نوع المستند : Original Article
المؤلف
Arabic Language Education Department, Shahid Beheshti University of Farhangian, Mashhad
المستخلص
Given the communicative function of language, societal -particularly students’- expectations of Arabic language learning extend beyond legal, religious, and cultural requirements. Researchers regard students’ inability to use Arabic in practical contexts as a key indicator of the educational system’s shortcomings in language instruction. In this regard, dialogues in textbooks play a crucial role in fulfilling the communicative function of language. This study employs qualitative content analysis, based on an inductive approach, to examine dialogues in senior secondary Arabic textbooks. Data were coded, and recurring meanings were systematically grouped into subcategories and main categories to extract the core themes embedded in the dialogues. Findings reveal that the dialogues reflect five principal themes essential for learners across diverse skill-acquisition situations. However, the absence of a clear pedagogical purpose for dialogues in the textbooks, a predominantly exam-oriented perspective toward them, a marked reduction in their frequency in Grade 11, and their complete omission in Grade 12 have marginalized this integral component of language teaching and rendered it ineffective
الكلمات الرئيسية