Building Standards and Educational Content The Morphological Component in the Qatari Textbook as a Model, from the Theoretical Foundation to the Dialectical Audacity
Amani Hssein Atef
College of Arts and Sciences - Qatar University
Mostafa Bouanani
Sidi Mohmed Ben Abdellah University, Morocco
Benaissa Zaghbouch
College of Arts and Sciences - Qatar University
DOI: https://doi.org/10.25130/jls.5.2.10
Keywords: educational linguistics, Phonological level, Arabic, primary school, standards, textbook, Qatar
Abstract
The research is concerned with the reality of teaching and learning the Arabic language; Focusing on the morphological component in textbooks for grades (fourth to sixth) in the Qatari public school, based on the assumption that there is no compatibility between standards, and building educational contents related to the two components: the word and sentence in the textbook; The study will seek to verify this hypothesis by adopting a hypothetical investigative approach that provides induction, description, statistics, analysis and conclusion, to understand the educational reality of the morphological component, and to present practical proposals for morphological standards, and their distribution and activation in school books in connection with the standards in their updated version of 2018, and modern linguistic approaches that emphasize the The need to focus on morphological knowledge in the third and fourth grades through the gradation from inflection, derivation, and then weights and formulas, to be a basis for teaching synthetic knowledge in the fifth and sixth grades, provided that the student is implicitly trained in it in the previous grades.
