Document Type : Original Article
Authors
Shiraz university
Abstract
Gradual presentation of vocabulary from concrete to abstract is a fundamental principle in curriculum design, especially in beginner levels, as it facilitates language acquisition by introducing tangible vocabulary first (e.g., objects, colors, body parts), and then gradually moving to abstract concepts (e.g., emotions, time, ideas). Additionally, vocabulary presentation techniques play a crucial role in cognitive retention. The use of visual aids (such as pictures and illustrations), interactive methods (such as activities and games), and contextual techniques (such as stories and dialogues) enhances comprehension, memory, and learner engagement. Accordingly, this study aims to examine the extent to which three Arabic language teaching series (Al-Arabiyyah Bayna Yadayk, Miftah Al-Arabiyyah, and Sada Al-Hayat) adhere to the principle of gradation from concrete to abstract in the beginner level. It also analyzes the types of vocabulary presentation techniques employed in these series. The study uses a content analysis approach to evaluate the vocabulary used in the selected series. The findings reveal variations in adherence to the principle of gradation, with Al-Arabiyyah Bayna Yadayk demonstrating the highest proportion of concrete vocabulary. It also uncovers differences in the application of vocabulary presentation techniques, with two series employing more extensive use of contextual, interactive, and auditory methods compared to Sada Al-Hayat. These differences may be attributed to the varied target audiences of each series.
Keywords
)