واقع تعليم اللغة العربية صوتيًا في مقرر (لغتي) للصف الأول الابتدائي في المملكة العربية السعودية- دراسة وصفية

Abstract

The research aims to reveal the reality of linguistic (phonological) presence in teaching Arabic in the primary stage, especially in the book (My Language) prescribed for first-grade students approved by the Ministry of Education in the Kingdom of Saudi Arabia, in an attempt to reveal the role of this Attending to support and promote the course. The research reached results, the most important of which are: 1- The presence of prominent features of the phonological reality in the course in terms of the formation of the phonological scientific material from the first phonological category, “phonic,” and the beginning of language teaching from the “phoneme” as the smallest educational phonological unit from which the learner begins his rise to phonological awareness. For phonemes, then words, then sentences. 2- Gradual teaching of linguistic sounds by classifying them according to three principles: vocal output, placement of vocal chords, and auditory clarity of those sounds. 3- Training in phonological awareness and developing the learner’s skills gradually, also by distinguishing the phonetic structure of Arabic according to a number of foundations, such as starting with teaching the spoken and heard language, then reading and writing.