شبكة المعلومات العربية التربوية

Our research, tagged with The Impact of the Deliberative Approach to Teaching Linguistic Phenomena, the middle school stage as a model, sought to investigate the deliberative mechanisms the teacher may employ to make a successful communication process between him and the learner. The teacher aims at presenting the linguistic phenomenon to the learner and enables him to understand it. The educational learning process inevitably requires direct and indirect persuasive methods and the subject of deliberation is to study the factors that make the speech a clear message on the part of the speaker and ensures the understanding on the recipient’s part when circulating it. Noticing the difficulty of understanding the linguistic phenomena for the learners, their inability to make proper use of them in their oral and written expressions, and their failure to communicate in their own language; two questions came into our minds: 1) Do Arabic language teachers in the middle school education stage employ pragmatic mechanisms in teaching linguistic phenomena. 2) Are deliberative mechanisms effective in facilitating and approximating the linguistic phenomenon to the learner? To answer the questions above, we conducted field research applying two techniques. The first technique is the on-the-spot observation technique in some classrooms of randomly selected middle schools in the province of Biskra. As for the second technique, a supporting technique to the first one, it included questionnaires directed to the Arabic language teachers in those selected middle schools. Finally, a deliberative analysis was done for the linguistic phenomena along with the teachers' answers to questionnaires. The research managed to answer the problems presented successfully. First, Arabic language teachers in the middle school educational stage employ pragmatic linguistic and other non-linguistic mechanisms. Second, the mechanisms used are effective in facilitating and approximating the linguistic phenomenon to the learner. The research also resulted in two more remarkable results. First, the reason for the existing problem lies in the failure of the Arabic language curricula and not in the teacher's lack of reporting mechanisms and methods of persuasion. Second, the mechanisms of the deliberative curriculum can be invested in facilitating the teaching of linguistic phenomena, not only at the level of reporting, but also at the level of curricula by following the latest developments in the deliberative approach in the education of the linguistic phenomenon. (Author’s abstract)