تعليمية النص الحجاجي في الطور الثانوي بين المعهود والمنشود: نحو مقاربة بديلة دراسة استقصائية تحليلية

Abstract EN

Taking into consideration the argumentation in the educational field is an overriding need due to the important role of the argumentative fact in the communicative process.

and because the text or the discourse become pivotal to the teaching-learning process; the knowledge flows into it and is being taught and learnt through it, no text would stand to achieve this aim thoroughly better than the argumentative one.

but to what extent do the selected texts in the secondary education teach argumentation and its mechanisms to the learners? and does the used methodology in teaching it meet this essential role? and in case it would not meet the expectations, what to do in order to fulfil the aspirations? in an effort to address this issue, this research paper heads to review the reality of teaching the argumentative text in secondary education, basically in a describing way aiming to reveal the positive points and the negative ones in the current used methodology.

and thus, to suggest an approach that would value the positive results and adjust the other ones.