معايير تعليم المفردات في برامج تعليم العربية للناطقين بغيرها في ضوء نظرية الحقول الدلالية

Abstract EN

Vocabulary processing holds a central position in Arabic language instruction programs for non-native speakers.

It is a basic requirement for learning and a prerequisite for proficiency.

Teaching vocabulary is not a one-way process ; rather it requires teaching all receptive and productive aspects of the language in an integrative way.

Research problem, this research investigates the following questions: •What are the vocabulary-specific needs of Arabic language Learners ? •How could the objectives of teaching vocabulary be possibly achieved through Semantic Field Theory ? •How could vocabulary selection criteria be compatible with semantic field types ? •What are the vocabulary teaching criteria in light of Semantic Field Theory ? •Research Method, The analytic descriptive method was used to achieve the Following : - Analysis of semantic field theory premises, foundations and methods of constructing semantic maps of vocabulary.

- Analysis of vocabulary significance, selection criteria, types, functions, and learning strategies.

- Preparing an inventory of vocabulary teaching standards in light of Semantic Field Theory.

a.

The significance of teaching vocabulary b.

Premises and foundations of Semantic Field Theory c.

Vocabulary Selection Criteria d.

Preparing an inventory of vocabulary teaching standards, using the following semantic field types : - Types of vocabulary : Concrete – abstract - Connotations: human – cosmic – human-cosmic - Semantic relationships : synonym fields – antonym fields, graded fields - Types of text: Literary– Quranic– prophetic – poetic - Structural fields: Lexical – syntactical - Relationships within semantic fields : synonymy (synonyms) – antonym (antonyms) – hyponymy (hyponyms) – opposition (Reverses /opposites).