نحو تدريس فعال للنص الحجاجي في ظل المقاربة التواصلية ونظرية الحجاج اللغوي : نص ضرورات لا حقوق نموذجا
This paper aims to present a new conception for teaching argumentative texts by leveraging the principles of the communicative approach and the theory of linguistic argumentation. This approach seeks to enable learners to analyze and produce argumentative texts, and to defend their viewpoints. The study's problem revolves around the following core question: How can the communicative approach and the theory of linguistic argumentation be utilized to offer a new perspective on teaching argumentative texts, and how can this be applied to empower learners to defend their ideas and stances? The study adopted a descriptive-analytical methodology. This involved analyzing the structure of the argumentative text "Necessities, Not Rights" using concepts from the theory of linguistic argumentation, with the goal of developing a new framework for teaching it. The study concluded that teaching argumentative texts requires diversifying teaching methods and styles, making the learner the center of the educational process, and benefiting from the theoretical and practical concepts of the communicative approach, the theory of linguistic argumentation, and other modern didactic and linguistic theories. (Published abstract)