تعليم الظواهر اللغوية وفق المقاربة النصية لتلاميذ المرحلة الابتدائية و أثره في سلامة نصوصهم المكتوبة

Abstract EN

Since the independence of Algeria, the Algerian school has adopted the Arabic grammar teaching according to an approach based on the sentence as a unit of analysis.

It focused on teaching it and laying the rules of forging relations between its elements at the expense of other levels.

This resulted in the inability of the pupils to produce sound texts whether at the morphological level or the syntactic one.

This is supposedly due to the method adopted relying fundamentally on learning and teaching flat rules, not caring about their use.

Consequently, this led to the reform of the educational system in 2003 and the adoption of a new approach in the teaching Arabic, that is the textual approach.

This approach aims at enabling the learner to recognize the language as a coherent system of different levels completing each other, and thus to produce harmonious and consistent texts with a sound language.

Did these curricula succeed in their objective ? And what is the impact of the textual approach adopted in teaching linguistic phenomena on the achievement of language integrity norm in final primary school class pupils’ written texts.

In other words, has teaching linguistic phenomena through this approach effectively enabled learners to make use of them and integrate them during the written production, and thereby achieving language proficiency? This is the problem that this study will examine.