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واقع وآفاق تعليميّة التّواصل الشّفويّ في ظل المقاربة النصية
واقع وآفاق تعليميّة التّواصل الشّفويّ في ظل المقاربة النصية
واقع وآفاق تعليميّة التّواصل الشّفويّ في ظل المقاربة النصية
Abstract:
The one who looks at the curricula of teaching the Arabic language, and in the pedagogical
practice in Algeria, finds that it focuses on written expression, while oral expression receives little
attention, with most teachers ignoring the appropriate way to teach it, and we point out that the use
of the term “expression” instead of “communication "It is in itself contradictory to the principles of
the textual approach, which is considered one of the tributaries of the competencies approach,
which is built on communication. Looking at the argumentative, explanatory, dialogical, and
narrative texts... that are taught by learners, we find that the final competence in it seeks
communication, not expression; That is because arguments, interpretation, dialogue, and narration
are skills that require the presence of a sender and a recipient.
Based on the fact that the learner who possesses oral communication skills is the most capable
of acquiring information and knowledge, expressing ideas, fulfilling needs, and building social
relationships with others, this intervention aims to describe the reality of teaching oral
communication in the secondary stage in light of the textual approach and to suggest solutions that
would To guide the learner from expressing the language to communicating with it.
Keywords: Oral communication, textual approach, competencies approach, secondary stage, the
learner.