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Abstract
المصطلحات لها دور في تطوير أربع المهارات اللغوية لدى متعلم اللغة العربية. إذا لم تكن سيطرة في المصطلحات عند المتعلم فسوف يواجه صعوبة في تطبيق تلك المهارات. فهدفت هذه الدراسة إلى المحاولة في تنمية اللغة العربية من خلال مصطلحات نشاط الطبخ والتعرف على تلك المصطلحات. وهذه الدراسة هي بحث نوعي الذي سلك طريقة الوثائق لجمع معلوماته، وهو على المنهج الوصفي التحليلي. وهو الذي مكّن الباحثة على كيفية تحليل مصطلحات نشاط الطبخ. والخطوة الأولى التي سلكتها الباحثة كتابة المعاني المصطلحات من مصطلحات نشاط الطبخ. وقد وجدت مصطلحات نشاط الطبخ ومعانيها من قاموس "مصطلحات الطبخ: انجليزي-عربي"، وبلغ عددها إلى مائة وستة مصطلحا. والمصطلحات التي قد حللت مائة وستة مصطلحا، وهي تنقسم على أربعة أقسام: الأعشاب والخضار 38 مصطلحا، والفواكه 19 مصطلحا، والبهارات والتوابل 22 مصطلحا، وأدوات وأجهزة الطبخ 26 مصطلحا. وتمكن الاستفادة من مصطلحات نشاط الطبخ في تنمية اللغة العربية من خلال نص القراءة، والحوار، وتصحيح المصطلحات الخاطئة، ووضعها في مكونات الطبخ.
Terminology plays a very important role to develop the four skills needed in learning a language. Culinary world is often associated with women. The aim of this study is to try and to improve Arabic competency through culinary terms and to identify those terms. This study is a qualitative research, using library research to collect the data. The method used is descriptive method which allows the researcher to analyze the culinary terms. The first step taken was to write the meaning of the terms. The research found that the terms of culinary activities and their meanings from the Dictionary of Cooking Terms English-Arabic, can be divided into four parts; Seasoning and Vegetable vocabulary has 39 items, Fruit vacabulary has 19 items, Spices vacabulary has 22 items, and Cooking Tools have 26.this research also proved that culinary terms gave benefits for the students in improving their Arabic competency, through reading text, using theim preparing food recipes.
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