ملخص البحث باللغة الإنجليزية: A teaching model based on structural and semiotic theories to develop grammatical comprehension and rhetorical analysis skills among secondary school students . The aim of this research is to build a teaching model based on structural and semiotic theories and measure its effectiveness in developing grammatical comprehension and rhetorical analysis skills among secondary school students. The problem of this research was identified as the weakness of grammatical comprehension and rhetorical analysis skills among secondary school students, and the lack of models based on modern theories to develop these skills such as structural and semiotic theories. To reach a solution to this problem, this research proceeded in a set of steps, perhaps the most important of which are: building two lists, one of which is for grammatical comprehension skills and the other for rhetorical analysis skills appropriate for first-year secondary school students, determining the foundations for building the teaching model based on the structural and semiotic theories, determining its components represented in its objectives, content, steps, procedures, and evaluation, and measuring the effectiveness of the teaching model based on the structural and semiotic theories In developing the skills of grammatical comprehension and rhetorical analysis among first-year secondary school students by constructing and controlling the grammatical comprehension and rhetorical analysis tests, and selecting two groups, one experimental and the other control, from first-year secondary school students, and applying the two tests to them beforehand, then applying the model to the experimental group only, and applying the two tests to them afterward The research reached a set of results, perhaps the most important of which is: the effectiveness of the teaching model based on the structural and semiotic theories in developing the skills of grammatical understanding and rhetorical analysis among first-year secondary school students. Keywords: Teaching model - structural theory - semiotic theory - grammatical understanding - rhetorical analysis