الخصائص التعليمية في التراث النحوي

Abstract EN

There is no doubt that each field has different levels, and Syntax is one of such sciences in which the preliminary level that requires signs to distinguish the noun and verb, to distinguish sub and original mark, along with the middle level in which we can distinguish the noun, verb and letter and indicate the reason behind verb cutting and the reason behind lack of nouns cutting off.

It also includes the advanced or specialized level that requires an explanation of in detail so more than one definition may be stated and each definition may face objections and needs accurate details and theoretical reasons.

Lack of recognition of such differences in syntactic levels by a lot of those who claimed that grammarians; especially the traditional ists, corrupted and damaged Syntax through the difficulty of their language and their complicated approach and by their preferring to the odd words.

If this claim fits some authors, it may not apply to all authors.

It may fit Ali Ibn Ali Al Farsy, but one cannot accept this accusation thrown at neither Al Zamakhshary nor Al Zujajy and Ibn Malek.

Moreover, some instructors in schools and universities did not reach such approach as they did not teach syntax in a chronological order.

The student has to study in the first step Al onmouthy (the format), then s/he can study Al Mofassal (word classes) and when she understand it well he can study its explanation by Ibn Yaesh.

Hence, the educutional value for revealing such subject, Educational Characteristics in the scholastic book, with an emphasis on the works of the early grammarians to be the backbone of the subject by selecting several models for this approach.

Having collected the materials related to the educational syntax in such literatures, the division of such characteristics as following:- First: Educational characteristics on the manner of order and index.

Second: Educational Characteristics related to the manner of presentation.

Third: Characteristics related to the educational level.

Fourth: Educational Characteristics related to citations and quotations.

The conclusion follows the above indicating the main findings of this research.