Problems of approaching literary text in secondary school: the linguistic problem

This study aims to reveal the reality of teaching the language sciences component in the secondary stage, and the extent to which this reality contributes to the low level of students in the Arabic language subject, to diagnose the positive aspects with a desire to enrich it, and the negative aspects to enrich interest in it, and to draw attention to it as a problem worthy of successive research in order to eliminate it. And avoid it. The importance of this research paper will enable secondary school Arabic language teachers to improve their professional performance by identifying the problems that hinder the achievement of the intended objectives of the linguistics lesson through a comprehensive review of curricula, methods and educational means. To generalize and achieve this importance, this research paper was launched through a general realistic problem among secondary school students, which is the difficulty of students’ comprehension of the linguistics lesson and its negative impact on their results in their linguistic performance. To overcome this problem, the study used the descriptive analytical approach, and the tool was content analysis. The research sample included educational directives and programs for teaching Arabic in secondary school education and analysis of the results of the questionnaires. The results of the study showed that learners’ stumble in the language sciences component is due to: the difficulty of the component itself, confinement to old teaching methods that tend to memorize and memorize rules, examples, and evidence, the psychological complex of learners in the component, lack of clarity of the goals envisaged by teaching the component, The Arabic language curriculum in the preparatory secondary school is based on the principle of quantity rather than quality. The form and content of the textbook, the educational experiences it provides and the way they are presented are negatively affected by the learners’ performance. The educational experiences provided do not measure the test. Considering the results, the study recommended the necessity of reconsidering the study plan in accordance with the objectives sought from the Arabic language curriculum, and then testing the textbook before implementing it. Classifying the presentation of the scientific material in a way that suits the steps of remembering, and balancing the presentation of the examples presented to include ancient, modern, and contemporary ones in a manner that is appropriate to the age stage of the learners. And building the content of the language sciences component according to the functional and logical approach, as this leads to achieving the desired goals, and teaching the language sciences component within the framework of the activities approach, through the students performing several tasks and activities instead of memorizing the rules and repeating them without awareness of them.