نوع المقالة : مقالة بحثيّة أصيلة (علميّة محكّمة)
المؤلفون
1 طالبة دكتوراه في قسم اللغة العربية وآدابها بجامعة شيراز، شيراز، إيران.
2 أستاذ في قسم اللغة العربية وآدابها بجامعة شیراز، شيراز، إيران.
3 أستاذ مشارك في قسم اللغة العربية وآدابها بجامعة شیراز، شيراز، إيران.
الکلمات المفتاحيّة
عنوان المقالة English
المؤلفون English
The theory of textual approach; Among the theories that are considered among the theories with important cognitive levels in the educational process, which were chosen as a tool to address the level of texts in the Arabic language book; For the first intermediate stage; Revealing how these texts are distributed in the two volumes of the book containing literary texts (prose and poetry), Such as evaluative text, guided reading, grammar, comprehension activity, etc. Using the analytical description approach; through descriptive statistics of the frequencies and percentages distributed over these two books (parts), they were classified according to the study tool. With the aim of analyzing teachers’ opinions; and study the extent to which it takes into account the objectives of the curriculum. As an important subject on which the next academic stages depend. The study found that texts of all types were not distributed equally sequentially. It indicates that the largest portion of the book's total content is directed reading texts and communicative texts. Its availability was maintained at a rate of (47.3%) and at a frequency of (142), While narrative, argumentative, explanatory and informational texts were available at a rate of (46.3%) and with a frequency of (139). So, the percentages that the study reached in terms of procedural knowledge compared to the rest of the teachers’ questions and opinions in the questionnaire on textual approaches, It is represented by activating the role of this theory, whether within the classroom or the textbook and its texts within educational frameworks appropriate to the level of the learners.
Keywords: Textual approaches, Text styles, Didactics of the Arabic language, the first medium, Iraq.
Extended summary
Introduction
The Iraqi Ministry of Education has entered a new and important management phase in the course of its educational systems in light of the new trends to reform the educational system, it adopts a model of teaching with text approaches as a necessary pedagogical choice, and we cannot deviate from its modern teaching principles in light of the new global transformations. The textual approach is a method by which texts are dealt with and its activities are taught, and making texts in their various forms, such as the story, the piece, the dialogue, the anthem, or their various types: (informative, dialogic, descriptive) the starting point for all linguistic activities. To practice educational work in order to provide the learner with the necessary linguistic skills of listening, reading, and writing, and to enable him to master the various targeted competencies.
Materials & Methods
Approach: It has significance. It indicates an action plan that takes into account the convergence and overlap that occurs between the overlapping factors in achieving effective performance, in order to achieve an educational goal according to a clear educational and pedagogical strategy. “It is starting a project, solving a problem, or achieving a specific goal.”
- Textuality: “It is known in modern studies in general as: “the elements that distinguish the text from the non-text, and they also represent the basic themes of the text.”
The study defines it procedurally; It can be said that textuality is a set of standards and conditions whose existence is considered a legitimate basis for creating texts.
The study defines it procedurally; It is the way in which the learner plays the primary role. Meaning that the role of the professor or teacher is to facilitate the pupil or student’s learning process, explain and classify the material in a way that is appropriate and consistent with the student’s level, and prepare him with the necessary tools and assistance in learning. Note that applying the textual approach contributes to the development of two basic skills:
- A function related to the recipient and understanding: “It provides the learner with an opportunity, represented by receiving texts and understanding their meanings, and realizing their contents, the intentions of their authors, and the mechanisms controlling the connection and intertwining of textual structures. By studying texts, the learner better understands their intended contents, and at a more Arabized level, and understands its mechanisms.”
- A function related to production: “Once the learner understands the way the texts that govern them are composed, he will invest it in reconstructing the texts, which allows him to receive the topics well and realize the interconnection between the sub-structures of the text, and then the overall structure of the text. As for the production ability, it enables him to produce the topics, by putting an outline of the innovative topic, taking care to arrange its elements in a logical order and to conform to textual patterns and models.”
Research findings
- The study found that teaching according to the efficiency of the textual approach aims to enhance the spirit of creativity and develop the learner’s productive ability, and thus he can apply it in societal life, which is the ultimate goal. However, the authors of this methodological book relatively neglected some things that are considered one of the luxuries of the language that would help the learners to be able to control and master the language in speaking and understanding. The reason may be attributed to the fact that teachers have adhered to the Ministry of Education’s curriculum. The aim is to diversify textual styles according to its point of view and that of the authors.
Discussion of Results & Conclusion
This study agrees with Ben Naima’s study in terms of the effectiveness of the textual approach in teaching, especially in the field of teaching grammar. It also adopted the questionnaire method for teachers. It also agreed with Ben Aziza’s study in analyzing the textbook. In turn, it was found that the textual approach has an effective role in implementing the system of educational units in teaching. Teaching the Arabic language to the intermediate stage, It also agreed with Ben Bouzid’s study in terms of considering that the textual approach is a reform stage in the transformations of the educational system, as it took the textbook as a focus to address the shortcomings of the educational process, and focused on evaluating linguistic activities.
الکلمات المفتاحيّة English
قائمة المصادر والمراجع
أولاً: الكتب
ثانياً: المجلات
ثالثاً: الرسائل
| عدد المشاهدات للمقالة | 740 |
| تنزيل الملف | 645 |
