Abstract
Given the importance of textual approaches in developing the educational system; In order to create competent learners capable of using the language in a form that suits their lives. This type of theory seeks to bring about changes that affect the teacher and the learner and their relationship with the surroundings and environment in which they stay. Which ensures that the learner deals with living situations in a positive manner. Therefore, this article chose this type of theory. Because of its cognitive levels, it is 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, which contain prose literary texts such as guided reading and others. Through the analytical description approach. During which descriptive statistics were carried out for frequencies and percentages distributed over these two books (two parts), then classified according to the study tool. This is with the aim of analyzing teachers’ opinions and studying the extent to which they take into account the objectives of the curriculum as it is an important subject on which the next academic stages depend. The study concluded that texts of all types were not distributed in an equal sequential manner, as it indicates that the largest portion of the book’s total content of directed and communicative reading texts constituted the continuity of their availability at a rate of (47.3%) and with a frequency of (142). While narrative, argumentative, explanatory, and informational texts were available in frequency (46.3%) and frequency (139); As for those who believe that the various patterns were available in parallel at a rate of (48%) and repeatedly (144). Because he believes that diversity in text styles strengthens students’ writing and reading skills, and they constituted a percentage of (56.7%) with a frequency of (170). This is a percentage equivalent to more than half of the (100%). The percentages that the study reached in the framework of procedural knowledge compared to the rest of the teachers’ questions and opinions in the questionnaire on textual approaches, is what is represented by activating the role of this theory, whether within the classroom or the textbook and its texts within educational frameworks that are appropriate. and level of learners.
Main Subjects
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