مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
This research aims to investigate the reasons behind the adoption of the competency approach in teaching Arabic, particularly the Arabic grammar component, and its impact on enhancing the teaching and learning of Arabic grammar rules among primary school learners in Morocco. It also seeks to assess the development of their linguistic proficiency since its introduction in 2003, alongside the gradual phasing out of the objectives-based approach. The research aims to critically evaluate the competency approach and its contribution to enhancing the linguistic competencies of Arabic language learners. Furthermore, it explores the transition from an approach centered on knowledge acquisition to one centered on the learner, aiming to integrate knowledge functionality into the learner's daily life. The study identifies significant obstacles and challenges faced by Arabic language teachers in implementing this approach in the classroom and proposes strategies to overcome them, thereby facilitating the acquisition of linguistic rules and the development of linguistic competence among primary school learners. Utilizing a descriptive analytical approach, the research concludes that while the competency approach has presented challenges and necessitated significant changes in Arabic language curricula, grammar instruction, and teaching practices, these efforts remain somewhat limited and insufficient to achieve linguistic proficiency among primary school learners. This inadequacy is attributed to various factors, including classroom overcrowding, which adversely affects the learning process.