إستراتيجية مقترحة في ضوء مدخل تدريس اللغة القائم على المهام لتنمية مهارات الفهم النحوي والإنتاج الكتابي لدى دارسي اللغة العربية الناطقين بغيرها
This study aimed to build a suggested strategy based on the task-based language learning approach and to measure its effectiveness on developing grammatical understanding and written production Skills of the non-native students of Arabic language. To achieve this, the research proceeded in several steps, the most important of which are: building two lists of grammatical comprehension skills, building written production, defining the foundations and skills of strategy, building the teacher to use them, constructively. This study followed a set of steps to solve this problem. This most important one was building two lists; one of them was of grammatical understanding skills and the other was of written production skills that were suitable to the non-native students of Arabic language in the intermediate level. Another step was defining the bases of building a teaching strategy in light of task-based language teaching approach. The research group consisted of (12) students of the non-native students of Arabic language at the intermediate level, this was done through building two tests, one of them was for grammatical understanding skills and the other was for written production skills and controlling them. Then, a group of non-native students of Arabic language at the intermediate level were chosen for the purpose of applying the two pre-tests, applying the teaching strategy in light of Task-Based Language Teaching approach to this group and then replying the two post-tests for the same group. The results confirmed the effectiveness of a suggested strategy based on the task-based learning approach in Developing Grammatical Understanding and written production Skills of the study participants of the non-native students of Arabic language at the intermediate level. In light of these results, a group of recommendations and prospective suggested studies were presented. (Published abstract)