Teaching Arabic exchange between theory and the perception of learners

Teaching Arabic exchange between theory and the perception of learners

 

Teaching Arabic exchange between theory and the perception of learners

        The humanities are still on their way; To achieve its goals, it struggles with many challenges and obstacles for this end. This goal is focused in the linguistic aspect of education on the idea of ??(delivery and response), which determines the extent of success achieved from any process of teaching and indoctrination to simulate ideal models (standard). The study of the Arabic language is one of these human sciences and includes language on three levels: the phonetic level, the verbal level, and the semantic level. Our scholars have divided the linguistic study in its normative aspect into two parts: The first is grammar, which means the syntax of Arabic words that give understandable meanings with intent. And the other: the morphology, which means the eloquent singular word that composes those sentences above...

 

The observer of the ancient studies finds that the adoption of educational indoctrination is starting with the grammatical aspect, due to the difficulty expected from the morphological lesson, so that the souls agree to receive that knowledge, and this is clear from reading the old books, the most famous of which is Alfiyya Ibn Malik (d. 672 AH). Where he made the exchange investigations later than the topics of grammar. After the scientific development in the knowledge life of the present time, the teaching aids of our Arabic language developed with it, including the morphology. Specialists in this field have identified methods for teaching Arabic morphology: the first method and this method is one of the oldest methods of teaching and depends on the ready example and simulation of it on the face of direct indoctrination, where the thought is transmitted It includes from universals to particulars, from general to specific, and from example to tradition. This method prevailed until the beginning of the last century, where the rule is presented and followed by the explanation, and then the particles are applied to it. Learners deduce the rules of this text, which is a method characterized by its effectiveness and the development of the mental ability of learners, and its disadvantage is that it does not take into account individual differences in the process of deduction. And the third method: the modified method, which is the method that is characterized by a mixture of the two previous methods, as the learners are given one piece in one particular topic, and these sentences are explained and interpreted, and the students are asked to conclude after that, so the application stage comes after that. It is a method that avoids the disadvantages of its predecessors, but it takes a relatively long time to reach the results. And the fourth method, which is the method of dialogue: it depends on the teacher in this aspect, who is intended to direct the dialogue in what suits the levels of the learners and motivate the minds to receive this knowledge.

 

All of the above depends on important elements in achieving its goals, including (the maturity of the mental ability of the learners) and (practice, which is an important condition for education. The American scientist Thorndike says: The link between the stimulus and the response is strengthened by use) and among these elements also (the readiness, which are the capabilities and personal characteristics that Both teachers and learners distinguish each other from each other, which is the general preparedness as defined by Gagner 1985. These are the most important theories, curricula, and educational methods in Arabic morphology, and we can quote in this article a summary of our personal experience in teaching this subject and the most effective methods, according to what we have tried, and they depend on Linking the scientific material to the life close to the learners and giving the most common models with repetition and repetition.

 

An article by Assistant Professor Dr.: Ahmed Safaa Abdel Aziz Al-Ani

University of Anbar, College of Education, Al-Qaim, Department of Arabic Language

 

 

 

 

[1] - This article was based on a group of writings, most notably (Factors Affecting the Teaching of Arabic Exchange) and on the author's personal experiences.

 

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