تعليمية النحو العربي في الجامعة الجزائرية : الواقع و الحلول

الملخص EN

SummaryIt is to the extent that the methods of research in the grammatical lesson have become paved, the possibilities are abundant, and the means are varied, the grammatical lesson recedes, the attention response has become close to nothing, and the monotony prevails in presenting the linguistic material to the learner.

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It is a remarkable phenomenon, and it calls for reviewing the structure of the grammar lesson curriculum in The different levels - especially the university level - and the formation of the one who carries out this mission, a training that enables him to extrapolate the content of the curriculum and arrange its topics in proportion to the actual capabilities of its learners, examine teaching methods, and diversify techniques and means whenever necessary so as not to let the corruption of tongues crack the joint of Arabic.

As it is known, the grammatical lesson has two parts: scientific and educational, which are essential in this lesson, and complementary, each embodying the other and underpinning it, and for the importance of educational grammar in the educational field.

On his issues in the contents of Arabic sources and references, and focused on the second because of its link to the educational learning process, which is expected to enable the learner to taste regular methods of a constructive language that express his level of linguistic knowledge in his social environment.

On this basis I tried - in this modest research paper Discussing some of the problems that are still on the table to this day, which are: What do we study, study grammar by language, or study language by grammar, or both? Therefore, I would like this research to be a scientific raising of the educational problem of Arabic grammar (grammar) in the Algerian University, the difficulties that hinder the progress of this process, and how we can facilitate its teaching and make it accessible to learners.