Abstract/Hauptbeschreibung (Englisch)

The study designed to investigate the effect of using classroom ‎dialogue on the acquisition of Arabic grammar rules among ‎second-grade intermediate school students and the development of ‎their divergent thinking. The researcher chose an experimental ‎design for the research due to the presence of an independent ‎variable, which is classroom dialogue, and two dependent ‎variables (achievement - divergent thinking). Thus, there was an ‎experimental group and a control group. The researcher ‎conducted equivalence and the results showed that there were no ‎statistical differences between these two groups. The research ‎sample consisted of (48) students, (25) for the control group and ‎‎(23) for the experimental group. The researcher constructed an ‎achievement test consisting of (15) multiple choice items with ‎four alternatives, and a thinking skills test. Then, the stability of ‎this test was extracted using the split-half method after applying it ‎to a survey sample consisting of (20) second-grade intermediate ‎school students in the Ramadi Governorate. The researcher ‎analyzed the results he reached using the T-Test for two ‎independent samples. The results appeared as follows: There were ‎statistically significant differences in achievement and thinking ‎among the average scores of the students of the experimental ‎group who learned using the classroom dialogue method and the ‎average scores of the students of the control group who learned ‎the same subject using the traditional method (lecture) in benefit ‎of the classroom dialogue method. Thus, the first hypothesis was ‎rejected.‎