼـﳊاِ ـَْ
تاﺪــﻘﺘﻌﻣو تار
نﺎﺤﺘﻣﻼﻟ ﺔﻳدﺎﻌﻣَ.
2
ﳑوﱠ ﻛأ ﺎﱠ ﻪﻴﻠﻋ ﺪ
young
ﺮﺛﺆـﻳ ﺎـﻣ ﺎـﺒﻟﺎﻏ ﻖﻠﻘﻟا نأ ً ّ ﰲ
ﺎﻴﻧﺪـﻟا تﺎﻳﻮﺘﺴـﳌا ﰲ ﺐـﻟﺎﻄﻟا ءادأ
ﻠﻌﺗ ﻦﻣ وأ ،ﻪﻟ ﺮﺛأ ﻻ اﺬﻫو ،ﺔﻐﻠﻟا ﻢﱡ ﻒﻴﻌﺿ ﺮﺛأ ﻪﻟ
؛ ﰲ ﻳﻮﻐﻟ ﺔﻣﺪﻘﺘﳌا تﺎﻳﻮﺘﺴﳌا ّ ﺎ.
ﺮﺴــﻴﻤﻟا ﻖــﻠﻘﻟا : ﻖــﻠﻘﻟا ﻦــﻣ ﲔﻋﻮــﻧ ﲔــﺑ ﺰﻴﻣ ﺪــﻘﻓ ــﱠ 3Scovelﺎــﻣأ
Facilitating
anxiety
ﻚـﻟذو ،ﺔـﻐﻠﻟا ﻢﻠﻌﺗ ﺪـﻨﻋ ﻪﻬﺟاﻮﺗ ﱵﻟا تﺎﻳﺪﺤﺘﻟا ﺔﻬﺟاﻮﻣ ﱃإ ﺐﻟﺎﻄﻟا ﻊﻓﺪﻳ ؛ـﱡ َ
ﻚــﻠﺗ ﻰــﻠﻋ ﺐــﻠﻐﺘﻠﻟ ؛ﺔــﻋﻮﻨﺘﻣ ﺔــﻴﻤﻠﻌﺗ تﺎﻴﺠﻴﺗاﱰــﺳإ ماﺪﺨﺘــﺳاو ،ﺪــﻬﳉا ﻦــﻣ ﺪــﻳﺰﻣ لﺬــﺒﺑﱡ ٍ ،تﺎﻳﺪــﺤﺘﻟا ﺔــﻤﻳﺰﻌﻠﻟ ﻒﻌﻀــﻤﻟا ﻖــﻠﻘﻟاو
Debilitating ancient
ﱃإ ﺐــﻟﺎﻄﻟا ﻊﻓﺪــﻳ ؛
ﻴﻠﻌﺘﻟا تﺎﻤﻬﳌا ﻦﻣ بﺮﻬﺘﻟاﱠ ﻖﻠﻘﻟﺎﺑ رﻮﻌﺸﻟا ﻦﻣ ﺎﻓﻮﺧ ﺔﻴﻤً ّ
.
ﻒﺸﺘﺴﻧﱡ ﺮـﺷ ﺲﻴﻟ ﻖﻠﻘﻟا نأ ﻖﺒﺳ ﺎﳑ ّﱠ
ا ﻩﻮـﲰأ ﺎـﻣ ﻮـﻫو ،ﺪـﻴﻔﻣ ﻮـﻫ ﺎـﻣ ﻪـﻴﻓ ﻞـﺑ ،ﻪـﻠﻤﻛﺄﺑ
ﺮﺴــﻴﻤﻟا ﻖـﻠﻘﻟا ﻣ ﺮــﺧآ ﺐــﻧﺎﺟ ﻪـﻴﻓو ،
ﻮـﻌﱢُ ق ــﻠﻌﺗﱡ نأ ﻪــﻟ ﻒـﺳﺆﻳ ﺎــﳑو ،ﺔـﻐﻠﻟا ﻢ
Young
ــﻛأ ﱠ 4
ﺪ
ﻴﻠﻤﻋ ﰲ ﻖﻠﻘﻠﻟ ﺐﻟﺎﺴﻟا روﺪﻟا ﻠﻌﺗ ﺔ
ﻴﺒﻨﺟﻷا تﺎﻐﻠﻟا ﻢﱡ ﺔ.
1 Horwitz, E. K., Horwitz, M. B., & Cope, J.,”Foreign-Language Classroom Anxiety“
p.125-132.
2 Young, D. J., “Creating a low-anxiety classroom environment: What does language Foreign Language Learning Anxiety in Japanese EFL University Classes: Physical, Emotional, Expressive, and Verbal Reactions anxiety research suggest”, The Modern Language Journal, V.75, Issue 4, 1991, P.426-439
3 Scovel, T. “The effect of affect on foreign language learning”, Journal of Research in Language Studies, V.28, Issue 1, 1978, P.129-142.
4 Young, D. J., “Creating a low-anxiety classroom environment: What does language Foreign Language Learning Anxiety in Japanese EFL University Classes،" P.129-142.
ﲑﺸﻧ نأ ﺎﻨﺑ رﺪﳚو ﱃإ بﺎﻀﺘﻗا ﰲ
يﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ردﺎﺼﻣ ﺎـﻤﻛ ردﺎﺼـﻣ ﺔﺘـﺳ ﻲـﻫو ،
ﺎﻬﺘﺒﺛأ
Young
1:
ﻟا ﻖﻠﻘ ﻟا ﰐاﺬ . ﻠﻌﺗ ﻦﻋ ﺐﻟﺎﻄﻟا تاﺪﻘﺘﻌﻣ ﺔﻐﻠﻟا ﻢﱡ
.
ﳌا تاﺪﻘﺘﻌﻣ رﺪﱢُ
ﺔﻐﻠﻟا ﺲﻳرﺪﺗ ﻦﻋ س .
ﳌا ﲔﺑ ﻞﻋﺎﻔﺘﻟا رﺪﱢُ
ﺐﻟﺎﻄﻟاو س .
ﻞﺼﻔﻟا ﻞﺧاد تاءاﺮﺟﻹا .
تﺎﻧﺎﺤﺘﻣﻻا ﻦﻣ فﻮﳋا .
3
ﺔﻘﺑﺎﺴﻟا تﺎﺳارﺪﻟا .
ــﺜﻛ تﺎـــﺳارد ﺖــﻟوﺎﻨﺗ يﻮــﻐﻠﻟا ﻖـــﻠﻘﻟا ﺮـــﺛأ ةﲑ
ﰲ ـــﻠﻌﺗ ﱡ تﺎـــﻐﻠﻟا ﻢ
، ﺎـــﻬﺠﺋﺎﺘﻧ تءﺎـــﺟ ﺪــﻗو
ﺔﺑرﺎﻀﺘﻣ ذإ ؛ ﺎﻬﻀﻌﺑ ﺖﺒﺛأ ﻴﺒﻠـﺳ ﺔﻗﻼﻋ
ﺔـﻳﻮﻐﻠﻟا ﺔـﻳﺎﻔﻜﻟاو ﻖـﻠﻘﻟا ﲔـﺑ ﺔ ﺔـﺳارد تءﺎـﺟ ﺎـﻤﻨﻴﺑ ،
ﻦﻳﺎﺘــﺳﺎﻛ
،ﺔــﻴﺑﺎﳚإ ﺔــﻗﻼﻋ ﺔــﺘﺒﺜﻣ ﺎــﻫﲑﻏو ﺎــﻧدرﺎﻏو و 2
ﺞﺋﺎــﺘﻨﻟا ﰲ برﺎﻀــﺘﻟا اﺬــﻫ ﺔــﻣﺎﻌﺑ
ﺎــﻣ ﻪــﻟ
ﻳُ
؛ﻪﻏﻮﺴﱢ در ﻦﻜﳝ ذإ ﱃإ ﻩﱡ
: ﺮﻓأ فﻼﺘﺧا ﻴﻌﻟا دا
ﻢ ﺔﻄﻴﶈا ﺔﻴﺌﻴﺒﻟا فوﺮﻈﻟاو ،ﺔﻨ .
ﺎﻣأّ
Words
ﻓ 3
لوﺎﻨﺗ ﺪﻘ ﻖﻠﻘﻟا بﺎﺒﺳأ
درو ،ﱠ ﺎـﻫ ﱃإ : ،مﻼـﻜﻟا ةرﺎـﻬﻣ تﺎﻃﺎﺸـﻧ ﺔﻟﺂـﺿ
ﻣو ،ﻞﺼﻔﻟا ﻞﺧاد ﺔﺒﻟﺎﺴﻟا ﺔﺌﻴﺒﻟاو ،ﻢﻬﻔﻟا مﺪﻋوُ ﱢﺪﺤﺘ
ﺔﻐﻟ ﺔﻐﻠﻟا ث ﺎـﻣُأً
ﻮـﻘﺘﻟا ﻦـﻣ فﻮـﳋاو ، ﱘ
ﺔﻤﻴﻘﻌﻟا ﺲﻳرﺪﺘﻟا قﺮﻃو ،ﺐﻟﺎﺴﻟا .
ﺎــﻣأ
Ling & Kondo
دﺮــﻓﱠ ا 4
ﱃإ ﻖــﻠﻘﻟا :
ﻦــﻣ فﻮــﳋاو ،ﺔــﻴﻣﻼﻜﻟا تﺎﻃﺎﺸــﻨﻟا ةرﺪــﻧ ّ
1 Young, D. J. ,”Creating a low-anxiety classroom environment: What Does language Foreign Language Learning Anxiety in Japanese EFL University Classes:” P.426- 439.
ﻼﻘﻧ2
ﻖﺑﺎﺳ ﻊﺟﺮﻣ ،ﻞﻴﺋﺎﻴﻜﻣ ﻦﻋ ً .
3 R Von Worde، An investigation of students perspective on foreign language anxiety, un-published, .1998,P.42-44 .
4 Kondo and Ling, Determination of English Language Learning Anxiety in EFL Classrooms, Vol. 84, 9 July 2013, Pages 1899-1907, The 3rd World Conference on Psychology Counseling and Guidance, WCPCG-2012, p1900.
ﺔﻳﻮﻐﻠﻟا ةرﺎﻬﳌا ﻒﻌﺿو ،ﺐﻟﺎﺴﻟا ﱘﻮﻘﺘﻟا ﺔﻣﺎﻌﺑ
.
رﺎﺷأو
Brawn
إ 1
رود يدﺆﻳ ﻖﻠﻘﻟا نأ ﱃً ّ ا
ﺮﺛﺆﻣ ًا ﺔﻴﻧﺎﺜﻟا ﺔﻐﻠﻟا بﺎﺴﺘﻛا ﰲ .
ﺋﺎﺼـــﺣإ ﺔـــﻟﻻد تاذ ﺔـــﻗﻼﻋ2ةﺪـــﺋﺎﻋ تﺪـــﺟو ﻪﺴـــﻔﻧ ﺖـــﻗﻮﻟا ﰲو ﻖـــﻠﻘﻟا ﲔـــﺑ ﺔﺒﻟﺎـــﺳ ﺔﻴ
ﺠﻴﺘﻧو ،يﻮﻐﻠﻟا ﺔ
ﻠﻌﺗ ةدﺎﻣ ﱘﻮﻘﺗ ﺔﻴﺒﻨﺟﻷا ﺔﻐﻠﻟا ﻢﻴ
.
رﺎــﻧدﺎﻏو كﺎــﻣ ﺎﻣأــّ
ارﺎــﺷأ ﺪــﻘﻓ 1994
- ﻞــﻴﺋﺎﻜﻴﻣ ﻪــﺘﺒﺛأ ﺎــﻣ ﻰــﻠﻋ ءﺎــﻨﺑ
32009
-
ارﺎـﺷأو ،ﺔﻴﺴـﻧﺮﻔﻟا ﺔـﻐﻠﻟا ﰲ حﺎـﺠﻨﻟاو يﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ﲔـﺑ ﺎﻴﺋﺎﺼـﺣإ ﺔﻟاد ﺔﻗﻼﻋ دﻮﺟو ﱃإّ ﻪــﻠﻴﻣز ﻦــﻣ ﻞــﻗأ ﺔﻋﺮــﺳ ﰲ ﺔــﻳﻮﻐﻠﻟا ةﲑﺧﺬــﻟا ﺐﺴــﺘﻜﻳ ﺎﻘﻠﻗ ﺪــﺷﻷا ﺐــﻟﺎﻄﻟا نأ ﱃإ ﺎﻀــﻳأّ ــً ّ ً ﻻ يﺬﻟا ﺎـﻣأ ،يﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ﻦﻣ ﱐﺎﻌﻳ
Macntyts
ﻪـﻠﻴﻣزو تﺎـﻐﻠﻟا ﻢﻠﻌﺗ نأ ﺎـﻨﻴﺑ ﺪـﻘﻓ ـﱡ ﱠ ﱠ 4
دﻮـــﻘﻳ ﺎــﳑ ،ﻞﺼـــﻔﻟا ﻞــﺧاد ﻢــﻠﻌﳌا ﺎﻬﻣﺪﺨﺘﺴـــﻳ ﱵــﻟا ﺔﻴﺴــﻔﻨﻟا تﺎﻴﺠﻴﺗاﱰـــﺳﻹﺎﺑ ﺮﺛﺄــﺘﻳ ﺪــﻗ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ﱃإ بﻼﻄﻟا .
ﻞﻴﺋﺎﻜﻴﻣ ﻞﺻﻮﺗو إ5
ﺘﻧ ﱃ ﻴ بﺎﺒﺳأ ﻦﻣ نأ ﱃإ ﲑﺸﺗ ﺔﺠﱠ ﻠﻟا ﻖﻠﻘﻟا
ادأ ﲔـﺑ ﺔـﻧرﺎﻘﳌا يﻮﻐ ء
ﻼــــﻄﻟا
،ب دﺎــــﻌﺑأ يﻮــــﻐﻠﻟا ﻖــــﻠﻘﻠﻟ نإ لﺎــــﻗو
ً ﱠ
ﺪــــﻋ ا ﺎــــﻬﻴﻓ ﻞﺧﺪــــﺗ ة :
،ﻪــــﺑﻼﻄﺑ سرﺪــــﳌا ﺔــــﻗﻼﻋ
ﺐﻟﺎﻄﻟا ﺔﻴﺼﺨﺷو
، ﺔﻘﺑﺎﺴﻟا ﻪﺗاﱪﺧو ﻞﺼﻔﻟا ﻞﺧاد ﺔﻌﺒﺘﳌا تاءاﺮﺟﻹاو ،
.
ﺖﺘﺒﺛأو ﻪﺘﺳارد ﻀﻳأ ًﺎ ﻴﺋﺎﺼـﺣإ ﺔـﻟاد ﺔﻴﺒﻠـﺳ ﺔـﻗﻼﻋ دﻮﺟو ﺎ
ﺔـﻳﺎﻔﻜﻟاو يﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ﲔـﺑ
ﲔــﺑ ﺔـــﻴﺑﺎﳚإ ﺔــﻗﻼﻋو ،ﺔــﻳﻮﻐﻠﻟا ﺲﻔﻨﻟﺎـــﺑ داﺪــﺘﻋﻻا
ﺔــﻴﺣﺎﻧ ﻦـــﻣ ﻢﻠﻌﺘــﻟا ﺔﻴﺠﻴﺗاﱰــﺳإو ّ حﺎـــﺠﻨﻟاو ،
ىﺮﺧأ ﺔﻴﺣﺎﻧ ﻦﻣ ﻲﳝدﺎﻛﻷا .
1 Fadi, Maher, “Investigating Foreign language learning anxiety: A case of Saudi undergraduate EFl”, Learners, Hournal of Language and Linguistic Studies, V12, Issue1, 2016, P.137- 148.
ﻖﺑﺎﺳ ﻊﺟﺮﻣ ،ﻞﻴﺋﺎﻴﻜﻣ ﻦﻋ ﻼﻘﻧ ً 2
.
،ﻞﻴﺋﺎﻴﻜﻣ 3
"
ﺔﻳﺰﻴﻟﺎﳌا ﺔﻴﻣﻼﺳﻹا مﻮﻠﻌﻟا ﺔﻌﻣﺎﺟ ﺔﺒﻠﻃ ىﺪﻟ ﺔﻳﻮﻐﻠﻟا ةءﺎﻔﻜﻟا ﻰﻠﻋ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ﺮﺛأ
"
ص ، 51 - 68 .
4 MacIntyre, P. D., & Gardner, R. C. "Anxiety and second language learning: Toward a theoretical clarification". In E. K. Horwitz, & D. J. Young (Ed.), Language anxiety:
From theory and research to classroom implications, P. 41-54
،ﻞﻴﺋﺎﻴﻜﻣ 5
"
ﺔﻳﺰﻴﻟﺎﳌا ﺔﻴﻣﻼﺳﻹا مﻮﻠﻌﻟا ﺔﻌﻣﺎﺟ ﺔﺒﻠﻃ ىﺪﻟ ﺔﻳﻮﻐﻠﻟا ةءﺎﻔﻜﻟا ﻰﻠﻋ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ﺮﺛأ
"
ص ، 51 - 68 .
ﺮﻜﺑ ﻞﺼﻴﻓ ﻞﺻﻮﺗو ﻴﺋﺎﺼـﺣإ ﺔـﻟاد قوﺮـﻓ دﻮـﺟو مﺪﻋ ﱃإّ 1
ﺎ ﻲـﺋاﺮﻘﻟا يﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ﲔـﺑ
،ﺔــﻴﺋاﺮﻘﻟا ﺔــﻴﺗاﺬﻟا ﺔــﻳﺎﻔﻜﻟاو ــﻟاد ﺔــﺒﺟﻮﻣ ﺔــﻗﻼﻋ ﺪــﺟو ﻪــﻧأ ﲑــﻏّ ّ
ﺔــﻴﺋاﺮﻘﻟا ﺔــﻴﺗاﺬﻟا ةءﺎــﻔﻜﻟا ﻰــﻠﻋ ﺔ
بﺎﻌﻴﺘﺳﻻاو ﻲﺋاﺮﻘﻟا
.
2Fadiﺎـــﻣأﱠ ﻜﻧﻹا ﻢـــﻠﻌﺗو ﲔﻳدﻮﻌﺴـــﻟا بﻼـــﻄﻟا ﻦـــﻋ ﻪﺘـــﺳارد ﰲ ّ
ﺪـــﻘﻓ ﺔـــﻳﺰﻴﻠّ ﺞﺘﻨﺘـــﺳا
نأﱠ
ﺎـﻬﻨﻣ ﺔـﻋﻮﻨﺘﻣ ردﺎﺼـﻣ ﻪـﻟو ،لﺪـﺘﻌﻣ ىﻮﺘﺴـﲟ ءﺎـﺟ ﻪـﺘﻨﻴﻋ داﺮـﻓأ ﻂـﺳو يﻮـﻐﻠﻟا ﻖﻠﻘﻟا :
فﻮـﳋا
ﱘﻮﻘﺘﻟا ﻦﻣ ﻟﺎﺴﻟا
،ﻲﻬﻔﺸـﻟا ﻞﺻاﻮﺘﻟا ءﺎﻨﺛأ ﻖﻠﻘﻟاو ،ﺐ ﺑﺎﳚإ ﺔـﻗﻼﻋ ﱃإ ﻪﺘـﺳارد ﻞـﺻﻮﺘﺗ ﱂو
ﺔـﻴ
ﻖﻠﻘﻟا ﲔﺑ ﻤﻴﻠﻌﺘﻟا ىﻮﺘﺴﳌاو
ﻠﻟ ﻲ ﺐﻟﺎﻄ .
ﺘﺗ ﺔـﻴﻟﺎﳊا ﺔـﺳارﺪﻟا نأ ﺔﻘﺑﺎﺴﻟا تﺎﺳارﺪﻟا ضﺮﻋ ﻦﻣ ﺢﻀﺘﻳﱠ ﻖـﻠﻘﻠﻟ ﺎـﳍوﺎﻨﺗ ﰲ ﺎـﻬﻌﻣ ﻖـﻔ
ﻣ ﺰﻴﻤﺘﺗو ،يﻮﻐﻠﻟا ،ﺎـﻳﺰﻴﻟﺎﻣ ﰲ ﺔـﻴﳌﺎﻌﻟا ﺔﻴﻣﻼـﺳﻹا ﺔـﻌﻣﺎﳉا ﻊـﻤﺘﳎ ﻦـﻣ ةذﻮﺧﺄـﳌا ﺎﻬﺘﻨﻴﻋ ﰲ ﺎﻬﻨّ ّ
ﺎﻫﺰﻴﻛﺮﺗ ﻦﻋ ﻼﻀﻓً نإ ﰒ ،ﺔـﻴﺑﺮﻌﻟا ﺔـﻐﻠﻟا ﻰﻠﻋ
ﱂ ﺔـﻨﻴﻌﻟا ﻩﺬـﻫ ﺗ
ﺔـﺳارد يأ ﺎـﳍوﺎﻨﺘ -
دوﺪـﺣ ﰲ
ا ﲔﺜﺣﺎﺒﻟا عﻼﻃِ -
ﻖﻠﻘﻟا ﺔﻳواز ﻦﻣ يﻮﻐﻠﻟا
.
ﺚﺤﺒﻟا ةادأ
ﻧﺎﻴﺒﺘﺳا ﺚﺤﺒﻟا اﺬﻫ ﲎﺒﺗ
ً ﱠ
ﻦﻣ نﻮﻜﺘﻳ ﺎ ةﺮﻘﻓ 30
ﺔﻤﺴﻘﻣ ُ ﱃإ
: لﺎﺼـﺗﻻا ﻖـﻠﻘﻟ ﺮﺻﺎﻨﻋ 7
يﻮــﻐﻠﻟا )
1 ، 9 ، 14 ، 18 ، 24 ، 27
،
(،29
و ﱯﻠﺴــﻟا ﱘﻮــﻘﺘﻟا ﻦــﻣ فﻮــﺨﻠﻟ ﺮــﺻﺎﻨﻋ 7 )
3 ، 7 ،
13 ، 15 ، 20 ، 23 ، 25
،(
و نﺎــــﺤﺘﻣﻻا ﻦــــﻣ ﻖــــﻠﻘﻠﻟ ﺮــــﺻﺎﻨﻋ 5 )
2 ، 8 ، 10 ، 19 ، 21
،(
و
11
ﺮﺼﻨﻋًا ﺔـﻴﺑﺮﻌﻟا ﺔـﻐﻠﻟا لﻮﺼـﻓ ﻞـﺧاد ﻖـﻠﻘﻠﻟ
) 4 ، 5 ، 6 ، 9 ، 11 ، 12 ، 16 ، 17 ، 22 ، 28 ، 30 ( ،
ﺎﻣأ ﱃإ ﻞﺻو ﺪﻘﻓ سﺎﻴﻘﳌا اﺬﻫ تﺎﺒﺛ
؛93
ءﺎﻨﺑ ﻣ ﻪﺘﺒﺛأ ﺎﻣ ﻰﻠﻋ ً ﻤﺼﱢﻤ ُ
ﱃإ ﲑﺸـﻳ ﻢـﻗر ﻮـﻫو ،ﻪ
ﻪﺗرﺪﻗو سﺎﻴﻘﳌا ﺔﻗد ﻤﺻ ﺎﻣ سﺎﻴﻘﻟ ﱢُ
ﻢ ﻪﻟ . 3
،ﺮﻜﺑ ﻞﺼﻴﻓ ،ﺪﲪأ 1
"
ﻲـﺋاﺮﻘﻟا بﺎﻌﻴﺘـﺳﻻاو ﺔـﻴﺋاﺮﻘﻟا ﺔـﻴﺗاﺬﻟا ةءﺎـﻔﻜﻟاو ﺔﻴﺴـﻧﺮﻔﻟا ﺔـﻐﻠﻟا ﰲ ﻲـﺋاﺮﻘﻟا يﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ﲔـﺑ ﺔﻗﻼﻌﻟا
ﻖﺸﻣد ﺔﻌﻣﺎﲜ ﺔﻴﺴﻧﺮﻔﻟا ﺔﻐﻠﻟا ﻢﺴﻗ ﺔﺒﻠﻃ ىﺪﻟ
"
ﺔﻴﺴﻔﻨﻟاو ﺔﻳﻮﺑﺮﺘﻟا تﺎﺳارﺪﻠﻟ ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﺠﻟا ﺔﻠﺠﻣ ، يدﺎـﳊا ﺪـﻠ ا ،
،ﻊﺑاﺮﻟا دﺪﻌﻟا ،نوﺮﺸﻌﻟاو ص ،2013
230 -
.239
2 Maher, "Investigating Foreign language learning anxiety: A case of Saudi undergraduate EFl Learners", P.137-148.
3 ﻞﻴﺋﺎﻴﻜﻣ
،
"
ﺔﻳﺰﻴﻟﺎﻤﻟا ﺔﻴﻣﻼﺳﻹا مﻮﻠﻌﻟا ﺔﻌﻣﺎﺟ ﺔﺒﻠﻃ ىﺪﻟ ﺔﻳﻮﻐﻠﻟا ةءﺎﻔﻜﻟا ﻰﻠﻋ يﻮﻐﻠﻟا ﻖﻠﻘﻟا ﺮﺛأ ص ،
51 - 68 .
و ﺪﻗوُ ﻌﺿ ﺖ ﻋ نﺎﻴﺒﺘﺳﻻا ﻦﻋ ﺔﺑﺎﺠﺘﺳﻻا ـﺑ أﺪﺒﻳ ﻲﻋﺎﺑر سﺎﻴﻘﻣ ﻰﻠ
:
1
ﲑﻏ -
ةﺪﺸﺑ ﻖﻓاﻮﻣ .
2
ﻖﻓاﻮﻣ ﲑﻏ -
.
3
ﻖﻓاﻮﻣ -
.
4
ةﺪﺸﺑ ﻖﻓاﻮﻣ -
.
ﺮﻛ ذ ﺪﻗو
1Fadi
ﻦﻋ ﻼﻘﻧً
Baharuddin
تﺎﻳﻮﺘﺴﻣ ﺔﺛﻼﺛ ﱃإ ﻢﺴﻗ يﻮﻐﻠﻟا ﻖﻠﻘﻟا نأ ﱡ ّ 2
:
1
ﺾﻔﺨﻨﻣ ىﻮﺘﺴﻣ -
:
1.00 -
.2.33
2
لﺪﺘﻌﻣ ىﻮﺘﺴﻣ -
:
2.34 -
.3.66
3
لﺎﻋ ىﻮﺘﺴﻣٍ -
:
3.67 -
.5.00
تﺎﻧﺎﻴﺒﻟا ﻞﻴﻠﺤﺗ
ﺗ ﺪﳉا ضﺮﻌ ا
لو ﻵا ﺔﻴﺗ ﺔﻨﻴﻌﻟا داﺮﻓﻷ ﺔﻴﺳﺎﺳﻷا تﺎﻣﻮﻠﻌﳌا :
ﺲﻨﳉا دﺪﻌﻟا ﺔﻳﻮﺌﳌا ﺔﺒﺴﻨﻟا
رﻮﻛذ
53 25.2
%
ثﺎﻧإ
157 74.8
%
ﻲﺋاﺪﺘﺑا
76 36.2
%
ﻂﺳﻮﺘﻣ
117 55.7
%
ﻂﺳﻮﺘﳌا قﻮﻓ
16 7.6
%
ىﻮﺘﺴﻤﻟا يﻮﻐﻠﻟا مﺪﻘﺘﻣ
1 5
%.
1 Maher, "Investigating Foreign language learning anxiety: A case of Saudi undergraduate EFl Learners", P.137-148.
2 Baharuddin, Y. Sikap, Pengetahuan, Kemahiran, Pedagogi dan Keperihatinan Guru Sejarah terhadap Perubahan Kurikulum, Universiti Sains Malaysia,Pulau Pinang ,Unpublished Doctoral Dissertation, 2009.
ﺮﻔﺻ 3 9.52
تاﻮﻨﺳ 9.05 8
تاﻮﻨﺳ 14 3.3
ﺔﻨﺳ
0.95
ﺮﻬﺷ 0.48 4
تاﻮﻨﺳ 6.19 9
تاﻮﻨﺳ 3.3 15 ﺔﻨﺳ
1.90
ناﺮﻬﺷ 0.95 5
تاﻮﻨﺳ 10 3.81
تاﻮﻨﺳ 5.71 16
ﺔﻨﺳ
0.95
ﻒﺼﻧ
ﺔﻨﺳ 2.86 6
تاﻮﻨﺳ 10.48 11
ﺔﻨﺳ 2.38 18
ﺔﻨﺳ
1.42
ﺔﻨﺳ 14.8 6
تاﻮﻨﺳ
ﻒﺼﻧو 1.90
12 ﺔﻨﺳ 1.90
دﺪﻋ
تاﻮﻨﺳ
ﺔﺳارد
ﺔﻐﻠﻟا ﺔﻴﺑﺮﻌﻟا نﺎﺘﻨﺳ 5.24 7
تاﻮﻨﺳ 7.14 13
ﺔﻨﺳ 5.71
ﺪﳉا ﻦﻣ ﻆﺣﻼﻳُ
ا لو :
ثﺎـــﻧﻹا ﺔـــﺒﻠﻏ
74.8
رﻮﻛﺬـــﻟا ﻰـــﻠﻋ % 25.2
%
ﺔـــﻌﻣﺎﳉا ﰲ ةزرﺎـــﺑ ةﺮﻫﺎـــﻇ اﺬـــﻫو ،
ﺎﻳﺰﻴﻟﺎﻣ ﰲ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا .
ذإ ،ﻂــﺳﻮﺘﳌاو ﻲﺋاﺪــﺘﺑﻻا نﺎﻳﻮﺘﺴــﳌا ﻪــﻴﻠﻋ ﺐــﻠﻐﻳ ﺔــﻨﻴﻌﻟا داﺮــﻓﻷ يﻮــﻐﻠﻟا ىﻮﺘﺴــﳌا ﺎﻤﻬﺘﺒﺴـﻧ ﺖﻐﻠﺑ
91.9
%
ﻦﻤـﺿ ﺪﻌـﻳ ﻢـﻬﻤﻈﻌﻣ ﺔـﻨﻴﻌﻟا داﺮـﻓأ نأ ﻰـﻠﻋ لﺪـﻳ ﺎـﳑﱡ ـَُ ّ ،
ﺋاﺪــــﺘﺑﻻا ىﻮﺘﺴــــﳌا ﻢﻬﻨـــــﻣو ،ﻲ
- ﺢﻀ ﺘﻳ ﺎــــﻤﻛ ــــّ
- ،ﺔـــــﻴﺑﺮﻌﻟﺎﺑ ﻪــــﻟ ﺪــــﻬﻋ ﻻ ﻦ ﻣ ْ ـــــَ
ﺖﻐﻠﺑ ﻢﻬﺘﺒﺴﻧو
9.52 .%
ُأ ﺔـــــﻨﻴﻌﻟا داﺮـــــﻓأ ﻰـــــﻠﻋ نﺎﻴﺒﺘـــــﺳﻻا ﻊـــــﻳزﻮﺗ ﺪـــــﻌـﺑَْ
ﺞﻣﺎـــــﻧﺮﺑ ﰲ تﺎـــــﻧﺎﻴﺒﻟا ﺖـــــﻠﺧد ؛SPSS
ﺎﻬﻠﻴﻠﺤﺘﻟ ، ﻦﻤﻀﺘﻳ ﻞﻴﻠﺤﺘﻟا اﺬﻫو :
يرﺎﻴﻌﳌا فاﺮﳓﻻاو ،ﰊﺎﺴﳊا ﻂﺳﻮﺘﳌا .
1
يﻮﻐﻠﻟا ﻖﻠﻘﻟا ىﻮﺘﺴﻣ .
:
ﻦـﻋ ﺔـﺑﺎﺟﻹا ﱃإ ءﺰﳉا اﺬﻫ ﻰﻌﺴﻳ لوﻷا ﺚـﺤﺒﻟا لاﺆـﺳ
يﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ىﻮﺘﺴـﻣ ﺎـﻣ :
؟ﺎﻳﺰﻴﻟﺎﻣ ﻲﻓ ﺔﻴﻤﻟﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﺠﻟا ﻲﻓ نآﺮﻘﻟا ﺔﻐﻟ بﻼﻃ ﺪﻨﻋ
ﺖﻌﲨ ﺪﻗوُ ـﻓاﺮﳓﻻاو ﺔﻴﺑﺎﺴﳊا تﺎﻄﺳﻮﺘﳌا
تﺎ ـﻳرﺎﻴﻌﳌا ﺔ ﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ىﻮﺘﺴـﻣ ﺔـﻓﺮﻌﳌ ؛ ي
ﰐﻵا لوﺪﳉا ﰲ ﺎﻤﻛ ﺞﺋﺎﺘﻨﻟا ﺖﻧﺎﻜﻓ ،ﺔﻨﻴﻌﻟا داﺮﻓأ ىﺪﻟ :
دﺪﻌﻟا ﱏدﻷا ﺪﳊا
ﻗﻷا ﻰﺼ ﰊﺎﺴﳊا ﻂﺳﻮﺘﳌا
يرﺎﻴﻌﳌا فاﺮﳓﻻا
ىﻮﺘﺴﳌا
210 0.3
3.1 2.45
0.78
لﺪﺘﻌﻣ
ﰲ ﺞﺋﺎــﺘﻨﻟا ﲑﺸــﺗ اﺬــﻫ
ىﺪــﻟ يﻮــﻐﻠﻟا ﻖــﻠﻘﻟا ىﻮﺘﺴــﻣ نأ ﱃإ لوﺪــﳉا ﱠ ﰲ ﺚــﺤﺒﻟا ﺔــﻨﻴﻋ
ﺔﺠﻴﺘﻧ ﻊﻣ ﻖﻔﺘﺗ ﺔﺠﻴﺘﻨﻟا ﻩﺬﻫو ،لﺪﺘﻌﻣ ىﻮﺘﺴﻣ
1Fadi
يﺬﻟا ﺖﺒﺛأ
ًﻼﻘﻧ ﻦﻋ
Khairi and
Nurul Lina
ﻠﻘﻟﺎــﺑ رﻮﻌﺸــﻟا نأﱠ2
نﺎــﻛ اذإ ﻖ ﺪــﺘﻌﻣ
ﻻً
ﺔــﻴﻌﻓاﺪﻟا ﻦﺴــﳛ ﺪــﻗ ُ ﺎــﳑ ،ﺔــﻐﻠﻟا ﻢﻴــﻠﻌﺘﻟّ
ﻰﻠﻋ ةﺮﻄﻴﺴﻠﻟ ؛ﻩﺪﻬﺟ لﺬﺒﻳ ﺐﻟﺎﻄﻟا ﻞﻌﳚ فﺪﳍا ﺔﻐﻠﻟا
.
2
يﻮﻐﻠﻟا ﻖﻠﻘﻟا ردﺎﺼﻣ .
:
ءﺰﳉا اﺬﻫ فﺪﻬﻳ إ
ﱃ ا ﱐﺎـﺜﻟا ﺚـﺤﺒﻟا لاﺆـﺳ ﻦـﻋ ﺔـﺑﺎﺟﻹ يﻮـﻐﻠﻟا ﻖـﻠﻘﻟا ردﺎﺼـﻣ ﺎـﻣ :
؟ﺎﻳﺰﻴﻟﺎﻣ ﻲﻓ ﺔﻴﻤﻟﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﺠﻟا ﻲﻓ نآﺮﻘﻟا ﺔﻐﻟ بﻼﻃ ﺪﻨﻋ
ﺎــﻨﻫو ﲨُ
ــﻌ ﺔﻴﺑﺎﺴــﳊا تﺎﻄــﺳﻮﺘﳌا ﺖ ﺔــﻳرﺎﻴﻌﳌا تﺎــﻓاﺮﳓﻻاو
ﺮــﺻﺎﻨﻌﻟ ا نﺎﻴﺒﺘــﺳﻻ ﺖــﻧﺎﻜﻓ ،
ﰐﻵا لوﺪﳉا ﰲ ﺎﻤﻛ ﺞﺋﺎﺘﻨﻟا :
دﺪﻌﻟا 210 ﱏدﻷا ﺪﳊاّ
ﺪﳊاّ ﻰﻠﻋﻷا ﻂﺳﻮﺘﳌا
ﰊﺎﺴﳊا ﻂﺳﻮﺘﳌا
يرﺎﻴﻌﳌا ىﻮﺘﺴﳌا
يﻮﻐﻠﻟا لﺎﺼﺗﻻا ﻖﻠﻗ
2.0 3.0
2.4 0.80
لﺪﺘﻌﻣ
ﱯﻠﺴﻟا ﱘﻮﻘﺘﻟا ﻖﻠﻗ
0.306 2.9 2.4 0.81
لﺪﺘﻌﻣ
نﺎﺤﺘﻣﻻا ﻖﻠﻗ
2.3 2.9
2.6 0.81
لﺪﺘﻌﻣ
ﺔﻐﻠﻟا ﻮﳓ ﱯﻠﺴﻟا ﻩﺎﲡﻻا ﻖﻠﻗ فﺪﳍا
2.0
3.1
2.4 0.79
لﺪﺘﻌﻣ
ﺔﻔـــﺻﻮﺑ ﺔـــﻤﺋﺎﻘﻟا رﺪﺼـــﺗ ﺪـــﻗ نﺎــﺤﺘﻣﻻا ﻖـــﻠﻗ نأ لوﺪـــﳉا اﺬـــﻫ ﻦـــﻣ ﻆــﺣﻼﻳﱠ ﱠ ُ ﺮـــﺒﻛأ
1 Maher, "Investigating Foreign language learning anxiety: A case of Saudi undergraduate EFl 1 learners", P.137- 148.
2 Kharir Izwan & Nurul Lina, A Study on Second Language Speaking Anxiety among UTM Students ،Unpublished.
رﺪﺼــﻣ ﻖــﻠﻘﻠﻟ
ﻩرﺪــﻗ ﰊﺎﺴــﺣ ﻂــﺳﻮﺘﲟ )
(2.6
ﻩرﺪــﻗ يرﺎــﻴﻌﻣ فاﺮــﳓاو )
(0.81
ﻩﺬــﻫو ،
ﺔﺠﻴﺘﻨﻟا ﺔﺳارد ﻪﻴﻟإ ﺖﻠﺻﻮﺗ ﺎﻣ ﻊﻣ ﻖﻔﺘﺗ
D. TOOTH
ﻞـﻛ ﺔـﻴﻧﺎﺜﻟا ﺔـﺒﺗﺮﳌا ﰲ ﻪـﻴﻠﻳ ﰒ ،ّ 1
ﻩرﺪــــﻗ ﰊﺎﺴــــﺣ ﻂــــﺳﻮﺘﲟ يﻮــــﻐﻠﻟا لﺎﺼــــﺗﻻا ﻖــــﻠﻗ ﻦــــﻣ )
(2.4
ﻩرﺪــــﻗ يرﺎــــﻴﻌﻣ فاﺮــــﳓاو
) (0.80
ﺔﻴﺑﺎﺴـﳊا تﺎﻄـﺳﻮﺘﳌﺎﺑ ﺔـﻐﻠﻟا ﻮـﳓ ﱯﻠﺴـﻟا ﻩﺎـﲡﻻا ﻖـﻠﻗو ،ﱯﻠﺴـﻟا ﱘﻮـﻘﺘﻟا ﻖﻠﻗو ، ﺎﻬﺴﻔﻧ ﺔﻳرﺎﻴﻌﳌا تﺎﻓاﺮﳓﻻاو .
ﻻا نأ ﺎــﲟو ﻦــﻣ ﻒــﻴﻔﺨﺘﻟا ﺔﻟوﺆﺴــﳌا تﺎــﻬﺠﻠﻟ ﻲــﻐﺒﻨﻳ ﻖــﻠﻘﻠﻟ رﺪﺼــﻣ تﺎــﻧﺎﺤﺘﻣ
اﺬـــــﻫ نﻮـــــﻜﻳ نأ ﻦـــــﻜﳝو ،ﻲﺋﺎـــــﻬﻨﻟا نﺎـــــﺤﺘﻣﻻا ﺔـــــﺒﻫر :
،ﻲﺋﺎـــــﻬﻨﻟا نﺎـــــﺤﺘﻣﻻا ءﺎـــــﻐﻟﺈﺑ
ﺔﻠـﺻ ﻰـﻠﻋ ﻪـﻠﻌﳚ ﺔـﻐﻠﻟﺎﺑ ﺐـﻟﺎﻄﻠﻟ ﻂـﺑر ﻚـﻟذ ﻲـﻔﻓ ،ﻪـﻧﺎﻜﻣ ﺮﻤﺘﺴﳌا ﱘﻮﻘﺘﻟا لﻼﺣإوٌ ّ ـــﻣ ﻪﺒﺣﺎﺼـــﻳ ﺎـــﻣو ،نﺎـــﺤﺘﻣﻻا ﺔـــﺒﻫر ﻪـــﻘﺗﺎﻋ ﻦـــﻋ ﻞـــﻳﺰﻳ ﻪـــﻧأ ﻦـــﻋ ﻼﻀـــﻓ ،ﺎـــ ﺔـــﻤﺋادً ﻦ
ﺪــﻗ ﲔــﺳرﺪﳌا ﺾــﻌﺑ نأ ﻩﺎــﲡﻻا اﺬــﻫ ئوﺎﺴــﻣ ﻦــﻣو ،ﺔﻴﺴــﻔﻧو ﺔﻳﺪﺴــﺟ تﺎﺑاﺮﻄــﺿاﱢ ُ ّ ّ ّ ،ﻪـﻤﻠﻈﺑ ﺎـﻣإو ،ﻖﺤﺘﺴـﻳ ﻻ ﺎﻣ ﻪﺋﺎﻄﻋﺈﺑ ﺎﻣإ ؛ﻻدﺎﻋ ﺎﳝﻮﻘﺗ بﻼﻄﻟا ﱘﻮﻘﺗ ﻦﻋ ﺰﺠﻌﻳُ ّ ّ ً ً ﻢــ أ ﺎــﻨﺑﻼﻃ ءادأ ﻰــﻠﻋ ﻪــﻈﺣﻼﻧ ﺎــﳑو ـــﻋ
ﺔـــﻐﻠﻟﺎﺑ مﻼــﻜﻟا ﻦــﻋ ﺎﺤــﺿاو اﺰــﺠﻋ نوﺰﺟﺎً ً
ﻳﺎـــﻐﻣ تءﺎـــﺟ ﺚـــﺤﺒﻟا اﺬــﻫ ﺔـــﺠﻴﺘﻧ ﻦـــﻜﻟو ،فﺪــﳍا ﺾـــﻌﺑ ﺎﻀـــﻳأ ﺔـــﻔﻟﺎﳐو ،ﻊــﻗاﻮﻟا ةﺮً
ﺔﻘﺑﺎﺴـــــﻟا تﺎـــــﺳارﺪﻟا
Senel Elsldi
نأ ﱃإ رﺎـــــﺷأ يﺬـــــﻟا ﱠ 2
Sener
نأ ﺢـــــﺿوأ ّ
ﺔـﻐﻟ ﺔـﻳﺰﻴﻠﻜﻧﻹا نﻮﺳرﺪﻳ ﻦﻳﺬﻟا كاﺮﺗﻷا بﻼﻄﻟا ىﺪﻟ ﻊﻔﺗﺮﳌا يﻮﻐﻠﻟا ﻖﻠﻘﻟا ىﻮﺘﺴﻣً ﺔــــﻠﻣﺎﻜﻟا ﻢﻬﺘﻓﺮـــﻌﻣ ﻢـــﻏر ﻦﻳﺮـــﺧﻵا ﻊـــﻣ ﺚﻳﺪـــﳊا ﰲ ﻢـــﻬﻗﻼﻄﻧا نود لﻮـــﳛ ؛ﺔـــﻴﺒﻨﺟأً ،ﺔﻳﺰﻴﻠﻜﻧﻹا ﺪﻋاﻮﻘﺑ ﺔﻠﻜﺸـﳌا ﻩﺬـﻫ ﻊـﺒﻨﻣ نأ ﱃإ ﺺﻠﺧوّ
: ﺔﻠﻗو ،ﺲﻔﻨﻟﺎـﺑ ﺔـﻘﺜﻟا مﺪـﻋ ـّ
ﺔﻴﻌﻓاﺪﻟا ﻒﻌﺿو ،مﻼﻜﻟا ةرﺎﻬﻣ تﺎﻃﺎﺸﻧ .
1 D. TOOTH, “Anxiety and study methods in preclinical students: causal relation to examination performance Medical education, V.23, Issue 5, Sept. 1989, p 416.
2 Şenel Elaldı, “Foreign language anxiety of students studying English Language and Literature: A Sample from Turkey”, Academic journal, Full Length Research Paper, Received 29 September, 2015; Accepted 22 February, 2016, P220-228.
ﻀـﻳأ ﺔـﻴﻟﺎﳊا ﺔـﺳارﺪﻟا ﻒـﻠﺘﲣوًﺎ ﻊـﻣ
Khair Lzwan & other
ﻓ ،1
ءﻻﺆـﻫ ﻞـﺻﻮﺗ ﺪـﻘ
ﻊﺒﻨﻣ نأ ﱃإ نﻮﺜﺣﺎﺒﻟاﱠ دﺮـﻣ ﻢﻬﺘـﻨﻴﻋ داﺮـﻓأ ىﺪـﻟ يﻮـﻐﻠﻟا ﻖﻠﻘﻟاﱡ
ﰲ يﻮـﻐﻠﻟا لﺎﺼـﺗﻻا ﻖـﻠﻗ ﱃإ ﻩ
ﺗﺮﳌا ا ﺔﺒ ﱃوﻷ . نأ ﺎﻀﻳأ ﻆﺣﻼﻳوّ ً ُ
2Fadi
يﻮﻐﻠﻟا لﺎﺼﺗﻻا ﻖﻠﻗ ﱃإ ﻪﺘﻨﻴﻋ داﺮﻓﻷ يﻮﻐﻠﻟا ﻖﻠﻘﻟا رﺪﺼﻣ در ﱠ .
3
ا .
ﺲﻨﺠﻟاو يﻮﻐﻠﻟا ﻖﻠﻘﻟ :
ﺚـــﻟﺎﺜﻟا ﺚـــﺤﺒﻟا لاﺆـــﺳ ﻦـــﻋ ﺔـــﺑﺎﺟﻹا ﱃإ ءﺰـــﳉا اﺬـــﻫ فﺪـــﻬﻳ ﻖـــﻠﻘﻟا ﺮﺛﺄـــﺘﻳ ﻞـــﻫ :
ﺔﻴﻣﻼــــﺳﻹا ﺔــــﻌﻣﺎﺠﻟﺎﺑ ﻢﻳﺮــــﻜﻟا نآﺮــــﻘﻟا ﺔــــﻐﻟ بﻼــــﻃ ىﺪــــﻟ ﺲﻨــــﺠﻠﻟ ﺎ ﻘﻓو يﻮـــﻐﻠﻟاــــً ﱡ ﻲﻓ ﺔﻴﻤﻟﺎﻌﻟاّ
؟ﺎﻳﺰﻴﻟﺎﻣ
اﺬــﻫ ﻦــﻋ ﺔــﺑﺎﺟﻺﻟ ﰊﺎﺴــﳊا ﻂــﺳﻮﺘﳌا ﺎﻨﺟﺮﺨﺘــﺳا لاﺆﺴــﻟا
رﻮﻛﺬــﻠﻟ يرﺎــﻴﻌﳌا فاﺮــﳓﻻاو
ﺎﻓ ،ثﺎــــﻧﻹاو ﰊﺎﺴــــﳊا ﻢﻬﻄــــﺳﻮﺘﻣ رﻮﻛﺬــــﻟ
73.35
و ، ﻓاﺮــــﳓا ﻢﻬ رﺎــــﻴﻌﳌا ﻢــــﳍ ي ﺎــــﻤﻨﻴﺑ ،16.0
ﰊﺎﺴﳊا ﻦﻬﻄﺳﻮﺘﻣ ثﺎﻧﻹا
78.00
و ، ﻓاﺮﳓا يرﺎﻴﻌﳌا ﻦﻬ .13.0
ﰊﺎﺴــــﳊا ﻂــــﺳﻮﺘﳌا ﰲ ﺎ ﻗﺮﻓ ﻚــــﻟﺎﻨﻫ نأ ﻆــــﺣﻼﻳوــــً ﱠ ُ ﱀﺎﺼــــﻟ ثﺎــــﻧﻹاو رﻮﻛﺬــــﻟا ﲔــــﺑ
ـــﺑ رﺪـﻘﻳ ثﺎـﻧﻹا )
(5
نأ ﱃإ ﲑﺸــﻳ ﺎـﳑ ،ﱠ ثﺎـﻧﻹا
،ﺔﻴﺑﺮﻌﻟا ﺔـﻐﻠﻟا ﻦــﻬﻤﻠﻌﺗ ﺪـﻨﻋ ﺎﻘﻠﻗ ﺮـﺜﻛأ ــّ ﱡ ــً
ﻻو ،قﻮــﻔﺘﻟا ﱃإ ﻞـﻴﲤ ﺔــﻌﻴﺒﻃ ﻲـﻫو ،ثﺎــﻧﻹا ﺔـﻌﻴﺒﻃ ﱃإ ﻖــﻠﻘﻟا اﺬـﻫ دﺮــﻣ نأ ﺐـﻟﺎﻐﻟا ﰲوﱠ ّ ﺔــــﺳارد ﻊــــﻣ ﻖــــﻔﺘﺗ ﺔــــﺠﻴﺘﻨﻟا ﻩﺬــــﻫو ،تﺎــــﻐﻠﻟا ﰲ ﺎﻤﻴــــﺳ
Pappamihiel
3، ﻓ أ ﺮــــﻛذ ﺪــــﻘ
نّGierl & Rogers ﺎـــــﻬﻨﻣ ﺎﻬﺴـــــﻔﻧ ﺔـــــﺠﻴﺘﻨﻟا ﱃإ ﺖﻠـــــﺻﻮﺗ تﺎـــــﺳارد ةﺪـــــﻋ ﻚـــــﻟﺎﻨﻫﱠ ،
و
Planchered & Bolognini
، ﺎـــﻨﻳﺮﺟأ ﺞﺋﺎـــﺘﻨﻠﻟ نﺎـــﻨﺌﻤﻃﻻا ﻦـــﻣ ﺪـــﻳﺰﳌو
T-test
ﻰـــﻠﻋ
ثﺎﻧﻹاو رﻮﻛﺬﻟا ﱵﻋﻮﻤﳎ ﻳ ُ-
ﺮﻈﻨ ﳉا لوﺪ ﰐﻵا - ﺪﺠﻨﻟ
ًﺎﻗﺮﻓ ﻳﻮﻨﻌﻣ ﺎ رﻮﻛﺬـﻟا ﱵﻋﻮـﻤﳎ ﲔـﺑ
1 Kharir Izwan & Nurul Lina, Astudy On Second Language Speaking Anxiety Among UTM Students, unpublished.
2 Maher, "Investigating Foreign language learning anxiety: A case of Saudi undergraduate EFl learners", P. 137-148.
3 Pappamihiel, N.Elnei, (2001), “Moving from the ESL classroom into Mainstream:
An investigation of English language Anxiety in Mexican girls”, Bilingual Research Journal, 22 November 2010, P.31-38.
