The Pedagogy of Arabic Grammar in General Education: A Cognitive-Linguistic Approach

Abstract

This research aims to clarify the role of cognitive linguistics in the pedagogy of Arabic grammar in general education—primary, middle, and secondary education—at the levels of planning and implementation. At the first level, this role is clearly manifested through the adoption of the approach of integrating knowledge and the problem situation. With regard to implementation, it is manifested through the methods and mechanisms for teaching and learning the new curricula and through classroom interactions, whether in its implicit dimension, through which the learner acquires, in the early stages of education (primary education), linguistic functions embedded in linguistic forms and patterns that the learner receives through listening and reading and produces orally and in writing, so that they become established patterns in the mind according to which the learner constructs correct sentences during language production; or in its explicit dimension, in which grammar is presented as theoretical knowledge through which the learner consciously seeks to learn rules and principles in the form of grammatical judgments and then uses them to regulate linguistic production.