تقويم الكفاية التواصلية في اللغة العربية

Abstract EN

This study aims to monitor and track the evaluation of communicative competence in teaching languages in general and the Arabic language in particular, and sought to answer the following questions: What is the nature of the evaluation that communicative competence in the Arabic language should be subject to? What are the most important methods to be used? How can the communicative approach adopted in teaching the English language, which has proven to be effective, be invested in teaching the components of the Arabic language and achieving distinct levels in its use and employment.

The study made use of the descriptive and inductive approach by assessing the views of a group of linguists and educators specialized in communicative competence and language evaluation, and reached a set of results, the most important of which are: Evaluating communicative competence requires dividing it into components that can be diagnosed and evaluated through a set of conditions, principles, situations, activities and tools that are appropriate for this type of competencies.

In light of the results obtained, the researcher suggested some recommendations, including: Adopting the communicative approach in teaching the components of the Arabic language and making communication the focus of the various educational and learning activities.

Key words: Evaluation, communicative competence, languages teaching, modern educational.