Document Type : Original Article
Authors
1 Associate Professor in Arabic Language and Literature, University of Kurdistan, Iran. Researcher in Kurdistan Studies Institute
2 M.A. in Arabic Literature, University of Kurdistan, Iran.
Abstract
This study aims to identify the difficulties of learning rhetoric among Kurdish students and discover how to solve them. To achieve the purpose of the study, the researchers arranged a questionnaire that included a set of items in order to identify the most difficult items. The questionnaire consisted of three axes: the educational materials, the teacher, and the students, and included forty-five items. After confirming the validity of the questionnaire, the researchers applied it to a study sample of students in the Arabic Language Department at the University of Kurdistan. They were thirty male/female students at the bachelor’s and master’s levels. After distributing the questionnaire and obtaining the required data, the researchers processed it using appropriate statistical methods to obtain the results. The research used percentages and weighted means to treat the data statistically and reach the desired results. The results show that there are a lot of difficulties for Kurdish students in the subject of rhetoric, distributed among the three axes: the educational materials, the teacher, and the students. Furthermore, the most important difficulties at the University of Kurdistan were the facts that the students used the intermediate language—Kurdish and Persian—as the dominant language in rhetoric lessons, that their interest in rhetoric ended with the end of exams, that there were some difficult topics in rhetoric, and that students relied on the teacher as the only source. The least important difficulties at the University of Kurdistan were the facts that the scientific and scientific level of some teachers of rhetoric was weak and not consistent with the desired level, that the teacher imposed their opinion on the students and deprived them of expressing their artistic personality, that the topics of the study were not classified or logically sequenced, and that rhetorical topics did not help develop students’ literary taste.
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