طرائق تدريس اللغة العربية للناطقين بغيرها : عرض و تعليق

Abstract EN

The methods of teaching the teaching of foreign languages and teaching foreign languages have varied due to developments and changes in linguistics and linguistics in the field of learning and teaching foreign languages, but with this diversity and multiplicity there is no appropriate method for all educational conditions and learners, each method has its characteristics and distinguishes it from other methods.

The difference in language teaching methods is the result of differing opinions about the nature of the language, its learning and its teaching, the role of teachers, learners, teaching materials, teaching objectives and other related learning processes.

Since teaching Arabic to foreigners is a goal, we must pay attention to the material we offer or the way we deliver this material to these students, asking ourselves what we are studying?And how do we study? As long as the answer of those we study is known.

The problem with this paper is to answer the following key question: To what extent do good and varied teaching methods contribute to moving learners to more effective education? This paper aims to know the most important teaching methods appropriate to the Arabic language skills for non-Arabic speakers, as the importance of this paper comes in revealing the importance of teaching Arabic to non-Arabic speakers and the need to pay attention to the development of this field with studies and research that keep pace with what is used in the fields of language education.

I have adopted the descriptive analytical approach to its relevance to such topics.

The paper is divided into two axes: the first: the importance of teaching Arabic to non-Arabic speakers, while the second is about: the most important methods and methods that help in the success of the educational process.

The paper concluded with the most important results: 1.

Some teachers rely on traditional teaching methods and methods, most of which are based on the elimination of information for the learner and give examples, and then move on to another information.

2.

Lack of interest in the basics of language education or skill integration.