إشكالية المنهج في تعليم اللغة العربية للناطقين بغيرها

Abstract EN

This research aims at shedding light on the importance of curriculum in teaching Arabic to non-Arabs as she has noticed the presence of a great number of (books), written by non-Arabs, in this field.

Besides, she noticed that many institutions have put in a great deal of genuine efforts to teach Arabic Language.

She also noticed the presence of such several valuable efforts, but nevertheless dispersed and made by different authorities, for teaching Arabic.

In her opinion, if such efforts have been consolidated, they would have resulted in an integrated scholarly curriculum which Arabic really deserves.For conducting this research, the author has focused on Arabic teaching institutes in the Sultanate of Oman taking advantage of opinions of teachers working for these institutes.

She designed a questionnaire distributed to teachers as well as an interview paper distributed to some teachers and decisionmakers in Arabic teaching institutions to test the research hypothesis that the absence of an agreed upon and scholarly-designed curriculum is the main reason behind the difficulty of Arabic language.The researcher consulted, as reference to use, previous studies relevant to her research.

She assigned them a special chapter.

She has also given language a full chapter where she addressed the manner, in which language is acquired, its relation to thought and society, its uniqueness, and cultural value.

In order to make of this research a contribution in the area of teaching Arabic to non-Arabs, the researcher made an elaborate study of the curriculum (as a problem).

So, she assigned a chapter for the curriculum, its elements, and its construction basis and evaluated it elaborately to enable those interested in curriculum evaluation and development to use it.

The initial results of the questionnaire indicated that teachers are not satisfied with curricula they teach, that they interfere by modifying, or adding to them.

Besides, it revealed that they agreed with the researcher that one factor rendering learning Arabic difficult is the absence of a curriculum which is agreed upon and scholarly designed.