•  
  •  
 

Abstract

The topic of teaching Arabic grammar and linguistics at Moroccan universities is of great importance, as the two linguistic fields enjoy a high scholarly status. Related to this subject are various and intertwined issues, including those related to functionality, the theoretical framework, descriptive language, linguistic data, and teaching methodologies. In this research, we sought to shed light on the reality of teaching both grammar and linguistics at Moroccan universities, the nature of the presence of teaching approaches and the challenges surrounding them. We concluded that the teaching of grammar and linguistics at Moroccan universities is linked to the reality of their reception. The teaching of Arabic grammar is hindered by the nature of its linguistic data, which are determined by narrow boundaries drawn by grammarians. The task of receiving it is complicated by the governing theory, whose abstract nature has not been mitigated through effective pedagogical approaches. We also do not find a precise definition of the desired function of its teaching. As for linguistic studies, they have witnessed competition among different schools of thought, each seeking to assert its own theoretical and methodological orientation - whether formalist or functionalist. The encounter between grammar and linguistics has been characterized at times by the acceptance of the language descriptive of grammar, the discussion of the linguistic issues it defines, and the adoption of many of its generalizations. At other times, it has been characterized by the disparagement of its theoretical framework, the results and analyses it provides, and the questioning of their effectiveness. Neither grammar nor linguistics at Moroccan universities has provided teaching approaches that would help bring these two fields of knowledge closer to the general student body and facilitate their reception.

Download

Share

COinS