فاعلية برنامج قائم على استراتيجية التعليم المتمايز في تنمية المفاهيم النحوية والصرفية لدى متعلمي اللغة العربية الناطقين بلغات أخرى
The research aimed to verify the effectiveness of a program based on a differentiated instruction strategy in developing grammatical and morphological concepts among Arabic language learners who speak other languages. To achieve this goal, the two researchers built an educational strategy based on differentiated instruction in teaching grammatical and morphological concepts to learners of the Arabic language who speak other languages at the third (intermediate) level of the linguistic preparation program at the Arabic Language Teaching Institute at the Islamic University of Medina, and they prepared two tests: the first to measure the achievement of concepts grammatical, and the other in morphological concepts, the experimental approach with a quasi-experimental design based on one group was used. To verify the effectiveness of this program (the independent variable) in developing grammatical and morphological concepts (the two dependent variables) by comparing the results of the research group in the two applications: pre- and post-test for the achievement of grammatical and morphological concepts. The research sample consisted of (43) learners from intermediate level students, and the results showed that there were statistically significant differences at the level of significance (0.01) between the average scores of the research group in the two applications: pre- and post-test for the achievement of grammatical and morphological concepts in favor of the post-measurement, which is attributed to the use of the differentiated instruction strategy. In teaching these concepts, and in light of these results, the researchers presented a set of recommendations and proposed research. (Published abstract)