Document Type : Original Article
Authors
1 Associate Professor of Arabic Language and Literature, Kharazmi University,Tehran, Iran
2 Associate Professor of Arabic Language and Literature, Kharazmi University, Tehran, Iran.
3 Ph.D. Student in Arabic Language and Literature, Kharazmi University, Tehran, Iran.
Abstract
The Arabic language is considered one of the most important languages in Iran, as it is taught in schools starting from the middle school stage. However, because of the traditional method of teaching this language, learning it has become a difficult task for many students, which has led to a decrease in interaction and educational motivation. To overcome this, new methods and technologies must be used, so that we can create an effective learning environment for students. One of these techniques that has been used in teaching many languages is pragmatic linguistics, as it is compatible with the needs of the learners and the goal of language teaching, facilitating the educational communication that exists between the teacher and the student. In this study, we relied on the descriptive-analytical approach, and benefited from Arabic and non-Arabic sources. Important results were reached: The study materials (books on teaching the Arabic language in Iran, secondary level) contain many religious and literary texts and are full of dialogue. A good knowledge of this theory helps with effective communication between the student and the teacher and avoids misunderstandings during the educational process. Deciphering many of the codes present in the text clarifies and reveals the impact of the dialogical imperative on the educational content. In fact, dialogical imperative enhances Arabic language skills, both in understanding and communication, and is an essential element for making Arabic language teaching more interactive and in-depth.
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