رؤية توظيفية دلالية : نحو تأسيس منهجيات حديثة في النحو التعليمي

Abstract EN

The aim of this study is to direct attention to the importance of the semantic aspects as an integral component when we come to teaching Modern Arabic.

This study advises Arabic teachers to forsake the prescriptive methods that neglect these semantic aspects.

Our aim here is to stress the need to review our present language teaching methods and call in this endeavor for reconsidering the early Arabic traditional linguistic thought that gave considerable attention to the semantic part of the language teaching.

This study applies descriptive and functional methods based on surveying and analyzing language curriculum sources applied in girls' high schools in Saudi Arabia.

The study is divided into four sections.

The first, introduces the problem and points out the importance of this study.

It also reviews the various views maintained by contemporary or old Arabic scholars as they dealt with the issues of the teaching methods.

The second section discusses the semantic position in the classical linguistic Arabic thought.

It shows that the study of syntax was an integrated process that linked semantic and structural elements together in the case of expressing or finding meaning.

The third section investigates the teaching methods employed in High school curriculums.

The attempt is made to point out the side effects of these methods and to emphasizes the need to improve them by taking into consideration the semantic sides of the process.

The fourth section attempts to offer a new teaching method based on functional processes related to teaching language through contexts, stories, and dialogue.

Finally, the study concludes with submitting its findings and suggesting some recommendations.