الأطر المعيارية العالمية في تعليم اللغة العربية للناطقين بغيرها: قراءة في الإطارين الأمريكي والصيني

الملخص EN

Teaching foreign languages in general and the Arabic language in particular is based on specific philosophical references.

however, the teaching of foreign languages does not depart from two normative linguistic philosophies that define the reference framework in measuring language proficiency, teaching techniques and other teaching aspects, but despite that, these frameworks are concerned more with foreign languages, and to this date, there is no single Arab frame of reference for the Arabic language.

therefore, the aim of our study is to identify these reference frameworks, and to investigate their establishing parameters and their terminological bases with the aim of addressing the extent to which they could be implemented in Arabic teaching and learning.

what is the nature of these universal reference frameworks that are followed in teaching foreign languages? to what extent they could be utilized in the establishment of an Arab reference framework dedicated to the Arabic language.

it became clear to us through the descriptive study of the common European framework and the American framework that there are points of agreement and differences between the two frameworks; mainly due to the widespread use of one framework at the expense of the other.

as for the other frameworks; it is just translations to each other as with the Chinese framework.

this study also reveals the foundations that should be adopted in designing an Arabic framework of reference in teaching Arabic to native and non-native speakers.