الفهرس 
مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The study aimed to examine the relative contribution of each of (metalinguistic knowledge, vocabulary knowledge, and working memory) in writing and reading comprehension and their integration by learners of German as a foreign language. The study hypotheses were as follows:
1- The structural model of relationships among metalinguistic knowledge, vocabulary knowledge, working memory (as independent variables), writing, reading comprehension (as intermediate variables), reading-to-write, and writing-to-read (as dependent variables) is identified by the data of study subjects.
2- There are significant differences in writing competence between reading-to-write and writing by learners of German as a foreign language.
3- There are significant differences in reading comprehension competence between reading and writing-to-read by learners of German as a foreign language
(60) Students enrolled in third and fourth grade, at Department of German, Faculty of Education, Ain Shams University participated. Tasks and instruments were administered (German metalinguistic knowledge test, German vocabulary knowledge test, working memory capacity task, German reading comprehension task, German reading-to-write task, German writing task, and German writing-to-read task).
Data were statistically analyzed through the program Amos 20 to perform structural equation modeling among the study variables to test the first hypothesis, as well as through the program SPSS 20 so as to perform the ”T” test to test the second and third hypotheses. The results showed verification of first and second hypotheses but third hypothesis was not verified.