نحو إطار فكري ثابت لاختيار طريقة تدريس القراءة في اللغة العربية للمبتدئين : دراسة وصفية تحليلية في طبيعة العلاقة بين النظام الكتابي و طريقة تدريسه

Abstract EN

This study is based on the psycholinguistic research findings on the reading processes and their subsequent pedogocial application in determining the teaching reading method for bigginers stuying Arabic as either their first or foreign language.

those research works which investigated the effect of Arabic writing system, particularly its orthography, and context, on the reading processes of Arabic, reading accuracy and comprehension, reached to two divergent findings : those empowered the role of context in reading Arabic, and those diminished its role except for special verbal sentences that start with heterophonic homographic words.

such findings that empower the role of context could lead the practioners to adopt the whoel language approach instead of the mainstream phonics in teaching reading in Arabic, as it happed in the USA, out of misunderstanding of the scientific research findings on the reading processes of English, when clalifornia state adopted the approach and subsequently, the reading levels of the students dropped sharply.

therefore, this study seeks to construct a framework for selecting the appropriate teaching reading method in Arabic for begginers by emphasizing that there is only one criterion which is unchangeable and non-renewable that governs the selection criteria of the teaching reading method, and that is the nature of the writng system of the language, and further noting that the teacher’s freedom resides in how he/she chooses the effective procedures, strategies, techniques, that speed up efficiently the reading learning task.