دور الخرائط الذهنية في تعزيز الترادف اللغوي لدى متعلمي اللغة العربية الناطقين بغيرها
In applied linguistic, synonymy is of great importance to second language learners, it enhances the student’s vocabulary and enables them to be fluent. Current study aimed to investigate the role of mind maps in enhancing synonymy of Arabic language learners. A list of synonyms was prepared from the reading textbook of fourth-level students through the strategy of mind maps. The study relied on two tools: 1) a list of mind maps of (202) synonymous words from the reading course. 2) an applied test to measure the effectiveness of mind maps in enhancing synonymous among learners. The study was applied on an experimental sample of (30) participants and a control group of (30) fourth-level students. Where the study used the experimental approach across two groups, using several statistical methods. Results showed significant differences at the level of (α=0.05) according to both groups, where the value of (F) was (29.428), with a difference of (0.00), which is in favor of the post-test for the experimental group. Via one-way MANCOVA, the results showed differences at the level of (α≤0.05) according to the effect of both groups on all dimensions, as it was in favor of the post-test for the experimental group. Results confirm the effectiveness of mind maps in enhancing synonyms among learners of Arabic as a second language, the study recommends the employment of mind maps within educational curricula. Likewise, it affirms the need for teachers to apply mind maps as an educational strategy that helps learners to memorize, understand and develops learners' skills of analysis and synthesis. (Published abstract)