Teaching approaches and comprehension skills of contemporary Arabic literary texts

Document Type : Original Article

Authors

1 Visiting professor of Farhangian University of Hazrat Rasool Akram in Khuzestan

2 Associate Professor, Department of Arabic Language and Literature, Persian Gulf University, Bushehr

3 3- Professor of the Department of Arabic Language and Literature, shahid Chamran University of Ahvaz, Ahvaz, Iran

10.48310/alle.2025.4004

Abstract

The skill of reading and understanding the text is one of the important language skills used to understand the meaning and thoughts in the text. Paying attention to this skill in the courses of contemporary literary texts is considered one of the most important topics in the field of language education. The use of correct teaching methods can play a significant role in strengthening the ability to understand the literary text. However, it is observed that literary texts are taught with old methods and many professors do not use new and appropriate strategies for teaching these texts. This has caused students to be unable to achieve the most important goals of contemporary literary texts.
The current research, using the descriptive-analytical method, examines the teaching approaches and comprehension skills of contemporary Arabic literary texts, as well as providing appropriate teaching solutions.The findings of the research show that Arabic language and literature professors use the appropriate and modern teaching methods to understand literary texts. Since the choice of teaching method is of particular importance in the teaching process, it is necessary for literary teachers to pay more attention to its choice. And it can be seen that professors often use the lecture method to teach literary texts, which is considered a traditional method compared to other strategies, but strategies such as group discussion, brainstorming, problem solving, and collaborative learning are new strategies. They rarely use it.

Keywords

Journal of Research in Arabic Language and Literature Education
Volume 6, Issue 2
February 2025
Pages 38-59

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