توظيف الوسائل التكنولوجية في تعليم العربية لغة ثانية : الوسائل السمعية و البصرية نموذجا

الملخص EN

Audio –visual aids caused a great change in the teaching process since they have many advantages and educational potentials that are available to the language learners through which the student can look at the teaching process in a new trend that are different from the traditional teaching methods.

It guides them towards multi-resources learning, various mechanisms, education characterized by flexibility and efficiency.

Education focuses on cognitive creativity, and the employment of technological achievements in communication and understanding.

We need to employ theses aids in teaching Arabic as second language for its advancement and improving the teaching methods.

Education that develops the learner's skills in dealing with computer, internet, communication and follow up what is new in the horizons of knowledge through the use of audio-visual aids in teaching Arabic as a second language since these aids provide the learners with an imaginative capacity which makes them free from the authority of knowledge embedded in verbal texts and support their understanding of these texts.

The researcher tries to answer a key question: What is the importance of Technological aids (audio-visual) in teaching Arabic as a second language? And falls under this question several subquestions, namely: How important is the use of the senses of hearing and vision to learn Arabic? How to employ these audio and visual means in teaching Arabic as a second language? The research deals with the following elements: the concept of audio-visual aids, classification of aids according to the senses, the role of audio-visual aids and its importance in teaching Arabic as a second language, justifications for using audio-visual aids in teaching Arabic as a second language, foundations of using audiovisual aids in teaching Arabic as a second language, picture technology and its importance in teaching Arabic as a second language,vision about using of audio-visual aids in teaching language elements and skills.

Finally, the research includes the findings and a list of the most important resources and references.

The researcher