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Volume :36 Issue : 141 2018      Add To Cart                                                                    Download

Pragmatic Teaching of Arabic Syntax to Non-native Speakers (in Arabic)

Auther : Manal Najjar

In spite of the noticeable progress witnessed in the research fields of modern linguistics, the process of teaching Arabic syntax to non-native speakers still relies on traditional and formal methods and does not properly take advantage of the fruits of modern linguistics like "contextual pragmatics". At the present, context is considered to be the center of pragmatics where meaning is emphasized on in relation to its actual use in a specific situation, i.e. pragmatics deals with the interpretation of meaning in its specific context, establishing a relation between language and context towards a deeper understanding of language. In other words, interpreting the meaning of an utterance requires not only knowing its direct meaning but also equating the utterance with its context (the communicative situation, time, place, participants of the communicative event in addition to all factors that build up the environment of the utterance) to be able to conclude all aspects of the explicit as well as the implicit intended meaning of a well - formed syntactic construct.
This paper endeavors to establish a new approach that makes a distinction between two syntactic concepts: "linguistic syntax" and "contextual syntax". Understanding these two concepts means understanding a wide range of language meanings and functions expressed in a specific situational context. Contextual syntax in particular enriches syntactic interpretation in such a way that qualifies it to deal with language in a deeper, more comprehensive and elaborate manner. This approach will help language users to use proper constructs in their proper situations to avoid ambiguity or misinterpretation of the message intended.
The non-native speakers today are in dire need for a new philosophy and approach in dealing with language, being equipped with more comprehensive competence that could enable them to use language as a means of expressing the linguistic function intended each in its syntactic form as well as contextual situation proper.

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