شبكة المعلومات العربية التربوية

The study aimed at developing a new concept about ways of integrating phonology within the Arabic syllabus intended for elementary school learners. Given that language is the lifeblood of the learning process, in that it is an object of learning and a medium for further inputs, the search for the most effective ways, for teachers, to teach it, and, for learners, to acquire competency and proficiency, is conditioned by suggesting and implementing a learning program coherent with identified consonant assimilation phenomena. To go beyond the quantitative accumulation of cognitive contents, which is not governed by a given specific criterion, has led us to develop a scientific conception for didactically implementing the consonant assimilation phenomena. Such a conception is to be justified by a set of objective criteria drawn from the specificities of these phenomena so that the integration of the latter within the syllabus would achieve a qualitative learning input, and be based on the logic of facilitating learning, proceeding from the simple to the complex. For this purpose, the study used statistical analyses to come up with objective criteria that help arrange the consonant assimilation phenomena, depending on how complex is each phenomenon in itself and in relation to other phenomena. The study has managed to come up with a new didactic arrangement, which we think to be the first of its kind in the Arab world, of how to teach the phenomena of consonant assimilation. (Published abstract)