اللسانيات ومناهج تعليم العربية لسانيات تشومسكي منوذجا : دراسة تحليلية في اللسانيات التربوية



This research problem was driven from the discipline of the Arabic curriculum design and the Arabic language teachers training programs as teachers feel the disintegration of knowledge, skills and educational activities. In their opinion, the courses and training programs that are offered to them are nonsense. The model provided here is combining linguistics from an educational perspective, and suggested applications that can be included in both Arabic Curriculum and teachers training courses. That model is based on the accumulated knowledge of linguistics and the available knowledge about language teaching and learning. Following the critical analytical methodology the main question answered is: How can the Arabic language teachers programs and Arabic Curriculum make benefits from educational applications taken from linguistics, specifically “Chomsky’s linguistics”? Sub questions are: What are the main contributions of Chomsky’s linguistics through the phases of its evolution since 1955 until today? What are the implementations of each phase in the Arabic Curriculum in public education? What criticisms were directed to Chomsky’s linguistics works? What are the researchers’ trends toward studying and applying Chomsky’s linguistics? What applications / educational implications for the Arabic Curriculum which have been drawn from Chomshy’s linguistics? As an introduction to the ideas of Chomsky, an outline was presented about the concept of “linguistic construction” and its role in language comprehension processes. The, a five phases of Chomsky linguistic works were illustrated with details and showing its implementations in Arabic language teaching and teachers’ training. This search includes many corrections of misunderstood about Chomsky’s ideas.(Published Abstract)