تحليل منهاج اللغة العربية للصف الحادي عشر في الأردن في ضوء تطبيقات نظرية التلقي

Abstract EN

This study aims at exploring the extent to which applications of the Reception Theory concepts in the Arabic Language Curriculum for the 11th grade students in Jordan are available.

For the cause of this study, a descriptive approach (content analysis) method was used, along with a list of Reception Theory skills that are derived from its core concepts and skills’ applications that could be added to the 11th grade Arabic grammar curriculum.

The study’s community and sample are formed from all of the general framework, the general and private outcomes, and the 11th grade Arabic language book in Jordan.

Following the verification of the reliability and suitability of the tools adopted for this study, the analysis and extraction of duplicates and percentages were collected in the form of statistics satisfying as answers for the questions rised by the study.

The results showed that there is an inclusion of the Reception Theory concepts in the Arabic language curriculum for grade 11 with a total score of 65.8% of the total curriculum, while the percentage of inclusion of the applications of the Reception Theory specially related to the concept of Emplacements non identifier was about 20.3%, compared to the 45% of inclusion of the (interactive reading and meaning production) concepts.

There was no evidence on the incusion of any theoritical applications for the Reception Theory concepts related to Horizon d’attente and Distance Esthétique.

The applications of the Reception Theory were distributed in varying proportions.