اثر استعمال المنشطات العقلية في تنمية الثروة اللغوية لدى تلامذة الصف الرابع الابتدائي في التعبير التحريري

Expressing ideas is of the most important purposes of linguistic studies and literary and mastering it is an end in itself which reflects the unity of language because it is the final outcome of each branch of Arabic language. It is the template on which the man pours all of his thoughts, feelings, sensations and opinions which means understanding between people and a means present their ideas and their feelings, especially if it has been taught using various mental activities that help to understand and absorb it and then properly applied it orally and in writing. Therefore, the goal of the current research is identify the impact of the use of mental activators in the development of linguistic wealth of primary fourth grade students in the written expression and to achieve the aim of the research the researcher imposed the following null hypothesis: there is no statistically significant difference at 0.05 between the average scores of the experimental group that is taught the written expression using mental activators and average scores of the control group, which is taught the same material using the traditional approach. The researcher followed the experimental method to verify the goal of the research and chose the research community and sample using the simple random manner. Before the application of experience, the researcher balanced between the two sets of the research experimental and control groups in some of the variables that she thought it would have a direct impact on the course of the experiment. The researcher taught the two groups of students by herself using a set of statistical methods, including T- Test for the two independent groups, chi square, standard deviation and variance. At the end of the experiment the researcher reached the following results: There is statistically significant difference at a significance level of 0.05 between the average scores of the experimental group that were taught the written expression using doping substances and the average scores of the control group, which is considering the same article using the traditional method for the experimental group. In light of these results the researcher suggests the following recommendations including 1) Confirm the importance of the use of doping substances because of their interest in confining the attention of students in expressing themselves in writing. 2) The need to provide a rich environment of different doping mental of: stories, colorful pictures, drawings, etc. when teaching branches of the Arabic language and in particular the subject of written expression being the material through which the student embodies what is inside him into meaning and thoughts. The most important suggestions concluded by the researcher are as follows: 1) Conduct a similar study of the current subjects on other grade. 2) Conduct a similar study of the current subject using other mental droppings 3) Conduct a similar study of the current subject on other academic subject. (Published Abstract)